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LESSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric
Descriptions include criteria up to proficient for an in-service teacher

Teacher Candidate's Name Meg Strauss Observer Karen Rowe

Date 4/20/18 Observation #4

What is/are the learning target(s) for the day?
Students will understand how the theme of conformity relates to Fahrenheit 451, “The Lottery” and society today.
Students will question their own stance on conformity and their own individual.

Emergent

Proficient
Not Observed

Developing

Accomplished
1. Demonstration of Mastery of FEEDBACK
Pedagogical Expertise in the
Content

a. (E) Lesson plan is available and reflects appropriate X Lesson plan is complete and available.
objectives, Colorado Academic Standards, and
assessment results. Objectives, instruction and assessments
(D) Implements lessons that connect specific align. Uses multiple modes of instruction.
learning objectives to curriculum and align to Curriculum and lesson are aligned to district
district’s plan. standards.
(P) Demonstrates knowledge of vertical and
horizontal alignments of the grade or subject area.
b. (E) Scaffolds questions, concepts, and skills based Scaffolds instruction starting with students’
on a sequence of learning, uses instructional
X looking at their own beliefs.
materials that are accurate and appropriate for the
lesson being taught, encourages and provides
opportunities for students to make connections to Through discussions facilitates exploration
prior learning. of an idea of conformity, learns more
(D) Implements content-based instructional information and then looks at their rationale
strategies that align to learning objective, uses
multiple models and delivery methods to explain of their own beliefs.
concepts, and applies questioning techniques to Literacy skills are required in order to write
support inquiry. and hold the discussions.
(P) Anticipates misconceptions and addresses those
during instruction, facilitates exploration of ideas that
Mathematics not part of this lesson.
allow students to ask questions and construct new
meaning.
Students have the opportunity to make
c. (E) Connects lessons to key concepts and themes X
within other content areas, has knowledge of how to
connections to their prior learning.
support literacy and numeracy practices in content
area.
(D) Employs instructional strategies that include
literacy, numeracy, and language development
across content areas, makes reading and content-
specific language accessible to students.
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content
areas.

Areas of Celebration: Excellent lesson planning using multiple modes of teaching and aligning your lesson with the standards and district
curriculum.

Growth Areas/Next Steps: Understanding misconceptions will come as you continue to teach this course.
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Revised 8.6.17
2. Safe, Inclusive and Respectful FEEDBACK
Learning Environment N/O E D P A

a. (E) Maintains safety of students and X Safety is on the minds of the staff and Meg.
environment, a nurturing and caring The environment is one of nurturing and
relationship with each student, clear caring.
expectations for student behavior, and
procedures and routines to guide instruction X She appears to have a positive relationship
and transitions. with her students. Many come to the room
(D) Facilitates accountability to school and to have lunch.
class procedures and routines, consistently Time is used wisely.
reinforces expectations. All students, regardless of race, gender,
(P) Makes maximum use of time by religion, social economic status appear to
overlooking inconsequential behavior, be acknowledged and valued.
reinforcing positive behavior, and implementing
purposeful pacing and efficient transitions. There is definitely a sense of community in
the room and the class is large.
b. (E) Acknowledges the influence of race, X
ethnicity, gender, religion, socioeconomics and Individual beliefs are valued.
other aspects of culture on student
perspectives, creates an environment where Meg collaborates throughout each day with
diversity is used to further student learning.
her cooperating teacher. They have a co-
(D) Establishes processes resulting in a sense teaching philosophy so students benefit
of community among students, effective
from knowledge from both teachers.
interactions among students, and incorporates
instruction that reflects diverse backgrounds,
experiences, and different points of view. Works with other specialists as needed.
(P) Delivers lessons to ensure students’
backgrounds and knowledge are considered,
capitalizes on diversity as an asset in the
Students are self-selecting their ideas of
classroom, uses materials and lessons that where they will never conform to others.
counteract stereotypes and acknowledges the
contributions of all cultures. Communicates with families as needed.
c. (E) Recognizes that students have a variety of X Used strategy of listen up when attention is
learning needs and interests, addresses needed.
individual student needs by adapting the
environment, and collaborates with specialists
who can support the learning needs of Understands the importance of the
students. environment.
(D) Implements a variety of inclusion,
intervention, or enrichment practices to
address unique learning needs and interests, Continue to not talk over them and try to
implements recommendations of specialists spend as little time as possible during
and colleagues to address student needs, and transitions so you can keep it for learning.
encourages the values and contributions of Don’t let students talk over each other.
students regardless of backgrounds or Amy modeled a way to reinforce the
abilities.
classroom norms.
(P) Initiates collaboration with colleagues to
understand and respond to student learning
needs, provides challenging opportunities and
support for students to self-select tasks that
accelerate their learning, and integrates self-
advocacy skills into instruction.
d. (E) Establishes an environment that is inviting x
to families and/or significant adults and
respectful relationships with students, their
families, and/or significant adults.
(D) Uses a variety of methods to initiate
communication with families and/or significant
adults in the school and community.
(P) Coordinates communication between
families and/or colleagues who provide student
services, recognizes obstacles to family and
community participation and seeks solutions to
overcome them.

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Areas of Celebration: The classroom environment is one of nurturing, caring and value of all students. Collaboration is critical and this
class is based on student-centered learning and peer collaboration.

Growth Areas/Next Steps: Continue to set expectations. Reinforce and make sure that you don’t move on until you get all of their correct
response of talking over each other.

3. Plan and Deliver Effective a
Instruction N/O E D P A

a. (E) Demonstrates knowledge of the x Strategies used are discussion and writing
interrelatedness of students’ intellectual, social, plus some lecture.
and emotional development
Make sure that directions are clear so that
(D) Engages students in developmentally time can be used for your activity.
appropriate learning.
(P) Implements knowledge gained from
Students are engaged in an activity with an
colleagues with expertise in child and artist that they are familiar with.
adolescent development to improve the quality Questions are asked, students respond with
of instruction. their own belief about whether they will
b. (E) Determines students’ current skill levels X conform. Examples are ones that students
and uses that information to plan instruction, can identify with. They were then required
selects assessment strategies aligned to the to provide a rationale for their choice with
learning objectives, monitors student learning requires higher-level thinking skills. These
in relation to the objectives, shares feedback are 21st century skills that are important for
on student progress with families and/or
student learning.
significant adults
(D) Uses assessment results to guide real-time Assessments are assessing the objective.
adjustments to instruction, evaluates and Students are not afraid to give their opinion
documents student performance based on so the classroom has to be one where
multiple measures, provides timely feedback to students can take risks and share with one
students that is academically focused, another. Opportunity is provided to
frequent, and high quality encourage risk taking.
(P) Provides opportunities that encourage
students to take academic risks based on
assessment results, teaches students to use Created a question which asked students to
feedback to improve learning. relate the first activity and the second.
c. (E) Employs strategies and procedures to X
ensure students have equitable access to Students have access to computers and
available technology, assesses available Meg uses technology to enhance learning.
technology to use with instruction.
Problem-solving and critical thinking were
(D) Uses available technology to facilitate
classroom instruction, develop students’ required during the lesson.
knowledge and skills, models responsible and
ethical use of technology and applications.
(P) Integrates available technology to enhance
creativity, critical thinking, problem-solving, use
of information, communication, and
collaboration.

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d. (E) Sets and communicates student X
expectations at a level that challenges
students, understands the importance of
developing critical thinking and problem- Is developing opportunities for students to
solving skills. practice and develop critical thinking skills.
(D) Demonstrates knowledge of processes Work on clear directions. Most students pick
needed to support student in acquiring critical up on what to do but there are a few who
thinking skills and problem-solving skills, uses ask again. Nice strategy to ask a student to
wait time equitably to initiate student repeat the directions so all hear those for
responses. the second time.
(P) Teaches students critical thinking and Exit ticket used to assess learning. Used
problem-solving skills that are discipline- google classroom and created a survey
appropriate.
through a program where each student
e. (E) Has a clear purpose for student x would answer each question.
collaboration.
Before you reveal that most people conform,
(D) Provides opportunities for students to
participate using various roles and modes of could you ask the students to think about
communication, adjusts team composition what will be the result of the research study.
based on learning objectives and student Used a group for collaboration so that
needs. students can discuss the discussion
(P) Holds students accountable for work questions and get views from their peers.
product and collaboration processes, promotes
student leadership and teamwork skills.
Moved from group to group to ask questions
f. (E) Provides clear directions to guide student x and listen in to the conversation.
learning and behavior, actively listens to
students.
(D) Models a variety of methods for
communication with all students, establishes
classroom practices to support effective
communication.
(P) Teaches students to articulate thoughts and
ideas clearly and effectively.

Areas of Celebration: Engaging lesson, students read aloud, took a survey and had to defend their decision. Connections were made that
connected the survey to the story they would read aloud. This made connections throughout the lesson. Purpose was made for individual
learning and sharing of answers. Worked on all components of literacy. Many communication strategies were used and modeled.

Growth Areas/Next Steps: Establish the practice of allowing student dialogue but knowing when you are requiring students to listen to one
another. Nice job of telling students they needed to be respectful and talk one at a time, but when they don’t, remind them again.

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4. Reflection of Practice FEEDBACK
N/O E D P A
a. (E) Implements performance feedback X
from supervisor and/or colleagues to Does a great job of reflecting on each
improve practice, actively engages in lesson. Continues to learn in her classes
professional learning focused on meeting and with her mentor. Works toward
professional goals. implementing new learning and reflection.
(D) Engages in professional learning
based on alignment with Colorado Has a positive attitude toward change and
Academic Standards, school and district in general.
initiatives, current research, and student
needs.
Continues to create engaging lessons and
(P) Applies knowledge and skills learned
expects all to be engaged.
through professional learning to improve
student outcomes, develops and follows a
professional learning plan aligned to
goals.
b. (E) Has a positive attitude toward change. X
(D) Adapts to the changing demands of
the classroom environment, maintains a
positive, productive, and respectful
relationship with colleagues.
(P) Initiates collaborative activities with
colleagues to navigate change while
maintaining a focus on student learning,
contribute to school and district
improvement planning.

Areas of Celebration: Is positive and is willing to adapt and apply feedback. Appreciates the feedback and is extremely reflective.

Growth Areas/Next Steps: Continue doing what you are doing!

5. Demonstration of Leadership FEEDBACK
N/O E D P A
a. (E) Participates in school activities expected of x
all teachers, supports school goals and Participates in school activities and continually
initiatives. seeks ways to be engaged.
(D) Contributes to school committees and
teams.
(P) Seeks opportunities to lead professional
learning activities, actively participates in
school decision-making processes.

Revised 8.6.17
b. (E) Maintains confidentiality of student records x Models ethical behavior, honesty, and integrity.
as required by law, confidentiality of student, Can bring these concepts into your lesson.
family, and fellow teacher interactions, and
confidentiality of student data; demonstrates
reliable and responsible behavior.
(D) Models ethical behavior, including honesty,
integrity, and fair treatment and respect for
others.
(P) Helps students understand the importance
of ethical behavior as an individual and
member of society.

Areas of Celebration: Has leadership potential and characteristics. Could you take this idea to countries and compare a democracy to a
dictatorship?

Growth Areas/Next Steps: Continue bringing these concepts of ethics and integrity into your lessons, when appropriate.

What evidence of learning do you see and hear?
Students participated individually in answering the questions, students worked in groups and shared ideas. Exit ticket is used. Think about
asking students to be silent while students were writing down their ideas.

Are students meeting the target today? __not sure_____At what level? High level

How do you know?
Exit tickets, comments during answering the questions.

Meg Strauss 4/20/18
Dr. Karen Rowe 4/20/18
Teacher Candidate Date Observer Date

Revised 8.6.17