Analysis Papers Templates Rubrics PDF

ANALYSIS OF OBSERVATION(S)
**Please use the example of an Analysis of Observation provided as a template for all analysis papers.**
Step 1: Summarize what was observed.

1A. Background Details:
Develop a chart that identifies:
a. Site Visit Number(s)
b. Day(s) of the week
c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Students
On average, how many students were present during the observation(s)? Based on the observation(s),
describe the diversity of the students. Refer to IPTS 1A for details regarding diversity.
1C. Adults
How many other adults were in the room? Describe their roles (e.g., parent, co-teacher, teacher’s aide,
student teacher, special education teacher).
1D. Summary of Observation(s)

Using your Site Visit Notes and focusing on the appropriate Performance Activity/ies, provide 3-4 sentences
summarizing what was observed in each Site Visit. Using the performance activities, provide clear examples
which support the given IPTS.
Remember that a summary focuses on retelling the main events of the observation in your own words. No opinion or
analysis should be part of your summary.
Step 2: Analyze observation(s) and the connection(s) to the standard/indicator. In this analysis, closely examine
the observation(s) to understand the parts and ways they work together. Focus on the connection(s) between the
observation(s) and the explicit standard/indicator the observation(s) addressed. Be sure to support all claims with
specific examples from the observation(s).
Step 3: Analyze what was observed and its impact on student learning. Using classroom data and anecdotal data
from the observation(s), analyze the way in which what was observed impacts student learning. Consider the way
specific characteristics of students in the observed class(es) (e.g., developmental characteristics, previously
demonstrated academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender
make-up, special needs and language) impact decisions regarding instruction and assessments, especially in terms of
the explicit standard on which the observation(s) focused. Provide specific numbers whenever possible. Be sure to
support all claims with specific examples from the observation(s).
Observation Analysis Paper Template
Host School: Teacher Candidate Name:

Cooperating Teacher: Date of this Analysis submission:
Subject(s):
Standard
Step 1: Focus on Summarizing the Observation(s)

Follow the instructions from the Candidate Assignment
Step 1A:
Site Visit/s (SV)
and Performance Date/s Day/s Time/s Grade Level/s Subject/s
Activity/ies (PA)
Step 1B:
Step 1C:
Step 1D:
Step 2: Focus on Connection to the IPTS Indicator

Be sure to use all performance activities for a given indicator when analyzing the observation(s) and the
connection(s) to the indicator. Review all the performance activities aligned with the specific indicator. Compare and
contrast this information from your Site Visit Notes.
Step 3: Focus on Impact on Student Learning

Be sure to use all performance activities for a given indicator when analyzing the observation(s) and the
ANALYSIS OF OBSERVATION(S)
Step 1: Summarize what you have observed.
0 1 2 3 4
Missing Unsatisfactory Emerging Proficient Exemplary
No summary was provided. Summary addressed one or Summary addressed two or Summary addressed at least Summary addressed all the
none of the key events three of the key events four of the key events key steps related to the
related to the target topic related to the target topic related to the target topic target topic observed in the
observed in the classroom. observed in the classroom. observed in the classroom. classroom. In Step D, three
No examples were included One example is presented At least two clear examples or more clear examples are
Summary Elements to support key ideas. to support key ideas. are presented to support key presented to support key
Summary includes Extraneous opinions or ideas. Extraneous opinions ideas. No opinions or
extraneous opinions or reflections are included; the or reflections may be reflections are added; the
reflections; the writing development of ideas is not added; the progression of writing is unified and
lacks unity and coherence. completely logical or ideas and information is, for coherent throughout.
coherent. the most part, logical.
Step 2: Analyze Observation & Connection to the Standard
No analysis was provided. Makes little or no Makes appropriate but Makes appropriate Makes appropriate,
connection between the somewhat vague connections between the powerful and original
topic of focus, the connections between the topic of focus, the connections between the
classroom observation, and topic of focus, the classroom observation, and performance activity and
Analysis Elements the standard. No examples classroom observation, and the standard. At least two the standard. Three or
were included to support the standard. One example clear examples are more clear examples are
key ideas. is presented to support key presented to support key presented to support key
ideas. ideas. ideas.
Step 3: Analyze Impact on Student Learning
topic of focus, the connections between the topic of focus, the connections between the
classroom observation, and topic of focus, the classroom observation, and performance activity and
the impact on student classroom observation, and the impact on student the impact on student
Analysis Elements
learning. No examples the impact on student learning. At least two clear learning. Three or more
were included to support learning. One example is examples are presented to clear examples are
key ideas. presented to support key support key ideas. presented to support key
ideas. ideas.
Academic Language and Writing Style

0 1 2 3 4
No academic language was Academic language was Academic language was Academic language was Academic language was
used. used in a few areas and was used in a few areas or used in some areas of the used throughout the
rarely used correctly. usage was not always analysis. Usage was correct analysis; usage was correct
Academic
correct. Usage of academic and shows understanding of and shows understanding
Language language does not show the concepts discussed. of the concepts discussed.
understanding of the
concepts discussed.
No analysis was provided. The writing shows partial The writing shows The writing shows good The writing shows mastery
or little control of grammar adequate control of control of grammar and of grammar and
and conventions. Minor grammar and conventions. conventions. A few minor conventions. Very few
Writing Style and major errors occur and Minor and perhaps a few errors occur, but they do not minor errors occur.
(grammar, may be distracting. Some major errors occur and they interfere with meaning. Sentence structure is
spelling, control of basic sentence may interfere with Sentence structure shows varied and effective.
mechanics, usage) structure is evident; usage meaning. Sentence variation; usage is often Usage is precise
may be imprecise. structure is adequate but precise. throughout.
may not be varied; usage is
adequate.
ANALYSIS OF INTERVIEW(S)
Step 1: Summarize the interview(s).

c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Summary of Interview(s)

Using your Site Visit Notes as well as the notes taken during the interview(s), provide 3-4 sentences
summarizing each interview. Be sure to identify, specifically, who was interviewed and focus on the specific
Performance Activity that supports the given IPTS.
Remember that a summary focuses on retelling the main events of the interview in your own words. No opinion
or analysis should be part of your summary.
Step 2: Analyze the interview(s) and connection to the standard. In this analysis, closely examine the interview
questions and the responses received. Focus on the connection between the interview discussion(s) and the explicit
IPT standard/indicator this interview(s) is addressing. Be sure to support the claims with specific examples from the
interview(s).
Step 3: Analyze impact on student learning. Using anecdotal data from the interview(s), analyze the way in which
what you learned through the interview(s) impacts student learning. Consider the way specific characteristics of
students in the target grade level and subject area (e.g., developmental characteristics, previously demonstrated
academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender make-up, special
needs and language) impact decisions regarding instruction and assessments made by the teacher, especially in terms
of the explicit IPT standard/indicator on which the interview(s) focused. Provide quotes whenever possible. Be sure
to support claims with specific examples from the interview(s).
Interview Analysis Paper Template

Subject(s):
Standard
Step 1: Focus on Summarizing the Interview(s)

Step 1A:
Site Visit/s (SV)
Activity/ies (PA)
Step 1B:

Be sure to use all performance activities for a given indicator when analyzing the interview(s) and the connection(s)
to the indicator. Review all the performance activities aligned with the specific indicator. Compare and contrast this
information from your Site Visit Notes.

Be sure to use all performance activities for a given indicator when analyzing the interview(s) and the connection(s)
ANALYSIS OF INTERVIEW(S)
Step 1: Summarize the interview(s).
0 1 2 3 4
none of the key events three of the key events four of the key events key steps related to the
related to the target topic of related to the target topic of related to the target topic of target topic of the
the interview(s). No the interview(s). One the interview(s). At least interview(s). Three or
examples were included to example is presented to two clear examples are more clear examples are
support key ideas. support key ideas. presented to support key presented to support key
Summary
Elements extraneous opinions or reflections are included; the or reflections may be reflections are added; the
Step 2: Analyze Interview & Connection to the Standard
topic of the interview(s) connections between the topic of the interview(s) and connections between the
and the standard. No topic of the interview(s) the standard/indicator. At performance activities and
Analysis Elements examples were included to and the standard/indicator. least two clear examples are the standard/indicator.
support key ideas. One example is presented presented to support key Three or more clear
to support key ideas. ideas. examples are presented to
support key ideas.
topic of the interview and connections between the topic of the interview(s) and connections between the
the impact on student topic of the interview(s) the impact on student performance activities and
learning. No examples and the impact on student learning. At least two clear the impact on student
Analysis Elements were included to support learning. One example is examples are presented to learning. Three or more
key ideas. presented to support key support key ideas. clear examples are
ideas. presented to support key
ideas.
0 1 2 3 4
Academic correct. Usage of academic and shows understanding of and shows understanding
concepts discussed.
(grammar, may be distracting. Some major errors occur and they interfere with meaning. Sentence structure is
spelling, control of basic sentence may interfere with Sentence structure shows varied and effective.
mechanics, usage) structure is evident; usage meaning. Sentence variation; usage is often Usage is precise
may be imprecise. structure is adequate but precise. throughout.
adequate.
ANALYSIS OF DISCUSSION(S)
Step 1: Summarize the discussion(s).

c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Summary of Discussion(s)

Using your Site Visit Notes as well as the notes taken during the discussion(s), provide 3-4 sentences
summarizing each discussion. Be sure to identify, specifically, who participated in the discussion
and focus on the specific Performance Activity that supports the given IPTS.
Remember that a summary focuses on retelling the main events of the interview in your own words. No
opinion or analysis should be part of your summary.
Step 2: Analyze the discussion(s) and connection to the standard. In this analysis, closely examine the
focus of the discussion, including inquiry and responses received. Consider how the discussion began,
developed, and ended. Focus on the connection between the discussion(s) and the explicit IPT
standard/indicator this discussion(s) is addressing. Be sure to support the claims with specific examples
from the discussion(s).
Step 3: Analyze impact on student learning. Using anecdotal data from the discussion(s), analyze the
way in which what you learned through the discussion(s) impacts student learning. Consider the way
specific characteristics of students in the target grade level and subject area (e.g., developmental
characteristics, previously demonstrated academic performance/ability and special needs, socio-economic
profile, ethnicity/cultural/gender make-up, special needs and language) impact decisions regarding
instruction and assessments made by the teacher, especially in terms of the explicit IPT standard/indicator
on which the discussion(s) focused. Provide quotes whenever possible. Be sure to support claims with
specific examples from the discussion(s).
Discussion Analysis Paper Template

Subject(s):
Standard
Step 1: Focus on Summarizing the Discussion(s)

Step 1A:
Site Visit/s (SV)
Activity/ies (PA)
Step 1B:

Be sure to use all performance activities for a given indicator when analyzing the discussion(s) and the connection(s)

Be sure to use all performance activities for a given indicator when analyzing the discussion(s) and the connection(s)
ANALYSIS OF DISCUSSION(S)
Step 1: Summarize the discussion(s).
0 1 2 3 4
No summary was Summary addressed one or Summary addressed two or Summary addressed at least Summary addressed all the key
provided. none of the key events related three of the key events four of the key events related steps related to the target topic
to the target topic of the related to the target topic of to the target topic of the of the discussion(s). Three or
discussion(s). No examples the discussion(s). One discussion(s). At least two more clear examples are
were included to support key example is presented to clear examples are presented presented to support key ideas.
Summary ideas. Summary includes support key ideas. to support key ideas. No opinions or reflections are
Elements extraneous opinions or Extraneous opinions or Extraneous opinions or added; the writing is unified
reflections; the writing lacks reflections are included; the reflections may be added; the and coherent throughout.
unity and coherence. development of ideas is not progression of ideas and
completely logical or information is, for the most
coherent. part, logical.
Step 2: Analyze Discussion & Connection to the Standard
No analysis was Makes little or no connection Makes appropriate but Makes appropriate Makes appropriate, powerful
provided. between the focus of the somewhat vague connections between the and original connections
discussion(s) and the standard. connections between the focus of the discussion(s) and between the performance
No acknowledgement of how focus of the discussion(s) the standard/indicator. activities and the
the discussion began, and the standard/indicator. Acknowledgement of how standard/indicator. Detailed
Analysis developed, or ended is Little acknowledgement of the discussion began, analysis of how the discussion
Elements provided. No examples were how the discussion began, developed, and ended is began, developed, and ended is
included to support key ideas. developed, and ended is provided, though details are provided. Three or more clear
provided. One example is vague. At least two clear examples are presented to
presented to support key examples are presented to support key ideas.
ideas. support key ideas.
No analysis was Makes little or no connection Makes appropriate but Makes appropriate Makes appropriate, powerful
provided. between the topic of the somewhat vague connections between the and original connections
discussion and the impact on connections between the topic of the discussion(s) and between the performance
student learning. No examples topic of the discussion(s) the impact on student activities, the discussion, and
Analysis
were included to support key and the impact on student learning. At least two clear the impact on student learning.
Elements ideas. learning. One example is examples are presented to Three or more clear examples
presented to support key support key ideas. are presented to support key
ideas. ideas.
0 1 2 3 4
No academic Academic language was used in Academic language was Academic language was used Academic language was used
language was used. a few areas and was rarely used used in a few areas or usage in some areas of the analysis. throughout the analysis; usage
correctly. was not always correct. Usage was correct and shows was correct and shows
Academic Usage of academic language understanding of the concepts understanding of the concepts
Language does not show discussed. discussed.
concepts discussed.
No analysis was The writing shows partial or The writing shows adequate The writing shows good The writing shows mastery of
provided. little control of grammar and control of grammar and control of grammar and grammar and conventions.
Writing Style conventions. Minor and major conventions. Minor and conventions. A few minor Very few minor errors occur.
(grammar, errors occur and may be perhaps a few major errors errors occur, but they do not Sentence structure is varied and
spelling, distracting. Some control of occur and they may interfere interfere with meaning. effective. Usage is precise
mechanics, basic sentence structure is with meaning. Sentence Sentence structure shows throughout.
usage) evident; usage may be structure is adequate but variation; usage is often
imprecise. may not be varied; usage is precise.
adequate.
ANALYSIS OF STUDENT INTERACTION(S)
Step 1: Summarize the student interaction(s).

c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Students
Who were the students with whom you worked? Be as specific as possible without revealing names.
Consider the variety of learners in your class who required different strategies/support (e.g., students with
IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
1C. Summary of Student Interaction(s)

Using your Site Visit Notes, provide 3-4 sentences summarizing what the student interaction from each Site
Visit. Be sure to focus on the specific Performance Activities that support the given IPTS. Describe the
central focus and purpose for the content addressed in this student interaction. Be sure to include:
a. the specific lesson taught or activity performed;
b. the materials used;
c. the objective of the lesson or activity; and
d. the outcome of the lesson or activity.
Remember that a summary focuses on retelling the main events of the student interaction in your own words. No
opinion or analysis should be part of your summary.
Step 2: Analyze observation and connection to the standard/indicator. Describe how the student interaction
was accomplished. How does this activity affect student learning? Analyze the results of your student
interaction. In your analysis, closely examine the objective of the lesson or activity and how well the objective was
met. How do you KNOW students met the objective? Focus on the connection between the student interaction and
the explicit standard/indicator this student interaction is addressing. Be sure to support your claims with specific
examples from your student interaction.
Step 3: Analyze impact on student learning. Using anecdotal data from your interview, analyze the way in which
what you learned through your student interaction impacts student learning. Consider the way specific characteristics
of students in the target grade level and subject area (e.g., students with IEPs, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) impact decisions
regarding instruction and assessments, especially in terms of the explicit standard/indicator on which this student
interaction focused. Be sure to support your claims with specific examples from your student interaction.
Student Interaction Analysis Paper Template

Subject(s):
Standard
Step 1: Focus on Summarizing the Student Interaction(s)

Step 1A:
Site Visit/s (SV)
Activity/ies (PA)
Step 1B:
Step 1C:

Be sure to use all performance activities for a given indicator when analyzing the student interaction(s) and the

Be sure to use all performance activities for a given indicator when analyzing the student interaction(s) and the
ANALYSIS OF STUDENT INTERACTION
Step 1: Summarize Experience with Student Interaction
0 1 2 3 4
none of the elements three of the elements four of the elements related performance activities
related to the student related to the student to the student interaction as related to the student
interaction as established in interaction as established in established in the interaction as established
the assignment. No the assignment. One assignment. At least two in the assignment. Three or
Summary examples were included to example is presented to clear examples are more clear examples are
support key ideas. support key ideas. presented to support key presented to support key
Elements
extraneous opinions or reflections are included; the or reflections may be reflections are added; the
Step 2: Analyze Student Interaction & Connection to the Standard
lesson/activity of the connections between the lesson/activity of the connections between the
student interaction and the lesson/activity of the student interaction and the performance activity of the
Analysis Elements standard. No examples student interaction and the standard. At least two clear student interaction and the
were included to support standard. One example is examples are presented to standard. Three or more
key ideas. presented to support key support key ideas. clear examples are
ideas. presented to support key
ideas.
student interaction connections between student interaction connections between
experience and the impact student interaction experience and the impact student interaction
Analysis Elements on student learning. No experience and the impact on student learning. At experience and the impact
examples were included to on student learning. One least two clear examples are on student learning. Three
support key ideas. example is presented to presented to support key or more clear examples are
support key ideas. ideas. presented to support key
ideas.
0 1 2 3 4
Academic correct. Usage of academic and shows understanding of and shows understanding
concepts discussed.
may be distracting. Some major errors occur and they interfere with meaning. Sentence structure is
(grammar,
control of basic sentence may interfere with Sentence structure shows varied and effective.
spelling, structure is evident; usage meaning. Sentence variation; usage is often Usage is precise
mechanics, usage) may be imprecise. structure is adequate but precise. throughout.
adequate.

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ANALYSIS OF OBSERVATION(S)

Step 1: Summarize what was observed.

1D. Summary of Observation(s)

Host School: Teacher Candidate Name:

Step 1: Focus on Summarizing the Observation(s)

Step 2: Focus on Connection to the IPTS Indicator

Step 3: Focus on Impact on Student Learning

Step 1: Summarize what you have observed.

Step 2: Analyze Observation & Connection to the Standard

Step 3: Analyze Impact on Student Learning

Academic Language and Writing Style

Step 1: Summarize the interview(s).

1B. Summary of Interview(s)

Host School: Teacher Candidate Name:

Step 1: Focus on Summarizing the Interview(s)

Step 2: Focus on Connection to the IPTS Indicator

Step 3: Focus on Impact on Student Learning

Step 1: Summarize the interview(s).

Step 2: Analyze Interview & Connection to the Standard

Step 3: Analyze Impact on Student Learning

Step 1: Summarize the discussion(s).

1B. Summary of Discussion(s)

Host School: Teacher Candidate Name:

Step 1: Focus on Summarizing the Discussion(s)

Step 2: Focus on Connection to the IPTS Indicator

Step 3: Focus on Impact on Student Learning

Step 1: Summarize the discussion(s).

Step 2: Analyze Discussion & Connection to the Standard

Step 3: Analyze Impact on Student Learning

Step 1: Summarize the student interaction(s).

1C. Summary of Student Interaction(s)

Host School: Teacher Candidate Name:

Step 1: Focus on Summarizing the Student Interaction(s)

Step 2: Focus on Connection to the IPTS Indicator

Step 3: Focus on Impact on Student Learning

Step 1: Summarize Experience with Student Interaction

Step 2: Analyze Student Interaction & Connection to the Standard

Step 3: Analyze Impact on Student Learning

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