Lesson Observation Form K-L?

PTEP, UNC
Teacher Candidate: -
Evaluator: r.yonvlall
LlNC sor, OR teacher
School, district: ZalW Vlefil" Subject/Grade J
Lesson and
CRITERIA DEVELOPING PROFICIENT TARGET

Ppoacocv Aligned to the Colorado Quality Teacher Standards Rubric bltp,!:ryyUgje.ftate.co.us/educatore0'ective!9$1rulricre_visron and
the UNC Program Completer Survey. Hiehlieht appropriate box.
PLANNING/ Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology:
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. specific to individuai students' needs. appropriate learning objectives. Advanced
Student learning is evident in few. Student leaming is evident in most. student learning is evident.

LEARNING Behavior problems in classroom
ENVIRONMENT negatively affect leaming. Little
control over classroom. Has
difficulties relating to students.
Management may be
developmentally inappropriate.
Manages most behavioral problems
and maintains control of the
classroom. Intentionally creates a
healthl classroom communily
where students are treated with
sensitivity and respect.
pis-Cfuline problems are prevented through\
engaging instruction and building a safe,
respectful, and tolerant classroom
communitv. Aoorooriate intervention
strategies are evident. Effective use of time
ary! :lg;q9om,sl[ucturglspparatr]L-- _

INSTRUCTION/ No evidence of assessment, or no
ASSESSMENT connection between assessment and
instruction.
REFLECTION ON Ineffectively links student learning to
PRACTICE own practice. Does not establish
professional goal s through reflection.
Discomfort in school climate.
Periodically assesses student performance/
including formal and inlormal methods: /
minor adjustments ol instruction. i
Objectives and assessment align.
\
Periodically refl ects on professional
practice and the impact on student
leaming. Able to respond to a complex,
dynamic environment.
Co.-nsisc-fIr7ssesses student performailE6
both formally and informally; assessment
drives instruction and is directly linked to
age and content appropriate objectives..
TvftlE-nte of reflection and analysis ofTTIiIenl
leaming with links to goals for teacher
professional practice. Tttitcsjilhe-qqrnplgl,
dvnamic
L--
environment of a school.

Reliable, punctual, and collaborative.

i/ -f6frIistently reliable, punctual, willing and -
Pn orsssroN,qr-tsN4l Lacks evidence of consistent
COMMUn-ICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. \ of professional practice and communication.
SPECIFIC CoNTENT lnstructional Planning and lmplementation (with
KNOWLEDGE to guide students' processes ofartmaking and art
Academic Standards, National Core Arts Stand
(Proficient), or T(Target) content knowledge and
lnstructional Planning and Implementation demonstrates a working knowledge of a student's abi1iry to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subiect matter, expressive content and appropriate box.
LEARN TO Introduction of terms and facts without students in tn.lrrciitE synthesizes students
COMPREHEND contextual applications. of concepts as defined understand(ng visual arts compositions,
meanings. { lunctions with reflection.
creation $Aransfer.
Instruction guides students in to generating artistic ideas and to define criteria and make
ENVISION AND reasoned judgments about the significance oftheir art and the art ofothers works. Students are into connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social h
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students'
to conceptualize or evaluate anistic and connect among other disciplines refl ection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delirery of art initruc
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize. develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Fin@iott.
DISCOVER TO
Instructor's ability to convey knowledge of Students are adequately guid{in show with art
CREATE along with
art teaching methods, art media or anmaking processes but ma/ have minimal
processes at an age appropriate level is opportunity for age approprQte sell- ledge ofcontent and skill.
inadequate. discovery or personal creatiod. for student IS

Instruction demonstrates a ledge and respect for art forms that reflect @andmeanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO ofthe need for continuing study, reflection,g4d ptofessiooalgrewt le-fidd ofart education.
TRANSFER Connections are made to diverse Connections are respectfully made
Connections are not made to other
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is 1itt1e evidence of desire for ( extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.
 Lesson Observation Form K-L? PTEP, UNC

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Focus on student Lesson Objective: twlsf l'fidefiat'r
achievement:
What learning objective(s) did
you target? Did your students
Student progress toward objective:Srta der.k Mt NovY-L1U MW^@
master the objective(s)? How
do vou knowl4ludlrltA ;

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Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the

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Areas of strength: Teacher Observer:

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Areas of growth: Teacher Candidate Observer:

What are your areas of

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growth?
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Goals: Goals:
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What are goals to

improve your instruction
and increase student
learning and artistic
development?

Evaluator signature tl/W;,/ Vlrwwo(,tL Date: 2 . lb .2oZo