Lesson Observation Form Video Chak Check-in Confrence, 3° 24.20 K-12 PTEP, UNC Teacher Candidate: (AMAMLOL. wilker SoM Evaluator:_K ypnwal UNC Superviggr, OR Cooperating teacher School district North Valag MS, Greely EyaitubiecrGnde: “Ayr : Lesson topic and summary: J Se honls CRITERIA, DEVELOPING [PROFICIENT TARGET ‘Aligned to the Colorado Quality Teacher Standards Rubric )yip’//\ «de state 60 us esucatonetlectivenessrubicrey sion and the UNC Program Completer Survey, Highligh appropriate box. s i Instruction lacks focus and/or ‘Instruction is adequate, aligned to CAS, | Instruction is confident, uses CAS based reports aura Moods, | calcanayssppeqrine teoolsy. | lon plana apprepia eclo Cstsuanercamowacnn mt | tennmunceerseniywets | fememdanmene ese | secionneipaprtrne’ | tena des ed om ene aed | | Student learning is evident in few. Jent learning is evident in most. ic ee | SEMIN TI,, |i atheiiterno” | emp pere te Uh Geta eved } Teor bens sean’ —] Nags mo shoal woes Dil poise even ourh yo acme |e ss womaton ding tes cp 4 | control over classroom. Has flassoom Intentionally creates 8 repsti, ander asoom * volt Sireatsrianrsden | watty dura coon ‘SEeoniy Apwopatelncrenon Magenen maybe eaten ae weed th Sant icc ereaeiact iis. developmentally inappropria and respect. _and classroom structures apparent’ @l ney INSTRUCTION | No evidence of asessment, oF no” Periodically assesses student performance | Consistently assesses student performance IASSESSMEYT, . | connection between assessment and_| including formal and informal methods; | both formally and inf 4 ‘Consistent {air instroction minor adjustments of instruction. ‘ives insisting and i directly inked 19 ) rang ‘Objectives and assessment align. g¢and content appropee OBIECHVES. EN vine TShacrox |e Tas | Dy I ten | Eee end wey | SCTICE. | own practice. Does not establish | practice and the impact on student Teaming to goals for teacher eyible cratiy jon| ning Abe to opr onecplex, | preston prasice Tres he com probiem solv ityoiscomtor in schoo! cima dynamic environment. dynamic envi 7 7 i= ere Tacks evidence of | Reliable, punctual, and collaborative Consistenty reliable, punctual, willing and reliability. collegial i i Willing to lam from ertcism. Adhere to able to collabora. Actively sesks critical ‘communication, Does not always | standards of profesional practice. lly adheres to standard Adhere to professionalism standards. | Communicates professionally. fi and communication. ‘SPECIFICCONTENT KNOWLEDGE. Instructional Planning and Implementation (with individual studeats, small groups, OF entire class) demonstrates an ability to guide students’ processes of artmaking and ar interpretation at a age appropriate level defined by the Colorado ‘Academie Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P (roficiend, of TCTarget) content knowledge and level of ability to assess student learning and guide instrction. ‘OBSERVE AND LEARN TO. ace ENVISION AND CRITIQUE TO baci are a aes eso ‘observe and use background, Favwatgs to maka andere an, THs TTades Knowledge of compositional principles, functions ofthe visual ats na soiety copie bok. jaseucton adequately engages suds in Postion sytbeszes students textual applications. application of lesson concepts as defined jinderstanding visual ats compositions Wer vo ring, funetions wih elton Ppl haking reaton & transfer. igri i eae pag eR Wen aie Se ea a ein cea ale ‘SSS olpmens aout Spica te a an eat fades are gic making onecons -perween visual aris and other disciplines (math, Tteracy, social sciences, and histor ele.) introduction of terms and facts without REFLECT Tnsiraction minimally offers students] Student are able to define eit T tasritfon guides stadent= to conceptualize or evaluate anistic | and connect among other disciplines. | reflebtion-based observation creation) INVENT AND. DISCOVER TO ut REM Fog. pristine mebads anc or arming pce be ii ing flvedepebigmsaeractcs iw ayn so en of frenetic | Eiruser among dcipies. Breet prea ar ania afar Tnetods, pe appropriate deve of a insiruction. Uses knowledge of medi tools sec seal eh hve on A rs yo eh. rile asides including eosin a main ad ncn Final works refed fr psettio, istrucors ability 1 convey knowledge of Students are adequately gurded in show nce with ant ¥ Tnstruction demonstrates a knowledge and respect for art forms that reflect diversity including RELATE AND | of artworks witin divers groups. Students are able ize Hedge and personal experiences to make at Ree TCE TO. | ado apply societal, cultural and historical content to deepen understanding Instructor and students demonstrat awareness ‘ONNECTTO | ofthenged for conning sc, reflesion and penessinal osc 7 Hef AEST | Gontestons nat made ater" [Comnestons ae made dvene Connections are espetlly mad Aude ideas and diverse experiences orare | culture groups and contests. that reflec diverse elute groups and cikade Work | Sette menany. uses an comes gthe | env Ses conmet making dlrotly Connécde/Tiee i eviteoF sti fr | een aeinga pe to personal experince. There is 9 ‘ty pbrsna |_| ftw growth . fcdene of coining erowth. ¢ livesLesson Observation 3.24.20 Form K-12 PTEP, UNC Focus on student achievement: What learning objective(s) did ‘you target? Did your students master the objective(s)? How do you know? Focus on the artistic process: Fiow di sudents evidence behaviors described by more than one of the CAS in the process of at making? Bhuclents orgose + he level of skill and dey iF understanding for each + Lesson Objective: En, Re in makiviy Sul pure oF Nome + Standards are addvessed depending on the project Al shdents. retect= uyen ciinetetin fa bre cor Student progress toward objective: Study rtts, will submit progress P! s aida Pek reptech on with tom pleton ef projects. How standards are aligned and evidenced: Google Classriorn is mp with help ingtrachiens ase eens Assignee Wai ct Chart G ingo forma Are Macings me 4 week. Wed: Family g studewts (on line? ogi ang ont Fri sStudlunyts nly th Sieppine wp tO tee chaclvenge ‘Areas of growth: ‘What are your areas of growth? Making suxe CUA Way “ oxes What are goals to improve your instruction and increase student Teaming and artistic development? Prpiect chosen: | al Areas of strength: Teacher Candidate: Observer: . sMNVING In © «Thinking and Plannin, with ike What are your areas of -— | complex R tuauerrg ine needs ents in Nd strength? sitUction. FIM: all students needs 7a Mol st - rn STP engage ALL [Respecting stndepts y Leening arnt) S295 Shade A, Batya at, DUCELy on wriatever 1evet(Chotce 6. Researching planning ave Cwwceeol* FFEENA INOW eXperteh yes. WS thi Goals: Dy Stag, CONPVTER Fo Grows! | MAMyement stravteples ae Ove ak! RE ‘ Ine) Engaging art Grncracona muy rote) palteld Rte at vo andes ects, as av Edutater 2 Ee cing a dynamic, Changing WOYKEN +2 ine 1) st le learning environment Teacher Canuitiate! ~~ TObserver: ° as) TMaking Sue Ist) + Engaquny) with middle acheoler: learn au rat | neec | on line stil Ge iffereme Yan In +0 be Successful, peveon (maybe). Thue abour goals Berne ots ele Hick will connect to Farure profesional | Bye envence Io want Goals. Per haps read wy oh © laserve: wlearvias mucnas | time to Paydteton tp your nm can from tuts situation line iMgvactons with students. HOW TO contin How are Those MWeeractlons Try he mipliment tecn. into ¥ Ae ae Ge AUTO | same ov differenct Than face. to SAA connect bj stuctenteuce teaching? Become a student of A oUUd reianonsnios [this PRCEss for treating * jo Evaluatorsignatwe: Marae Krmwad pate: 3-24.20 i