Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Kara Hooker Evaluator: Nicole Gilbert

UNC Supervisor, OR Cooperating teacher
School, district: Centennial Elementary, Greeley-Evans School District 6
Subject/Grade: Art, K-5
Lesson topic and summary: Engagement through distance learning
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOG Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
Y the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT
KNOWLED response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
GE Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated, focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in few.
LEARNI Behavior problems in Manages most behavioral Discipline problems are prevented
NG classroom negatively affect problems and maintains control through engaging instruction and
ENVIRONME learning. Little control over of the classroom. Intentionally building a safe, respectful, and tolerant
NT classroom. Has difficulties creates a healthy classroom classroom community. Appropriate
relating to students. community where students are intervention strategies are evident.
Management may be treated with sensitivity and Effective use of time and classroom
developmentally respect. structures apparent.
inappropriate.
INSTRUCTI No evidence of assessment, or no Periodically assesses student Consistently assesses student performance
ON/ASSESS connection between assessment performance including formal and both formally and informally; assessment
MENT informal methods; minor adjustments of drives instruction and is directly linked to
and instruction.
instruction. Objectives and assessment age and content appropriate objectives.
align.
REFLECTION ON Ineffectively links student learning Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE practice and the impact on student student learning with links to goals for
to own practice. Does not establish
professional goals through learning. Able to respond to a complex, teacher professional practice. Thrives in
reflection. Discomfort in school dynamic environment. the complex, dynamic environment of a
climate. school.
PROFESSIONALI Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing
SM/COMMUNICA reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
TION
communication. Does not always to standards of professional practice. critical feedback. Exceptionally adheres to
adhere to professionalism Communicates professionally. standards of professional practice and
standards. communication.
SPECIFIC Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
CONTENT to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
KNOWLEDGE Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D
(Developing), P (Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide
instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the
OBSERVE visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art. Highlight
AND LEARN appropriate box.
TO
COMPREHEN Introduction of terms and facts without Instruction adequately engages students Instruction synthesizes students
D contextual applications. in application of lesson concepts as understanding visual arts compositions,
defined above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION reasoned judgments about the significance of their art and the art of others works. Students are guided into making
AND connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
CRITIQUE TO Instruction minimally offers Students are able to define criteria Instruction guides students’
REFLECT students to conceptualize or and connect among other reflection-based observation,
evaluate artistic ideas. disciplines. creation & transfer among
disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
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. Final works are refined for presentation.
DISCOVER Instructor’s ability to convey knowledge Students are adequately guided in Students show independence with art
TO CREATE of art teaching methods, art media or artmaking processes but may have making along with demonstrated
processes at an age appropriate level is minimal opportunity for age appropriate knowledge of content and skill.
inadequate. self-discovery or personal creation. Opportunity for student agency is
apparent.
RELATE AND Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and
CONNECT TO meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and personal
TRANSFER experiences to make art and to apply societal, cultural and historical context to deepen understanding. Instructor and
students demonstrate awareness of the need for continuing study, reflection, and professional growth in the field of art
education.
Connections are not made to other Connections are made to diverse Connections are respectfully made
 Lesson Observation Form
ideas and diverse experiences or
are stereotypical and rudimentary.
There is little evidence of desire
for future growth.
culture groups and contexts.
Opportunities for reflection and the
extension of learning are present.
K-12 PTEP, UNC
that reflect diverse culture groups
and contexts. Students connect
artmaking to personal experience.
There is evidence of continuing
growth.

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:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
● Lesson Objective: Create engaging conferences and materials online during
distance learning.
Student progress toward objective: Kara worked diligently to create content that was relevant to
student interests. Kara also took the lead a lot of the student conferences that we chose/were assigned
during distance learning.
How standards are aligned and evidenced: Students mastered the objectives because kids
continually gave us feedback on the materials and videos Kara posted. Students were able to post
pictures of artwork they made based on her instructional videos. We were also able to give real time
feedback as Kara did one on one instructional sessions with kids on the whiteboard feature on
schoology as well as in sketchbooks.
As the weeks progress, Kara had students teach us how to draw different items - usually
observational drawing through the whiteboard and video. She coached them in using
medium appropriate vocabulary. She gave positive praise but also constructive feedback.
Kara was exceptional at balancing the two as this is a very unorthodox time that requires a
delicate hand in the social-emotional realm of teaching.

Areas of strength: Teacher Candidate: Observer:

● ● Kara has many areas of strength
What are your areas of included but not limited to: knowledge
strength? of popular culture; firm, direct
classroom management; warm and
confident demeanor; skillful in a variety
of art media and able to create
meaningful relationships with students
in a short amount of time.

Areas of growth: Teacher Candidate: Observer:

● ● I wish that I could have observed Kara
What are your areas of more in the classroom. An area of
growth? growth for all teachers - new and
seasoned, would be working with
students with trauma.

Goals: Goals:
●
What are goals to
improve your instruction
and increase student
learning and artistic
development?

Evaluator signature: Nicole Gilbert Date: 5-4-20

Lesson Observation Form K-12 PTEP, UNC