LESSON OBSERVATION (SHORT FORM)

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric

Descriptions include criteria up to proficient for an in-service teacher
Teacher Candidate Name Brittany Myers Date 12-2-21
Mentor Teacher Name Judy Oakleaf

Accomplished
Not Observed

Developing
DEMONSTRATION OF MASTERY OF

Emergent
1.

Proficient
PEDAGOGICAL EXPERTISE IN THE CONTENT
FEEDBACK

(Emergent) Lesson plan is available and reflects appropriate Colorado Choose one: Well prepared lesson
Academic Standards, relevant instructional objectives, and formative Not Observed
and summative assessment results plan.
Emergent
(Developing) Implements lessons that align to district’s plan of
LT on screen, written in
a. Developing
instruction and reflect vertical and horizontal alignment of the grade or
Proficient
planner and read aloud!
content area
(Proficient) Implements and communicates learning objectives and
student outcomes based on standards
(Emergent) Connects lessons to key concepts and themes within other Choose one:
Literacy content!! Good
disciplines and/or content areas, supports literacy and mathematical Not Observed job with Lang.
practices in content area(s) development.
Emergent
(Developing) Implements instructional strategies that include literacy, Developing I appreciated the
mathematical practices, and language development across content
b. areas, makes content specific language and reading accessible to Proficient “Feedback” organizer!
students
(Proficient) Makes interdisciplinary connections explicit to students,
strategically integrates literacy skills (reading, writing, listening,
speaking) across content areas, integrates mathematical practices
across content areas
(Emergent) Scaffolds questions, concepts, and skills based on a Choose one: Good review of “Austin’s
sequence of learning, uses instructional materials that are accurate Not Observed
and appropriate for the lesson being taught, encourages and provides
Butterfly” for feedback
Emergent
opportunities for students to make connections to prior learning process.
Developing
(Developing) Implements content-based strategies that align to the
Proficient
Modeled on Smartboard.
learning objective, multiple models and delivery methods to explain
c.
concepts accurately, questioning techniques to support disciplinary
Graphic organizer for
inquiry feedback.
(Proficient) Anticipates student misconceptions related to learning
and addresses those misconceptions during instruction, implements
challenging tasks and opportunities that encourage students to ask
questions and construct new meaning

Areas of celebration:

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 37

 Accomplished
Not Observed

Developing
SAFE, INCLUSIVE, AND RESPECTFUL

Emergent
2.

Proficient
LEARNING ENVIRONMENT
FEEDBACK

(Emergent) Maintains safety and welfare of students and environment, Choose one: Great work with routines
clear expectations for student behavior, procedures and routines to Not Observed
guide instruction and transitions and cues!
Emergent
(Developing) Facilitates student accountability to school and class
Excellent wait time and
Developing
a. procedures and routines, consistently reinforces student expectations,
Proficient
transitions!
fosters a caring relationship with each student
Student timer! Good
(Proficient) Makes maximum use of time by implementing purposeful
pacing and efficient transitions, reinforcing positive behavior,
inclusion and purpose!
redirecting disruptive or off-task behaviors Good job walking
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose one: around, monitoring and
religion, socioeconomics and other aspects of culture on student Not Observed supportng.
perspectives, creates a classroom environment in which diversity is
Emergent
used to further student learning
Developing
(Developing) Establishes processes that result in a sense of Post It guessing game!
Proficient
community among students, effective interactions among students, and Nice way to build
b.
incorporates instruction that reflects diverse backgrounds, experiences,
and different points of view relationships among
(Proficient) Delivers lessons to ensure students’ backgrounds and students.
contextual knowledge are considered, capitalizes on diversity as an
asset in the classroom, uses materials and lessons that counteract
stereotypes and acknowledges the contributions of all cultures
(Emergent) Plans for students who have a variety of learning needs and Choose one:
interests, adapts the physical environment to support individual student Not Observed
needs, reviews information from learning plan(s) to support the needs
Emergent
of students
Developing
(Developing) Implements a variety of inclusion, intervention or
Proficient
c. enrichment practices to address unique learning needs and interests
(Proficient) Initiates collaboration with colleagues to better understand
and respond to student learning needs, provides opportunities and
support for students to self-select tasks that accelerate progress
towards their learning goals, and integrates self-advocacy skills into
instruction
(Emergent) Establishes a classroom environment that is inviting to Choose one:
families and/or significant adults and respectful relationships with Not Observed
students, their families, and/or significant adults Emergent
(Developing) Uses a variety of methods to initiate communication with Developing
d. families and/or significant adults in the school and community.
Proficient
(Proficient) Coordinates communication between families and/or
colleagues who provide student services, recognizes obstacles to
family and community participation and seeks solutions to overcome
them.

Areas of celebration:

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 38

 Accomplished
Not Observed

Developing
PLAN AND DELIVER

Emergent
3.

Proficient
EFFECTIVE INSTRUCTION
FEEDBACK

(Emergent) Plans lessons that reflect the relationship of intellectual, Choose one: Well done!
physical, social, and emotional development of students Not Observed Geared to student
(Developing) Collaborates with colleagues who have expertise in child Emergent
a.
and adolescent development to improve the quality of instruction development and
Developing
(Proficient) Engages students in developmentally appropriate learning Proficient
engagement.
and creative learning experiences
(Emergent) Determines students’ current skill levels and uses that Choose one: This is an important skill!
information to plan instruction, selects assessment strategies aligned Not Observed How to use and provide
to the learning objectives, monitors student learning in relation to the
Emergent effective feedback!
objective, shares feedback on student progress with families and/or
significant adults Developing
Proficient
b. (Developing) Uses assessment results to guide real-time adjustments
to instruction, evaluates and documents student performance based
on multiple measures to set learning goals, provides timely feedback to
students that is academically focused, frequent, and high quality
(Proficient) Models how to incorporate feedback to improve learning,
provides students opportunities to revise their work based on feedback
(Emergent) Plans lessons incorporating available technology, assesses Choose one:
available technology to use with instruction
Visual representation of
Not Observed
(Developing) Uses available technology to facilitate classroom Emergent
feedback on
c.
instruction, develop students’ knowledge and skills based on lesson Developing Smartboard.
outcomes, models responsible and ethical use of technology and
applications
Proficient

(Proficient) Integrates available technology to enhance creativity, use

of information, and collaboration
(Emergent) Establishes expectations at a level that challenges students, Choose one: Post It guessing game to
plans lessons that incorporate critical thinking and problem-solving skills Not Observed practice effective
(Developing) Uses questioning strategies to develop students’ critical Emergent feedback. Nice!
d.
thinking skills and problem-solving skills, uses wait time to encourage Developing
student responses.
Proficient
(Proficient) Models critical thinking and problem-solving skills
(Emergent) Has a clear purpose for student collaboration. Choose one: Table share of stories.
(Developing) Provides opportunities for students to participate using Not Observed Complete Feedback
various roles and modes of communication, adjusts team composition Emergent form for each student.
e.
based on learning objectives and student needs. Developing Set expectations!
(Proficient) Holds students accountable for work product and Proficient
collaboration processes, promotes teamwork and leadership skills
Great job modeling
process of how to
(Emergent) Establishes classroom practices to support effective Choose one:
communication, provides clear directions to guide student learning and Not Observed provide effective
behavior feedback. Shared
Emergent
f. (Developing) Articulates thoughts and ideas clearly and effectively, Developing stories for specific areas
uses active listening strategies with students
Proficient of improvement and
(Proficient) Teaches students, with audience in mind, to articulate
thoughts and ideas clearly and effectively clarity.
Areas of celebration:

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 39

 Accomplished
Not Observed

Developing
Emergent
4. DEMONSTRATE PROFESSIONALISM

Proficient
FEEDBACK

(Emergent) Maintains confidentiality of student records as required by Choose one:

law, confidentiality of student, family, and fellow teacher interactions Not Observed
with colleagues, demonstrates reliable and responsible behavior Emergent
a. (Developing) Models ethical behavior, interactions are respectful, Developing
consistent, and reasonable
Proficient
(Proficient) Promotes ethical behavior of students as individuals and as
members of society
(Emergent) Engages in professional learning activities aligned Choose one:
to Colorado Academic Standards, school and district goals, and Not Observed
professional goals and growth plan Emergent
b. (Developing) Applies knowledge and skills learned through Developing
professional learning to improve student outcomes
Proficient
(Proficient) Implements performance feedback from supervisor and/or
colleagues to improve practice
(Emergent) Maintains a productive and respectful relationship with Choose one:
colleagues Not Observed
(Developing) Adapts to the changing demands of the classroom and Emergent
c. school environment Developing
(Proficient) Collaborates with colleagues to navigate change while Proficient
maintaining a focus on student learning, contributes to school
improvement planning
(Emergent) Contributes to school committees and teams Choose one:
(Developing) Seeks opportunities to lead, actively participates in school Not Observed
decision-making processes, acts as an informal mentor/resource to Emergent
colleagues Developing
d.
(Proficient) Increases the capacity of colleagues to identify and use Proficient
multiple tools and strategies to improve practice, applies research as a
key component of ongoing learning and development, promotes and
inclusive school culture through family or community outreach

Areas of celebration:

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 40

Overall Observations
What evidence of learning do you see and hear?

Co-teaching feedback?

Are students meeting the learning targets regularly? YES NO

At what level?

How do you know?

Student Teaching Handbook—Revised Fall 2021 41