Observation of Field Performance Instrument

Teacher Intern: Jenai Howard Subject/Lesson Topic: Social Studies

School: Drew Charter Middle School Grade Level: 7th

Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides an opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback; University Coaches use this rubric to observe,
provide feedback, and enter observation scores on the electronic rubric via iCollege. The Teacher Intern should scan
the handwritten documents, or upload word-processed copies of each observation to iCollege along with the Pre/Post
Observation Protocol.

Observed Strengths:

Upon entering, students were attentive, prepared, and engaged. You had a well-planned outline of events to present. You facilitated a
teacher-led discussion with a high level of student engagement. Your transition included a countdown, which was effective in
redirecting students’ focus.

Suggestions for Improvement:

Maintain the meticulousness of your planning; foster active engagement by providing ongoing prompts; investigate other
methods of tailoring instruction (despite the uniformity of the student body, there are variations in learning styles and
academic performance). Ensure that students are adequately prepared in a timely manner prior to concluding.

Overall Comments: Today's lesson included note-taking, student activities, and instructor review. Continue to become aware
of each student's strengths and shortcomings to enable future differentiation tactics and techniques. You helped pupils focus
during close by preventing chatter and digression.

___________________________________ ____________
Observer’s Signature

Teacher Intern Signature

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INDICATOR
PROFESSIONAL KNOWLEDGE
1-PK: Knowledge of the Learner &
Identity Development
2-PK: Content Knowledge
3-PK: Academic Language
4-PK: Pedagogical Content Knowledge
5-PK: Community, Criticality, & Joy
INSTRUCTIONAL DELIVERY
1-ID: Learner Engagement
2-ID: Use of Technology
3-ID: Differentiation/Universal Design
for Learning (UDL)
ASSESSMENT OF AND FOR LEARNING
1-AL: Assessment for Learning
2-AL: Provides / Models Feedback
LEARNING ENVIRONMENT
1-LE: Positive Learning Environment
2-LE: Classroom Facilitation
3-LE: *Classroom Safety
Observation of Field Performance Instrument
Observation Notes
Today’s lesson was well-aligned with the stated objectives, and it was clear that the students
had prior knowledge of the subject matter as they actively participated in the review and
indicated their understanding.
You are continuing to demonstrate an understanding of the subject matter was precise and up to
date as students engaged in a discussion on the various forms of governance.
Utilized appropriate terminology to guide and lead the entire class or a small group of learners.
Specialized attention was provided to those requiring aid.
You are encouraging varied viewpoints and experiences and building students' capacity for
higher-order critical and creative thinking through teacher-facilitated learning, you are
involving students in an active learning process.
Smartboard, internet to show video to support learning. You are using varied activities, you
guided students effectively through small group activities that involved the use of personal
technology.
N/A
Efficient assessment of comprehension at the end. Verbal engagement, collaborative exercises,
reading and writing tasks, oral presentations. Students were capable of exchanging their
previous knowledge on the topic area.
You persistently provide feedback by making frequent clarifying remarks as the student
responds to queries during your session.
You are using safe tactics to ensure positive student engagement like “Reel it in”, instantly
redirecting the discussion. You are continuing to offer a personable learning experience,
allowing for volunteers and constantly monitoring all learning.
The strategy “Raise your hand, I want to see you, not hear your” reinforced a calm, orderly
environment. You are probing constantly and ensuring that students are actively progressing
with the assigned activities.
Your classroom was arranged in an orderly manner consistent with the expectations of the
school and district standards. You were able to comfortably maneuver with ease. Safety guides
were visible at the entrance of your room.
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 Observation of Field Performance Instrument

INDICATOR Observation Notes

See notes from page 1

STRENGTHS:

AREAS FOR IMPROVEMENT:

STRATEGY:

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INDICATOR
Knowledge of the Learner &
Identity Development:
Builds upon learners’ existing
academic, developmental,
linguistic, personal,
cultural/community
strengths, needs, and
1-PK
experiences.
(Including, but not limited to,
race, ethnicity, language,
religion, socioeconomic
status, gender, sexual
orientation/expression,
national origin, and/or
exceptionality.)
Content Knowledge:
Demonstrates accurate and
current content knowledge
2-PK
with a rationale for learning
in the specified content
area(s).
Academic Language:
Models and facilitates
learners’ use of language
3-PK
supports to meet academic
language demands to access
content.
Pedagogical Content
Knowledge:
Develops learner conceptual
4-PK
understanding; anticipates
and resolves learner
misconceptions.
Community, Criticality & Joy:
Provides students
opportunities to explore local,
5-PK
national, or global cultures,
communities, and/or real-
world issues connected to
criticality, identity, & joy.
Advanced
PROFESSIONAL KNOWLEDGE
Maximizes learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic, personal,
developmental, linguistic,
AND cultural/community
strengths, needs, AND
experiences.
Demonstrates accurate AND Demonstrates accurate
current content knowledge AND current content
with a rationale for learning knowledge.
in the specified content
area(s).
Models and facilitates the
whole class/a small group
AND individual learners in
using language supports to
meet academic language
demands to access the
content.
Develops learner
acquisition of
knowledge/skills AND
conceptual understanding;
AND anticipates AND
resolves learner
misconceptions.
Centers, throughout the
lesson, local, national, global
cultures, communities,
and/or real-world issues
connected to criticality,
identity, and/or joy.
Observation of Field Performance Instrument
Proficient
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, developmental,
AND linguistic, AND/OR
cultural/community
strengths, needs, AND/OR
experiences.
Models and facilitates the
whole class/a small group
of learners in using
language supports to meet
academic language
demands to access the
content.
Develops learner
acquisition of
knowledge/skills AND
conceptual
understanding; AND
anticipates OR resolves
learner misconceptions.
Centers, in parts of the
lesson, local, national,
global cultures,
communities, and/or real-
world issues connected to
criticality, identity, and/or
joy.
Developing Insufficient
Uses learner’s prior Does not use learner’s
knowledge by prior knowledge by
integrating lesson integrating lesson
objectives with objectives with learners’
learners’ academic, academic, personal,
personal, developmental,
developmental, OR linguistic, OR
linguistic, cultural/community
cultural/community strengths, needs, OR
strengths, needs, OR experiences.
experiences.
Demonstrates accurate Demonstrates inaccurate
content knowledge. OR outdated content
knowledge.
Models by using Does not model using
language supports to language supports to
present academic present academic
language demands to language demands.
the whole class, to a
small group, or to
individuals.
Develops learner Does not develop
acquisition of learner acquisition of
knowledge/skills. knowledge/skills.
Mentions local, Does not use local,
national, global national, global cultures,
cultures, communities, communities, and/or
and/or real-world real-world issues
issues connected to connected to criticality,
criticality, identity, identity, and/or joy.
and/or joy.
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 Observation of Field Performance Instrument

INDICATOR Advanced Proficient Developing Insufficient

INSTRUCTIONAL DELIVERY
Engages learners in active Engages learners in active Directs learners to Directs learners to
Learner Engagement:
learning by developing learning by developing acquire knowledge acquire knowledge OR
Engages learners in active
higher order, higher order, AND skills through skills through teacher-
learning by developing higher
critical/creative thinking critical/creative thinking teacher-directed directed learning.
1-ID

order, critical/creative thinking

through inquiry-based through teacher- learning.
through inquiry-based learning
student-centered learning facilitated learning AND
promoting diverse
AND promotes diverse promotes diverse
perspectives/experiences.
perspectives/experiences. perspectives/experiences.

Use of Technology: Uses appropriate Use appropriate Uses appropriate Does not use
Integrates technology to technology to facilitate technology to facilitate technology to support technology to support
facilitate learning; involves learning AND involves learning AND involves instruction (e.g., lesson instruction.
2-ID

learners in use of technology; learners in innovative learner in using plans, instructional

provides rationale if technology use of technology. technology. materials,
is not used. assessments).

Provides appropriate Provides appropriate Provides appropriate Does not provide

Differentiation:
accommodations and/or accommodations and/or accommodations appropriate
Provides appropriate
modifications for modifications for and/or modifications accommodations and/or
accommodations and/or
individual learners in the individual learners in the for individual learners modifications for
modifications for individual
class with various levels class with various levels in the class with various individual learners in the
learners with various levels of
of language development, of language development, levels of language class with various levels
language development, IEP, EIP,
3-ID

IEP, EIP, 504, ELD plans; IEP, EIP, 504, ELD plans; development, IEP, EIP, of language
ELD, 504 plans; employs
AND employs principles AND employs principles 504, ELD plans; does development, IEP, EIP,
principles of Universal Design
of UDL including students of UDL. not employ principles 504, ELD plans; does not
for Learning (UDL)/whole group
who require of UDL. employ principles of
differentiation and those who
remediation/extension of UDL.
require remediation/extension
learning.
of learning.

ASSESSMENT OF AND FOR LEARNING

Uses appropriate Uses appropriate Uses appropriate Uses inappropriate
formative/summative formative/summative formative/summative formative/summative
assessment tools to assessment tools to assessment tools to assessment tools OR
Assessment for Learning:
document learners’ prior document learners’ prior document learners’ does not document
Uses assessment tools for both
knowledge AND new knowledge OR new prior knowledge OR learners’ prior
1-AL

formative and summative

learning to facilitate learning to facilitate new learning to knowledge or new
purposes to facilitate learning
learning. Adjusts learning. Adjusts facilitate learning. learning to facilitate
and to adjust instruction.
instruction for the whole instruction for the whole learning.
class, groups of learners, class, groups of learners,
and/or individuals. and/or individuals.
Provides targeted Provides targeted Provides feedback to Provides superficial /
Provides/Models Feedback:
feedback to learners AND feedback to learners AND learners OR models use insufficient feedback to
Provides targeted feedback to
models use of feedback to models use of feedback to of feedback to address learners AND does not
learners; models use of
address strengths, needs, address strengths, needs, strengths, needs, OR model use of feedback to
2-AL

feedback to address strengths,

AND strategies for OR strategies for strategies for address strengths, needs,
needs, and strategies for
improvement / extension improvement / extension improvement / OR strategies for
improvement/extension of
of learning. of learning. extension of learning. improvement /
learning.
extension of learning.

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INDICATOR
Positive Learning
Environment: Promotes a
1-LE
positive and safe learning
community.
Classroom Facilitation:
Maximizes learning by
organizing classroom
community expectations,
time, space, and materials;
by supporting student
success with clear and
2-LE
accessible directions; and
by responding to
disruptions in an equitable,
timely manner using
appropriate verbal/non-
verbal communication.
Classroom Safety:
Establishes and maintains
3-LE
a safe classroom
environment
*(Science labs).
Advanced
LEARNING ENVIRONMENT
Promotes a positive (trusting,
caring, and respectful) and safe
learning community: facilitates
learners in self-regulation,
positive student-student and
teacher-student interactions;
communicates and maintains
high expectations; and
establishes a physically safe
space.
Maximizes learning by
organizing classroom
community expectations, time,
space, AND materials; supports
student success with clear and
accessible directions; AND
responds to disruptions in an
equitable, timely manner using
appropriate verbal/non-verbal
communication.
Enforces classroom, school AND
community safety rules AND
policies relevant to the content
with written, visual, AND oral
procedures.
Specific to science
classrooms: enforces required
OSHA safety standards.
Observation of Field Performance Instrument
Proficient
Promotes a positive
(trusting, caring, and
respectful) and safe
learning community:
facilitates learners in self-
regulation and positive
teacher-student
interactions;
communicates and
maintains high
expectations; and
establishes a physically
safe space.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; supports
student success with clear
and accessible directions;
AND responds to
disruptions in an
equitable, timely manner
using appropriate
verbal/non-verbal
communication.
Enforces classroom,
school AND/OR
community safety rules
AND/OR policies relevant
to the content with
written, visual, AND/OR
oral procedures. Specific
to science classrooms:
enforces required OSHA
safety standards.
Developing Insufficient
Promotes a positive Promotes a learning
(trusting, caring, and environment that does
respectful) and safe not facilitate learners in
learning environment: self-regulation, or
facilitates positive positive student-student
teacher-student or teacher-student
interactions; interactions, does not
communicates and communicate and
maintains high maintain high
expectations; and expectations, AND/OR
establishes a physically does not establish a
safe space. physically safe space.
Directs learning by Does not organize
organizing classroom classroom community
community expectations, time, space,
expectations, time, OR materials; AND does
space, AND/OR not support student
materials; AND/OR success with clear and
supports student accessible directions;
success with clear and AND does not respond to
accessible directions; disruptions using
AND/OR responds to appropriate verbal/non-
disruptions using verbal communication.
appropriate
verbal/non-verbal
communication.
Enforces classroom, Does not enforce, OR
school OR community ineffectively enforces,
safety rules OR policies classroom, school OR
relevant to the content community safety rules
with written, visual, OR OR policies relevant to
oral procedures. the content with written,
Specific to science visual, OR oral
classrooms: enforces procedures. Specific to
required OSHA safety science classrooms:
standards. enforces required OSHA
safety standards.