Observation of Field Performance Instrument

Teacher Intern: Jenai Howard

Observer: Leslie Schaffer Date: 1/18/24
School: Drew Charter School - JA Subject/Lesson Topic: Env. Issues in India Grade Level: 7
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:
Relating well with students: Your ability to connect with your students is outstanding. They are engaged and responsive, which
creates a positive and inclusive learning environment.

Innovation and improvement: Your willingness to innovate and seek continuous improvement is commendable. Your use of a
"trial" format to explore the responsibility of government and industry in polluting the Ganga is a great example of engaging
your students and promoting critical thinking and discussion.

Suggestions for Improvement:

Clarity of directions: To enhance student understanding and minimize confusion, ensure that your directions are clear, concise,
and explicit. Provide step-by-step instructions and clarify any potential areas of ambiguity. Next step: Develop a checklist or
visual guide for presenting directions to students. Practice delivering directions with clarity and allow for student questions to
ensure comprehension.

Anticipating student problems during planning: While your planning is solid, try to slow down and anticipate potential areas
where students may struggle. Preemptively addressing potential challenges can help you scaffold instruction and provide
timely support to struggling learners. Next step: During your lesson planning, intentionally identify potential areas where
students may encounter difficulties. Prepare additional resources or alternative explanations to address these anticipated
problems.

Overall Comments:

During my observation of your classroom, I noticed several areas of strength and opportunities for growth. Your ability to
connect with students and create an engaging learning environment is commendable. Your innovative approach of using a
"trial" format to explore the responsibility of government and industry in polluting the Ganga is highly effective in promoting
critical thinking and discussion. Moving forward, I suggest focusing on differentiation to meet the diverse needs of your
students, ensuring clarity of directions to enhance understanding, and anticipating student problems during planning to
provide timely support. By building upon your strengths and addressing these areas for growth, you will continue to improve

4 Schaffer
your instructional practice and support the success of all students.
___________________________________ ____________
Observer’s Signature

Teacher Intern Signature

1
 Observation of Field Performance Instrument

INDICATOR Observation Notes

PROFESSIONAL KNOWLEDGE
1-PK: Knowledge of the Learner &
Identity Development
2-PK: Content Knowledge
3-PK: Academic Language
Clarity of directions may be assisted by chunking how the assignment is released to students.
Present directions orally and in writing.
Students were exploring global environmental issues with a longer term plan to connect to local
water supply pollution.

4-PK: Pedagogical Content Knowledge

5-PK: Community, Criticality, & Joy

INSTRUCTIONAL DELIVERY

1-ID: Learner Engagement

Learners were engaged during presentations. There was lots of discussion about which party is
“more guilty” and lots of spirited academic debate. I wonder how transition time between
presentations could be shortened?
2-ID: Use of Technology

3-ID: Differentiation/Universal Design

for Learning (UDL)
ASSESSMENT OF AND FOR LEARNING
All students were assessed in the Oral Communication and Written Communication learning
1-AL: Assessment for Learning
outcomes.

2-AL: Provides / Models Feedback

LEARNING ENVIRONMENT
Students are very comfortable and enjoy being in Ms. Howard’s classroom. She has classroom
1-LE: Positive Learning Environment
rules and procedures in place.

2-LE: Classroom Facilitation

3-LE: *Classroom Safety

Strengths:
● Relates well with students and always wants to innovate and improve.
● She was engaging her students in a "trial" with the objective of students questioning
and discussing the extent to which government or industry was more responsible for
STRENGTHS: polluting the Ganga.

Areas for Improvement

AREAS FOR IMPROVEMENT: ● Clarity of directions
● Slow down to anticipate student problems during planning

STRATEGY: Strategy included in comments

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INDICATOR
1-P Knowledge of the
K Learner & Identity
Development:
Builds upon learners’
existing academic,
developmental,
linguistic, personal,
cultural/community
strengths, needs, and
experiences.
(Including, but not
limited to, race, ethnicity,
language, religion,
socioeconomic status,
gender, sexual
orientation/expression,
national origin, and/or
exceptionality.)
2-P Content Knowledge:
K Demonstrates accurate
and current content
knowledge with a
rationale for learning in
the specified content
area(s).
3-P Academic Language:
K Models and facilitates
learners’ use of language
supports to meet
academic language
demands to access
content.
4-P Pedagogical Content
K Knowledge:
Develops learner
conceptual
understanding;
anticipates and resolves
learner misconceptions.
5-PK Community, Criticality &
Joy:
Provides students
opportunities to explore
local, national, or global
cultures, communities,
and/or real-world issues
connected to criticality,
identity, & joy.
Observation of Field Performance Instrument
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
current content knowledge
with a rationale for learning
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.
Proficient Developing Insufficient
Uses learner’s prior Uses learner’s prior Does not use learner’s
knowledge by integrating knowledge by prior knowledge by
lesson objectives with integrating lesson integrating lesson
learners’ academic, objectives with objectives with learners’
personal, developmental, learners’ academic, academic, personal,
AND linguistic, AND/OR personal, developmental,
cultural/community developmental, OR linguistic, OR
strengths, needs, AND/OR linguistic, cultural/community
experiences. cultural/community strengths, needs, OR
strengths, needs, OR experiences.
experiences.
Demonstrates accurate Demonstrates accurate Demonstrates inaccurate
AND current content content knowledge. OR outdated content
knowledge. knowledge.
Models and facilitates the Models by using Does not model using
whole class/a small group language supports to language supports to
of learners in using present academic present academic
language supports to meet language demands to language demands.
academic language the whole class, to a
demands to access the small group, or to
content. individuals.
Develops learner Develops learner Does not develop
acquisition of acquisition of learner acquisition of
knowledge/skills AND knowledge/skills. knowledge/skills.
conceptual
understanding; AND
anticipates OR resolves
learner misconceptions.
Centers, in parts of the Mentions local, Does not use local,
lesson, local, national, national, global national, global cultures,
global cultures, cultures, communities, communities, and/or
communities, and/or and/or real-world real-world issues
real-world issues issues connected to connected to criticality,
connected to criticality, criticality, identity, identity, and/or joy.
identity, and/or joy. and/or joy.
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INDICATOR
1-I
Learner Engagement:
D learning by developing
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through inquiry-based
learning promoting diverse
perspectives/experiences.
2-I Use of Technology:
D Integrates technology to
facilitate learning; involves
learners in use of
technology; provides
rationale if technology is
not used.
3-I Differentiation:
D Provides appropriate
accommodations and/or
modifications for individual
learners with various levels
of language development,
IEP, EIP, ELD, 504 plans;
employs principles of
Universal Design for
Learning (UDL)/whole
group differentiation and
those who require
remediation/extension of
learning.
1-
AL
Assessment for Learning:
Uses assessment tools for
both formative and
summative purposes to
facilitate learning and to
adjust instruction.
2- Provides/Models Feedback:
AL Provides targeted feedback
to learners; models use of
feedback to address
strengths, needs, and
strategies for
improvement/extension of
learning.
Observation of Field Performance Instrument
Advanced
INSTRUCTIONAL DELIVERY
Engages learners in active
higher order,
critical/creative thinking
through inquiry-based
student-centered learning
AND promotes diverse
perspectives/experiences.
Uses appropriate
technology to facilitate
learning AND involves
learners in innovative
use of technology.
Provides appropriate
accommodations and/or
modifications for
individual learners in the
class with various levels of
language development,
IEP, EIP, 504, ELD plans;
AND employs principles
of UDL including students
who require
remediation/extension of
learning.
ASSESSMENT OF AND FOR LEARNING
Uses appropriate
formative/summative
assessment tools to
document learners’ prior
knowledge AND new
learning to facilitate
learning. Adjusts
instruction for the whole
class, groups of learners,
and/or individuals.
Provides targeted
feedback to learners AND
models use of feedback to
address strengths, needs,
AND strategies for
improvement / extension
of learning.
Proficient
Engages learners in active
learning by developing
higher order,
critical/creative thinking
through
teacher-facilitated
learning AND promotes
diverse
perspectives/experiences.
Use appropriate
technology to facilitate
learning AND involves
learner in using
technology.
Provides appropriate
accommodations and/or
modifications for
individual learners in the
class with various levels of
language development,
IEP, EIP, 504, ELD plans;
AND employs principles
of UDL.
Uses appropriate
formative/summative
assessment tools to
document learners’ prior
knowledge OR new
learning to facilitate
learning. Adjusts
instruction for the whole
class, groups of learners,
and/or individuals.
Provides targeted
feedback to learners AND
models use of feedback to
address strengths, needs,
OR strategies for
improvement / extension
of learning.
Developing Insufficient
Directs learners to Directs learners to
acquire knowledge acquire knowledge OR
AND skills through skills through
teacher-directed teacher-directed
learning. learning.
Uses appropriate Does not use
technology to support technology to support
instruction (e.g., lesson instruction.
plans, instructional
materials,
assessments).
Provides appropriate Does not provide
accommodations appropriate
and/or modifications accommodations and/or
for individual learners modifications for
in the class with various individual learners in the
levels of language class with various levels
development, IEP, EIP, of language
504, ELD plans; does development, IEP, EIP,
not employ principles 504, ELD plans; does not
of UDL. employ principles of
UDL.
Uses appropriate Uses inappropriate
formative/summative formative/summative
assessment tools to assessment tools OR
document learners’ does not document
prior knowledge OR learners’ prior
new learning to knowledge or new
facilitate learning. learning to facilitate
learning.
Provides feedback to Provides superficial /
learners OR models use insufficient feedback to
of feedback to address learners AND does not
strengths, needs, OR model use of feedback to
strategies for address strengths, needs,
improvement / OR strategies for
extension of learning. improvement / extension
of learning.
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INDICATOR
1-
LE
Positive Learning
Environment: Promotes a
positive and safe learning
community.
2- Classroom Facilitation:
LE Maximizes learning by
organizing classroom
community expectations,
time, space, and materials;
by supporting student
success with clear and
accessible directions; and by
responding to disruptions in
an equitable, timely manner
using appropriate
verbal/non-verbal
communication.
3-
LE
Classroom Safety:
Establishes and maintains a
safe classroom environment
*(Science labs).
Observation of Field Performance Instrument
Advanced Proficient Developing Insufficient
LEARNING ENVIRONMENT
Promotes a positive Promotes a positive Promotes a positive Promotes a learning
(trusting, caring, and (trusting, caring, and (trusting, caring, and environment that does
respectful) and safe respectful) and safe respectful) and safe not facilitate learners in
learning community: learning community: learning environment: self-regulation, or
facilitates learners in facilitates learners in facilitates positive positive student-student
self-regulation, positive self-regulation and teacher-student or teacher-student
student-student and positive teacher-student interactions; interactions, does not
teacher-student interactions; communicates and communicate and
interactions; communicates and maintains high maintain high
communicates and maintains high expectations; and expectations, AND/OR
maintains high expectations; and establishes a physically does not establish a
expectations; and establishes a physically safe space. physically safe space.
establishes a physically safe space.
safe space.
Maximizes learning by Maximizes learning by Directs learning by Does not organize
organizing classroom organizing classroom organizing classroom classroom community
community expectations, community expectations, community expectations, time, space,
time, space, AND time, space, AND/OR expectations, time, OR materials; AND does
materials; supports materials; supports space, AND/OR not support student
student success with clear student success with clear materials; AND/OR success with clear and
and accessible directions; and accessible directions; supports student accessible directions;
AND responds to AND responds to success with clear and AND does not respond to
disruptions in an disruptions in an accessible directions; disruptions using
equitable, timely manner equitable, timely manner AND/OR responds to appropriate
using appropriate using appropriate disruptions using verbal/non-verbal
verbal/non-verbal verbal/non-verbal appropriate communication.
communication. communication. verbal/non-verbal
communication.
Enforces classroom, Enforces classroom, Enforces classroom, Does not enforce, OR
school AND community school AND/OR school OR community ineffectively enforces,
safety rules AND policies community safety rules safety rules OR policies classroom, school OR
relevant to the content AND/OR policies relevant relevant to the content community safety rules
with written, visual, AND to the content with with written, visual, OR OR policies relevant to
oral procedures. written, visual, AND/OR oral procedures. the content with written,
Specific to science oral procedures. Specific Specific to science visual, OR oral
classrooms: enforces to science classrooms: classrooms: enforces procedures. Specific to
required OSHA safety enforces required OSHA required OSHA safety science classrooms:
standards. safety standards. standards. enforces required OSHA
safety standards.