Teacher Candidate's Name: Lauren Salmon Supervisor's Name: S. Antar Course and Section Num er: $$$% sec.

Student Teaching/Practicum Observation Rubric

School Site: PS 112 Grade Level:1 O servation !: 2 "video# &ate: 1'(1'(1)

Instructions: Use the rubric as a guide for evaluating teacher candidates (student teachers and practicum students) during their observed lesson There are seven categories to evaluate The rubric provides general descriptions of the performance levels for each categor! The ratings are based on a scale of " to # (" $ot %cceptable& ' (eveloping& ) Proficient& and # *+emplar!) ,hec- .hich bo+es best reflect candidate performance for each area In determining& the overall average for each categor!& partial credit ma! be a.arded (i e & ) / .ould indicate performance bet.een proficient and e+emplar!) To calculate the final score for the si+ .eighted categories& add the points from each categor! and divide b! 0 In addition& attach a narrative .ith a brief description of the lesson& a summar! of candidate1s strengths& and suggestions for improvements (in particular for areas that .ere not acceptable or developing)
,ategor!
,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) 1a.1# &oes not use lan*ua*e appropriate to developmental and s+ill level 1 .1# &oes not present content appropriate to developmental and s+ill level

(eveloping (' 2 to ' 3 points) (,& ,5& 46) 1a.2# ,ses lan*ua*e some-hat appropriate to developmental and s+ill level 1 .2# Presents content some-hat appropriate to developmental and s+ill level 1c.2# 0inimall1 challen*es students to thin+ and(or develop s+ills at a more advanced level 1d.2# 0a+es minimal ad2ustments /or individual student di//erences

Proficient () 2 to ) 7 points) (4& 45& %6) 1a.)# ,ses lan*ua*e appropriate to developmental and s+ill level ; ) 7 1 .)# Presents content appropriate to developmental and s+ill level ; ) 7 1c.)# Challen*es some to most students to thin+ and(or develop s+ills at a more advanced level ; ) 2 1d.)# ,ses di//erentiated instruction to provide /or some to most individual student di//erences ; ) 2 2a.)# Provides accurate in/ormation a out su 2ect matter% includin* appropriate ac+*round or conte5tual in/ormation 2 .)# &elivers lesson that includes +e1 concepts% themes% and s+ills that are related to su 2ect area% are -orth teachin*% and e//ectivel1 uild on students' prior +no-led*e 2c.)# Su 2ect matter appears to e meanin*/ul to students ; )7 2d.)# ,ses appropriate

*+emplar! () 8 to # 2 points) (%& %5) 1a..# ,ses lan*ua*e appropriate to developmental and s+ill level and introduces more advanced lan*ua*e 1 ..# Presents content appropriate to developmental and s+ill level and re/erences more advanced content 1c..# Challen*es most to all students to thin+ and(or develop s+ills at a more advanced level 1d..# ,ses di//erentiated instruction to provide /or most to all individual student di//erences% includin* di//erent developmental levels% 3LL% and student -ith disa ilities 2a..# Provides accurate in/ormation a out su 2ect matter% includin* si*ni/icant ac+*round or conte5tual in/ormation ; ) 8 2 ..# &elivers lesson that includes +e1 concepts% themes% and s+ills that are related to su 2ect area% -orth teachin*% and su stantiall1 uild on students' prior +no-led*e ; ) 8 2c..# Su 2ect matter appears to e e5ceptionall1 meanin*/ul to students 2d..# ,ses a ran*e o/

,omments

" 9no.ledge of :earners

)#

1c.1# &oes not challen*e students to thin+ and(or develop s+ills at a more advanced level 1d.1# 0a+es little or no ad2ustments /or individual student di//erences

' 9no.ledge and Use of Sub<ect =atter

)0

2a.1# 4n/ormation a out su 2ect matter is not accurate and does not include related ac+*round or conte5tual in/o 2 .1# &elivers lesson that does not include +e1 concepts% themes% and s+ills related to su 2ect area and that does not uild on students' prior +no-led*e 2c.1# &oes not ma+e su 2ect matter meanin*/ul to students 2d.1# &oes not use

2a.2# 4n/ormation a out su 2ect matter is some-hat clear and includes some related ac+*round or conte5tual in/o 2 .2# &elivers lesson that includes /e- +e1 concepts% themes% s+ills related to su 2ect area% some-hat uilds on students' prior +no-led*e 2c.2# Su 2ect matter appears to e some-hat meanin*/ul to students 2d.2# ,ses some-hat

Pa*e 1 6ev.$787'$

appropriate su 2ect7speci/ic peda*o*1

appropriate su 2ect7speci/ic peda*o*1

su 2ect7speci/ic peda*o*1 ; ) '

appropriate su 2ect7speci/ic peda*o*1

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) )a.1# 4t is not evident that a lesson plan -as prepared

(eveloping (' 2 to ' 3 points) (,& ,5& 46) )a.2# 4t is evident that a lesson plan -as created% ut some re:uired elements o/ desi*nated lesson plan /ormat are not delivered in the classroom or are poorl1 or*ani;ed ) .2# O 2ectives are some-hat clear

Proficient () 2 to ) 7 points) (4& 45& %6) )a.)# 4t is evident that a lesson plan -as created% and the re:uired elements o/ desi*nated lesson plan /ormat are delivered in the classroom in an or*ani;ed -a1 ;)7 ) .)# 0ost o 2ectives are clearl1 stated in ehavioral terms and ma+e connections to prior activit1 or lesson )c.)# 3sta lishes an instructional routine ; ) 7

*+emplar! () 8 to # 2 points) (%& %5) )a..# 4t is evident that a lesson plan -as created% and the re:uired elements o/ desi*nated lesson plan /ormat are delivered in the classroom in a sophisticated -a1 ) ..# All o 2ectives are clearl1 stated in ehavioral terms and ma+e connections to prior activit1 or lesson ; ) 8 )c..# 3sta lishes instructional routine and adapts to une5pected circumstances

,omments

) .1# O 2ectives are unclear

) S-ill in Planning

).9

)c.1# 3lements o/ instructional routine are missin*

)c.2# 3lements o/ instructional routine are included% ut poorl1 or*ani;ed in the deliver1 )d.2# Poor or*ani;ation o/ activities

)d.1# Little or no use o/ supplemental activities

)d.)# Se:uences activities in a lo*ical% developmental manner ; ) /

)e.1# Little or no use o/ supplemental instructional resources

)e.2# Poor selection o/ instructional resources% materials% and technolo*ies

)e.)# Selects appropriate instructional resources% materials% and technolo*ies ;))

)d..# Se:uences activities in a lo*ical% developmental manner% e5plicitl1 ma+in* connections to prior +no-led*e and previe-in* upcomin* content )e..# Selects instructional resources% materials% and technolo*ies that supplement lesson and sho- e5ceptional creativit1

Pa*e ) 6ev.$787'$

,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) .a.1# &oes not use motivational techni:ues

(eveloping (' 2 to ' 3 points) (,& ,5& 46) .a.2# ,ses some motivational techni:ues -ith limited success

Proficient () 2 to ) 7 points) (4& 45& %6) .a.)# 3//ectivel1 uses motivational techni:ues that create a classroom -here most learners are motivated ;)7 . .)# 3//ectivel1 uses a variet1 o/ -a1s to en*a*e most learners ; ) 0 .c.)# 3//ectivel1 paces lesson to accomplish o 2ectives% includin* a conclusion at end o/ lesson ; )0 .d.)# 3//ectivel1 uses more than one instructional approach% as appropriate ; )2 .e.)# Communicates clearl1 usin* ver al and nonver al messa*es ./.)# Ade:uatel1 uses :uestionin* strate*ies to elicit student responses at the literal% anal1tical% and critical thin+in* levels ; ) / .*.)# Ad2usts to unplanned circumstances -ith some interruption to lesson ; ) 0

*+emplar! () 8 to # 2 points) (%& %5) .a..# Sho-s si*ni/icant e5pertise 1 usin* a ran*e o/ motivational techni:ues that create a classroom o/ hi*hl1 motivated learners . ..# Sho-s sophisticated use o/ multiple strate*ies to hi*hl1 en*a*e most learners .c..# Sophisticated use o/ pacin* and lesson time to accomplish o 2ectives% end lesson -ith a conclusion% and seamlessl1 transition et-een instruction and activities .d..# Sho-s sophisticated use o/ varied instructional approaches% as appropriate .e..# Communicates clearl1 and d1namicall1 usin* ver al and nonver al messa*es ; ) 3 ./..# ,ses sophisticated :uestionin* strate*ies to elicit student responses at the literal% anal1tical% and critical thin+in* levels and encoura*e students to e5press di//erent points o/ vie .*..# Ad2usts to unplanned circumstances seamlessl1% -ith onl1 mild disruption to the lesson

,omments

. .1# &oes not en*a*e learners .c.1# &oes not rin* lesson to closure

. .2# 3n*a*es some learners .c.2# Poor use o/ lesson time

# S-ill in Teaching

)0

.d.1# &oes not var1 instructional approaches% -hen appropriate .e.1# &oes not communicate clearl1 ./.1# Little or no use o/ :uestionin* strate*ies to promote critical thin+in*

.d.2# Some-hat success/ul at var1in* instructional approaches% -hen appropriate .e.2# Communicates clearl1 some o/ the time ./.2# Some-hat success/ul at usin* :uestionin* strate*ies to elicit student responses at the literal% anal1tical% and critical thin+in* levels .*.2# Ad2usts poorl1 to unplanned circumstances

.*.1# Little or no ad2ustment to unplanned circumstances

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,ategor!

,ategor!

%verage (" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) <a.1# Teacher and students appear uncom/orta le

(eveloping (' 2 to ' 3 points) (,& ,5& 46) <a.2# Sho-s rapport -ith some students

Proficient () 2 to ) 7 points) (4& 45& %6) <a.)# Sho-s ade:uate rapport -ith most students

*+emplar! () 8 to # 2 points) (%& %5) <a..# Sho-s e5ceptional rapport% -hich is rela5ed and /ocused on learnin* rather than discipline% -ith most to all students ; # 2 < ..# Sophisticated use o/ a variet1 o/ classroom mana*ement techni:ues that contri ute to a seamless lesson deliver1 <c..# =uilds class communit1 -ith si*ni/icant opportunit1 to participate and most to all students are involved ; ) 8 <d..# >andles attention7 *ettin* ehavior in a -a1 that is timel1 and sho-s e5ceptional sensitivit1 <e..# Sho-s e5ceptional level o/ patience -ith most to all students ; ) 8 </..# Sho-s si*ns o/ criticall1 listenin* and thou*ht/ull1 responds to student -or+ and ideas ; ) 8 <*..# Sophisticated use o/ positive rein/orcement and sensitive correction mista+es in most to all cases <h.1# ,ses sophisticated strate*ies to promotes sensitivit1 to diversit1 issues% includin* di//erences in ethnicit1% lan*ua*e% *ender% and socioeconomic status

,omments

< .1# &oes not use a variet1 o/ classroom mana*ement techni:ues <c.1# &oes not uild class communit1 / S-ill in (eveloping ,aring :earning
*nvironments

< .2# ,ses a limited ran*e o/ classroom mana*ement techni:ues <c.2# Some attempt to uild class communit1 -ith a /e- opportunities /or students to participate <d.2# >as some di//icult1 handlin* attention7*ettin* ehavior ; ' / <e.2# Sho-s some de*ree o/ patience -ith students </.2# 6esponses to student -or+ and ideas sho- a limited de*ree o/ thou*ht/ulness <*.2# Some-hat uses positive rein/orcement and corrects mista+es in a sensitive -a1 in some cases <h.1# Some-hat promotes sensitivit1 to diversit1 issues

< .)# Ade:uatel1 uses a variet1 o/ classroom mana*ement techni:ues ;)2 <c.)# =uilds class communit1 -ith ade:uate opportunit1 to participate and most students are involved <d..# >andles attention7 *ettin* ehavior in a timel1 and appropriate -a1 <e.)# Sho-s appropriate level o/ patience -ith most students </.)# Thou*ht/ull1 responds to student -or+ most o/ the time <*.)# 3//ectivel1 uses ; ) 0 positive rein/orcement and corrects mista+es in a .sensitive -a1 in most cases <h.1# 3//ectivel1 promotes sensitivit1 to diversit1 issues% includin* di//erences in ethnicit1% lan*ua*e% *ender% and socioeconomic status

<d.1# 4s not a le to handle attention7*ettin* ehavior

and Sho.ing Respect for Students

)/
<e.1# &oes not shopatience -ith students </.1# &oes not respond thou*ht/ull1 to student -or+ and ideas <*.1# &oes not use positive rein/orcement and does not correct mista+es in a sensitive -a1 <h.1# &oes not promote sensitivit1 to diversit1 issues

Pa*e < 6ev.$787'$

,ategor!

,ategor! %verage

(" to #)

$ot %cceptable (" 2 to " 3 point) (4elo. ,) 9a.1# No si*ns o/ assessment strate*ies

9 .1# &oes not provide /eed ac+ to student

(eveloping (' 2 to ' 3 points) (,& ,5& 46) 9a.2# Some-hat success/ul at usin* a strate*1 to chec+ i/ students understand in/ormation 9 .2# Provides some-hat help/ul /eed ac+ to students

Proficient () 2 to ) 7 points) (4& 45& %6) 9a.)# 3//ectivel1 uses a strate*1 to chec+ i/ students understand in/ormation ; ) / 9 .)# Provides help/ul /eed ac+ to students most o/ the time ; ) /

0 S-ill in %ssessment and Impact on Student :earning

9c.1# &oes not use assessment in/ormation to *uide instruction% 9d.1# &oes not match assessments to instructional o 2ectives

9c.2# Some-hat uses assessment to *uide instruction 9d.2# Some-hat matches assessments to instructional o 2ectives 9e.2# =1 end o/ lesson% some students demonstrate satis/actor1 achievement o/ o 2ectives ; ' /

9c.)# Ade:uatel1 uses assessment in/ormation to *uide instruction% as appropriate ; ) ' 9d.)# 0atches assessments most instructional o 2ectives ; ) ' 9e.)# =1 end o/ lesson% most students demonstrate satis/actor1 achievement o/ o 2ectives or have made satis/actor1 pro*ress

*+emplar! () 8 to # 2 points) (%& %5) 9a..# Sophisticated use o/ a variet1 o/ strate*ies to chec+ i/ students understand in/ormation 9 ..# Provides help/ul /eed ac+ to students most o/ the time% *ivin* attention oth to content and the individual student's thou*hts a out the su 2ect 9c..# Sophisticated use o/ assessment in/ormation to *uide instruction% as appropriate 9d..# 0atches assessments to most to all instructional o 2ectives% as applica le 9e..# =1 end o/ lesson% most students demonstrate si*ni/icant achievement o/ o 2ectives or have made si*ni/icant pro*ress

,omments

)'

9e.1# =1 end o/ lesson% /estudents demonstrate satis/actor1 achievement o/ o 2ectives

Sum of Total Points Total %verage

"&ivide total points 1 9 ? round score to nearest tenth.#

'2 3
If average is belo. ' 2 (4elo. ,) > $ot %cceptable If average is ' 2 to ' 3 (,& ,5& 46) > (eveloping If average is ) 2 to ) 7 (4& 45& %6) > Proficient If average is above ) 7 (%& %5) > *+emplar!

)/
$a.1# Appears uninterested and unmotivated $ .1# &urin* post7 con/erence% does not shosi*ns o/ sel/7re/lection a out ho- to improve teachin* $a.2# &emonstrates a some-hat positive attitude $ .2# &urin* post7 con/erence% sho-s some si*ns o/ sel/7re/lection and o//ers some thou*hts a out ho- to enhance teachin* $a.)# &emonstrates a positive attitude throu*hout the lesson $ .)# &urin* post7 con/erence% ade:uatel1 re/lects on the lesson's stren*ths and needs and o//ers su**estions a out hoto enhance teachin* $c.)# Ade:uatel1 accepts su**estions /or *ro-th and% in su se:uent o servations% assimilates the su**estions $a..# &emonstrates a stron* positive attitude and maintains hi*h ener*1 and enthusiasm throu*hout the entire lesson S $ ..# &urin* post7 con/erence% purpose/ull1 anal1;es lesson's stren*ths and identi/ies speci/ic strate*ies a out ho- to enhance teachin*

7 ,ommitment to Teaching ?
Professionalism

$c.1# 4s resistant to $c.2# Sho-s some $c..# 35tremel1 open to su**estions% and in reservations a out su**estions and% in su se:uent su se:uent o servations% su**estions and% in o servations% sho-s does not assimilate su se:uent o servations% considera le pro*ress in areas assimilates some su**estions su**estions su**ested 8 $arrative: Attach additional pages to describe the lesson briefly, highlight teacher candidates strengths, and offer suggestions for improvements. Pa*e 9 6ev.$787'$

Summary Lauren introduced writing workshop lesson to teach first graders to include sound words in their writing as author Mem Fox, whom class is studying, uses them in her writing. Reviewed previous lessons about other techni ues in Mem Fox!s writing. Lauren was animated and enthusiastic throughout lesson, using simple, appropriate language. Lauren read half of Mem Fox book, telling students to put hand on head when they heard sound words. "hen Lauren modeled writing two small moment #one sentence$ stories on chart. %fter each, students &turn and talk' to think of sound words to add to teacher!s story. "hese were shared with group. "hen students worked at tables, practicing writing sound words in their writing. Finally, students returned to rug. Lauren summari(ed lesson and there was time for one student to share her small moment story with a sound word. Strengths Lesson displayed Lauren!s skilled use of ") *riting *orkshop teaching methods. She used simple language to enhance student comprehension, as discussed after first lesson. %s before, Lauren!s manner and affect were warm, supportive, confident and enthusiastic. +irections were clearly explained. Referring to previous similar lessons helped students understand new lesson!s goal and directions. Students appeared engaged, seemed to be having fun and were attentive throughout lesson #although camera on teacher makes it hard to see student behavior$ ,ffective and sensitive use of uestioning techni ues, most students participated. -ood use of &turn and talk'. specific directions given, eg/ students reminded that each needs turn to speak. -ood use of list of sound words on chart, to which students could refer. -ood use of closing eyes to picture what story described. Lesson ended with reassurance #that students who didn!t finish would have time the next day$ and closure. Suggestions Student displaying off0task behavior could have been removed from group sooner. 1efore thinking of sound words for teacher!s story, students might have written sound words for typical classroom sounds they heard, eg/ door slamming, paper being crumpled into ball, water running, chair being pushed in. "ransition from table to rug could be uieter and smoother eg/ call names of uiet students to place folders in bin and return to rug, direct students to return to rug with no talking. *hen one student re uires considerable 2/2 time, break time up with uick attention to others reali(e you!re aware of how they!re working. Leave more time for closure so more students share what they wrote or what they wanted to write.

Pa*e $ 6ev.$787'$