SNC Student Teacher Observation Rubric Observation Number. Date: Fival teacher condtste Lilia Matiiyag Grade/Subjex £ Lesson Content SNC Supervisor_- veadteacrer Eggi Blecher District ead Time Alotted_] vate DEL: [Ss School, Professionalism. Meets ‘Approaches Does not meet Content Knowledge [ri cco | Seaport ontatoe | \2o\itnonconryt sensi ecurate and unbaged, Content Standards based and focused on Demonstrates accaptable content -nowladge, the information conveyed to students sacurate. Content isnot ways standards based or Focused on ctealinput. Dees not demonstrate attacory content knowledge, conveys incorrect lor biased information to students regularly. Content Is net based on standards and often not fected on Ae [ena 10 on tine. estat nut fies ngut Professional Appearance busines appropriate, | Not Apple ‘opearance nat appropiate Torthe Appearance Imogest and appronrate forthe sxhoel sting ~immades, unkemst, yes | setihecsscem orinapprapriat forthe cstoom esti Punctuality Funes and completes a requred | Not Appieabe ‘fon tet hear rin coating profesional requirements (attendance, grades, supervision ues ete) Roa | coneeeasne es proms lorcet ‘Uses ioral anguage inthe classroom ‘orn written communications whieh doesnot reflect a professional ‘spostion. Sometimes flows appropiate hierarchy with concerns, ‘ales fequent errors in grammar and speling ia witen Communeations oS unprofesional In ten and/or verbal communications. Does not follow sporoprite hieravchy with concorns. ‘attude Consistently demonstrates tenthusigm forall azpacts of teaching neti duties, Pce/meetngs parent cenacts, ‘es Secks suggestions from mentors and a SHPO Tey, ning Uh GAGA") coring reste st with ripoct ‘Sometimes demonstrates enthusiasm for all aspects of waching,ineluding cuties, PLES/meotngs, parent contacts ete. Accepts suggestions and feedback. Attends trainings when encouraged. ‘Usual eats staf with respect ‘Seldom demonstrates enthusiasm for alt aspects of teaching, inctding hates, PLcs/meetings, parent contacts, te. Doesmnet acopt fuggestions or feedback. Does nat attend trainings when avaobe, Does rot always treat staff with respect | Relecton Praca Repl refit on tut b Nes |xeetees feflecion, atlas ocasionally on struction, assessment, student achievement and ‘ariculum, and dees not consstentiy ‘make agjusoments based on reflection ‘Does not relic, ar reiecs but does | not make adjustments to practice based on the dats, | Commendations, Recommendations, Notes and Comments: Timer. Teacher Candidate Date. Page 1SNC Student Teacher Observation Rubric Observation Number. Date: Classroom Management/Effecive Learning Environment Masts ‘Approaches Does not meet Physical Space Teacher conde ules pysalepac, Inve clasoom i any that atates “eacher lass phys ace ina way AE Sometines causes dsrpton othe ew of Tha ee of phseal spaces Was patterns causes sigan Jstuption to ‘ho flew ofan or acon Srpezatons \| Qs | ecu orreseeon a needed demonstrate fensieny, farness and earn oat nd gases wed appepriteh acetate ircton sire seen Py Yes hedecoonfmaa | minty ode nosey sgent Theres gent pesin Sewers omens Seen Siero sea tayet Behavior There is evidence of behavior expectations but | Students do not demonstrate awareness of Edens do net haves cea ndustanding ot ‘Sen nile motto sametines ured and pase bused nective. behanr expectations teocer responses fora students. Inrinsc motivation Is not rurtred end praels sed nee Establishing Rapport | The teace’canaactohas estabisieda protesiona caring apport wth tudes evidenced ya eae ncve {esing snd emotionally ete ano ronmn Se The diasoon envvenmetis rte) dnote fa that they ea0 ear ew das ad tae rss however sme natal comfortab or ertenay st fear buna rete ‘rurent bnavars somonarate athe Prouncomfortblsoruear of donate! torts ration demonatote ta of ogrogeateSoundare re not mained of Class) The teacher candestmpiemerts BOK et flesstcem. "Newskeepng ana ees! utes are complete fice while Te tear cndane Famers ver iter sometimes Catan rom or mterot instructor tne. tngging sides whan they ener the fdsroom “Howeteaing” and ceil fue corte nteruptrst uel ata | sees Song [lean ere es S suvetued acy ut tensa Tran SATA eT Sometines ends ote ere of a5 (eto Da but ere are signet stances (severltines na wee] fesengagment rorto the end ofthe learsing period ‘Ravens oensop wena ve ‘rinuts porto the end of dae ond apend {ie not goed nna ening Transitions inet appl TTanstons sometimes refit plamnire Bat ‘Se oriterrpt he Row finstucon Traraions consent ree Iackat paning a tke ences mount of ime dung nero erupt {nd espn cssoom contol les not apa Shmened by he ache Sos z= aoe le Teun ereyue ecto aed ‘ee ous oT ‘rdorpton tothe keonng roca ‘eke ony 1-2 mints. Routines ae in lcs to tn igen hd plekun gate wort ana for esbting {hey tke more than 12 nates oné ase Ieee otnsractona tne or are erupt ‘heletming process There ae no routes lee ory a implemented aconsteny es an feat lot inaructon|e ‘eruption othe ering proces fr ‘romp, aes honing ot atara To bneprersectine) Tmplement ation f | Rosie a erie RSE canine | ater ecener person, csrupion of | tne iearning enrnment rls ‘not applicable Students denonsvate sppoprate eve depen ovis ae evident or vom aaa Csrustion the eerangeneronmert ‘inal a some sages demorstte oproprit ow! ofincependence performing rouinetass ‘Commendations, Recommendations, Notes, and Comments! Preparation and Planning for Instruction Teacher Candidate Date. Page 2SNC Student Teacl ‘her Observation Rubric Observation Number. Date: Meets “Approaches: Does not meet Standards-based Lessons are consistently based | Some lessons are based on NAS, | Few ifany lessons are based on ‘came on eon Bae NS | acs _— (NGSS}, and include Common Core Standards for literacy in content areas and Standards of Math Practices NGS, or do not consistently include CCSS Standards for Iteracy in content areas or Standards of Math Practices. the NAS, NGSS and co nat include CSS Standards for literacy Ia content areas of Standards for Math Practices. Tesson las Tesson plans are coratonty Nes TIE tjectves, student engagement strategies including Student douse, opporuniies for student metacognition and formative assessment Tesson plans are consistently prepared but lack some of the components that ate required for effective lessons, or are nat consistently submitted in a timely Tesson plans are not consistently prepared in advance or frequently lack the required components os 2==— | cognitive levels more than half the time. ‘Questions are planned for oral and "written activities inthe lesson but ‘move to higher cognitive levels less ‘than haf the time. ‘Questions are not planned forin the lesson ‘Material and Supplies | Moteras forthe lesson consistently prepared in Nearest prior to the IRS | eatin ofthe teson and iS easily accessible. Materials are legible, differentiated or adapted as needed and age appropriate ‘Materials for the lesson are sometimes prepared in advance and easlly accessible. Sometimes ‘materials ate difficultto read or see, not atthe level appropriate for the learner or not age appropriate. ‘Materials are often not ready for the lesson or not legible, appropriate forthe learners or ‘age appropriate. When prepared in advance, materials ae not easily accessible vane eaercaaeaatas eee gamrgleconsendan adit NPS | featscneasesdein ae instruction. ‘The teacher candidate has considered pacing sometimes or has aiffculty adjusting during instruction There iene evidence that pacing 's considered regularly priar 0 Implementation ofa lesson ‘Commendations, Recommendations, Notes and Comment Teacher Candidate, Date. Page 3SNC Student Teacher Observation Rubric Observation N lumber. Date: Instruction eats ‘Approaches: ‘Does not meet Objectives te ‘bjeives, fearing aro eral (usesone are contri dyed and fing struction. Students con rote te ebjctv, ering tre, {sent question nth own words ‘bjs, aig ares or seal guests ar sometines played ond ‘Students canot artculta the ete) leering targefessenalqestonin ter own seas ‘blessings or sea ‘yarn sre endo deed Sormunistesto tae uring Insrurton.susens are nt aware of he ‘Sthective/ ering target ‘Connections to Prior Learning \les Tests conten ncde pais ‘pevence of bls a bass forthe new lerng ewer Whe roots rey know su ho Ceetet and they make comectons > Ihenew conten. Students can arate “aonacton between new content ane srerlesring. ‘uston Tomes ude pace eonecsons to pi emi, stent feoerene or aus 2 bas forthe new Iesring through ay voeablry ection ane oer statsies to el what students mete con areca connections tetacen new content nd prior earning ero elton ude pooh totsenees oll bas te es Seay ie aera wth abou the Student Engegement Nes variety of engagement strata ane frequent oppotuies for surredor Giecrea madentdecoare wich rons ntaole. There a= opporuintes fr ‘espen understanding of content os ‘oproprte Suden engagement ‘often teacher crtered ad ure of active ‘Crperunies tr stent scours are ‘cael o goer sutured so hat ‘cawertaton oan tsk. Students re Infomation or eepenns wera ‘Student engagement content betncen ine engagement steps that focus tn discourse Tero Iie Sports fr stent a precss new Ino dope undetancing ing Stele tat acl ergo tues ‘Suet engagement contr Dalow Opportunities For ‘Metacogaition ‘es Teacher anders aensia lung metacopniove tel, proves poorest practice using sates Sdconsstenty prods opoorunces reticton te leaaing “hare nota dlberate orto teack tues to be metacagntivec there ae fe pporines to eng efecson oF ‘metacopnton cre te steps ae Sra tte, etagon et Formative Nes Tie ence’ canes orate forandusizes both forma ore orm Fowmatveasessont ogalgestuden learning sné oust nsructonsneedon these “hare evenc frit lsrang Or aad {efor an inform formate dose net corsistently result n adjustments to intracon teed on the Fase sermenteltorueetTo {henson sed iene anna orn Nes The ences cna coma ‘lar agen ani or leeming: theres seem time when Stuarts are not acwey agsaeain| Ieeming de to pacing which oan of ferwardinthe ston tutes 910 Senonstatng lad of unestardig “rete ends tha poe er lesningbtlsconssten mn montorng sé Imatignr ee ae era tarkandroteorang ey pared to move homo new ering ries when iden cot damanstateunderongg etre ne sen aves one Tacgiz aa ao aro to Saw forthe troy ofsadent, Thre we pods of time nen ew etent ae ache Shgages wth tne lsringare neuen times not ed fle ‘earner Centered Classroom ‘sercom nctacton and sce! 32 Focused onsen engagement withthe ieagemert withthe content, butremaine teacher ocd overalfofthe te ‘aon scion oene on each presentation wh few opportunites fr Suderts to engage withthe coment Commendatiohs, Recommendations, Notes and Comment Teacher Candidate Date Poge 4SNC Student Teacher Observation Rubric Observation Number. Date: ‘Assessment of Student Learning part of planning, lesson delivery | results in adjustments to instruction Yes |e | instruction to monitor student Meets ‘Approaches Does not meet Formative Formative assessment drves | Formative assessment i used Formative assessments not used Assessment, instruction and isan integral | during instruction and sometimes | consistently nor iit effectively used to adjust instruction or to meet student needs, graded in a timely manner, and | sometimes graded in 2 timely grades are entered correctly and | manner, grades are entered Ina timely manner correctly, but not always ina timely Understanding ae act naruto | cna Sumnmatve aeatanensare | Sunmatne anaes we bed | Sonate aesomenis are assesment basedanthestandardsand | onthesondrds tare Gegned_| delged based on truco or NCS | setenterertensricton | stermstuctentascue | fen Fo teat ter Not obser (ecards lawson Deny in | raterthenass tool gude | soutesnotcomected othe oreerto gue the pnningand_| strecon and planing. Robs | sander, ae noted insrucion ub are dre wed nconalter for maor foutray iced foralor | assent and tet, sesenenis ad ters, povided inetiney manner and pre dearer tor sudents Feedback and [Spec teedbacks provgedan | Feedac ie notoraeray | Feedback waco Grate STalentworestudem work.” | provided. Suden work proud. det work nt traded ina timely manner, grades are either not entered correctly arnatina timely ‘Commendations, Recommendations, Notes and Comments: ‘reased #218 Teacher Candidate Signatur ‘SNC Supervisor Signature: Lead Teacher Signature: Teacher Candidate, Date Page 5