LESSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric

Descriptions include criteria up to proficient for an in-service teacher

Teacher Candidate's Name Davia Carr Observer Kathy Cole

Date March 5, 2019 Observation # 2

What is/are the learning target(s) for the day?

I can look at a picture or drawing to identify a vocabulary word.

*I can identify phonemes and syllables.
I can use addition to count the number of vowels, phonemes and syllables in a word.x

1. Demonstration of Mastery of FEEDBACK

Accomplished
Not Observed

Developing
Pedagogical Expertise in the

Emergent

Proficient
Content

a. (E) Lesson plan is available and reflects appropriate X I didn’t hear you explicitly state today’s
Colorado Academic Standards, relevant instructional
learning targets, but I was distracted at first.
objectives, and formative and summative
assessment results Did you?
(D) Implements lessons that align to district’s plan of X
instruction and reflect vertical and horizontal
alignment of the grade or content area
(P) Implements and communicates learning
objectives and student outcomes based on
standards
b. (E) Connects lessons to key concepts and themes X
within other disciplines and/or content areas,
supports literacy and mathematical practices in
content area(s) Science vocabulary is used in this literacy
(D) Implements instructional strategies that include lesson about phonemes and syllables.
literacy, mathematical practices, and language
development across content areas, makes content
X Math is used to count vowels and syllables
specific language and reading accessible to students and show the difference—that vowels come
(P) Makes interdisciplinary connections explicit to together to make a phoneme and can result
students, strategically integrates literacy skills in a different number of syllables.
(reading, writing, listening, speaking) across content
areas, integrates mathematical practices across
The lesson includes speaking, writing,
content areas listening, and oral expression.
c. (E) Scaffolds questions, concepts, and skills based X
on a sequence of learning, uses instructional
materials that are accurate and appropriate for the
lesson being taught, encourages and provides
opportunities for students to make connections to
prior learning
(D) Implements content-based strategies that align to
the learning objective, multiple models and delivery X
methods to explain concepts accurately, questioning
techniques to support disciplinary inquiry
(P) Anticipates student misconceptions related to
learning and addresses those misconceptions during
instruction, implements challenging tasks and X
opportunities that encourage students to ask
questions and construct new meaning

Areas of Celebration: You managed behavior without taking much time away from instruction! This included watching all
students, not just the ones in close proximity to the doc cam. Even though the three boys caused you to manage them, your
lesson continued successfully.

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Growth Areas/Next Steps:

2. Safe, Inclusive and Respectful FEEDBACK

Learning Environment N/O E D P A

a. (E) Maintains safety and welfare of students X You told students six of them would be
and environment, clear expectations for in charge of a vocabulary word, then you
student behavior, procedures and routines to pulled sticks, and told each student a
guide instruction and transitions number. Nice random calling. Think
(D) Facilitates student accountability to school about: Have students write their number on
and class procedures and routines, X
consistently reinforces student expectations,
their worksheet so they can remember it to
fosters a caring relationship with each student make them less dependent on you.
(P) Makes maximum use of time by X
implementing purposeful pacing and efficient
transitions, reinforcing positive behavior,
redirecting disruptive or off-task behaviors
b. (E) Acknowledges the influence of race, X Thanks for having such a rich conversation
ethnicity, gender, religion, socioeconomics and
with me about this element.
other aspects of culture on student
perspectives, creates a classroom environment
in which diversity is used to further student
learning Food Around The World
(D) Establishes processes that result in a
sense of community among students, effective
interactions among students, and incorporates
X In BASE looking at different cultural
instruction that reflects diverse backgrounds,
experiences, and different points of view holidays in December.
(P) Delivers lessons to ensure students’
backgrounds and contextual knowledge are Being aware of biases and differences.
considered, capitalizes on diversity as an asset
in the classroom, uses materials and lessons X
that counteract stereotypes and acknowledges
the contributions of all cultures
c. (E) Plans for students who have a variety of X
learning needs and interests, adapts the Reading students are leveled. Today’s
physical environment to support individual lesson included twenty kids, while six went
student needs, reviews information from to interventions.
learning plan(s) to support the needs of
students
(D) implements a variety of inclusion, X
intervention or enrichment practices to address
unique learning needs and interests
(P) Initiates collaboration with colleagues to
better understand and respond to student
learning needs, provides opportunities and
support for students to self-select tasks that X
accelerate progress towards their learning
goals, and integrates self-advocacy skills into I feel most welcomed. That translates to
instruction families.

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 d. (E) Establishes a classroom environment that X
is inviting to families and/or significant adults
and respectful relationships with students, their
families, and/or significant adults
(D) Uses a variety of methods to initiate
communication with families and/or significant X
adults in the school and community. You will be writing April’s class newsletter.
(P) Coordinates communication between
families and/or colleagues who provide student
services, recognizes obstacles to family and
community participation and seeks solutions to
X
overcome them.

Areas of Celebration:

Growth Areas/Next Steps:

3. Plan and Deliver Effective FEEDBACK

Instruction N/O E D P A

a. (E) Plans lessons that reflect the relationship of X Learning modalities addressed: Auditory,
intellectual, physical, social, and emotional visual, kinesthetic through speaking,
development of students listening, writing, drawing, and video.
(D) Collaborates with colleagues who have
expertise in child and adolescent development X
to improve the quality of instruction
(P) Engages students in developmentally
appropriate learning and creative learning X
experiences

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 b. (E) Determines students’ current skill levels X
and uses that information to plan instruction,
selects assessment strategies aligned to the You checked for understanding throughout
learning objectives, monitors student learning
in relation to the objective, shares feedback on
the lesson by: Q & A
student progress with families and/or Students held up papers
significant adults Students brought their work
(D) Uses assessment results to guide real-time To you to check
adjustments to instruction, evaluates and
X
documents student performance based on
Students reading levels are assessed
multiple measures to set learning goals,
provides timely feedback to students that is
through Dibbles, which enables your grade
academically focused, frequent, and high level to structure flexible reading groups.
quality
(P) Models how to incorporate feedback to
improve learning, provides students
opportunities to revise their work based on X
feedback
c. (E) Plans lessons incorporating available X
technology, assesses available technology to
use with instruction The doc cam was used for this lesson along
(D) Uses available technology to facilitate with a video.
classroom instruction, develop students’
knowledge and skills based on lesson X
outcomes, models responsible and ethical use
of technology and applications.
(P) Integrates available technology to enhance X
creativity, use of information, and collaboration Your questions naturally promote critical
d. (E) Establishes expectations at a level that X thinking. Today’s focused on syllabication
challenges students, plans lessons that and science vocabulary.
incorporate critical thinking and problem-
solving skills
(D) Uses questioning strategies to develop
students’ critical thinking skills and problem- X
solving skills, uses wait time to encourage
student responses.
(P) Models critical thinking and problem- X
solving skills Students were paired up to share their
e. (E) Has a clear purpose for student X vocabulary drawings with each other. This
collaboration. gave them the opportunity to speak, share
(D) Provides opportunities for students to X their thinking, listen, and move a bit.
participate using various roles and modes of
communication, adjusts team composition
based on learning objectives and student
needs.
(P) Holds students accountable for work
product and collaboration processes, promotes X
teamwork and leadership skills
f. (E) Establishes classroom practices to support X
effective communication, provides clear
directions to guide student learning and
behavior
(D) Articulates thoughts and ideas clearly and X
effectively, uses active listening strategies with
students
(P) Teaches students, with audience in mind,
to articulate thoughts and ideas clearly and X
effectively

Areas of Celebration: Instructional Strategies used: Think-Pair-Share; Random calling pattern using sticks with student names on them;
presenting new information with guided practice; scaffolding with Q & A’s; Drawing meaning of vocabulary words; Video that teaches
“tranquil” through stretching/relaxation exercises.x

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Growth Areas/Next Steps:

How will you know if all the students know the meaning of the science vocabulary words going forward?

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 4. Demonstrate Professionalism FEEDBACK
N/O E D P A
a. (E) Maintains confidentiality of student X
records as required by law, confidentiality
of student, family, and fellow teacher
interactions with colleagues,
demonstrates reliable and responsible
behavior
(D) Models ethical behavior, interactions
X
are respectful, consistent, and reasonable
(P) Promotes ethical behavior of students
X
as individuals and as members of society
b. (E) Engages in professional learning X
activities aligned to Colorado Academic
Standards, school and district goals, and
professional goals and growth plan
(D) Applies knowledge and skills learned X
through professional learning to improve
student outcomes
(P) Implements performance feedback
from supervisor and/or colleagues to
X
improve practice
c. (E) Maintains a productive and respectful X
relationship with colleagues
(D) Adapts to the changing demands of
the classroom and school environment X
(P) Collaborates with colleagues to
navigate change while maintaining a focus
on student learning, contributes to school X
improvement planning
d. (E) Contributes to school committees and X Dibbles organization
teams Scheduling
(D) Seeks opportunities to lead, actively
participates in school decision-making X
processes, acts as an informal
mentor/resource to colleagues
(P) Increases the capacity of colleagues
to identify and use multiple tools and
X
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:

What evidence of learning do you see and hear?

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The students’ answers to your questions.
Checking written work.

Co-teaching feedback? Solo

Are students meeting the target today? Yes. 95%________At what level? S- to E

How do you know?

Attention
Enthusiasm
Six were called on

Practice putting emphasis on 1 or 2 vocab words, then doing an exit ticket so you know exactly what they learned.

Teacher Candidate Date Observer Date

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