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Directions: This rubric is aligned ta INTASC and TAPS Standards. The first page pravides apportunity for an overcll
summaty of Observed Strengths/lmprovement/Comments. In the feedback section, please write specific evidence
ond/or comments observed for each indicator throughaut the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to *bserve and pravide regular feedback. University Supervisars use this rubric to
observe, providefeedback, and enterfinal practicum and studentteaching observstion scores on the electronic rubric
vis LiveText. The Teacher Candidate should scan the handwritten documents, or upload ward-processed copies of
esch ohservation to LiveText.

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Teacher Candidate Signature

 Obserwation of Field Perforrnance Feedback 20I"8-19

INDICATOR Advanred Froficient Developing Insufficient

PROF ISSTOSAI, KN Ol.VtED GE

Knowledqe of the Learner: Maximizes iearner's prior llses learner's prior Lises learner'sprior lJoes not use learner's
builds upon learners' eristing knowledge by integrating knowledge by integlating knowledge by integraling pricr knowledge by
lesson objectives wilh lesson objectives with lesson objectives with integrating lesson
academic, developmentai,
learners'academic, learners'academic, learners' academic, objectives with
linguistic, personal, learners'academir,
personal, d er.'eiopmentai, personal, developrnental, personal, AND
cultural/community strengths, linguistic. AND AND linguistic, OR developmental, AND personal,
I needs, and experiences. * culturalf co mmunily cultural/conrmunity iinguislic OR developmental,
strengths, r-reeds, AND srrengths, needs, AND/OR. culturalf communitv iinguistic, OR
*lnciuding, but nol limited to, race,
experiences. experiences. strengths, needs, OR cullurallcommunity
pthnicity, reiigiort, 5ociueconcnli(
experiences. strengths, needs, OR
status, gender, sexual
experiences.
orientation/expression, natiotral
origin, or exceptjonality.

Content Knorvledge: Demonstrates accurate lJernonsh'ates accurate Demonstrates accurate Demonstlates

l)emcnstrates accurate and AND current content AND current content content knowledge AI.{D inaccurate OR
knowledge in audrentic know'ledge in authentic preseilts academic outdated content
current content knorvtredge in
contexts; facilitates whole contexts; faciiitates whole language. knowledge; does not
I authentic contexts; facilitates
(\ class, group, and individual class/group use of presenl academic
learners' use of academic use of acadernic language to academic language to language.
language to access content. access content. access content.

Pedagogical Content
Knowledse:
Develops learner conceptual
tY understanding; anticipates
and resolves learner
miscf)nceptions.
Learner Engagernent:
Engages iearners in active
learning by developing higher
order, critical/creative
thinking through inquiry-
based learning promoting
diverse
perspectives/experiences.
Use ofTechnologla
integrates technology to
facilitate iearning; involves
learners in use oftechnoiogy;
a provides rationale if
technoiogy is not used.
Adaptation / Modification
Differentiationl
Provides appropriate
adaptations and/or
modifications for individual
learners with language needs,
IEP, ElP, 504; enploys
principles of Universal Design
lY
for Learning IUDLJ/whole
group differentiation and
those who require
rem ediation or chalienge.
Develops Iearner
conceptuai understanding;
AND anticipates AND
resolves learner
misconceptions.
t/
INSTRUCTIONAL DSLNTERY
Engages iearners in active
learning by developing
higher order,
criticalf creative thinking
through inquiry;-based
learning AND promotes
diverse
perspecrives/experien cesT
/ perspectives/experiences.
lntegrates innovative
technology to lacilitate
learning; AND involves
learners in the use of
technology OR provides
rationale if technoiogy is
not used.
{-/
I Provides appropriate
adaptations andfar
modifications for individual
iearners in the class r,r'ith
language needs, 1EP, EIP,
504; AND employs
principles of UDL includilg
students who require
remediafi on/challenge.
Deveiops iearner Develops learner Does not develop
conceplual acqulsition of learner acquisition of
understanding; AND knorvledge/skills, knowledge/skills.
anticipates OR resolves
Var n er mi s ccn ceptio n s.
Engages learners in active Directs learners to acqt{ire Directs learners to
iearning by developing knor.vledge OR skills acquire knorvledge OR
higher order, thrcugh leacher-directed skills through teacher-
crilicalf creative thi n king learning AND/0R directed learning OR
througir inquiry-based OR promotes diverse promotes diverse
teacher-facilitated" perspectives/experiences. perspectives/experien
student-centered learning
AND prornotes diverse
Integrates appropriate Emplcys the use of Does not employ
technology to facilitate appropriate technology to technclogy to
learning; AND invoives suppart instruction; OR suppoft instruclion;
learners in the use of provides rationale if OR does nct provide
rationale if
technology OR provides technology is not used.
ralionale if technology is techlology is not
not used. used.
Does not provide
Provides appropriate
Provides appropriate
adaptalions and/or appropriale
adaptations and/or
modifications for adaptations and/or
modifications for
rnodificatians far
individual learners in the individual learners in the
class with language needs, class with ianguage needs, individual learners in
IEP, EIP, 504; AND IEP, EIP, 504; does not tire class with language
emplays principles ol UDL. employ principles of UDL. needs, trEP, EIP, 504;
does not employ
principles cf UDL.

\N
 Observation of Field Performance Feedback ?OLB-L9

INDIC,ATOR Advanced Proficient Developing Insufficient

Assessrnent for Learningl
Uses assessment tools for both AND summative
formative and summative
purposes to guide and to
adjust instruction.
a
Provides/Models Feedback:
Provides feedback to learners;
models use of feedback to
address strengths, needs, and
(\ strategies for
improvement/extension of
learning.
ASSESSIidENT OF AND FOR TEARNING
Uses appropriate formalive
assessrnent tools to
document learners' prior
l<nowledge AND new
learning to facilitate
learning AND guide
instrlrction for the whole
class, groups of learners,
AND individuals.
Provides leedback to
Iearners AND models use of
feedback to address
slrengths, needs, AND
strategies for improvement
/ extension of learning.
./
/ of learning.
L/
Uses appropriate
formative ANDIOR
summative assessment
tools to document
learners' prior klowledge
AND/OR new learning to
guide learning AND/OR
adjust instruction fbr the
whole class, groups of
learners AND/OR
individuals.
iJ
/ learners OR
Provides feedback to
learners AND models use
of feedback to address
strengths, needs, OR
strategies fbr
improvement / exlension
Uses appropriale Uses inappropriate
formative AND/0R formative AND/OR
summative assessrnent summative assessulent
tools to document tools OR does not
I earn ers' pri or kno.,'r'led ge document learners'
prior knowledge OR
0R new learning to guide
learning OR adjust new learning to guide
instruction for the rvhole learning OR adjust
class, groups of learners instruction for the
OR individuals. whole class, groups ol
individuals.
Provides feedback to Provides superficial /
lealners OR models use of insufficient feedback
feedback to address to learners AND does
strengtl"rs, needs, OR not mode] use of
strategies for feedback to address
improvement / extension strengths, needs, OR
of learning. strategies for
improvement f
extelrsion of lear-ning.

Positive Learning
Environment: Promotes
positive learning environment
by encouraging learner seif-
I legulation and maintaining
high expectations for ail
iearners in a trusting, caring,
and respectful learning
c0mmunity.
I.EARNTNG EITVIRONMENT
Promotes a respectful
learning communily by
facilitaring all learners in
self:regulation AND confl ict
resolu lion, positive teacher-
learner AND/OR learner-
learner interactions; by
establishing rapport irr.ith
all learners'ANO ttotaing /
high e>.pectations. v
Promotes a respectfui
learning cornrnunity by
facilitating all learners in
self-regulalion, positive
teacherlearner AND/OR
learnerlearner
interactions; by
establishing rapport with
all learners, AND/OR
holding high expectations.
Promotes a learning
community by faciiitating
learners in self-regtlation
OR positive-teacher
AND/OR learner-learner
interactions; ORby
establishing rapports with
learners, OR holding high
expectations.
Promotes a learning
environment that does
not facilitate learners
in self-regulalion OR
positive-teacher OR
learner-learner
interactions; OR does
not establish rapport
with learners, OR hold
high expectations.

Classroom Facilitation:
Maximizes learning by
organizing, classroom
community expectatiOns, time,
space, and materials; and by
f\ responding to disruptions in
an equitable, timely manner
using appropriate verbal,/non-
verbal communication.
Marimizes learning by Maximizes learning by Directs learning by Does not organize
organizing classroom organizing classroom organizing classroom classroorn community
communiff expectations, con-}munity expectalions, commnnity expectations, expectations, time,
time, space, AND lnaterialsl fime, space, AND/OR hme, space, ANn/OR space, OR rnaterials;
ANDr/OR does not
AND by responding to materials; AND by materials; AND/OR by
respond to disruptions
disruptions in an equitable, responding to disruptions responding to disruptions
timely rrannerAND using in an equitable, timely in an equitable, timely in an equitable, timely
appropriate verbal/non- manner AND/OR using manner AND/OR using manner AND/OR uses
'appropriate
rterbal communlcation. appropriate verbal/non-, verbal/non- inappropriate
verbal commu nic ation verbal communication. verbal/ncn-verbal
U/ communication.

Classroom Safet$.
Establishes and maintains a
saf'e classioom environmenL
tY
Enforces classroom, school Enforces classroom, school Enforces classroom, school Does nol enforce, OR
AND community safety AND/OR community 0R community safelv ineffectively enforces,
rules AND policies relevant safety rules AND/OR rules OR policies relevant ciassroom, school OR
lo the content with rvritten, policies relevant to the to the contentwith community safety
visual, AND oral content with lfr'itten, written, visual, OR oral rules OR policies
procedures. visual, AND/OR oral procedures. Specific to relevant to the content
Specific to science procedures. Specific to science classrooms: with r,vritten, visual,
classrooms: enfbrces science classrooms: enforces required OSHA OR oral prccedures.
requiled OSHA safety ,/ enforces required OSHA safety standards. Specific to science
standards. / safegi standards.
/ classrooms: enforces
i/ required OSHA safely
standards.