Lesson

Observation Form K-12 PTEP, UNC

Teacher Candidate: Paulina Wilkerson Evaluator: Teresa Lantz UNC Supervisor, OR Cooperating teacher
School, district: NVMS Weld RE1Subject/Grade: 6-8
Lesson topic and summary: Architecture Letters – (LP made for in classroom/ also talked about online learning environment)
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOGY Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. specific to individual students’ needs. appropriate learning objectives. Advanced
Student learning is evident in few. Student learning is evident in most. student learning is evident.
LEARNING Behavior problems in classroom Manages most behavioral problems Discipline problems are prevented through
ENVIRONMENT negatively affect learning. Little and maintains control of the engaging instruction and building a safe,
control over classroom. Has classroom. Intentionally creates a respectful, and tolerant classroom
difficulties relating to students. healthy classroom community community. Appropriate intervention
Management may be where students are treated with strategies are evident. Effective use of time
developmentally inappropriate. sensitivity and respect. and classroom structures apparent.
INSTRUCTION/ No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
ASSESSMENT connection between assessment and including formal and informal methods; both formally and informally; assessment
instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives.

REFLECTION ON Ineffectively links student learning to Periodically reflects on professional Evidence of reflection and analysis of student
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex,
Discomfort in school climate. dynamic environment. dynamic environment of a school.

PROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. of professional practice and communication.
SPECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
COMPREHEND contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill.
inadequate. discovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.
Lesson Observation Form K-12 PTEP, UNC
Lesson Observation Form
Focus on student • Lesson Objective:
achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
K-12 PTEP, UNC
Students will be able to generate works of art based on selected themes or anticipated
goals. Students will be able to create works of art from observation, photographs and
stored mental images adding personal interpretations.
Students will be able to research and communicate personal ideas and interests in
works of art. Students will be able to design and create works of art using images,
words and symbols that illustrate personal community or culture.
Student progress toward objective:
Pre-assessment:
As a class, we will discuss how to incorporate personal meaning within their work
and why that is important. We will also talk about what their planning process should
look like.
Success Criteria:
Students will have a completed plan for the letter they are going to create. This plan
will include various ways they can express themselves through their design.
Post-assessment:
Students will have used their knowledge of planning to create sketches or written
explanations of their ideas.
How standards are aligned and evidenced:
CDE Visual Arts Standards
7th Grade
Standard 3. Invent and Discover to Create
GLE 1. Plan, anticipate outcomes and use feedback to grow as an artist.
GLE 2. Demonstrate technical skills and processes to achieve desired results.
Standard 4. Relate and Connect to Transfer
GLE 1. Investigate how artists, designers and scholars narrate their social context.
Content Integration:
CDE 7th Grade Reading, Writing and Communicating Standards
Standard 3. Writing and Composition
GLE 2. Write well-developed informative/explanatory texts using logical
organizational strategies, relevant supporting information, domain-specific
vocabulary, and formal style.
CDE 7th Grade Comprehensive Health Standards
Standard 3. Social and Emotional Wellness
GLE 1. Demonstrate effective communication skills to express thoughts and feelings
appropriately.
Lesson Observation Form K-12 PTEP, UNC

Areas of strength: Teacher Candidate:

Observer:
What are your areas of • Communicating with students and helping them trouble shoot through online
strength? learning.

Areas of growth: Teacher Candidate:

Observer: You are great at asking question! I challenge you to think of anything that I
What are your areas of can share with you (LP’s or PD’s) to give you a richer experience.
growth?

Goals: Start organizing your thought in a way to access them when you need them.
Use this time as a secret blessing to write lessons and gather additional resources to aid
in your future of teacher
Goals:

What are goals to

improve your instruction
and increase student
learning and artistic
development?

Evaluator signature: Teresa Lantz Date: 4-13-20

Accommodations and Modifications:

ELL, CLD Learners, or Other Learning Disabilities

• ● Multiple visuals and examples provided

• ● Verbal instructions and explanations of expectations
• ● Allow for verbal explanation of plan from students