Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Kara Hoooker Evaluator:Kris Heintz Nelson

UNC Supervisor, OR Cooperating teacher
School, district: North Valley Middle School: Weld County RE-1 Subject/Grade: 6-8 sculpture and painting
Lesson topic and summary: Watercolor/ Gouache Project
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
ENVIRONMENT negatively affect learning. Little
control over classroom. Has
difficulties relating to students.
Management may be
developmentally inappropriate.
INSTRUCTION/ No evidence of assessment, or no
ASSESSMENT connection between assessment and
instruction.
Manages most behavioral problems
and maintains control of the
classroom. Intentionally creates a
healthy classroom community
where students are treated with
sensitivity and respect.
Periodically assesses student performance
including formal and informal methods;
minor adjustments of instruction.
Objectives and assessment align.
Discipline problems are prevented through
engaging instruction and building a safe,
respectful, and tolerant classroom
community. Appropriate intervention
strategies are evident. Effective use of time
and classroom structures apparent.
Consistently assesses student performance
both formally and informally; assessment
drives instruction and is directly linked to
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
RELATE AND
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
CONNECT TO and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
TRANSFER of the need for continuing study, reflection, and professional growth in the field of art education.
Connections are not made to other Connections are made to diverse Connections are respectfully made
GOAL:
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

Focus on student
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?

How standards are aligned and evidenced: Student work day, demonstrating
understanding of materials and process
I. Colorado Academic Standards
Sixth Grade, Standard 2. Envision and Critique to Reflect; 2. Describe, analyze
and interpret works of art using specific art vocabulary.
Students will use the techniques they have tried and labeled in previous
demos to work on their paintings of their choice. They will be looking back at
their previous work and improving off of it as a reflection.
Sixth Grade, Standard 3. Invent and Discover to Create; 3. Utilize current and
available technology to refine ideas in works of art.

Students will incorporate the usage of chemical reactions with supplies of

sugar and salt to create a texture on a painting.

Sixth Grade, Standard 4. Relate and Connect to Transfer; 2. Investigate art

and other careers that use creative and design thinking.

Students will be able to experiment with paints and look into what methods
work for what subjects that they choose to paint. They may also look for
inspiration from other artists to incorporate into their work.

Areas of strength: Teacher Candidate: Observer:

 Ability to communicate to
What are your areas of students, keeping them on
strength? track.
 Individualization, knowing
names
 Thinking how to further
support learning by
incorporating artists
Areas of growth: Teacher Candidate:
 Practicing demos before doing  Continue to reinforce and support
What are your areas of them in front of students.
growth?  Keeping calm, providing
reminders to students
 Flexibility with challenges
such as technology

Increased growth in role as teacher and
facilitator, less observation and more
command of the classroom/project and
distribution of materials.
 Calling class to attention, knowledge
and comfort with class procedures
including beginning, middle and end
(clean up)
 Time management and pacing of
instruction
 Providing accommodations for diverse
learners
 Sculpture Project connects to cultural
diversity, teaches process, allows for
individuality
Observer:
lessons/terms/process that were taught.
Including the process of background,
middle ground and foreground.
 Include terms such as tint/tone/shade
analogous/complimentary when relevant
 Lesson Observation Form K-12 PTEP, UNC

Goals: Goals:  Continuing to support art process as

 Looking forward to puppet research and how students select and use
What are goals to lesson and sharing passion imagery for projects.
improve your instruction  Practicing demos, watching  Provide opportunity for students to share
and increase student any videos prior to showing narrative and form an opinion
learning and artistic  Pacing and assessment
development?

Evaluator signature: KHN Date: 2.12.20

 Classroom organization and command of the classroom are great to see. Kara looks to be in her element,
comfortable with students and enjoying the learning experience
 Students were engaged in both the sculpture and painting classes, able to share their ideas and discuss their
process.
 Accommodations for students with special needs was natural and supported individual student learning.
 Kara shows flexibility with timing, scale and open to student discovery.
 Keeps students on task, and encourages them in multiple ways
 Open to suggestions, feedback and learning from the process of repetition, making mistakes and experiencing
success.
 Continue to provide resources and collect data on student progress for assessment (pre-assessment,
informal/formal/summative)
 CT is supportive and provides opportunities and resources. Kara is respectful of established process and
understand where she can insert her own ideas and when to follow CT’s plan.
 Students have an opportunity to make connections to their 3D work (spirit animal). Good instruction on the
process. Student forms were quite impressive and personalized.
 Movement activities help to break up time -enthusiasm for this and participation is nice to see
 Painting students and sculpture students are developing and understanding for craft, through discussions I
can tell they have been encouraged to engage and persist. Keep providing opportunities for them to stretch
and explore.