Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Kendall Sparkman Evaluator: Mona Scott UNC Supervisor, OR Cooperating
teacher
School, district: Eaton RE-2
Subject/Grade: K-5 Distance Learning ART
Lesson topic and summary: The present roll of the Elementary ART Teacher is to provide at-home
activities for children who may have no access to any art supplies. In addition, we have been
asked to keep activities very low-key so that the majority of students’ focus and time are spent on
reading, writing, and math activities (core content). There is to be no pressure to complete any
assigned activity. Furthermore, only praise for effort is expected, with no grade attached..

Kendall developed a FOUND-OBJECT MANDALA activity that fits the bill to a T. Students are to find
things around the house and place them in a radial, symmetrical, and patterned layout which
represent a mandala. Additionally, she offered a link to a program where they could create an
optional digital mandala. Several examples were given along with written directions. The results
have been highly successful. Only a handful of the children are able to share pictures of their
creations. Of those shared, they all seem to understand the concept well.
The pink highlights are directly related to the MANDALA lesson. The yellow highlights are NOT
APPLICABLE to this particular lesson, but were observed before being asked to go into quarantine.
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOG Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
Y 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
KNOWLED response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
GE Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated, focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in few.
LEARNI Behavior problems in Manages most behavioral Discipline problems are prevented
NG classroom negatively affect problems and maintains control through engaging instruction and
ENVIRONME learning. Little control over of the classroom. Intentionally building a safe, respectful, and tolerant
NT classroom. Has difficulties creates a healthy classroom classroom community. Appropriate
relating to students. community where students are intervention strategies are evident.
Management may be treated with sensitivity and Effective use of time and classroom
developmentally respect. structures apparent.
inappropriate.
INSTRUCTI No evidence of assessment, or no Periodically assesses student Consistently assesses student performance
ON/ASSESS connection between assessment performance including formal and both formally and informally; assessment
MENT informal methods; minor adjustments of drives instruction and is directly linked to
and instruction.
instruction. Objectives and assessment age and content appropriate objectives.
align.
REFLECTION ON Ineffectively links student learning Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE practice and the impact on student student learning with links to goals for
to own practice. Does not establish
professional goals through learning. Able to respond to a complex, teacher professional practice. Thrives in
reflection. Discomfort in school dynamic environment. the complex, dynamic environment of a
climate. school.
PROFESSIONALI Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing
SM/COMMUNICA reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
TION
communication. Does not always to standards of professional practice. critical feedback. Exceptionally adheres to
adhere to professionalism Communicates professionally. standards of professional practice and
standards. communication.
SPECIFIC Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
CONTENT to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
KNOWLEDGE 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
OBSERVE visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art. Highlight
AND LEARN appropriate box.
TO
COMPREHEN Introduction of terms and facts without Instruction adequately engages students Instruction synthesizes students
D contextual applications. in application of lesson concepts as understanding visual arts compositions,
defined above. meanings, & functions with reflection,
creation & transfer.
 Lesson Observation Form K-12 PTEP, UNC
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION reasoned judgments about the significance of their art and the art of others works. Students are guided into making
AND connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
CRITIQUE TO Instruction minimally offers Students are able to define criteria Instruction guides students’
REFLECT students to conceptualize or and connect among other reflection-based observation,
evaluate artistic ideas. disciplines. creation & 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 Instructor’s ability to convey knowledge Students are adequately guided in Students show independence with art
TO CREATE of art teaching methods, art media or artmaking processes but may have making along with demonstrated
processes at an age appropriate level is minimal opportunity for age appropriate knowledge of content and skill.
inadequate. self-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 and to apply societal, cultural and historical context to deepen understanding. Instructor and
RELATE AND students demonstrate awareness of the need for continuing study, reflection, and professional growth in the field of art
CONNECT TO education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or culture groups and contexts. that reflect diverse culture groups
are stereotypical and rudimentary. Opportunities for reflection and the and contexts. Students connect
There is little evidence of desire extension of learning are present. artmaking to personal experience.
for future growth. There is evidence of continuing
growth.

Focus on student ● Lesson Objective: Completing an art project using found-objects

achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
and learning to create without art supplies.
Student progress toward objective: Based on those that shared, it appears
as though there was a solid understanding.
How standards are aligned and evidenced: The lesson was tied into all 4
standards nicely.

Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
Creating mandalas using their own belongings makes it a very
personal piece of art (Standard 4).
Students observed, learned, and comprehended to transfer from
the powerpoint to creating a piece at home (Standard 1)
Students were able to envision and critique both what they saw on-
line and in their own creation with the ability to change it however
they wanted. (Standards 2 & 3)

Areas of strength: Teacher Candidate: Observer:

● Animated expressions ● Has an ease about
What are your areas of that engage students her...converses naturally, smiles a
strength? ● Easily develops lot, super friendly, and a comfort
connections and to children.
relationships quickly ● Delivers instruction with
personality which is highly
engaging for students.
● Uses age-appropriate lingo and
analogies on the fly to strengthen
understanding
Areas of growth: Teacher Candidate: Observer:
● To continue to fine-tune ● To hold everyone accountable, all
 Lesson Observation Form
What are your areas of pedagogy, and not
growth? solely rely on what
comes naturally.
● To gain confidence and
finish what is being said
even when students
seem disengaged.
Goals: Goals:
● Seek conversations with
What are goals to other teachers or online
improve your instruction resources to gain more
and increase student pedagogy knowledge.
learning and artistic ● Knowing what appeals
development? to my audience.
● Script out things I do
not feel confident in.
Evaluator signature: Mona Scott
K-12 PTEP, UNC
the time, consider not using the
phrase, “Who can tell me…”
Instead use, “I want everyone to
think…” or just ask the question
without preempting it with who
should be thinking. “What two
primary colors create violet?”
● To ask lots of questions about how
certain procedures and
management systems came to be
as well as other ins and outs of
teaching.
Date: 4-8-20