Formative Classroom Observation Rubric

Student Name: Kirsten (Alex) Bell Date: Oct. 26, 2013, Nov 5/2013
Planning & Preparation For Learning

Faculty Supervisor: R Sitter School: Vincent Massey

Developing (Occasionally observed, meeting expectations within the category)


Cooperating Teacher: Grade/Subject:

S. Bath

Math.

Not Meeting (Not observed, does not meet expectations within the category)
Lesson plans are not presented or poorly constructed. Lacks familiarity with subject matter. Lacks consideration for the misconceptions that students may have about the material and proceeds any ways. Lesson plans are low-quality driven by textbook and workbooks, or worksheets only. No differentiated instruction. No consideration is made for multiple intelligences and various learner styles.

Proficient (Consistently observed and meeting expectations of the category)



Somewhat familiar with the subject matter. Clear and concise lessons. Understands subject matter. Lessons are planned with some thought to larger goals and higher-order thinking skills. Plans lessons with the rest of the unit in mind. Lessons have a mixture of good and mediocre materials. Some thought is given to accommodate various learning types and needs. Room organization reflects lesson goals with a few displays. Lessons target diverse learning needs, styles, and interests. Materials and displays support lesson. Lesson has elements of activating, acquiring and applying of information. Tasks are somewhat reflective of the goals and outcomes of the lesson. Some consideration is made for multiple intelligences and various learner styles. Some sense of closure to the lesson.

Thorough and concise written plan. Is an expert in the subject area. Plans with the end in mind. Anticipates problems that students may have within the lesson. Lessons are relevant, motivating, and engage students in active learning. Lessons have a mix of multicultural materials, are highly relevant and motivate all students to engage in active learning. Lessons are designed to break down complex tasks and address all learning needs, styles and interests. Artfully uses room arrangement, materials, and displays to maximize student learning. All components of the activating, acquiring, and applying techniques are included in the lesson and activities engage all learning levels in the class. Provides good closure to lessons.

Classroom Engagement

Is not respected by students. Classroom is chaotic and potentially unsafe. Struggles to get students attention. Instruction time is lost due to confusion, interruptions and poor transitions. Attempts to have students begin lesson focused and on task, but quickly loses control. Some students are on task but many are off task and not paying attention to the lesson instruction or tasks.

Somewhat communicates and enforces some standards for student behavior. Attempts to be fair and respectful to students and build positive relationships. Tries to maintain routines. Attempts to develop students self-discipline and teaches them to take responsibility for their own actions. Attempts to maximize academic learning time. Most students are engaged in productive learning, but some are off task and allowed to remain as non-participants.


 

Is direct, specific, consistent and resolute in communicating and enforcing high expectations. Shows warmth, caring, respect and fairness for all students and builds strong relationships. Creates a climate in which disruption of learning is minimized and on-task instruction is maximized. Students emulate self-discipline and the classroom environment is highly positive where students work as a team. Fosters positive interactions among students. Has a confident presence and recognizes and addresses discipline issues promptly.

Delivery of Instruction

Begins lesson without giving students a sense of where the lesson is going. Does not involve students in questioning techniques or input for discussion. Maintains a lecture approach most of the time and does not utilize many options for delivery or enhancement of instruction. Inappropriate time given to lesson. No integration of technology. No attempt to use pre-reading, during reading or post reading strategies when using specific text during a lesson. No cross-curriculum planning.

Evaluation and Assessment

Expects students to figure out what acceptable work looks like. Does not consider students skills and knowledge. Is ineffective in checking for student understanding. Rarely provides exemplars. Activities and tasks do not address the outcomes of the lesson. Inconsistent in identifying students who need help. Some understanding of as learning, for learning, and of learning concepts.

Tells students the main objective of each lesson. Tries to make the subject interesting and relates it to things students already know. At times explanations are unclear or inappropriate. Uses a limited range of strategies, materials and groupings. Attempts to get students engaged but some are disengaged. Attempts to accommodate students with special needs. Asks students to think about real-life applications of lesson. Attempts some groupings with the class but they do not always work well in the realization of the lessons outcomes. Attempts to use technology within lesson. Lessons are somewhat off in the time allotted to tasks and instruction. Attempts to differentiate and scaffold instruction to accommodate all learners and attempts to take advantage of teachable moments. Has students sum up their learning and asks them to apply ideas. Good use of voice and some questioning techniques to engage students. Good use of groupings among students. Attempts pre-reading, during reading and post reading strategies. Lesson has some cross- curriculum planning. Lesson is designed with measurable outcomes. Reveals some qualities that finished work should exhibit. Might do a quick K-W-L (or other appropriate instructional strategy) prior to the lesson. Uses moderately effective methods to check for understanding. Posts some exemplars. Reviews tests to see if areas need re-teaching. Offers some re-takes for students. Attempts to apply the concepts of learning, as learning and for learning in daily planning. Occasionally checks for understanding and assists students needing help. Attempts a variety of activities for students to practice (written, spoken, hands-on, discussion, presentations, etc.)




Gives the students a clear sense of purpose. Essential question and goals of lessons are clear. Students prior knowledge is activated. Uses clear explanations, appropriate language and examples to present material. Students are engaged in active thinking, discussion and use the ideas and skills taught. Exudes high expectations and determination and convinces all students they will master the material. Encourages students to be risk takers and learn from mistakes. Is exact and clear in helping students understand the expectations. Lessons clearly exemplify activating, acquiring, and applying strategies within the lesson delivery. Strategies are highly effective and lessons are creative with a high degree of engagement among students. Consistently has students summarize and internalize what they learn and apply it to real-life situations. Is enthusiastic about teaching. Skillfully infuses technology within the lesson when appropriate. Excellent use of time and pacing throughout the lesson. Creative and appropriate use of pre-reading, during reading and post reading strategies. Lesson includes suitable and appropriate cross- curricular instructional strategies.

Gives students well-constructed feedback and uses the feedback to fine-tune instruction. High degree of confidence in applying the concepts of learning, for learning, and as learning within evaluation and assessment. Understands the importance of assessment for learning by using assessment data to plan instruction. Involves students in assessment through student-created rubrics, student led conferences, and other strategies to build upon students metacognitive abilities. Consistently posts clear criteria for students, including rubrics and exemplars. Relentlessly follows up with struggling students. Engages students in a variety of activities to enhance learning opportunities. Provides feedback to students in a timely fashion. Formative and summative assessment consistently matches the outcomes being taught and are relevant to the teaching / learning process.

Formative Classroom Observation Rubric

Visit 1
- Class started. Waited for attention from the students. - explains what will be done today. - reviewed tan and inverse tan-- good. Have them solve on e of eac to solidify knowledge. Teacher gave clear and concise explanations to questions asked. - good use of Smart Board. instructions in the book and on the smart board. - insisted on attention - used student's name. - three objects to be measured outside using tan and inverse tan. Students are divided into groups and equipment assigned. Good. Class went outdoors. - students started out measuring the trickiest one. Use it as a challenge, letting them, know that it is tricky - ask them to be able to explain why. Use as a challenge question save it for the last thing to measure. - clapping good quieting technique. Have all equipment handed in immediately on return. Saves equipment and avoids breakage and distractions. - suggestion: Use solving tan and inverse tan (1 each) as as a mental math assignment after the initial review. - review measure of h1 ( distance to eye) and distance to the base particularly as it relates to the school wall and the goal post. - 12:10 many local discussions. - good ( well done lesson plan). - slow down a bit when giving information and instruction. Students need some processing time. - when going around class, were any questions repetitive? If so, group teaching or part of review for tomorrow. - insist on attention whenever you speak to the class ( distributing tests). Wait to get full attention, also have students in their chairs and facing front looking at you. You have the time. - place "required to be done today" on the smart board or on a specific part of the blackboard as a reminder to them as well as "homework for tonight" - good relationship with class. - teacher brings real world uses of math into the class. - use the last few minutes to summarize what we have learned today. This brings them back into your control and direction, summarizes the class, gives closure to the lesson and gets them back organized before the bell. - good use of student input and assistance. Continue to work at involving them at giving you answers input and assistance in solving problems and contributing to the solution of questions . Involve them in contributing their prior knowledge to the class as you proceed. - good class today.
Evaluation Written by: Ray Sitter Preservice Teacher Comments:

Visit 2
10:04 students start mental math. They settle down quickly. - 1 minute warning prior to end of Mental Math. Good process. - 10:15 Any questions? Get students to help set up the question in preference to doing the math i.e. what is 12 squared. - (More comfortable with white board than smart board) Answers to questions in Mental math could profitably be placed on another page of the Smart Board. - #10 was a question. Teacher used student input to obtain the answer. Good. - 10:19 applying trig ratios. 2 different types of examples were given and solved . They were done using student input. Use individual responses as well group responses when getting student input. - verbal explanation of steps taken in solving a right triangle using trig. ratios. A written explanation would be useful. It gives the students a third input into learning the process and gives them an aide if they are unsure later and also gives them thinking time re: the process. - Word question given to students to work on. - stopped minor disruption by student. - Teacher is encouraging and supportive of students and their concerns. - solved word problem with student's help. Process explained to students verbally. - 10:42 homework assignment (applying) given on Smart Board. - teacher works well one-one with students. Answer questions with a clear answer that helps the student understand. Good. When possible answer a student's question with a leading question that takes them closer to the answer. - teacher has thought through the lesson and created a clear sequential well developed plan for teaching this topic. - friendly respectful but "in charge" approach used by the teacher in the class. - teacher manner appears on of confidence in what she is doing. - 10:58 a few students are "talking". Recognize the change in sound and topic with your "3rd ear" when students are off task/topic. - tests were handed back - Review of class- good closure. - All components of class were covered. Good.

Visit 3 (Spring only for Faculty Supervisors)

Evaluation Written by: Ray Sitter Preservice Teacher Comments:

Evaluation Written by: Preservice Teacher Comments: