SNC Student Teacher Observation Rubric Observation Number___ Date: Grade/Subject_/C Lesson Content. Lead Teacher. (loscol. Duta fwebid Lkbiy District, school B. OL, Time algts SS tayieente-t —__ SNC Supervisor. Date. Professionalism Meets “Approaches Does not meet Demonstrates appronriote | Demonstrates acceptable content Does nat demonstatesaisToclny Content knowledge knowledge ofthe content, the Information conveyed to students s ‘ecurate and unbiased, Contents Standard based ana focused on crteal input a nowiedge, the ilormation conveyed to students is ecurate. Content isnot alas standards based or focused on ‘rica input. ‘content knowledge, conveys incorrect for based information to students ‘eguar. Content isnot based on standards and often not focused on ial nga duties on time. “A Professional Aopesrance baer appropiate | Na Arlaba. ‘pperone ena papas TBE popearance | rodest an oppropriate for the Stholeting “inmost, uierpt {ives the cro orinaprope rhe soem ‘ activites. Pancualny Pantalones aequrea_| Wa RANGE ‘Den eto scodlorn competing professional requirements {attendance grades, supervision utes ee) ‘Communication Skills ‘ses prafesional nnguage when speaking and wing nal communications wth stents, ‘administrators, colleagues, ad parents. Follows appropcate hierarchy when (s)he has concerns. ‘Uses informallanguage othe dasioom lorie whiten communications which ors not refet a professional Assertion. Sometimes follows appropriate hierarchy with concerns Makes frequent eosin grammar and spelingin writen ‘communications, o's unprofessional, In ten ana/oe verbal communications. Does net flow aporoprat irarchy with concerns. | attitude ‘Consistently demonstrates enthusiasm for allepect of teaching including utes, Pics/meetings, parent contacts, te Seeks suggestions from mentors and accepts feedback. Soaks * opportunities to fear, including teanngs Treats sta with espect Sometimes demonstrated enthussem forall aspects of teaching, including utes, PLcs/meetins, parent contacts ‘tc cepts suggestions and fedback. ‘atts trainings when encouraged Usually ets stat with respect. Seldom demonstrates enthusiasm for aWaspecsaf teaching, ncuding | utes, PLcs/meetines, parent ontats, ee. Does na accept Suggestions or feedback. Does not attend raining when availabe. Does not always wea taf with respect, Reflection on Practice Regular reflects on inssuction, assessment, student achievement eles oceasonaly on stroction, assessment, student achievement and Does nat reac, or recs but dos not make adjustments to practice te erielum and makes Curiclum, and does not consistently | based onthe data adjustments to practice based on | mace adjustments based an efiction jt ‘Commendations, Recommendations, Notes and Comments: Teacher Candidate, Page 1 DateSNC Student Teacher Observation Rubric Observation Number. Date: ___ Classroom Management/Effective Learning Environme if Meets ‘aproaches Does not meet Ta ‘Teacer ends anes phen apace | Tether izes pail mace na wav tbat” | The se ofphycal space and wae a inthe cessroom ina way that faciitates | sometimes causes @isruption tothe flow of | patterns causes significant disruption to ‘het an tender nevenert Ssincioncrtdet engagement Pca | tefow cere ruse ‘oupautmecasroon myc! | sntyofsidenstntconeen Sennen hue eee ues Sieyolsulonsrenocrd hen Stree othe psa ayo i on havior Tiare waa cea aio | Teer evreoTanropeannsb | Sos ont mais mae aT oe and that students have a lear students do not have a lear understanding of | behavior expectations; teacher responses. Expectations: ‘understanding of behavior expectations. | them. There are inconsistencies. tw adherence or redirection ae Mace neestonciesetsbwrrce | Conosd wher cepimorereng | wns owe amet cing creancimanesisdenorstasr | sudens manscnciontsimetmes | raisins, mse rebetontt Conary tanesadcarageral | mtwedentpscseuedintechcyy | matured! rast cet floc Soon ac moeeon fred biahing Rapport | Totes exces ar essa |W GaGoonSmSORONT WOTT —] Tan DSA CO ay [Estabishing Ropes _arofessiona, caring rapport with students | ané most students feel that they can explore | are uncomfortable or unessy or do nat ee! Sewewsdtysaedndune "| pevidasentwierseynonserione | easton ote ecaom Kinguederotaray wtcemvonnect | suing bts enone they | tremens Giersudansningsenstner’” | Goeteleuocsseorenctoramnte. | warrorsdon semen tee! ‘Sune on te weserc a foropic twas uctcaraaery” | tontedcgpat et oucr cnwreue abt | tartare ‘tops unas ed Jag of Gass | ertethc consi gener | Wen ania passive ov ewencectorin o ee planned and structured academic that lack structure, are not academic, or ‘engaging students when they enter the peers ‘Sesoom ousteg toda Vootaootesvie | Saco eons “long iren)—| oes om Gricavcongedetacairwe | nenctorlome “ suis eecnae Ee inicio cided hegre | BSTan aT TOOT ANT Tian og wa a Ending Cl ‘consistently extends tothe eng of dass | sonetimes extends tothe end af class (bell to | minutes priar tothe end af cass ané spend (Cttooat wrineteeraneanng | bejouttee wesgatan rsancr | Gmsnat ney paned aru protappicable | sareneedaciontstdensae | berraltrerme meet ofastnmesert, | acheter rao ‘red the tac Drtotheendcttvetesringpered. | Sw end tne learn per, a] Tas tic ag Tero ore fec pong it | Wen: con ate SOF oe “announced, take minimal amount oftime | areincorsstent and sornetimes take excessive | planning and take excessive amount of inacona meu fowt Sreormtmupeefowernaraton | Gmeduttgtacesiacen dred snotapplcable | Rawuamernquctieenare x | wittemiermceswngsorgen | sivetbynseomsaneter, arma and There ov BSS BaaTS | Novares rn sce as nsemens | Wee aoe pct Se axel Eacnungmsigmentand | Sapckupyeied wat aie dteing | pemered eoaety eosin Sainewencttwotacvbuirgand | necaleiematerauendtetoasta” | spitcmtescfnareas mes A collecting materials and textbooks which | they take more than 1-2 minutes and cause fecsppstie | utnmaraonstinancenarine | atria rasa ison tame sraplomartation ot | toute vic arma aie — Reiner iin a aaa, | Toner wea ER eng totem ‘erseiomnneeenniiar”, | sree mecnnen's | poncho apse ee Sciongerorneriminiiod | pantaeind oasapetece permet Kapptarte _| Ruane Commendations, Recommendations, Notes, and Comments ; 7 eee ehh s\n eat apentad eae be s. € c Preparation and Planning for Instruction Teacher Candidate DateSNC Student Teacher Observation Rubric Observation Number _Z_Date: 7 /i4 en Meets ‘Approaches| Does not mest Standards-based Lessons Lesson are consistently based ‘on the standards for the content area Nevada Academic Standards (NAS), Next Generation Science Standards (NGSS}, and include Common Core Standards for Iteracy in content areas and Standards of Math Practices Some lessons are based on NAS, 'NGSS, or do not consistent include CSS Standards for literacy in content areas or Standards of Math Practices, Few f any lessons are based on ‘the NAS, NGSS and do not include (CSS Standards fr literacy in content areas of Standards for ‘Math Practices. Tesson Plane {Lesson plans are consistently prepared and submitted in advance and include clear learning objectives, student ‘engagement strategies including student discourse, opportunites for student metacognition and formative assessment {Lesson plans are consistently prepared but lack some of the ‘components that are required for, elective lessons, or are not corsistently submitted ina timely ner - {essom plans are not consistently prepared in advance or ‘requemty lack the required ‘components ‘Questions ‘Questions are planned for both oral and written acthitles and move students to higher cognitive levels more than half the time, ‘ ‘Kestions are planned for oral and ‘written activities in the lesson but move to higher cognitive levels ess than half the time, ‘Questions are not planned for in the lesson ‘Material and Supplies ‘Materials forthe leson are consistently prepared in ‘advance, ready prior to the beginning ofthe lesson and easily accessible. Materials are legible, cifferentiated or adapted as needed and age appropriate Z ‘Materials forthe lesson are sometimes prepared in advance and easly accessible. Sometimes meterials are difficult to read or see, not atthe level appropriate for the learner or not age appropriate. ‘Material are often not ready for the lesson or not legible, appropriate for the learners or ‘g¢ appropriate. When prepared in advance, materials are not easily accessible “The teacher candldate as considered pacing when planning lessons and can adjust the planas needed during instruction we The teacher candidate has considered pacing sometimes or has diFicutty acjusting during instruction “There is no evidence that pacing Is considered regularly prior to Implementation of lesson THe wes ‘Cormmendations, Recommendations, Notes and Comments: Teacher Candidate, Date, Page 3SNC Student Teacher Observation Rubric Observation Number. Date: EEE ~ instruction Meets ‘Approaches Does not mest ‘Objectives ‘Objects earning reso enna | On ects erator ental Obecne lenge or ea (quests arecorsstentduphyesand | qustonsae somtimes deplsyed sod ___| quertoneaeseldam desoes or erwmansstedto student Sever times | comminicatedtostasetsduriniraation, | communcateta tude ug ‘ang iatrutn, Sets on ‘Stor canot siete te onectve/ | nau. Sets ar not nave the ticle the objec, ong argt,f | Searing tpevetenialqvertoninthl-owm | bjs arn geese Connections to Prior | (aso cosistety indus peste] Lezartoretines nude ese assons seldom ees paie sera anetanstoporleming student corns ta proline eecions paren, tent Learning trpereee or buss abasstor menew | exrrenceorbutds abuse forthe ew | experene or ude bas forte re letrine rough ty vesblry lenient woebularyntion | esning tah key wary tution Instucion and ove statepesto tee | snvotersvategestocher wha sudents | andoterstateger to et what ders students akesdyinow aboutthe | sready iow abut the conte Stgerts | aad knw oe fo wth boa the ‘henew content stents an eeute | beneen en content and prslexnng | conaconrbtwee concepts aonectors between ew conan nd io lesring & “Student Engagement | esone re srercenteredand dude | Uesrs are sanetimesewnerceteed ba | Tear acer cried wad vaveryofengogemen srategerand | ofentexherceered ante otactwe | nls agagamet sosiepes tt foes frequent opportunites forstuctred or | eagemen sates since ‘noe, Tare artes tected ucer oscouse when arans | Opperuntestrstdent ucouse ore | opporunesfor det a pocs ew fontope Therearespporuntierfor | season or ony sacred so at Internation odeopen unaeronangng Sucentstopracanewinfarmasanar | ervenatantrohon oft Stusertewe | stategen tat achey engage sce’, eepenuderstangmgotcortentes | notary engagedinprocreng new Suen engagement conser Seow epropriteStusentenggoreets | miorstin or decpenng deste, | 5% ensstety a y_ | Saseernomet cnet bone ‘Opportunities for | Tester andere nudenein | There «nota eieete artowach | Tee a nase Amt ae Ugmitacogntvesttegis povises | atsemstabemetacagntwe or terearefew | stategier ithe cestoan dug Lorrie operunesta pace usmastatepes | opferuntiestoengelareteion ar | structon Scorestent proves opperuner | meacopaiononcethesategarare | fersudensteenacemprasiceste | ntoeuadta tus. Metacogtignnet | ___| reer tear rel proce te clase Formative Te ledarconbanconiTeRyaane | Tene iniecemg rnd | FOR mice Raion aa emt foxmatveasesmenttequge sucent_| essasinet, wen used formative ssesment| lessons Ieuning nag itracan ceson, | dosnt cnesterty erotin surest 19 Pacing ‘The tence cite onan | Te teather anit sets the enor Padeg so tos Sow ae ‘rotor ert aig an leeningtatisincnsstent nmantoring snd | majesty otsucen There ve pode Crestemertintar masdnstte | maungasuctmant. There we progeny | tne whan ew users ae ache ‘udent__| insewhensarac tients ore ed witha | engaged whe ang tnd nevuconal leone therelssedomtme nena | usterdne learangacity splamecto | Set not aedetienty. ident are not civ engageain | move them to new iearing or mes when forward nine eon students ste pring aessos to fs | ieamer Centered] Gesroom instruction ‘Geneon nadia ibdades sone ade | Geeoa nvtan wae oa acer ee feeusodon stuart engagement wth the | engomert wen te content, bare presertston wth fe oppor or ete ater ha acer {eather fue auth fhe ee, dest engge wrth onan ‘Commendations, Recommendations, Notes and Comments: beh entngsiriaent achuhes shaels lye duet oo get eT 1 fap! ; lL cmnay Set ts & é Teacher Candidate. Page 4 DateSNC Student Teacher Observation Rubric Observation Number. Date: ‘Assessment of Student Learning Meets Aeproaches Pees notimest Formative assessment used consistentiy throughout Formative Formative assessment drives Formative assessment is use Formative assessment is not used Assessment Instruction andis an integral | du‘ing instruction and sometimes | consistently nor i iteffectively part of planning, lesson delivery | cesutsin adjustments to instruction | used to adjust instruction or to and cifferentiation meet student needs. assignments and tests, provided Ina timely manner and provide clear erkeria fr students instruction to monitor student tnderstanding and ast K instrvcton Samat Summative assessments are | Summative avesamentsare based | Sormtve aseroriens ave Aseessrent tnsed on the standards and | onthe standards butare designed | designed beses on instruction or designed prortoinstnction | afterinstraction has occured. | taken ftom textocoks and other ehorotsered | (Backwards tess Desig)in | raherthan asa tooltogude | sources not connected tothe order to guide the planingané_|insniction and panning, Rubres | standards. Rubies are not used instruction, Rubis are areused inconsstetyformajor routinely sed for jor aeignments and test Feedback and Specific feedback is provided on consistently Feedbackis occasionally Grading student work. Student workis | provided. Student work is provided. Student workis not graded ina timely manner, and | sometimes gradedina timely graded ina timely manner, grades are entered correctly and | manner, grades are entered grades are either not entered Inatimelymanner | correctly, but not always in atimely | correctiy or not ina timely ‘Commendations, Recommendations, Notes and Comments: HERES, revsed 12 70-13 esed DANTE Be Teacher Candidate Signature: SNC Supervisor Signature: Lead Teacher Signature: _ gl Lave xf, Teacher Candidate Date. Page S