SNC Student Teacher Observation Rubric Observation Number. Date Teacher Candidate. Agmay Lucy tead teacher_MUGH Row/ong Grade/Subject___A£/6. Distret_GMGUE School_P\ gNGLE Lesson Content__GZAcKe ve Poe”; Time Allotted, Lh SNC Supervisor__ 4925 *774 Date__{/2/" Professionalism Meets ‘Approaches. oes not meet Content Knowledge | Demonsiraes appropriate ‘Demonstrates acceptable content ‘Boos not demonstrate satisfactory knowiedge ofthe content, the aowledge, the information conveyed to | content knowledge, conveys incorrect information conveyed to studentsis_| studentsisaccurate, Content isnot | orbiasedinformation to students accurate and unbiased. Contents| always standards based or focused.on | regularly. Content is aot based on standardsbased and focused on | erica input. standards and often no focused on cticainput critical input Professional ‘pearance i business appropriate, | Not Appiable ‘Appeorance i nok appropriate for the ‘Appearance ‘modest and appropriate forthe schoo! setting - immodest, unkempt, activism the classroom. ‘orinappropriate forthe classroom activites Punctuality Panctual and completes al requved | Not Appicable Often te to school orn completing duties on time. rofesional requirements (attendance, gredes, supervision duties etc) ‘Communication Skills | Uses prafesionallanguage when | Uses informal language in he daswoom | Makes frequent evors in gramnmay speaking and writing, nail frinwritten communications which | and speingin waiten communications with students, | doesnot reflect a profesional communications, ors unprofessional administrators, colleagues, and | deposition. Sometimes fallows in written and/or verbal parents, Follows appropriate appropriate hierarchy with concerns. | communications. Does nt fallow hierarchy wien she has concerns. aporopriate Nerarchy with concerns. attitode ‘Consistently demonstrates Semetimes demenstrates enthusiasm | Seldom demonstrates enthusiasm for “enthusiasm forall aspects of {erallaspects of teaching, including | all aspects of teaching including ‘teaching, including duties, duties, PLCs/meetings, parent contacts | duties, PLCs/meetings, parent Pucs/meetings, parent contacts, etc. | ee. Acceptssuggestions and feedback. | contacts, etc, Does not accept ‘Seeks suggestions from mentorsand | A:tendstrainings when encouraged. | suggestions or feedback. Does not accepts feedback, Seeks Usually rats staff with respect. attend trainings when avaiable. Does ‘opportuities to lear, including not avays reat staff with respect ‘rainngs. Treats al stat with respect Reflection on Practice | Regulary reflects oninstruction, | Reflecs occasionally on nsiruction, | Does not reflec, or releis but does assessment, student achievement | assessment, student achievement and | not make adjustments to practice ‘and curriculum and makes ‘arculum, and doesnot consstenty | based onthe data Siumensropoesboieion | reassess oneecion | reflection. ‘Commendations, Recommendations, Notes and se < py PLRCALA Exec Aire + Wh GEMMOR 70 HER Sreoey LZ MEG Ay LXTA eee purrrWe INTERACT ICY fe WE) TEACHER YSFOOENTY, Un ee eee eeeee cee ccccee er Page 1 Date.SRE paTAEmMELy MY BSELYATION LS THAT THU TEACHER PATA CLALOIM CW Rol » STleen7 MK KEKE? gy HER LOWE WARE Pel iriel ROM APTCOL. SToazAT ‘SNC Student Teacher Observation Rubric Observation Number Dat ‘Classroom Management/Effective Learning Environment Meets ‘Approaches Does not meet sical Space Tech nT RE STI ee ithe ceswoomina wy ta acstes, student aa teacher movement througout he dstoom, Ps Slo sunt rere Tater ils psa mace na way \strctnestudat engagerent. Phy ‘iety often et consent vectored. Te ue of peal ae Wada Faces causes gat dupont {he low of srcton ar suse feneagemen. There ae een apsesin ‘sores ote phy sey of sons | Behavior There i evdence of dear expectations Duco) IncersandingaF Behr expectations Teacher recognition f ude etharence or rection 9 needed demons ard pases ured ogre, Ter edonea echo expen bt stiers do not have car ncestaning them. Therese nenatencies’ dentate when recogning reacting stirs tinge motion sonetes ‘tured ard prose ie ntetvey ‘Bien a aromas ae oF behavior npc rach responses leatherence or rection ae {oral sucess mtn at nurred and pa bused ine ‘Establishing Rapport | Ts tea an as castes : rokestoncoig epost ‘sentenced byarlnes, eve {eeing and enaionystcovanment sere sens winger now Icomng anda canis gsropate Dundas ie mairaned "We csroon envionment afc cmos ster lta they cn expe aes aa take ks, heer some Stidentbehavos demons ht hey donot elcome or emotanahy fe scrapie bounds ste conser rine ‘Sader evs dentate atthe ‘se uncomfonaie rues or ont ee featonay afin te coor ronment The esther ‘tors orator damon ‘ive and appr wth de hogroprate boundaries ar ne maine arpnie | arama irons ar The teacher Gndste glenn aioe ‘exten 00 long to engage al students ‘thc Houten acer! hues sometes Seat a ne ot Tete no endene of ovine oe enening sted wen ty eter he ‘lssoom. “housekeeping once ‘es conse interaptnttone Ending Class reorder ene Trin and ude engaant sorties extends tthe end fla to Ee, but tere re art toces (seresalmesin eet of aangngement arto the end ofthe ean er ‘Rien en stop wang oval Ios porto the end oes and spend ‘erat engaged in lane ering ces, egage in socal orto theendof the leaming pera “austin oretins refer lrg BA Tiwari the fow fiction renting inthe ter hv aegah 1 PC Seconas ze 6er MOPEIMLY BL Ke ‘Commendations, Recommendations, Notes and Comments Fhpcteh. LITAG IES FIRM CUPROL AP og rper SPLINT "Yoo bey? hve TY THA Fo LAM oTHeh Sf L&itely Remus DORE poet pipe RIPiMg “ ALS Oeh ES “LEAMA G ppc EMGAEED, RELIEF OMT WACEE LOLWE B/BLE “Chore PRTC ACT V LERLINE FOR, Preparation and Planning for Instruction EWE BIBTED PP ft KEM fe. + THE FERMER EAPHAT ZED *helPet” Fe Teacher Candidate Po Date. $e Page 2SNC Student Teacher Observation Rubric Observation Number. Date: Meets ‘Rpproaches Does not meat “Standards-based | Lessons are consistently based | Some lessons are based on NAS, | Fewlfany lessons are based on Lessons fon the standards for the content | NGSS, or do not consistently include | the NAS, NGSS and do not include area Nevode Academic (C55 Standerds for literacy in C55 Stendards for iteracy in Standards (NAS), Next content areas or Standards of Math_| content areas of Standards for Generation Science Standards | Practices. Math Practices. (NGSS), and include Common Cove Standards for literacy in content areas and Standards of Math Practices ‘lesson Plane Lesson plans are consistently | Lesson plans are consistenty Tesson plans are not consistently prepared and submitted in prepared but lack some ofthe prepared in advance or advance and include clear components that are required for | frequently lack the required learning objectives, student | efectve lessons, or are not components engagement strategies including | consistently submitted ina timely student discourse, opoortunities | manner for student metacognition and formative assessment ‘Questions ‘Questions are planned or bath | Guestions are planned for oraland | Questions are nat planned for in coral and written activities and | written activities in the lesson but | the lesson move students to higher move to higher cognitive levels less cognitive eels more than half | than half te time, the time ‘Miateria'and Supplies | Materials forthe lesson are | Materials for the lesson are ‘Materials are oRten not ready for consistently prepared in ‘sometimes prepared in advance and | the lesson ornot legible, advance, ready prior to the easily accessible, Sometimes appropriate forthe learners or beginning of the lesson and | materialsare difficult to reador | age appropriate, When prepared easily accessible. Materials are | see, notat the level appropriate for | in advance, materials are not legible, diferentiated or the learner or not age appropriate. | easily accessible adapted as needed and age appropriate Pacing The teacher candidate has ‘The teacher candidate Ras ‘There's na evidence that pacing considered pacing when considered pacing sometimes or has | is considered regularly prior to Planning lessons andi can a6just_ | liculty adjusting during Implementation of a lesson ‘the plan as needed during instruction instruction ‘Commendations, Recommendations, Notes and Comment «oper cecnprynb neriete® OIBITIM CH FROT BALD © Ake marétuats PR regpyes S6Lfqs RAC AQOVIOED Fe comes. 0 Pee ket Poaceay Biel M0 LEARWERS , THE yercnen EMER, “ Whiley SEEM ATRL File “CAME he? pike RAN ES + LEARWERS RESPNL TO TERUR Rhoct pyHAT THEY LEMNED poo? Phe Bibee Ge Conzud cating GFA YOR LemKNERS Wbjerovacey by Mame FA REESE FO _FERCHES Te ome s PF NTEN FE Blapiliops THE TEACHER PReagre t AMAEYLES Y SPE APE KELP EY COR cerkuees MKC Che Of Lik Ee” QUEST UNM TRATED, Teacher Candidate, Date. oa Fhem Page 4 oF DENIS Yoh BIQEET Lf TAUCTIUKy, HE ype of THE JMhT borhg/vie mm y 7 Obcpsrave,Me® ATTENTIVE BEHAR* AK THE SUK Vibe AL Aol ex ce eee CLEURE Fe FHL Cote,‘SNC Student Teacher Observation Rubric Observation Number. Date: ‘Assessment of Student Learning Meets | Approaches Does not meet Formative Formative azazement drives | Formative asearement ir ured Formative seserzment not ured Assessment Instruction and isan integral | during instruction and sometimes | consistently nor sit effectively partof planning, lesson delivery. | results in adjustments to instruction | used to adjust instruction orto and differentiation. | meet student needs. Formative assessment used ‘consistently throughout Instruction to monitor student understanding and adjust Instruction. ‘Summative ‘Summative assessments are | Summative assessments are based | Summative assessments are Assessment based onthe standardsand | onthe standards but are designed _| designed based on instruction of designed prior to instruction _| ater instruction has occurred taken from textbooks and other ‘Not observed (Backwards Lesson Design} in | rather than as. tool to guide sources not connected to the lrder to guide the planning and | instruction and planning. Rubrics | standards. Rubrics are not used. Instruction, Rubrics are {ate used inconsistently for major routinely used for major asignments and tests. assignments and tests, provided Jina timely manner and provide clear ertera for students Feedback and ‘Specific feedback is provided on | Feedback is not consistently Feedback is occasionally Grading student work. Student work's | provided. Student work is Provided. Student works not graded in a timely manner, and | sometimes graded ina timely faded in atimely manner, arades ae entered correctly and | eranner, grades are entered grades are either not entered Ina timely manner correctly, but not always ina timely | correctly or not ina timely ‘Commendations, Recommendations, Notes and Comments 1 ISAM LF FORMATUE AEST ACP LYE g GY LOVALYMENT A “Ehesk” AcTieeTY Y BLACKOUT” LEARNING AcrIEITY. STUNTS Hela up IM bybee, RITE pepo Keteerwe C1BLLS Fe SNe Cb ger page PMO AY penpnces ye BNE sp Life ser (Hee ts Pots) GE-DEA3; rveed 1229-13 revised D4 Tejrevned 22118, revved a8 Teacher Candidate Signature: ‘SNC Supervisor Signature: Lead Teacher Signature: WEA Rotors Teacher Candidate Page S Date__F C