SNC Student Teacher Obsesvation Rubric Observation Number, Date Teacher candidate {\(DU) Grade/subjec Uo ig.tiSteg ID 0) Lesson content AVAL laps | SNC Supervisor. Time Time Alo je ris m=] Meats ‘Approaches Does not meet ‘Content Knowledge” | Demonstrates appropriate emonavaterazeplabie content] Does not deronsvateatsacory Ynowedge ofthecontert the | knowledge, the oration onveedto | content krowedge, conveys mearet Intermatonconeyedostudents ts | Sudentstaceuate. content snot | or bared formation to stents Sccurate and unbiased. Conenis | stays standards based or fcased on | reg. Content fot based on Sonatds bated andfcusedon | eesinput “andar ndoften not foesed on eatealngut srt np Profesional ‘Appearance isbusnesappropate, | Wot Aspiable ‘Appearances at aprons arte Appearance ‘modest and appropiate forthe sehoo sting nmedes, unkempt Sette the dasroom. orinapproplte for the dlssoom sets Puncialty oncua and competes aeqied_| Not ARARAE ‘iene to shook or compieing | tition tine. professions requrements | x (stendanee, grades, supewision utes te) ornmunicaion S| Wea prafeina anguage when | Usa Tfarnal guage ee Gawwaon | Makes equ era GGT ‘peaking and wrng al crinwatiencomricaonsvAlch | ond spelingtn wren munication with stadeny | does ot fet a profssional commonistionsorsunprotesionat | Smnsator,coleagies and | deposition, Sometines flows imarten andr vettal | pares, Fons anpronte YX) Sppoprntenerarnywihcncens. | conmuneaton Coevnatfotow | Ieroreny when (ea coser Spproprte erty wth coca ‘attitude Consistently demonstrates ameiimes demonsvates enthuslsm | Seldom demonstrates enthusiasm for | ents for al aspects of forallapetsoftaching inducing | ataspet of teaching, nung | teaching, ining tes, | dates Psfmeetngs, pent contacs | dues, Lcxmeetigs, parent PUcs/meetings, parent contacts etc. |e. Acepis sugestons and feedback. | contacts, ete. Doesnt accept Seeks suggestion rom mentors and. | Attends taining when encouraged. | suggestions or feedback Does not sete fedhch. Sets) | Us wet sal win reaec attend rainngs when avaiable. Ones ‘opportunist learn, induding not abvays ret staff wth respect teanings. Teens al tal with respect Reflection on Practice | Resulatyrefectsoninstrucion, | Rallacis occasionally an nation, | Does nat eee, or ead but dss | assessment, student achievement | assessment, student achievement and | not make adjustments to practice and etriculam and makes ‘arrculum, and does not consistently | based on the data, adjustments to practice bases ‘make adjustments based on reflection fellection ‘Commendations, Recommendations, Notes and Comments ~ 7 plu Bove Med a porrenal ade hash gn ry beh ‘Teacher Candidate_ Liz —— — Page Date.SNC Student Teacher Observation Rubric Observation Number. Date: ‘Classroom Management/Effective Learning Environment Approaches| Does not meet “| Physical Space ‘escirues Sal aace na way hat | The wt pen pac and Vac teconoomina way aumaes | soneamescounercptontethe owl | pater eaten eratn wo Staten ae teacner maven intron tudert engagement. Pascal | the fw of soston orders {heautoutthe dasoom Pryseal | sestyof tars ent consent ‘mpage. There ae eden apes safety of students venforced rentoces ‘areas ofthe psa of X des Behavior “Teas eidence of an empacavons | Threw eens Tica rpsalors bt | SuGGs dont Uemonoe HOMER eee andtbatent neve lear sudens donothavea dear nderstandgof | behavior exgetstons este espace ingesting ofbstair expectations | thm. Thee me ncarsences ‘adherence errediecionae ‘Tsscharreoention of tude aherence | danonstatedwhen resenting or eseecting | Incanto dot deere carn Sceedrecionas needed demonstrates | sven Insc motvatoneromatines | forasudents, use mometen ee ‘sites, farassandeningfr a | outuredandgrasseurdinaeciey | minuwsendgacetcdecrcnety andprasel sea perpeath Rabin Rapport |e cdi et |e an ‘otessnal cagrapport th students | and mot steers eth they ean ecre “ent behaviors domonarate a They ‘Me uncon a ureay Fd ot a Sesienesbyarined nduie | rrlesandaeats howenrsone. | eoteaicnewenne feingsndenotoni leenicone | Sudens tenet cmorssesta hey | enorme he teehee versus witngteewirenen | Gonatedcontratccrematoaiyine. | toortetinesene ade, ierngone me vase as ‘oroprateteunsresreicoarety | Coe endraon wise ‘opiate ouster mines aan oropte bounties rhe mes Beginning of Cass [These cnacningens | Tear Gre wlenei Tse ea Died aesieauedsedenc | ttitsncte ensscooncar | enmprasacenn see iret te Siitesctnaonopieienthto | eandwoolngtomageatsusmns, | Gatasam "noweeeng enacia Grnotapplicable | tral sucertuponentecgine | ehecvay. Newser seca - hes consent imcerap ston ftsroom. roca] ftessomeimes aetractromorintrust | tne ‘aie areconpteeticeth we YC) aol L_ Sten engage in sat a Ending Gas tnacon ad stuceengageent | TUT a eH SREP nie Reh Rp wag eT constenyetnsiotheerdotcass | soneinerenendrtoteend otensibette | mnasibr tons cele peng {eto be he each a ure we itcnimtaces | fanart erga sed a nat applicable | ssvororeacity unl sudensae\| faclimesnsamnctascgoanent | imegayenotedi lied ang Semi acer biotech and te sg pees iheondfthieorane pees Transitions | Trashesaneins eb arto ce RE iircnitrtanasoneines tess | ghmigand ie esse sma o ‘not applicable ‘engmitetarourtetatorean | erreenhenseanuaen aban reece Sourcietteisuionenveen | teyfommentonisne ‘aerials and Thete owns pRETS ate | Raves we pe totun masigimens | Tak seme oases eee A stusenstuninginasigiens an | anil up past anh ani for dng es Biding eo araded work, asrovingand_ | andl paterson eiosols st extoots whch | uy tke mere than 2 monte an cuse © not applicable ‘euRinrinimallossofinsractonatine | ow ofstucanal ine rate drupe _¢-dorupion tothe ening orcessang, |e lering proce {ake ony 2 rites. Implementation of | Ris we eae ar tai | fat oe SENT ORE ea torsion canengage in wiout | azo ofthe lesnng enienmert a “irecteatersiperasion,divpton ot | ial and some sats domart {etenringensironmens nina ond | spare vel of dependence not epptceble "edo eno erp ag Wuop Tecommendations, Notes, and Comments Chadd Bem HOMO-QH TNF Corus raphe ears ah prUnecet sCon Implemented content reson Siento of ntctio tine 0 Grapton tothe aries or ramp students hondingot mater o nepeerat stim) Tous we a Fearne Process ohen dsapted and ude do ot dnote ndgendence in Preparation and Planning for Instruction Teacher Candidate, Page 2 Date.SNC Student Teacher Observation Rubric Observation. Number. Date: c Weets ‘Approaches Does not meat ‘Standards-based | Lessons are consistently based | Some lessons are based on NAS, | Few if any lessons are based/on Lessons ‘on the standards for the content | N3SS, or do not consistently include | the NAS, NGSS and do not include area ~Nevads Academic Standards (NAS), Next Generation Science Standards {NSS}, and include Common Core Standards for teracy in ‘Math Practices content eos and Standards of I (C5 Standard for literacy In content areas or Standards of Math Practices CC3S Standards for iteracy in content areas of Standards for Math Practices. Lesson Plans {Lesson plans are consistently ‘prepared and submitted in advance and include lear learning objectives, student engagement strategies including student discourse, opportunities ‘esson plans are consistenty prepared but lack some ofthe ‘components that are required for etfective lessons, ar are not consistently submitted in a timely ‘manner x {esson plans are not conastentiy prepared in advance or frequent lack the required components for student metacogntion an tomate nent Gueations ‘Questions are panned orb oral and witten aetties and mmove students to higher Cognitive levels more tan halt thet 0 ‘Wiestions are planned for oraland written activities inthe lesson but ‘move to higher cognitive levels less than hal the time. ‘Questions are not planned farin the lesson ‘Material and Supplies | Materials for the lesson ave consistently prepared in advance, ready prior to the beginning ofthe lesson and easily accessible. Materials are legible, diferentiated or adapted as needed and age, appropriate easily: ieee Sometimes sceyfot atthe level appropriate for ‘Materials are often not ready for the lesson or not legible, appropriate forthe learners oF age appropriate. When prepared in advance, materials are not ‘easily accessible Pacing The teacher candidate has considered pacing when Planning lessons and can adjust the plan as needed during instruction Tie teacher candidate has ‘censidered pacing sometimes or has difieulty adjusting during instruction There sno evidence that pacing is considered regularly prior to Implementation of lesson ‘Commendations, Recommendations, Notes and Contments! Teacher Candidate Date. I Page 3SNC Student Teach er Observation Rubric frequent onporntierforsructred or ‘rece student dscouse wires ‘dents to precast new nomen or Sopepit Scent engagements consistent above 30% 4) Oppose sted arco se fara or poor stack Covesaton rote of sk ters re ‘tact engagetm rcesng ie ‘rman or eepengnerinc me Observation Number. Date: inaction ines Dotter Doesnt ‘Objectives ‘Objectives, learning targets or essential | Objectives, earring targets or eazential ‘Dbiectives. earning targets ar exvential se “questo are consistenty displayed and | questions are sometimes ssployed and ‘questions are seldom displayed or Seiaeseiotnesine | Sueanomanetectttaun, | Seatac Semper secon" | iaetncemcaectean™ | emanate ane Setar wpare tas nga()| ho isso | tices ne Seoul datoarenetrsy) | ee — Conneaione Pores er Scueige—) Sewmmamataace | Sp = cmomoretonten [eminent | caer, Learning “experience oF builds @ basis for the new | ewperlence or builds basis For the new experiences or builds a basis forthe new: Cimoomrmvaamey "| imtecartarecaateny | togencanaemeo ta Wnconmdanregcinia | Sititntenerstasesca | Sueur ‘Stargate | eSancirgenme' suas | wera ne CSeonenermnecrncions | mntintanmcnteoarscar™® | Mute retention Smee aceon | Mecemranertetian, | cent ssa were 7 Sadek gegen se SareaeetT Nal | oR TSS ES Souceeernmaagues |dmtmemmanucses” | Sat tunimesae ndscouses Thee ae led epee for dent oro ew Inormston or deepen unserstneing ung sates that ace engage cent, Sten engagaren scotty teow cod ‘Opportunities for ‘Metacognition Teacher ona avoc ET ‘opportune to practice ng ates Sn consent provi ogories {ersten to engage m practise a ett anh orig ‘Were ats aeibete ean Toten siento bemetcagitveotare ae Few “yerartes to engage nection oe Inmtacpniten once the step sve rotucestostudens tetas not 2 pula pace nthe dasroow Tre ie ow ue of menage Sategerinthecessoon dune Formative Assessment The ease eanddse OTe ans forandutie ot formal ended ese and ast nstetion ad on Tere enene af ite pling ART eof forma ano fate {sessment when eed formate sess “es nc consstert rerun abate to tcl todo he dat, it lane rin Pacing The coor cnt na rontas ter ern an Chpagrertin st ard ste the acing een acta tedent Ian: there esedom te when student arene seve engaged lesring de to pagwten too et Torwardinthe lesson Fant er umanttingakaf under ag “Te eather cndote ere pace Jes bls ncosstrt monitoring ane rating ejsimes. Thee ae pera ‘kano ening ett panne 2 ‘move hemo net earning otis when Stott dont demonstrate undestann “fore eson moves ora ingen oa ota ow or The {ine when few stent ae actly engaged th he ering and in ction time Snot ne fice. Learner Centered Classroom “ssioum tron and ces a ‘eho foisesver ha ofthe tine, “Gisvom nstoton soca on waeher Teacher Candidate. ‘Commendations, Recommend student engage ih he content Us) _ Ne QE Date, ouideed te Avge a Page 4SNC Student Teacher Observation Rubric Observation Number. Date: ‘Assessment of Student Learning Meets ‘Approaches ‘Does not meat Formative Formative assessment diives | Formative assessment ib wed Formative assessments notused ‘Assessment instruction ands an integral | daring instruction and sometimes consistently nor iit effectively part of 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. Y” ‘Summative ‘Summative assessments are | Summative assessments are based | Summative assessments are Assessment based onthe standardsand | onthe standards but are designed | designed based on instruction or designed pri to instruction _| after instruction has occurred taken from textbooks and other Not observed (Backwards Lesson Design} in| rather than asa taal ta guide sources not connected to the order togulde the planning and_| instruction and planning. Rubrics Instruction. Rubries ae ate used inconsistently for major routinely used for major YO | assignments and test. assignments and tests, provided in a timely manner and provide standards. Rubrics ae not used, clearcriteriaforstudents —_| Feedback and Specific feedbackis provided on | Feedbackis not consatenty Feedback is occasionally Grading student work Student workis | provided. student works | provided. Student work is not radedin a timely manner, and _ | sometimes graded in a timely ‘raded in a timely manner, grades are entered correctly and | manner, grades are entered ‘rades are either not entered rr —C—C—U""E_—=—_—_ manner manner. ‘Commendations, Recommendations, Notes and Comments Teacher Candidate Signature: SNC Supervisor Signature: _ Lead Teacher Signature: vaiwinane Katya Jo. - : Page 5 bate,