SNC Student Teacher Observation Rubric Observation Number. Dati ee Teaches crane tsrinure oehuos Lead Teacher. Grade/Subject_ | District ‘School. sn one Time Alloted sue supervisor LR ROT te "Professionalism ‘Meets ‘Approaches Does not mest Content nowiedge | Demons appropiate Genonstatesccaabl content| Doervat donate waaay Inoweaecttneconten the | krowedge the information comeyedto | content rowed, comes cared itormattonconeyedtostfetsis | Stdensisacate, Conte snot | orbs informaton oder fcuateand unused. Contents| ahrapestadas sed or focused on | reg. content ene bed on Standards tated and fcesed on | cenit Standards and often ot focused on cael mnt rte out Professional Appearance bln sprntate, | Wot Rae Agperance ol ppronate re Appearance trodes sn proper the stl setingimmotes nie sine be Caoo or nappa in dsonn ates Pancaly FanceTandcompatrarequred| No AnORaDS ‘fen ae fo schoo arn comeing ater ontire, profesor equremets (atnfance, waen mperion datese) ‘Commaniation kis | Uses poTessoral guns when | Uievnormal nguoge hfe dasa | aes frequent erm gammar speaking and wing mall crinwtencommuncatons which | andspting writen Crematories, | dons tect profesional tonmaneaioa or poten Sinnstatorscolenguesond__¢] Gpontion.Sretnes lows iran afte fronts Folovs appropiate, | appopateherrcy with concerns. | communiaton. Does ot tow ___| Reach when (he has ones propate erry wh concer ‘ttade Consistently dons ates Tomar donovanosis | Sete drones enh trthuiermfor asses ot x) oralasacscttexng meng | aYaspecsoltencne nding teaching ng tes, Ges Plvmectngs porentcontcts_| dues Pestana oer Plcs/meetings, parent contacts etc. | et. Acepts suggestions and feedback. | contacts ete. Does not accept Seeks suggestions from mentors and | Attends vainings when encouraged. | suggestions or feedback. Does not ‘accepts feedback. Seeks Usualy eats staf wath respect. attend valnings when avaiable. Does ‘opportunities to learn, Indl not always treat sta with respect. talnings. Treats asta with respect Teflection on Practice | Reguatyrefiecs on wstretion, | Rallecisoreasonaly oninatrcton, | Does nat ele, or elects but does assessment, student achievement | assessment, student achievement and | not make adjustment to practice Sand eurticulam and makes furrculum, and does not consistently | based on the data, adjusorents to practice based on /\| make adjustments based on reflection ‘flection, ‘Commendations, Recommendations, Notes and Comments: tue breeame SMe pum te tuo | S: , QHibud, errs oon ff dea Lneaion Dice awe ALL bun yhodbeled | antares an prbgerassrad packing snr Teacher Candidate Page 1 Date,5 SNC Student Teacher Observation Rubric Observation Number_(7 _ Date: ‘Classroom Management/Effecive Learning Environment Meets ‘Anproaches | Does not meet a a 3 Physical Space "Teche Sine wlan palo Student teacher maven ‘trougout he lsroom, Phys Se serine causes dupont the flow of Intron student engagement. Phat ‘ey of uderis isnt snsentiy rented. ‘ew peal space and atic pattern cael disuptan to {he ow of nstton or sade engagement There ae enue! pees Soreness ofthe pal sft of det. Behavior Expectations tha stusentshve scone Understanding senator expects “eae recog often srence oredr a needed demonstrate sstecy ees and eaig or 8 Students nse mebation entire snd raise sed aporeate =o Wee eee oooh expen at stidonts donot haves Cen understanding tier Thee ae icenstences emonsrated when recognising erecting Sens ile motaen sometimes rated ane pre nade ‘Sader donot demonstrate aware a? beta eoectaton teacher essones ‘o adherence orrearecon a ured en rae sedate Establishing Rapport ‘he eae encase babe rots ering apart wth dents ‘Seldenced byareind, ne ‘erga onthe eaten Ieaming arta ecadanic i, Aopropeat tounéve ae matings "We dastoom nwonantproensrad dost stems fe that they cm ere ne eas and ate as, Power sone ‘Stadt evs ermonsate tht they ‘not tel confortstieo ential ste ‘Nevepiateboundare ws eonsseny| ‘Rader teas demonstate ey se uncomfoabeo unser not es! motor ste the cacy Saran. The eacher ane’ words or etn demoratate slack of Bea ing of Clas | ‘not applicable Tien aon ene boned nsced wae ‘Site open ego tenes pone cron Nousepey cea fies are competed fc whe students engage inode ats. ‘each nas weplemans aes tinlack srr, or not casero ‘ete to lng to engage i saens fect. “Househeepng” ao ral “ives sometres Stat am terug oproiate bounties re ot manana enenig ton wien thy eer the flsvoom “Moureeping” an erst Ending Class [not applicable ttcions edn seers Came eho tarred yo wc ne {sna he see ye) ‘woo an Ratan eRe Sometimes extend the en assets ba but there are grt tances (Gvtalinesin eof engage ‘Rater on sop working ead Inoue ie othe ed fee and pend Smears pera the endof the eaming period "Tansitione © not applicable “Tansions eet pling r= amounced ake nial amount of tine “nao pot inter e ow a Insucton or equre the teacherto “anstonssonetnes elect pening it tine or trap the fow of natrucion| fing ne teeing ean ‘sons consent ec GT blaming and ae exer mount of ‘ime dng which ntact Oupted nd repining carom con takes ‘Materials and Supplies ‘not applicable “here areovnesin pve Yo eine students taigin seinen icing up aded wor dtrung a Colecing mater rdtecbooks whch ‘or dsupton othe ats proce nd take ony? minutes atnes aren pace torn egomens {pc ap pes work ane fr deroving ‘oecong materi ang textos but they tate mote than? mines and eaure los ofmsrucional tine or eS elening process. er omnes “There aero ouines nga Ty oe ‘plemented cost resuing Sipant ss of wstuctonal tinea “ruption tote earing proces or evap sides handing ut materi to ‘nepeer sting) \ oO, Tmplementation of Routines "a not applicable oie ar sen "SCs engage thot iperasen,eirpton the leaning ernest mi on "ues eenontate opp lve! independance Taes we et arte TE 20} strapon othe eating eneonmers Ilana some ents denantte ‘oroprate level of aependence Touts are at eden eng ocesrohen drt dtr do Detoming etn tae ‘Commendations, Recommendations, Notes, and Comments: UU “th Tam not ud o “ riwy @ dan: mM OUI Teacher Candidate Date Page 2SNC Student Teacher Observation Rubric Observation Number_((y __ Date: area -Nevada Academie Standards (NAS), Next Generation Science Standards (NGSS), and include Common (Core Standards for teracyin content areas and Standards of Math Practices Meets ‘Approaches Does not meet Standards-based | Lessons are consistently based | Scme lessons are based on NAS, | Few ifany lessons are based on Lessons ‘onthe standards for the content | N6SS, oF do not consistently include (CSS Standards fr literacy in Céntent areas or Standards of Math Practices ‘the NAS, NGSS and do not include CCSS Standards for literacy in content areas of Standards for Math Practices. {Lesson Plans Lesson plans are consistently prepared and submitted in advance and include clear learning objectives, student engagement strategles including student discourse, opportunities for student metacognition and formative assessment {Lesion plans are consistently prepared but lack some of the ‘ccmponents that are required for effective lessons, or are not censistenly submitted ina timely {Lesson plans are nat consistently prepared in advance or frequentiy lack the required components ‘Questions ‘Questions are planned fer both ‘oral and written activities and move students to higher cognitive levels more than haif the time. ‘Questions are planned for oraland written activities inthe lesson but ‘move to higher cognitive levels less than half the time, ‘Questions are nat planned for in the lesson ‘Material and Supplies | Materials for the lesson are consistently prepared in advance, ready prior to the beginning of the lesson and. easily accessible. Materials are legible, diferentiated or adapted as needed and age appropriate ‘Materials forthe lesson are ‘sometimes prepared in advance and ‘easily accessible. Sometimes rmateriés are dificult to read or ‘#2 frot atthe level appropriate for th learner or not age appropriate. ‘Materials are often not ready for the lesson or not legible, appropriate forthe learners or ‘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 insretion ye The teachecandidate has considered pacing sometimes or has lficulty adjusting during Instruction There is no evidence that pacing 's considered regularly prior to Implementation ofa lesson Commendations, Recommendations, Notes and Comments? DAT peduF 2d] Teacher Candidate. Date, Page 3SNC Student Teacher Observation Rubric Observation Number Date: Commented to stuenssevealtinee | Gramma is ding etracton, Instruction 1 Meets ‘Aoproaches oes not meet Objectives ‘ejects Ting ges otal —| Cece leon nga or ET ‘bien engage or eT ust re consstentydolyed ani | qasbonresomatinesdiplyedand | guerra ne sede doloed ce rmoniaed to stant ug teeing thgh ty woeatlry ring ough hey vary tution Inston another steps toast | an ote sates o et whet uses what students sendy ow toute | ead now oat the conten, Set ‘ootenand they make comectonsts | nines con aut anna Uheneweonent tudes can aceaate | between new content ad pr sming ear esting Sing asain. uerscn | Susrramet oe eatcane! | ec Seana ate nda coee eran gee] iene warnan earner on | contin am Connections to Prior tena ost iniis pate] Gnas amen RISC tes oT ate mn comconrtagartenrgstuen | ermaouteporceme seen | cmcaorapan sees te Learning Uipereceorbar abut thenoy | emarnceorvasretwa enw | come Samin lt ering true ey vests station tod otersatepes wo elet what sete “es now oar allo with swt ne ‘ert. Students canot reat ‘omecions tetween ones ‘Student Engagement | lessor ese cored dine | Tans are sonstines rer anced Dt svat of engagement stateges ond | ten tavhercnetedand eo othe ‘request oporunstor sured | engagement ssteies bicarsitent rected stugenaicouse whch remains | Cpporinites for stusert dscawse are Sato. Thre re cpaortmiestor | otal or poor stuture othe Tessns se eather conared ono ince engagement steps et oc ‘ndiscoune: Thee te ted ‘Soportuies or sua ta recs ew information o deepen undestanging ing Sorter practicing suteges_| export ene mrfecton or Sriconitenty ponies opertses” | mearentan ee svoegerere ‘ersofenstoenaeinpecerts jc)| Feed ose Meeps at ‘ehedonter insane x Sucpeesnenmomatoer | Senet suas | mag Sei ‘vmuniaimdngtemenss "| Sty eeeiomesegne”” | Nuetetinay ea Src tegen | Sormmraenaresnen, | Sa Soran eel aoe 70 | sesze porns for Taine a | te ar TOT — THe SRST RRS Matecogaton | wnemeanapiorsein gous | suamrescmacente cece stategesin the cao dune sot consent est abate to tsvcon bases onthe tat. Formative isteach cove coasts | Tern evdenes ole laetng OTAT—| FAAS HISTOR SOUS SETS aaa {or onduaies both formatand formal | sot aa od narma orate Pacing ‘The each candids corabianoy ~~ | Te teacher cnidate ts he pce onto ster sng and ering bts mend in rontoing ad exesementintatsand aunts tne? | mating atistnens, There ae podeay, acngatiessonstorscttate stud | ines whensome tule a sheath 9 lean theres seldom time when at | asad leeming acy anno udents arent acveyengagedin | move them te new een. oF es when teaming eo pacing wichs to stor | stuaets do ot omnes encersanng toostow te teat does ot move | before ti eson move oars forwarain the eson stars serenseetng et understanding acing en tao a or wo dow ore naa ster. Tere ae ped of “imewhen few sodent re actrey renga wth the eating ad ition ‘iets ot usd cent. earner Centered | Gusoornevton and acs se) CsTaom mae ucon HANES Soe ale eee focused on student engagement win UW ergpgemer wt the content bat ears content rather then teacher presentation | tescher focused ove haf ofthe time. ‘roan atin ToaeTan ence sudan toengage withthe content ‘Commendations, Recommendations, Notes and Comments: 5 ord . Bpertinunp bead Teacher Candidate, Date. by Ob xe Regrrur on wm upitinouapedss TK Un dL iudKUSS AwWBD DK Page 4‘SNC Student Teacher Observation Rubric Observation Number, Date: ‘Assessment of Student Learning Meets ‘oproaches Does not meet Formative Formative assessment drives | Formative assessment is used Formative assessment spot used Assessment instruction andisanintegral__| duringinstrction and sometimes | consistently nor ist effectively part of planing, lesson delvery_| results in adjustments to instruction | used to adjust instruction or to and differentiation. meet student needs. Formative assessment used consistently throughout instruction to monitor student understanding and agust ition, *% 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 prior to instruction | after instruction has occurred taken from textbooks and other Not observed {Backwards Lesson Design) in| rather than asa tool to guide sources not connected tothe ‘order to guide the planningand_| instruction and planning. Rubrics | standards. Rubrics are not used. instruction. Rubrics are ‘reused inconsistently for major routinely used for major ‘assignments andtests. assignments and tests, provided ina timely manner and provide clear criteria fr students Feedback and Specific feedbackis provided on | Feedbacks not consistently Feedback s occasionally Grading student work Student works | grovided. Student work's Provided. Student work snot fradedina timely manner, and | sometimes graded in a timely traded in a timely manner, srades are entered correct and | manner, grades are entered trades are ether not entered Imatimelymanner ge —_| cortectly, but not avaysina timely | corectyor not ina timely ‘Commendations, Recommendations, Notes and Comments: ee ae Woy wnd-p Up. fad woe proved on port TRA; revised 12-29-43; redsed DAW AG revued DIT IA evsed @STH A Teacher Candidate Signature: SNC Supervisor Signature: Lead Teacher Signature: cacman Ff aca =e = i