SNC Student Teacher Observation Rubric Observation Number__/|__ Date: a eneaaiaenle Say Teacher Candidate_L. lee io fe Lead Teacher_ ust oss 0 Grade/subjeet onl s He tnay/ Soph en Distr, J school Ceeac Ls Lesson Content_(E = aE SNC Supervisor. Date Professionalism ‘ees Aopoathes Does pot meet anit Knawtedee | Banos von Sener Dap Gest Does emanate SO Ccowgecticoment te | rode te tmatonanryedo | cnet inne cone rect Momtonconeyedtitdens's | tudensracaate Catone | orbard nematontososers eunrandmbised, Cmts | swaptanadrbsedorocsed on | ena Cnet et sed on standards based and focused on |_| ertical input. ‘standards and often not focused on nual Snell Frofesson pase TOUR OEE TATE Sopot appapate NE opearance tte ved soon ee ‘Sretsting ose, temp townie ipmropie ore seem seoaten Faneuaiey ca ade Tea Wt RT Gren oo oa oT wenn : protetral serene Usenet spersson see amnion Sa] ie pT wah] He oa ingen Hs ate Ta ST ‘peng sd wt ns Caurtemommactocsnah’” | tds wen Siomotennon'mthseens, | Seiotreters potion! {Soeincsins or upotsioa sires cgses rd |. | ists Sonnets | rina sa foes toowswmogrte, Y | wpatehnthywth concen. | communtaton eer et flow my ene coer, seme yw ces rade Corsten arora Sanne denarii enum | Seion denon ethan Ciuatmraionerat | trafemectatnsing mune” | Heyearofccing nawone ‘nny bey nes shies cinecngypentconecs_| aul Plveeing eet Pcfoetogs pent cntas ee. |e scateugesio snatcedin_| coma et Dee ste Sectsumeston'fon met and | Atedsteiguenevcounped, | sgpesnr eatbc Dos at Scpotteawcs Sear") | Ghamecarsatininreper | Raburaapanen tai tue Seema tte eg potas toh espe ‘ang Te sl oh ec Tian on race | Rega econ ston] RESO satan, | Dos at eee aC dor Scmamiaysutenscimement | tsesmancseirtacteromantnd | woteatexnemats pacts ‘eccoroden sna Gene andGresetcomtteny | bsedon aa Tumnenate ocerttedon | enone tnedon ten teen Conant, conned Nats and ane Fi Yen aed fark oo wictenks « Teacher Candidate age 1 Date.SNC Student Teacher Observation Rubric Observation Number_‘/__Date: Classroom Management/Effective Learning Environment Meets ‘Approaches Does not meet Physical Space "rougout he clsroem. Pry! ‘alta odes reread ‘ ‘Tater wees psa space na way ar Inaction o suet ergageent. Py ‘forced. “Tress af shea mace sd aie ‘he ow of eacton or sade geet. Tare oe fuer apes in barnes Fhe pean of ‘rodent. Behavior Expectations dt stcenstinescame ‘each recopion of en beret brreeresonar nets done sovtprace ued sppropestey. SY aes do nt hve sear unerstandingot eonstatea hen ecouangoredrecing ‘tard and pra ednlect ‘Raden dnt demonsvate arenes oF beter expeaton: teacher responser toatherence cretion ae ferlistaents mene mation ak rartre and abe seine, ‘Establishing Rapport Professional cong apor wh stents reviceced by aren, nde Fecingand erionalysofe entrant here stems wing explore new Teaming anda acasemcris. oprograte burda ore montane arémos sae ett hey ca exo sede ae kere, Power sme lent besos demonstrates taney ‘enotfelcomrae a erty sae Drpepriate bounds ae neneentiy. ‘ade btiionr arora WaT tre unomfblear uneasy oreo tel storks or con demote nck oF soarograte ound arent mitt ‘Beginning of Class not applicable The tere conde mplenens eee and succes aeademe eties of copropate en to gas al stucet upon entering Slsreom. "Housekeeping" an eves fives areconplted efit while | Te teacercanadae mplrans aS {haleck actu, are ot caer oF ‘ete tolongtoenage lusts ‘tect. “Housheeping” an eral (Ses sostines detect om ner seg ters wen tay enter the Elstar. “Houten” ad ders fates consent merge tren tine Ending Class not applicable Trsrucion ad student engage onsen exten tothe eno dass {tet oa hve eae antag mised by We toot Smetmes extends tothe ef as 0 ‘but thare esgic stances [pnraltines ina weed) of deegapeent ‘or tothe end fhe arin ped ‘ater oe Rap workna vera Ite porta the nda ae ond end {iment engaged in panned arning actives, ergae scaling piso theend ofthe eins pero. ‘Transitions not applicable Trenton eect ling are nrouneed ake ial amok oft nd not ier teow of icon rear tec 6 “aston ometees eit lang BE ‘Gre rite te tow of tron ‘onlin the ech ovo frags ‘nlf he rstctonl enorme ‘ransions arent ee oc oh [Bango tae eee ent oF fine dng heh nstuconsaopted ndeeginingdawoom contl ee ‘Materials and Supplies not applicable ‘udntstringin spent an Peking raed work tbirg and folectngmateaianatenaess heh ‘exatn niall ofetrucnal tire tr rton tone are proces ond tate ony 2 miner arch rode work anor astbtng dedtolacing mater an txnoas but ‘hey te more han 1? minutes oe ne telering process Thre re 6 rovtiesn pace ESTE imperertedimarateny renting Scant os stata ear ‘Benton othe lorie res ir feo stents handing out te to crepeet tate Implementation of Routines ovine re ent OF NOR OE that stucers can engagsim who Toaoas a wit Tose is, ‘ruption ofthe earning enonmers ‘ntl and soe dons emanate Towner we nares eG ous isten rupted and tert do ot demonstrate ndgendence' Beleningemtomen sninnaand | Settle oneepersne errmingrovtine a8 ‘not applicable a ‘Commendations, Recommendations, Notes, and Covwnen Preparation and Planning for Instruction Teacher Candidate__Eo je Page 2 Date. wigSNC Student Teacher Observation Rubric Observation Number__‘/__ Date: TS ‘oral and written acthtes and ‘move students to higher cognitive levels more than halt the time. written actvites inthe lesson but ‘move to higher cognitive levels less ‘than half the time. + Masts | Reproaches Does not meet Standarde-based | Lessons are conlstenty based | Some lessons are based on NAS, | Few any lessons re based on Lessons ‘onthe standards forthe content | NGSS, or donot consistent include | the NAS, NGSS and do not include rea Neva Acai (C58 sturdores fr tetcy Tn ess standards for Reracyin Standards (NAS), Next content areas or Standards of Math | content areas of Standards for Generation Science Standards | Practices, Math Practices {NGSS) and include Common Core Standards for iteracyn content areas and Standard of, Math Practices ‘esson Plans Lesson pans are consistently | Lesson plans are consstety Tesson plans are not conltenty preparedand submttedin | prepared butlacksome ofthe | prepared inadvance or advance andincude clear components that are required for | frequently lack the required Tearing objectives, student | eectwe lessons or are not components engagement strategies including | consistently submited ina timely Student discourse, opportunities | manner for student metacognition and formate assessment ‘Questions ‘Questions are planned or bath | Guesions are planned for oral and | Questions are not planned form the lesson ‘Material and Supplies ‘Materials or the lesson are consistently preparedin advance, ready prior to the beginning of the lesson and, easily accessible. Materials are legible, diferentiated or adapted as needed and age appropriate ‘Materials for the lesson are sometimes prepared in advance and ‘easily acessible. Sometimes materials ave dificult to read or see, not atthe level appropriate for ‘the 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 easly accessible Pacing “The teacher candidate has considered pacing when planning lessons and can adjust Tre teacher candidate has considered pacing sometimes or has aficulty adjusting during ‘There ino evidence hat pacing is considered regularly prior to Implementation of lesson theplnaseedes ding | watucon instruction = anton, Rearend ons, Notes and animes ; : A ena qpinnr¥rna at at ae ae c compley prdeting = rn “ ee 7 2 Teacher Candidate__/= «> / Page 3 Date afi4SNC Student Teacher Observation Rubric Observation Number__‘/_Date: // Instruction Meets ‘Approaches Does not meet ‘Objectives ‘ble arin ares or eal feseory recone apayes ape Surmgwsrvetar sede con tate the bate, learang tage, ‘Objectives ang asa ena Cmoncted a students ding etucon. Sudo canet rece the oleve/ ‘ing esr queso tt op ‘bjcvs Tearing age oes) hector argetesenta ‘Connections to Prior Learning ters oer nc pale ‘meio pring ace Serre rte ‘Singevoupney voy ‘Slovo Seep eee stata to south Soman heya forewnry “ Taso ere TEE cermccons to reresnng sent ‘eperene orbs besser te new ‘emg move ty wesblry srcton ‘Testyvow sou be comune srt ‘ese donna sea Composant rearing, det ‘Soerences ar bul» Sastre ew rng oh ey vein acon ‘Bendy know arf wi aba te onectons between conce's ‘Student Engagement variety of engagement satepes na Froquant oppor for sues ot Stone. Thre te opgorunte ‘Rodeo proces new formstan oF ‘poropate todent engagement ‘naenty above 30% ‘ken teacher entered and se of ive “rgagonant step corsiten Opparurtes for stage dscouse ae ‘sonal gory sacred so that ‘varnton kon ofa Stent totaly engaged in prcesing ne ‘lormaton or deepening weston ‘Sudan onggnnetconeaenti beeen ‘esion we easier cotered nd ldon inouee engaguetstteper hat oct Cndicorss tere are mts ppoanties stunt to proces om Infrmation or deepen unersonding ing Statepes tte ngage siden Suen engagameneconstety teow ‘Opportunities for ‘Metacognition Teacher endian moet lsigmetacopntve states, rode: Soporanties to rate wing sotees Se comsstety provides opportunites For suges to engage mpaccesto alect on tha nig ‘ees nota der ea each ater to be metarogtie or there few “pportanties to engage Inatcton tetacognion once sates are Inrocicedto stunts. Metarogton snot eau pracies nthe dssoor -ratpesia he soo during The echt ends consent) p= Ferma assess to gauge stent tear an ace sti o Theres mice of tes ann fora oes nt cnastenty esutn asters Intracon tind on te ata {hve nation an nt sla The ecient ioe tute ietvng ad gngeene nti nd srs the lean theres sedom tine wen Stor ae rt sty engaged Ieaming uo pachg ween sto ato orwerdin the lesson if student emonsrtng ack of unterstanéng he tesce anit isthe pa TO lering bts inonsitentinmontoring and rating sucinens. There oid ‘ner hen ame dents a ene wth 8 {ek and poleaming sey planes rovettem tone lang res when ater do ot demanaate understanding etre the lensannoves ore ae won oo at oF oa Sow tore more often. Tere are gerade ot ‘ie wen few student ete erga with he longo suc ‘es nat ured elo Learner Centered Classroom Feeused on tsert engagement wth te {entation see resentation ‘Taroom ravacon sve Ruse tenet hte contr, bt eas seer oeued vernaf tne. “Taeoam nation ood on SScar presentation it feu ppt or Sens to erga with the contet ‘Commendations, Recommendations, Notes and Comments: (eee Hroen edi Teacher Candidate_ Fn Foye vate__ {7/19 Page 4‘SNC Student Teacher Observation Rubric Observation Number__‘ Date: j0(\4 ‘Assessment of Student Learning Meets ‘Approaches Does not mest Formative Formative assessment drives | Formative assessment used Formative assessment isnot used ‘Assessment Instruction andis an integral | during instruction and sometimes | consistently nor isi effectively part of planning, lesson delivery | resultsin adjustments to instruction | used to adjust instruction orto and differentiation, meet student needs. Formative assessment used consistently throughout Instruction to menitar student yh Understanding and adjust r instruction Summative ‘Summative assessments are | Summative assessments are based | Summative assessments are Assessment based onthe standards and | on the standards butare designed | designed based on instruction or designed prior to instruction _| ater instruction has occurred taken from textbooks and other ‘yee observed (Backwards Lesson Design) in| rather than as atool to guide sources not connected tothe / frder to guide the planning and | irstruction and planning. Rubrics | standards. Rubrics are not use. instruction. Rubrics are 2 used Inconsistentiy for major routinely used for major assignments and tests. assignments and tests, provided Ina timely manner and provide clear criteria for students Feedback and Specific feedback s provided on | Feedbackis not consistently Feedback s occasionally Grading student work. Student work's | provided. Student work is provided. Student work's not graded ina timely manner, and | sometimes graded ina timely ‘graded ina timely manner, trades are entered correctly and | manner, grades are entered Brades are either not entered ina timely manner | crret burnet avaysina timely | corectyornotina timely ‘Commendations, Recommendations, Notes and Comments: SDD revked Sy eiked PIU SHG ‘Teacher Candidate Signature: SNC Supervisor Signature: 4 Lead Teacher Signature: Page 5