SNC Student Teacher Observation Rubric Observation Number_Z Date: ///23//- reacher canaitne Larue £gLe) tead teacher_L/GH AV L004. Grade/Subject__/)74/ wuieeg MAY District BAL ' ‘schoot_ J] NEUE Lesson Content_AA/f6 Age Time allotted, Ah SNC Supervisor_// Ailing = Date LU A231 Professionalisi Meets oproaches Does not meet ‘Content Knowledge | Demonstrates appropriate emonavate acepabe content | Does not eronsate aon tnowiedge content tbe | kaowtedga, the ntrmatonconeyed to | content known, conveys icorrect information gfreyedto students | sudertslsacuate, Contet snot | or biased information to stents curate andnbiased. Contents | aways standards baedorfocsedon | regulary. Content fst based on andaréstased andfocueedon | cic int Sandor and often ot ocead on steal aput eral nt Professional ‘Aopenrance snes appropte, | Wot Appiable gpesrance nt appropriate othe ‘Appearance ‘modest and appropriate forthe sch etng- nodes unkempt, {ectves ne caso trinappopate forte clsscom Punctuality uncaTand copleteralrequred | Rot Appiabe ‘ten ate To whoa arn completing ‘ities on tie, professionairequements (stendance, ges, person utes et) ‘Communication SENG | Uses pofesinalangiage when | Useinformallanguage nthe iaazaom | Males equentero7 gamma? speaking and wring al erinwittencommunetons whieh | andspelingin writen Communications wth sents, | doesnot ral a rofesenl communications ors unprofessional ‘tmintrator, colleagées, and | dapoation. Somatimes flows inven and/or vertl parent Fotows appropiate | appropriate herrcywitsconcers. | communications Does nat flow Wierarhy when ee ha concen Sppopriat erry with concerns ‘aRitade ‘Constenty demonsrates Tometinesdemonsatesendusasm | Selon demonstrates ens fr ‘cihvsas for at aspect of feralapecsoftesching. ncuaing | allspretsof teaching, ncudng teaching. inlcing tes, Gites cvmestings,parentcontacts | dues, Pus/meetngs parent Pc/mestings, parent contacts ete. |e. Accepts suggestion and feedback. | cones, te. Doesnt acept Seeks suggestions rom mentors and | tends trainings when encouraged. | suggestions or feedback. Does ot accepts Teedack Seeks bal reas a with eect sted vatnngs when sable, Does opportnties toler ncading ‘ot alvays west sa wth respect ning Tents a staf wih respect Reflection on Practice | Reus reflcs onstruction, | Reels accmonaly on nsvocton, | Does no ete or elects uk does seamen, student achievement | aesimen tude achievement and | aotmake adstmensto practice dnd cuca and rakes ‘irr, and des not conateny | based on the dt, Aajustmets to practice tasedon | make ajusiment based on efeion teterion ‘ommendations, Recommendations, Notes and Comment TEACHER WILL PRovil® bILSFTEN RE feet PMS of PELFORMANCE » Page 1WIRRIN-OP Ac rivir? VK iTTEH OM OATEBOARE WeEMENT Of yactforl MOLTO Cote # Sv66csprer! : Go WA ‘SNC Student Teacher Observation Rubric Observation Number. Date: ‘lasiroom Management/Effedtive Learning Environment Meets ‘Approaches Does nat meet Physical Space Teacher candaje uses palace | Teacher ius physical spceina way hat | The ue apse pace ana aie Sogo Soneone cause deruptan tothe tow of | pate: aver sia duption to $udent an acer movement Inarocton arte engagemen. Pal | the Now oinivucton student ‘trouhout le caroom Pryical | sesty afters isnt coastety engagement. Tere are Fequent pss a ‘sft of teeters ‘eof Searenea ofthe phys set of ‘Behavior There evenc far epecations | Tee evden afbchavr expects ba | Sods dot denonsate arenes oF ratio tun havea en ‘Rrdentedo noth 3 cor undertaningot| Seba expectations tee responses Expectations Undetundingo behoor expcatons.| tm Thee aeinconastences, {eatherenc or rection oe eacherreopiion facet sdnerence | damonsates when ecopnangeredrecing | ncarsstertor ore cemonstte carn Grredreion asnepled emenaveer | dents Invaslemethonssometiner | foragers iene motaton at Sree iro ‘tres and paetsusedinetectvey. | nurtured and pase used inet ‘Rudene eile mataton tured od pre tse Establishing Rapport | Te tesco cond “Te auncor enivoonen'sptesona! Sudan behvor donna that hy * often cng apgort wih stusets | anda students felthttheyeanealoe | areunconforatiearunssy do ot ed Tenencedbyaveayee, mouse | newléeseand tae rats, howetr same | emotional sate the castoom fecingan emsionghy safe eminent | suders’ besos emorstatesthtthey | enorme. The eather cnddate’s Where students mifagioerlre new" | dcrotsicamfenale oremetoniy ne. | worro Sonr demonstrates ek of Teanga ae Sade ks ropa Bounds sretncraizenty | eae and ropa wih suse hoprgnste oundarer semaine’ _| mintaines poprogrit ound ae net manne Jnning of Class | Th tescer crate implemen “re tachercandste pees aes | Tere sno eden of rote for a pooned ard sructred adem ttl structure are not academic | enapng students when hey err he etter ofan jopropatelengthto | eaend oolong a engage a stsers ‘laroom.*Househaepag” a eet ‘a not applicable Shevestsulentipan tenho | fete, “Mourlaepng” anderen! | dates content interrupt scion Clasteom, housheepng: areal | eer vometimesdevact om orimterrupt | tne Cicer arecompletegefiseny tle | trun ine Ending Case Tnevucton and user engsgeret | msvacionand stunt engagement ‘Salen oan op worn eer ose ete tothe en of sf {lonstiner extends the ed ole foeto | mites prt the endo cssond spend {Cartote nuh ctente managh | au; tutthere we ngntce interes | tne not engaged planned earn not applicable ‘2 Srucureé avy ut sen [rverstmesinaweek|ofasngapement | ales or engage insocang proto omised by te tacer. orto wie endol he eating pres. ‘heend ofthe ering pared "Transitions Tension ree along a= “aration sometimes refect planning bit] Tats coneteny eect ck of {moines ae minal enountftine | aelnconistet andsometimertate excese | qlonnng nd iat excess enaut of Sad a nett the ow of ‘ine ormerruptthe ow frsiucion {tering whch WS Ucton fs asrted [not applicable Imsvoctonorreqaethetencerto. | tautingintheteacherhavmeta regan "| andraganngesrvoom cota tater repancona tentrclotte nsrctorslensenmere.__| oma Hom astral Ue ‘aterials and TereanrotmernsaceiSHene [Reeser pects tn pens | Tete ovo: Nese oR _ Shudensturginassgnmentsand. | ad gickup gaded workendfordstauting | nglemenencnisterty eign serie petingo graced yore devisingand | sedcolectng mates anétentocts but | Sphanlss of wsational Une Fenectng motets andteatooks whch | tieytke mre than 1-2 minutes andceuse | Geuptiontothelening proces or [not applicable Tenatinmnefllrrotintretona ime | las ofnstucsonaltime orareasrupieto | example, ucents handing ot mater or dston othe lening process and | Ue earing proces crepeer statins take oy 12 mites Implementation of | iwreernen crnanuavas | Rameseawan irenescnne: | Tansee DEES = ‘hat students can engage nto triton fthelawningemionments | prowess soften duped and students do aa recreate superson iropvonot | rina andsorestusentscemonstate | not demonsatemdcpendencen ‘helennng pet inal ond | Spropate leet independence beformingrovine ass ‘not applicable scene pean “Commendations, Recommendations, Notes, and Comments: + Phe TERCHER [A MELIATELY EPAIGABES LéppHeks p> 7He BbEC THE TEACHER pypeciT phe STULENTS zo (KVP ACTWITY, LEARNS KeSfogio ze path wh HTUTY [11d othe TtME) LEAMWES APE VERB ALLY KeqUOMEWE AS THE TEACHER fits Conren OMTEMT W MIALYTICAL QUESTA, GUNS Chi VILEO "Arren 714, Hakpepe gril ” Cael pepe’ sparation and Planning for fesiridhn asc Teacher Candidate. Date Page 2‘SNC Student Teacher Observation Rubric Observation Number__Date: este epranchez Does not meet Standards-based | Lessons are consistently based | Some lessons are based on NAS, Few fan lessons av based on lessons ‘on the standards forthe content | N3SS, do not consistent include | the NAS, NGSS ad donot ncude area “Nevada Academic ESS Standards for eracyin | CCSS Standards forteracy in Standards (NAS), Next Content areas or Standards of Math| content aren of Standards for Generation Science Standards | Practices Math ractices ths annie corn Core Standardfor teacy in Content areas and Standards of Math Practices {Lesson Plans Lesson plans are consistently | Lesson plans are consistenthy Tesson plans are not consistently prepared and submitted in prepared but lack some of the prepared in advance or ‘advance and include clear camponents that are required for | frequently lack the required learning objectives student _| fective lessons, or are not components, ‘engagement strategies including | consistently submitted ina timely student discourse, opportunities | manner far student metacognition and ‘Commendations, Recommendations, Notes and Comment - © GIRITIEN FLAN MS AQEQUAT LY ANNOTATED. ANALYTICAL QuestiniN& guT 1170 perr7e fe WN F LvGC ELT: RATHER THAN VERBALLY COMONIC AZINE CUES Lop LEARIUHG Ath May gd Lehhmiele TAC S) LTTE! ps God VELBKLY Gyscurs THEM a SinwB beSiphbey hove ne gipecrnps wpstTer aes’ GR on WOIIDUA LEMNR Spfcert Teacher Candidate, Page 3 Date.WAY, 1d Ips PRMCFED Wy Zecttlent prereyr-apy LUENT Cophetaree KUMANLE ADS? # “ chs ‘SNC Student Teacher Observation Rubric Observation Number. Date: Instruction = = = ComecionstoPrior | Teontcparcente.caa | comacntommavang nent | comin proriany sare a ‘eaperence or bus a basis forthe new | exerence or buts 2 bas forthe new ‘experiences or bulls a basis forte new aeeeeeeeee ‘ormative assessent to gauge student | assessment, when used formative assessment | lessons. SS oe ‘Commendations, Recommendations, Notes and Comments: THE FERCHEA, C/ROUEATEL CHEKIME Coprpee Trill OF bsphth YF KESARIES. THE PEACHER WAL LLARLNEES LyTRALOLATE DthS FRO Ese! Sroka T — Soatcas, THE TERLHEA HAS LERRNEAL "coos pahefewtrhns?” CL WTENATORL CMSTENCEY/ (ance con eend) Oy fone Acpebese LSU66EIINN: B10 psy OfpHod, SPAUNE ON TUPLE vf rye RePidizc an GEL Ci tKke » coprpass fore REPUBLIC H OS, kepgeye “10060 ways EEN PHEPERRALE AS god EMGEUIMED 70 QU WW. seacne ae lUE TERE OES TRY PAUK/ARE FOO RES “SP EaIE - ‘ : Ebi F7EN PLAN “0s SEAM arco pl pPLEtheNrarew) Of THE LesPN »‘SNC Student Teacher Observation Rubric Observation Number. Date: Oe ES Ee ‘Assessment of Student Learning Meets ‘Approaches Does not meet Formative Formative sessment drives | Formative assessment i used Formative assessment is natused Assessment Instruction andis an integral | during instruction and sometimes | consistently norsiteffectively part of planning, Jésson delivery | results in adjustments to instruction | used to adjust instruction orto meet student needs. consistent throughout instruction to monitor student understanding and acst instruction. Summative Summative aisesiments are | Sarymative assessments are based | Summative assessments are Assessment Basedon the standards and | onthe standards but ae designed_| designed based on Instruction or designed prortoinstrction | aferinstracion has occurred | taken fom textooks and other, Motobserved | {Backwards tesson Design) in| etherthan asa tool to guide | sources nt connected tothe oder to guide the planing and istruction ad panning. Rubrics | standards. Rubies ae no used instruction, Rubies are are used inconsistently fr major routinely sed for mejor assignments and tess assignments and tests, provided Ina timely manner and provide searchers orsusens Teadciond See edict s pevedon | Find st cnainmy | Fein acai Crete XGencceaucensons” | onea Swonwers” | proved Sudsneert swt niedinatecy nme ané_| tresgosedns tne” | paselna tine amet Eatsucencdcorechand | mer srecnered’” | batesaretiar tad Sasi mane Shrecytstnatsenne tine |Eoneivorntintiny Cammandats Recammendatios, Note ad Cmts en Aner rs + CONTENT x Gap” Soe srin, CFU PRovieeg OFTEN ys KESfO 36 TEAcHE 7M Nhyg, A, Wy a TERE MG : "6 ONE Crm wees, PHS LEI) Ay 4 fee TUG , SLAANERS UNIITEN ARLE -fHEETL Fl pl PLIST NE SE-203; vevsed 1229-13; eveed D-1G,eveed PILAG,eoveed S318 Teacher Candidate Signature: ‘SNC Supervisor Signature: Lead Teacher Signature: Teacher Candidate, Page 5 Date,