SNC Student Teacher Observation Rubric Observation Number. Date: er Teacher Candidate (Co ey So ew Lead Teacher__t 5 ossa/e Grade/Subject <3 soo Deis Sst District Lesson Content_Za0(y Pawan Seo, Time llotted__= SNC Supervisor. Date__/2, Professionalism ‘Meets ‘Approaches Does not meet Content Knowledge | Demonstrates appropriate Dernonsvatesaccoptable content ‘Does not demonstrate sattactny ‘nowledge ofthe content, the information conveyed to studentsis accurate and unbiased. Content i Standards based and focused on srowiedge, the information conveyed 19 stidents accurate, Content not ainays standards based o focused on Eticainput content knowledge, conveys incorrect ‘rbasd information to students ‘regulary. Content isnot based on ‘andard and offen not focused on eral input criteal input Professional ‘Appearance business appropriate, | Wot ABBIEDBIE: ‘Appearance swat appropriate forthe Appearance ‘modest and appropriate for the schoo setting ~ immodest, unkempt, acivitesinthe elssroom. Corinappropriate forthe ascom | acts. Punctuality uncial ad completes allrequred | Wot Applicable ‘Gen ate to sehool orn completing duties on time. professional quirements (attendance, grades, supervision utes et) ‘Communication Skis | Uses professional language when speaking and writing ial communications with students, ministers coleagues, and »/ parents. Follows appropriate > hierar when (s)he Ras concerns. ‘Uses informal language inthe assroom ‘rin writen communiatons which Aces not reflect 3 professional Aposton. Sometines foows arproprite hierarchy with concerns, Makes frequent ears ia graimar and spelingin written ‘communications, oF is unprofessional inwritten andr verbal ‘communestions. Doss nt fllow Appropriate Nerarchy with concerns ‘titude ‘Consistently demonstrates enthusiaum for alaspects of teaching, icluing dates, Pics/meetings, parent contacts, ete Seeks suggestion from mentors and accepts feedback. Seoks ‘opportunities toler including ranings. Treat al sal with aspect ‘Semetimes demonstrates enthusiasm forall aspect of teaching, including duties, Ps/meetings, parent contacts fe, Accept suggestions and feedback ‘tends ainings when encouraged Usual treats staf with respect ‘Seldom demonstrates enthusiasm for allaspects of teaching, including, duties, PLcs/mecings, parent ‘ontats, et Does not accept ‘suggestions or feedback. Does not attend trainings when avaiable. Does fot aays oat staff with respect Reflection on Practice | Regularly elects on instruction, assessment student achievement 4nd curriculum and makes adjustments to practice based on feflection Ties ceasonally on nstucton, sessment, student achieverent and curiculum, and doesnot consistently make adjustments based on election 7 Does not rated, orvefect But does not make adjustments to practice based on the data, ‘Commendations, Recommendations, Notes and Comments: fiestas /-31/ 2, mance Date___cofeg Page 1SNC Student Teacher Observation Rubric Observation Number__5 Date: /0/ 22 ES Classroom Management/Efective Learning Environment Meets ‘Anproaches Does not meet Uncestendng of Behe expectations Teseer recogni of tase anon consistency, faess ad cringe at ogee Inve methation muti edoraie sate apron. “denontate hen reognong reacting ued ad pra s used inate Physical Space Tada SATE GET PRATISE | Toe vie STs | Te ifehvcaocr nae ‘runt ngteater movemert lnwacton aster engagement. Phyl | fe ow ofnrctan are {troughoutthe cassoom Physkal__—_ | sale of dents a consent fnagarene. Taree eum apes in sects orn | reno Sarees ofthe psa ae of Behavior “rarer sider of denrexpeciatons | Tavs evens ofbafar expects but | Sader 0 ak en onaae aE oT ne tent students havea ear tele donot have acer undetanangot | bohniorexecatons acer respons foeal nets. nl methine nt artred nd pre's erect Establishing Rapport The teacher encanta enabled rote caring report wth ders eudenced bya rele, use {eeing a emationaly sf aon ‘where tse lag explore ae Teaming arate scene rist pproprats touneane ae matin "ie dsom swaronment i preereal tet sdf ta they ca exert tow das ard ake Ss, howee Some rot feeb or enatinay fa {Noropriat boundaries weinansstert tre uncomforabie or ves oo nel tational stn the coon feared apport with states Beginning of Clas The teacher anil implements aned ard structured aeademe ets ofan appre lnginto Tere rsp eden of ote or teeing ser when toy ner the fstoom. “howseheeping” andere ‘a not applicable tonoea, ate imal sou of time Sead not ero How of ination oreegre the teacher. ‘tire oriterupt he ow of struction rekrg nthe teacher Pvt ree sanotappicable | Egagestsuarnworentanngtne |) | sfeciy. wep angceret | Omer constery ero wtvctonl eroom. Wowteping' acral | StersonsimesSevacttom oriarust | Sime Siierarecamples erty wie | inact Ending Gast inion dent engnerent | Tacion snd RUT cE Sn ang wage CGrunewyenmnartoteendcfcns | sonmimesetenstotwentotcssGelto | mines peo the ond fas and spend (cite bat wnt acer mantaring | babi ne agian iatnces | Smet egenes plnnedeang motapplicable | gamers swtyutsusanr ae | (veraleesn suse ofdanpagenent | aces rgageinscaton porto ‘ared the wth 1.| prortineenéofneiemnspeioe | teenth eran pe Transitions Treo fe panne Tirso sometime rele png Fat | Toston const ees a Panning an neers sont of {ieduing wich isvucvonSarapt nd reginingdssoom carl tates, ay rominsneton tre insepenoerce Waters and Trea term poate | fens noe toting | Te oun ne TE oe eeuumignangersane | wapcrapgoinsent noraarovang | preted estoy ug tinawnenstwotanrtuingont | ndtearenattanestetbne | spntcton cnr Steerer andere shan_| thytemvretn a aneesotcase | expan tater or }ootapplcable | rutnmamiorstencaratine | lrctenrioutine rarasuptets | sane setsandegssaeaeo Sravtantthtcrangpcesnd | tr nny pcr epee ata) tie on 2 rines npenenaiong | Minin maa | Rania eaaaR | ana meanaRE ze thtauiraconenatenaioos” | sratonthetewnngemromen’s | powehen cued tens — ‘rect teacher supervision, disruption of | mnimal and some students demonstrate ‘not demonstrate independence im Seieenagenme omni ané_| awopne ne tnepree avon rotappicable | mamaconannoneiony mM atte w's ‘Commendations, Recommendations, Notes, and Comments after . Ar 2 Preparation and Planning for Instruction Teacher Candidate__/> Page 2SNC Student Teacher Observation Rubric Observation Number__=__Date: (0/29 EE Meets ‘Approaches Does not mest ‘Standards-based | Lessonsare consistently based | Scme lessons are based on NAS, | Few if any lessons are based on Lessons fon the standards for the content | NESS, or do not consistently include | the NAS, NGSS and do not include rea -Nevada Academie (CcSS Standards fr literacy in CESS Standards for literacy in Standards (NAS), Next Ccentent areas or Standards of Math | content areas of Standards for Generation Science Standards | Practices. Math Practice, (NGSS}, and include Common ‘ Core standards fr literacy in content areas and Standards of engagement strategies including | ccnsistently submitted ina timely student discourse, opportunities | manner for student metacognition and formative assessment Math Practices ‘lesson Plans {Lesson plans are consistently | Lesson plans are consistently Lesson plans are not consstentiy prepared and submitted in prepared but lack some ofthe prepared in advance or advance and include clear ‘cemponents that ae required for | frequently lack the required learning objectives, student | effective lessons, or are nat ‘components planning lessons and can adjust | dficuty adjusting during theplanasneded dung | inition Instruction ‘Questions: ‘Questions are planned forboth | Questions are planned for oraland | Questions are not planned for im oral and written activities and | written activities in the lesson but | the lesson move students tohigher y+ | move to higher cognitive levels less cognitive levels more than half | than half the time, the time. ‘Materials for the lesson are | MaterlalsTor the lesson are “Materials are often not ready for consistently prepared in “semetimes prepared in advance and | the lesson or not legible, advance, ready prior to the easily accessible. Sometimes ‘appropriate forthe learners or beginning of the lesson and | materials are difficult to read or | age appropriate, When prepared easily accessible. Materials are | see, not at the level appropriate for | in advance, materials are not legible, diferentiated or the learner or not age appropriate. | easly accessible adapted as needed and age appropriate \ Pacing “The teacher candidate has The teacher candidate has “There sno evidence that pacing considered pacing when ceensidered pacing sometimes or has | Is considered regularly prior to Implementation of a lesson ‘Commendations, Recommendations, Notes and Comments: ' t yer heen Was na de ask very . f en soy me - dikkle “feo mae May k ‘Teacher Candidate ole Page 3 Date__/o/2# —SNC Student Teacher Observation Rubric Observation Number 5 Date: ;o/ ay Instruction ‘Approaches ‘Objectives Docs arora rans or ear Garnginsrcton Stodens can Srclte ecco, earings ‘ojecves, errata or eental (qentorswresometines opinedend J Suet canot act the abject! levrngorgeesental austen nh own oes bcs aring ages rents) (iets ne seam deyed nmonatea te ston dune instacton Stace ar at amare ofthe ‘lective lasing rgevesen ‘Connections to Prior Learning esos ote hd pect iearrgivoup iy woesulry ‘Sirti nies atop ho iat tudes rend tro sue et \ {fenew content. Sens on act arleoran lero sometimes nude ee lerrng ovough key vocabulary rstcion rote strteger ect wat ent between now coten and rr Waring ‘perience orbs bassor te re leaning oughta oeaarynsrction And other steps oct what sreoy know rare fiw abou the cote. Sede eannot rine ‘Student Engagement ‘ey fener tegen ‘cue ope stated or cnrop, Tee porate: ‘sro pcs eu nto Sap oonetngsemetar | Stropine Sademtnonement | Senate bre Tasos ae somata catered ba uggemert satepesisnconsstet. ‘pparunies or student aac are Ccovretonie often of ah Std re retactely engaged proces new ‘lotmaton or deepen understanding Sent rangement s consistently between mao 1 Teasns ara ech corned od Ine engage sete ht oes opportunites for student ros ew information or deepen undertnang ng Seaeps that acy ngage cet Student enggarent crate teow ‘Opportunities for Metacognition Tacha andiane ros SENET sig mtoeagnte ates, proves Spears to practice wang sates Sn conssteny provides oporunites Forstudes to engage maces o “eres na clara or Towa Satorsto be metcagnte other ref yarns to engage eect of etscognon once he steps are Ineooiedto students Meacegions not Taree ar ono etaoenve sates rem mg Formative ‘Assessment Th each end canary pa formate esetonent gage dent, leaning ard ast nstction ase on theaat “ete severe of iitedpanningora0d tee offers pinta frmate tes not consent esti aden Insrction baad on he dt. Formative amsmene neocon ard > five istration ons ht plane or Pacing The ester andae canary nagar nts apd dss the prengof lesan to alate tee leon: theree seldom tine wren student te not ecney engaged lesmng eto sacha when 29 at oF Sarrinnate estrone cemensvaig ak of understand The escer and et he ace TO leering tncnastent montagne rotrg guste. Thee re periodeaty ‘ner ahen sme sent ae ished wh 8 tuskond no loming ay panned ‘aterts do not semonatateungesanding fefre ne ran moves oar acne nao at oo ow ore Imary of staerts. Tere ae periods of ‘imeser few sent ate naga with be earning times noted earner Centered Classroom focaed en student engagement wt the cement rather than each reseraton ‘asroom wavacion nade sone nude nageent withthe content, br ems tener focsed over af then ‘so ion Toa oa Ta presetaton wth fw opportunites fo Stages to orga withthe corer ‘Commendations, Recommendations, Notes and Comments boven e age f otantly Teacher Candidate, Date. Page 4‘SNC Student Teacher Observation Rubric Observation Number__5_ Date: /o/z& ‘Assessment of Student Learning ‘Meets ‘Approaches Does not meet Formative Formative assessment drives | Formative assessments used Formative assessment isnot used ‘Assessment instruction and isan integral | duringinstruction and sometimes | consistently nor is it effectively part of planning, lesson delivery | results in adjustments to instruction | used to adjust instruction or to {and differentiation, meet student needs. Formative assessment used consistently throughout instruction to monitar student / understanding and adjust Xx instruction - ‘Summative ‘Summative assessments are | Summative assessments are based | Summative assessments are ‘Assessment based on the standards and | othe standards but are designed | designed based on instruction or designed priorto instruction _| ater instruction has occurred taken from textbooks and other Not observed (Backwards Lesson Design) in| rather than asa tool to guide sources nat connected to the ‘order to guide the planning and_| irstruction and planning. Rubrics | standards. Rubrics are not use. Instruction. Rubrics are ae used inconsistently for major routinely used for major assignments and tests. ‘assignments and tests, provided y ina timely manner and provide clear criteria for students Feedback and ‘Specific feedback s provided on | Feedback snot consistently Feedbacks occasionally Grading student work. Student workis | provided. Student work is provided. Student workis not graded in a timely manner, and | sometimes graded ina timely {graded in a timely manner, grades ae entered correctly and | manner, grades are entered grades are elther not entered ina timely manner JC | correctly, but not always ina timely | correctly or notina timely “Commendations, Recommendations, Notes and Comments SDDS revised 229 Sy reused DIN eT ‘Teacher Candidate Signature: ; SNC Supervisor Signature: Lead Teacher Signature: Teacher Candidate. Date__/o, Page S