STUDENT TEACHING/ PRACTICUM OBSERVATION RUBRIC FOR ADOLESCENT MATHEMATICS EDUCATION ‘SEDC 453/ SEDC 763/ SEDC 773/ SEDC 773.10) SEDC 773.20 “Teacher Candidate's Namie: Zhan Jes Tons School Site: ASV yn Tew Fons 7 Supervisors Name: 7/0" (vk) Grade Level: Observation#: 2, Semester# Fo Instructor/Course Number; ¢2¢, 25> Date: lagry. There are aight oategor bubbles @ that Best retiect candidate performance fr more datllaon exch rubrio category. Catagory scores should be 2.0-2:9=Daveloping, 3.0:3.9Profcent, 40= Exemplary). Score should be rounded te one decimal place (2.6.3: categorie underdeveloped or developing). should essing the category asa whol, a to evaluate. Th student teeching/practoum sernnar, Use the rubric asa gue for evaluating teacher candidates dung tings are based on a scale of 1 to 4, Fl nthe joplleable forthe particular lesson, See tha Rubrle Rang Guide addendum far fed according ta the folowing scale: 1.0.0 Not acceptable 13.1, 32, 32, elo). Caloulat the overall core by adding the scere from the fest aeven ind dividing by 7. in adtlon, attach a necraive witha bref description of the lesson, summary of canctdate' strengths, & suggestions for improvements (in particular for arene that were Performance | Rating Key? Indicators | () Not accoptable: Performance i lesa than adequate; consderable Improvement needs to be made n this eres. ¥ {@) Developing: Perarmance knot consislen; prado checks wil be needed during aludent tesching {@) Proficent Skil performed at approprite level; meets expectations at thi pont. (4) Exemplary: Performance perio, exceeds expectations at his pont. Not Acceptable (1) Developing (2) ‘No Opportunity to Exemplary (4) Evaluate. Proficient (3) [ Standard ‘1a. Used language appropriate to developmental and skill level 41b. Presented content appropriate to developmental and skill level “10. Challenged students to think and/or develop skils at a more advanced level “1d. Used differentiated Instruction to provide for individual student differences 7A ‘Overall Performance for Dimension 1 ojojololo ‘|0|@|0]0\o clolole|® ibs She ly a a A PR ZikWowledge|dnd Uselof|subject Matter, . Overall Performance for Dimension 2 2a, Provided accurate information about subject matter, including background or contextual information 73 ° ° 2b. Delivered lessons that Included key concepts, themes, and skills related to subject area 72 ° ° 2c, Presented subject mattor In a way that appeared to be meaningful to students 72. | 0 ° | 2a. Used appropriate subject-specific pedagooy 73 ° ° ° ° Ojo\ololo|=\olololo|o Rev. February 2015] 1Performance | Rating Key> [ iactore” | Not acceptable: Pvemorssos hn eegut ere prove needa ened th en f| 2 % Fa Developing: Prtemanceb not cones erode checks wl be needed dung tuent ching | ee) ele (2) Proficient Sk performed a appropriate ever meets expecatone a ths pont i | i i Hi (1) Exemplary: Performance I superior, exceeds expectations et is pon z é 2h [ Standart * “3. Skillin Planning oa 3a, twas evident that a lesson plan was oreated, and the required elements of designated lesson planfornat 7, | 9 | o | o |] | o were delivered in the classroom in an organized way “ 3b. Objectives were clearly stated in behavioral terms and made connections to prior activity or lesson 84 ° me) oO ‘3c. Established instructional routine 73 Oo ° °o e ° 3d. Sequenced activities:in a logical, developmental manner 73 ofofole|o 3e, Selected appropriate instructional resources, materials, anditechnologies 82 ofofol@yo Overall Performance for Dimension 3 ° °o oO @ ° Th Fe PE SiMedchinar yp ee pe ee pm ap LM 4a, Used motivational techniques that created a classroom where most leamers were motivated ° ° ° © oO ‘4b, Used a varlety of ways to engage most leamers ° o[o|e¢ ° 4c, Distributed and managed instructional materials effectively to maximize Instructional time ol] olole@t|o 4d, Paced lesson effectively to accomplish objectives, inckudlng a conclusion at and of lesson o | ofo|e|o 4e, Used more than one instructional approach, @s appropriate ° o|[o|e@ ° 4f. Communicated clearly using verbal and nonverbal messages ° ° ° © ° | 4g. Used questioning strategies to elicit student responses at literal, analytical, & critical thinking 74 o[ofo|;e|o 4h. Adjusted to unplanned circumstances [73 ofoflolo|le Overall Performance for Dimension 4 ° ° ° @ ° Rev. February 2015| 2Performance Indicators Rating Key> (1) Not acceptable: Peromance (2) Cevelopin sonederable Improvement naeds fo be made inthis are than adequ Performance isnot conslatent;perodic checks wil be needed during student teaching. (2) Proficient Sil performed at appropriate level, meets expectations at tis pol (4) Exemplary: Performance le superior; excee Not Acceptable (1) Developing (2) .eetatione at hi pont, ‘No Opportunity to Proficient (3) Evaluate Exemplery (4) ~ ‘Slandar z F-6. Skillin Developing Caring Learning Environments and Showing Respect for Students a, Showed rapport with students ‘5b. Established and maintained consistent standards for student behavior using a variety of classroom ‘management techniques ‘5c, Bull class community with opportunity for student participation TA | Sd. Used nonverbal cues and other "ight touch” techniques to address distracting behavior and promote good behavior 5e. Handled disruptive attention-geiling behavio a timely and appropriate way 5f. Showed patience with students 5g. Thoughifully responded to student work 5h. Used positive renforcement and corrected mistakes in a sensitive way 5i, Promotes sensilivity to diversity issues (ethnicity, language, gender, socioeconomic status) 74 Overall Performance for Dimension 6 olojofojojo} 0/0] ojo ool ojojolo| o Jo] 0 Jo ®/0|@/6/0/0) 0 6] @|a| 0/@/0!0/0/@| @ |o| ojo Jojololojojo| o Jol ojo &. Skill In Assessment and Impact on Student Learning ‘6a, Used strategies to check if students understood Information 74 ‘6b, Provided helpful feedback to students 75 ‘6c. Used assessment information to guide Instruction 75 ‘6d, Match assessment to instructional objectives 75 ‘Ge. By end of lesson, students demonstrated achievement of objectives or made progress 75 ‘Overall Performance for Dimension 6 oe ololololo o)olololoo}. olojololojo) alee 9 ojojojolo Rev, February 2015] 3Overall Performance for Dimer Performance | Rating Key> _ _ Indiestors | (1) Not acceptable: Performancé than adequate; considerable Improvement needs to be made inthis, e/ 2 . (2) Developing: Performance nol content; prode checks wil be needed dung sudent teaching Sie2)]< 3 (a emer i Despont neers le | ; i y (W2nanpay:Paterrace parr ene pectoris ; z E ad - — [Standart [Opeth y > Paid TET AD [| Teaching Math. Teoh Ey Bead LC Peed “Ta. Gloar and coherent communtcation about mathematical thinking to students —_—_ : a fo ,eTol[ elo Tb, Uses language of mathematics {o express appropriate ideas 32 ofofof[@#{o 7e. Organizes mathematical thinking through communication sa | o | o|o|;e|o 7a. Engages learners in efective analyses of different media and communications technologies 3a | oO | o | oO; @ | oO Te. Selects appropriate math-specific technology tools (e.g. spreadsheets, graphic calculators) 64 ofolo|etlo 7f. Uses multiple strategies to assess students’ mathematical knowledge _ a3 ° o|o| @ oO ‘Overall Performance for Dimension 7 ~ | ofofelel|o Dope pel hi) 2) [8 Commifmientto Teaching afd Professionalism Fl ets eh ee Pep ‘8a, Demonstrated a positive attitude throughout the lesson o|olol@lo ’b. In post-conference, rellected on lesson and offered suggestions about how to enhance teaching o [0 | o| # | 0 8c, Accepted suggestions for growth and, in subsequent observations, assimilated the suggestions o|olfof@alo jon 8 : o|ojfoflsélfo | improvements. 9, Narrative: Attach additional pages to describe the lesson briefly, highlight the teacher candidate's strengths, and offer suggestions for To Score this Observation Evaluatio oe Step 1. Add up the scores from categories 1-7: _2.5 y Stop 2. Calculate average (Divide sum of scores By 7 & round score to nearest tenthy:_ ‘Step 3. Match score to the grade equivalent by looking below. made in this area. (below 70.0%) teaching. (70.0-82.4%) considerable impravernent needs to be | checks will be needed during student | expectations at this point. (62.5-02.4%) Step 4. Write in the grade in the box to the right-—> Tfaverage Is below 2.0 (F)= Not average is 2.0-2.9 (6, C%, and B)= | Maverage Is 3.010 3.0 (B, By, and A,)= | average is 4.0 (A and Ax)= Acceptable Developing Proficient Exemplary Performance is less than adequate; —_| Performance is not consistent; periodic | Performance at appropriate evel; meets | Performance is superior; exceeds expectations at this point. (82.5% and above) Rev. 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