Lesson Observation Formy)*) 3.) edi 2 Ue divai K-12 PTEP, UNC Powls Y aT Teacher Candidate: Pair) Evaluator:__S Pan . LUNC Supervisor, OR Cooperating teacher School, district: NOH Va iv h 2.§ sajecuGrede fre - Lesson topic and summary: ° CRITERIA | DEVELOPING [paoFicienr TARGET Aligned to the Colorado Quality Teacher Standards Rubric bip:/ state, co.us/educatoreffectiveness/rubricrevision and the UNC Program Completer Survey. Highlight appropriate box. Tastueton lacks focus andor Instruction f adequate, aligned to CAS, | Instruction fs confident, sea CAS based. response to student needs. Methods, | and employs appropriate technology. | lesson plan and appropriate KNOWLEDGE | conten, andlor technologies may not | Lesson plan reflects diversity and is exible ang diferente, focuses on 7 be developmentally appropriate. | specifica individual students’ needs. | sppropratellearing ob vanced _| Toa opie | Suton ing cerentin ts. | Seenteanigisevsemin ose | Sen karingoeront SaV CET Caf EARNING Eo | ————— | rae ENVIRONMENT | negatively affect learning. Little and maintains control of the ‘engaging instruction and building a safe. ¢ Le DNase, |_| canta overclasroom. iss classroom. Iniatonaly crates a “Spe and ole sam (OV WcEss } | éiiutiesrelaingto sudents. | healthy classroom community communi. AP intervention cue Management may be | where students ar weated with Stajegies ae evide, fective we of ti, | port developmentally inappropriate, _| sensitivity and respect. andlelassroom structures apparent." Rh A TISRUCTGN —| Re evidences of assent oF] Pedy ses sen pans | Consineny esses sen proms ASSESSMENT | connection between assessment and_| including formal and informal methods, bath oma ad itera c Feedback | instruction tor ajustmens of insiucion dives ipsruction ands ‘Objectives and assessment align. age andeo Tneeeely Tinks sade learig io] Peoallywefeas on profesional | Evidene of tlestion an analysis of tle ‘ow practice. Does not establish | practice and the impact on student Iearning with inks to goals for teacher professional goals through reflection.) Discomfor in school climate, Teaming. Able t respond toa complex, dynamic environment. professional practice. Thrives in the comy | Synamic environment oe ee | | PROFESIONALISN | Tacks evidence of consistent | Relble panei, end collaborative. Consistently reliable, ponewal, wing and COMMUNICATION | reliability, collegiality, and Willing to earn from ertcism, Adhere to| able o collaborate. Actively seeks Op V7171fleommuniation: Does not always | standards of professional practice. _ ack sce © LITA achere to professionalism standards, | Communicates professionally ad SOTA ‘SPECIFIC CONTENT | Instructional Planning and Implementation (with individual students, small groups, oF entire class) demonstrates an ability KNOWLEDGE | 10 guide students processes of arniaking and ar interpretation a an age appropriate level defined by the Colorado ‘Academie Standards, National Core Arts Standards, andthe CDE Rules for Art Licensure. Highlight D (Developing), P (Proficient), or T(Tarzet) content knowledge and level of ability to assess student learning and guide instruction. instructional Planning and Implementation demonstrate a working knowledge ofa students abit to observe and use background edge to make at and interpre a This includes knowledge of eompesiional principles, functions ofthe visual at ina society OBSERVE AND for culture, dentifiston of subject mater, expresiv content and meanings of works of ar Highliht appropiate box. LEARN TO introduction of terms and fcs without Tnsrction adequately engages student in isirucion symhesizes students COMPREHEND fontextual applications. cation of lesson concepts as defied \nderstanding visual as compositions, lexmples., ning, & functions with flection, A Videos Objectives 30, pete net Tistruction guides students into geieraling anistic eas and work. Sonya iy ats aT inert onal ENVISION AND | reasoned judgments about the si ‘of their art and the art of others works. Students are guided into making connections CRITIQUE TO. | between visual arts and other disciplines (math literacy, social sciences, and history ete.) REFLECT | Instruction minimally offers sudents | Students are able to define criteria Trstrction guides student to conceptualize or evaluate artistic | and connect among other disciplines. | reflection-based observation creation | Press at PA eM | toe and GseAurtng (oVip-14 | & transfer among disciplines. Demonsintes owedge ofa tashing methods, age appropriate delivery of ant insruson. Uses knowledge of media, ook niques and processes design to bl students soe specifi visual ar problems. Assis students they oganize, develop, IRYENT AND, [mle aise en nln onion of meaning and unton SCOVERTO [seuss abiliy to comey knowledge of Students ar adequately guided in udents sow independence wit at inv GREATE teaching mete, a medi or making process bit may have minimal making along with demonstrated ren Sses alan age appropriate level is ppomuniy forage appropiate sl content and sil ULLepenyld inadequate. iscovery or personal creation, ‘student agency is apparent. Instruction demonstrates a knowledge and respect for art forms that reflect ‘functions and meanings of art works within diverse groups. Students are abe to synthesize and relate knowledge and personal experiences to make art RELATE AND | nd to apply societal, cultural and historical context to deepen understanding. Istuctor and students demonstrate awareness “ONNECT TO | of te need for continuing study, reflection, and professional growth in he field ofa ‘Connections are not made 1 other ideas and diverse experiences or are ‘Connections are made to diverse ‘Connections are espectully made culture groups and contexts. Werf feangets crs ‘that reflect diverse culture groups and stereotypical and rudimentary. Opportunities for reflecon andthe | contexts Students commectainaking i Fergonal the ‘There is litle evidence of desire for _| extension of learning are present. ‘9 personal experene. Ther is future growth deter of conning growthLesson Observation Form K-12 PTEP, UNC Focus on student achievement: What leaming objective(s) did ‘you target? Did your students master the objective(s)? How do you know? Focus on the artistic process: How did students evidence behaviors described by more than one of the CAS in the a cone : at atti of ce PRIN Chosen. ~ Lesson Objective: 7 “Tale examined Standards to ve align Choive Batd projet retargeting How eal are aligned aad evidenced: SHuclonds Choose 4 project to complete froma Te Choise pasid. Audants Me loggung oh 2 amending olass neoting. Voy litte Worcs Mig “ined th. Sone stu dents ae engaging deer) hem fi oh ite hel Lp siuWnts process soci td aly Fance dr mM ang Sollee | Areas of strength: What are your areas of gth? RaW avironment ateacher in th Teacher Candidate: tae * continuing -P find woys| «Deep dive intoStanerd © tovealig +o engage rly Students, |Choice Boral phoje os! al Tuer pends, and our “4 Loa pele ee ele legh-a bale scout Mieie cremtivity dpreplem eelvi * Being Flexibie/consiany spending 10 Tw 5 Hh ywth? sn Whaat wos have ou qrawn sinw Remote leAinina P ‘ - ond eedpack ae ees af aerate Prahran a airing pas ang nd es Kor a ve Parning envi r + 2g ES el re shan att See ‘Areas of growth: Teacher Candidate: ‘Observer: prt nara, continued 12 sContinuz te frow in your What are your areas of Tous as an educator & role as teacher | eador, Jon. ae Gd 1 sade i assr “and wh nc Cone oe rou oom “ ollenues Wiporrant tec. ts: _| Goals: an? eComtinue PuYeuing al W “| Goals: to each owt and H te . continue to learn with atudents ; inding ie, ‘What are goals to ana grow dnatt pee. balance heb i instructi een! supirti impoveseaciamneson le keep Neatthy Lunar atten ees acl i 4 learning and artistic le Be Abit to Shaw “enn. uv development? employers alt tHe Evaluator signature: _ uzun, ren ar A Date:__ 4.20.20