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Lesson Observation Form vi deo Cofitp rohc?) K-LZ PTEP, UNC

Teacher Candidate: {en, hp,tle, t, fr,qas Evaluator: Wonbr/a, lt

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/ LINC Supervisor, OR Cooperating teacher
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School, district: Subject/Grade:
Lesson and r/l i'
CR ITE R IA DEVE LO PING PROFICIENT TA RG ET

Pppecocv Aligned to the Colorado Quality Teacher Standards Rubric hrlp:,'r(*rr.crlc.rtate.cri.us/rcducirorul'l'dctir-errssi'rubricrur'isi,rn and
the UNC Program Completer Survey. Highlight appropriate box.
P*ASINE/ Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. specific to individual students' needs. appropriate learning objectives. Advanced
Student learning is evident in few. Student learning is evident in most. student learning is evident.
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Lpenxruc Behavior problems in classroom Manages most behavioral problems Discipline problems are preventedthrough
ENVIRONMENT negatively affect learning. Little and maintains control of the engaging instruction and building a safe* 9 e
control over classroom. Has classroom. Intentionally creates a r.Jp.irn-r L arS! tglerarrt clm
difficulties relating to students. healthy classroom community @Un;ty. Appropriate interventi6n { i
Management may be where students are treated with strategies are evident. Effective use of time
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deve lopmentally inappropriate. sensitivity and respect. andldiess
INSTRUCTIONi of assessment, or no
lrtro evidence Periodically assesses student performance Consistently assesses student performance
AssEssN4ENT connection between assessment and including formal and informal methods; both formally and informally; assessment
instruction. minor adjustments of instruction. drives instruction and is directly linked to

Y iW,:Pr#fr .s,r fdv Objectives and assessment align. age and. coltent pppropi ate o.bj ective s-.

REFLECTION ON Ineffectively links student learning to Periodically reflects on professional Evidence of reflection and analysis of studenr
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex
Discomfort in school climate. dynamic environment. dynamic environment of a school.

PnOT.ESSIONALiSM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
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COMMIJNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicate s pro fe ssionally. of professional practice and communication.
Sprcmrc coNTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE to guide students' processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
working knowledge of a student's ability to observe and use background .
Instructional Planning and Implementation demonstrates a
of compositional principles, functions of the visual arts in a society
knowledge to make art and interpret art. This includes knowledge
OBSE,RVE AND or culture, identification of subiect matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO [ntroduction of terms and facts without lnstruction adequately engages students in lnstruction synthesizes students
COMPREHEND ;ontextual app I ications. application of lesson concepts as defined understanding visual arts compositions.
above. meanings, & functions with reflection,
;reation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasonedjudgments about the significance oftheir art and the art ofothers works. Students are guided into making connections
CRITIQUE TO between visual arts and oth6r disciplines (math, literacy, social sciences, and history etc.)
RE,F'LECT Instruction minimally ofTers students Students are able to define criteria Instruction guides students'
to conceptualize or evaluate artistic and connect among other discipliti.l. reflection-based observatiot], creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction-. Uses knowledge of mediq tools,
lechniques and processes design to help students solve specific visual arts problems. Assists students as they'organize, develop,
INVENT AND
complete artistic ideas including consideration ofmeaning and function. Final works are reflned for presentation.
DISCOVER TO
lnstructor's ability to convey knowledge of Students are adequately guiiled in Students show independence with art
CREATE
art teaching methods, art media or lrtmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is )pportunity for age appropriate self- knowledge of content and skill.
h n tt inadequate. Jiscovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences. to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study. reflection.-and professional growth in the field of art education.
TRANSFER Connections are respectfully made
Connections are made to diverse
\I Connections are not made to other
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.
Lesson Observation Forrn K*L? PTEP, UNC
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Focus on student o
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achievement: O C h
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What learning objective(s) did
you target? Did your students
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progress
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master the objective(s)? How
do you know? 9"a oilrE 0,fe ?nc
How standards are
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evidenced:
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Focus on the artistic
process:
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How did students evidence
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than one of the CAS in the
process of art making?
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Areas of strength: Teacher Candidate: Observer:
o
- keeping up with routine and
What are your areas of checking in on social/emotional
strength? needs
- developing alternative methods
to access information, which helps
students who may need to revisit I
class information, or students that
are not able to attend live conferences ql
.[^glnq {'h; s vidrga - giving back quick feedback
- feedback is valuable and relevant
{orn'V/t-, to instruction

Areas of growth: Teacher Candidate:

O - I've been able to improve engagement

What are your areas of in class meetings by scaffolding

the types of questions
growth? - I've grown more comfortable with
schoology. This has allowed me to use
tools, like class polls, to gauge
understanding and/or participation
(who's listening).
Goals: Goals:
a This online format has let certain
students shine. This highlights the
What are goals to importance of providing multiple
improve your instruction methods and opportunities for
and increase student participation/assessment.
This is something I want to bring
learning and artistic into the brick andmortar classroom.
development?

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Evaluator signature: IL f>ttu V$a/4/L