Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Samuel Miller Evaluator: Jessica Ruby

UNC Supervisor, OR Cooperating teacher
School, district: Eaton Middle School Subject/Grade: 7th Grade Art
Lesson topic and summary: Clay Metaphor Slab
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOG Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
Y the UNC Program Completer Survey. Highlight appropriate box.
PLANNING /
CONTENT
Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
KNOWLED response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
GE Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated, focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in few.
LEARNI Behavior problems in Manages most behavioral Discipline problems are prevented
NG classroom negatively affect problems and maintains control through engaging instruction and
ENVIRONME learning. Little control over of the classroom. Intentionally building a safe, respectful, and tolerant
NT classroom. Has difficulties creates a healthy classroom classroom community. Appropriate
relating to students. community where students are intervention strategies are evident.
Management may be treated with sensitivity and Effective use of time and classroom
developmentally respect. structures apparent.
inappropriate.
INSTRUCTI No evidence of assessment, or no Periodically assesses student Consistently assesses student performance
ON/ASSESS connection between assessment performance including formal and both formally and informally; assessment
MENT informal methods; minor adjustments of drives instruction and is directly linked to
and instruction.
instruction. Objectives and assessment age and content appropriate objectives.
align.
REFLECTION ON Ineffectively links student learning Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE practice and the impact on student student learning with links to goals for
to own practice. Does not establish
professional goals through learning. Able to respond to a complex, teacher professional practice. Thrives in
reflection. Discomfort in school dynamic environment. the complex, dynamic environment of a
climate. school.
PROFESSIONALI Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing
SM/COMMUNICA reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
TION
communication. Does not always to standards of professional practice. critical feedback. Exceptionally adheres to
adhere to professionalism Communicates professionally. standards of professional practice and
standards. communication.
SPECIFIC Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
CONTENT to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
KNOWLEDGE 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.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the
OBSERVE visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art. Highlight
AND LEARN appropriate box.
TO
COMPREHEN Introduction of terms and facts without Instruction adequately engages students Instruction synthesizes students
D contextual applications. in application of lesson concepts as understanding visual arts compositions,
defined above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION reasoned judgments about the significance of their art and the art of others works. Students are guided into making
AND connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
CRITIQUE TO Instruction minimally offers Students are able to define criteria Instruction guides students’
REFLECT students to conceptualize or and connect among other reflection-based observation,
evaluate artistic ideas. disciplines. creation & transfer among
disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER Instructor’s ability to convey knowledge Students are adequately guided in Students show independence with art
TO CREATE of art teaching methods, art media or artmaking processes but may have making along with demonstrated
processes at an age appropriate level is minimal opportunity for age appropriate knowledge of content and skill.
inadequate. self-discovery or personal creation. Opportunity for student agency is
apparent.
RELATE AND Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and
CONNECT TO meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and personal
TRANSFER experiences to make art and to apply societal, cultural and historical context to deepen understanding. Instructor and
students demonstrate awareness of the need for continuing study, reflection, and professional growth in the field of art
education.
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or culture groups and contexts. that reflect diverse culture groups
are stereotypical and rudimentary. Opportunities for reflection and the and contexts. Students connect
 Lesson Observation Form
There is little evidence of desire
for future growth.
Focus on student
achievement:
What learning 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
process of art making?
Areas of strength:
What are your areas of
strength?
Areas of growth:
What are your areas of
growth?
K-12 PTEP, UNC
extension of learning are present. artmaking to personal experience.
There is evidence of continuing
growth.
● Lesson Objective:
● Clay Metaphor Boxes
Students are planning and starting to create clay slab metaphor containers.
Students have ideas and research in their sketchbooks
Student progress toward objective:
"Art washes away from the soul the dust of everyday life." What part is the
metaphor?
Students share out their answers. 2 part metaphor.
Check-in to see where everyone is in the process.
Checking in with special needs student and para. Accommodations: Student made
sketches on iPad and carved into the clay.
Good job rotating and helping students
Metaphors students are creating: Diversity, "Fitting-In", friendship, Middle school struggles
What is being assessed? - I asked the students they were able to name categories and
requirements needed for the project
One Struggling Student- ELL? Metaphor difficult to understand being a second language
learner: How can all students access metaphors? Create modifications for all learners to the
big idea.
How standards are aligned and evidenced:
Standard #2- Planning and Envisioning: Students are planning and sketching ideas for the
boxes.
Standard #3- Students are creating their clay metaphor boxes. They made templates and
are creating slab construction to express a metaphor.
Teacher Candidate: Observer:
● Rotating Well ● Accommodations for special needs
● Seeing where students are for ● Being authentic with students- Rotating
the day well
● Timer ● Being flexible with "points-of-entry" to the
metaphor
● Clean up Bell-Timer was nice
Teacher Candidate: Observer:
● Managing- Boundaries and being ● Seeking out students that are struggling
consistent 7th & 8th Grade with big ideas-ELL?
(With afternoon classes)
● Preventative and Building
Relationships
 Lesson Observation Form K-12 PTEP, UNC

Goals: Goals:
● Building Relationships-
What are goals to Preventative with classroom
improve your instruction management
and increase student ● Attendance
learning and artistic
development?

Evaluator signature: Jessica Ruby Date: 1/27/2020 9am-

10:30am