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CENTER FOR
EDU CATOR PR EPAR ATION
COLOR AO O STATE UNI VERS ITY

LESSON OBSERVATION (SHORT FORM)

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric
Descriptions include criteria up to proficient for an in-service teacher

Teacher Candidate Name +(v~ u al , 5nu,,/(a_ Date L/ / z 7lz z_

Mentor Teacher Name c: .1... , /"
~-u l 1 J} \o-;
I
l lA)c:_
1J
Qj
~
DEMONS TRATION OF MASTERY OF Qj
Ill
1. .0
PEDAGOGICAL EXPERTISE IN THE CONTENT 0

(Emergent) Lesson plan 1s available and reflects appropriate Colorado

Academic Standards, relevant instructional objectives, and formative
and summat1ve assessment results Emergent
(Developing) Implements lessons that align to district's plan of Developing
a.
instruction and reflect vertical and horizontal alignment of the grade or Proficient
content area

(Proficient) Implements and commu nicates learning objectives and

student outcomes based on standards

(Emergent) Connects lessons to key concepts and th e.[lleS-Wit/lio..QQ.1er Choose one:

disciplines andlor content areas. supports literacy ar€, mathematic~i ; ) Not Observed
practices in content area(s) · ·•✓
,
(Developing) Implements instructional strateg ies that include literacy,
mathematical practices. and language development across content
b. areas. makes content specific language and reading accessible to
students
(Proficient) Makes interdisciplinary connections explicit to students.
strategically integrates literacy skills (reading, writing, listening,
speaking) across content areas. integrates mathematical practice
across content areas
,,-
(Emergent) Scaffolds questions, concepts. and skills based on a ~oose one:
sequence of learning. uses instructional materials that are accurate J .. N ot Observed
and appropriate for the lesson being taught. encourages and. prov,~ Emerqent
opportunities for students to make connections to prior learning --~
Developina/
(Developing) lmpleme~ts content-base d strategies that align to th.e Prn'flt~
learning objective, multiple models and delivery methods to explain
C.
concepts accurately. questioning techniques to support disciplinary
inquiry
(Proficient) Anticipates student misconceptio ns related to learning
and addresses those misconceptions during instruction, implements
challenging tasks and opportunities that encourage students to ask
questions and construct new meaning

Areas of celebration:

Growth areas/next steps:

~ CENTER FO R
37
~ EDUC ATOP PR EPARATION Student Teaching Handbook- Revised Fall 2021
tOI.0•• ao ,ua UNfVCICITV
 u(II
~
(II
SAFE, INCLUSIVE, AND RESPECTFUL V)
.D
2. 0
LEARNING ENVIR ONME NT

ent.
(Emergent) Maintains safety and welfare of students and environm
routines to
clear expecta tions for student behavio r. procedures and
guide instructi on and transitions Emerge nt
class :~i£5eve lopmg
(Developing) Facilitates student accountability to school and
a. procedu res and routines , consistent ly reinforces student
fosters a caring relationship with each student I
expecta tion/....:::ip
ro
. r-·
,c,1eri
purposeful
(Proficie')...t)-Makes -maximum use of time by implementing
7 pacing and efficient transitio ns. inforcing gositive behavio IM...Z-
r.
/
redirect irrg-di$<l.lpt.ive-Gr -tasle behavio rs
gender, Choose one:
(Emergent) Acknow ledges the influenc e of race, ethnicity,
and other aspects of culture on student Not Observ ed
religion. socioec onomics
diversity is
perspec tives. creates a classroo m environm ent in which
used to further student learning
of
(Developing) Establis hes process es that result in a sense
students. and
c~ m o n g students, effec:tiv e interacti ons among
b. on that reflects diverse backgro unds, experiences.
incorpor ates instructi
and differen t points of view
and
(Proficient) Delivers lessons to ensure students ' backgrounds
as an
contextu al knowled ge are conside red, capitalizes on diversity
uses material s and lessons that countera ct
asset in the classroom.
cultures
stereoty pes and acknow ledges the contributions of all
needs and Choose one:
(Emergent) Plans for students who have a variety of learning
ent to support individua l student Not Observ ed
interests . adapts the physical environm
ion from learning plan(s) to support the needs Emerge nt
needs, reviews informat
of students
,a.,eve ~
. , = ,opm~
(Developing) Impleme nts a va riety of inclusion . intervention
or C ~
and interests
c. enrichm ent practices to address unique learning needs
understand
(Proficient) Initiates collabor ation with colleagues to better
nities and
and respond to student learning needs. provides opportu
progress
support for student s to self-sele ct tasks that accelerate
skills into
towards their learning goals. and integrat es self-adv ocacy
instructi on
to Choose one:
(Emergent) Establishes a classroom environm ent that is inviting
with Not Observ ed
families and/or significa nt adults and respectful relatio nships
students, their families. and/or significant adults Emerge nt
ication with Develo ping
(Developing) Uses a variety of methods to initiate commun
ity. Proficie nt
d. families and/ or significa nt adults in the school and commun
and/or
(Proficient) Coordin ates commun ication between families
s to
colleag ues who provide student services. recognizes obstacle
to overcom e
family and commun ity participa tion and seeks solutions
them.

Areas of celebration:

Growth areas/next steps:

~ 38
C ENTER FOR
~ EDUCATO R CI P. E?AJ:i '6 TIO N Student Teachin g Handbook-Rev ised Fall 20 21
COlO• • cc &TU[ U"""'t• srr,
I 3. PLAN AND DELIVER
u
<II
2
<II
"'
.0
EFFECTIVE INSTRUCTION 0

(Emergent) Plans lessons that reflect the relationship of intellectual.

physical, social, and emotional development of students

a. (Developing) C.Qllilborates w ith colleagues who have expertise in child Emergent

and adolescent development to improve the quality of instruction Developing
(Proficient) Engages students in developmentally apprppriate learning Proficient;,
and creative learnin ex eriences LA . '. _.
(Emergent) Determines students· currentlskill levels and uses that Choose one:
information to plan instruction, selects assessmerit strategies aligned Not Observed
to the learning objectives, monitors student learning in relation to the
Emerge~-:>
objective. shares feedback on student progress witli lairufies and/or
significant adults Deveiop ing
Proficient
1 cl
b. (Developing) Uses assessment results to guide real-time adjustments
to instruction, evaluates and documents student performance based
on multiple measures to set learning goals, provides t imely feedback to
students that is academically focused, frequent, and high quality
(Proficient) Models how to incorporate feedback to improve learning,
provides students opportunities to revise their work based on feedback

(Em ergent) Plans lessons incorporating available technology, assesses Choose one:
available technology to use w ith instruction Not Observed
(Developing) Uses available t~ hnology to facilitate classroom Emergent
instruction, develo stud ents' knowledge anas ·R'llts"based on lesson Developmg---.,
C.
outcom , o els responsible and ethical use of technology and
applications
ofid,mt --·
(Proficient) Integrates available technology to enhance creativity, use
of information, and collaboration
(Emergent) Establishes expectations at a level that chall enges students, Choose one:
plans lessons that incorporate critical thinking and problem-solving skills Not Observed
(Developing) Uses questioning strategies td develop students' critical Emergent
d. thinking skills and problem-solving skills, uses wait time to encourage Developirig---_
student responses. Proficient
(Proficient) Models critical thinking and problem-solving skills
Choose one:
(Emergent) Has a clear purpose for student collaboration.
I
Not Observed
(Developing) Provides oppo rtunities for students to participate using
various roles and modes of communication, adjusts team composition Emergen_!_
e. based on learning objectives and student needs. · C Developin_g)

(Proficient) Holds students accountable for work product and Profic,enC

collaboration processes, promotes teamwork and leadership skills

(Emergent) Establishes classroom practices to support effective Choose one:

communication, provides clear directions to guide student learning and Not Observed
behavior Emergent

f. (Developing) Articulates thoughts and ideas clearly and effectively, r~ Deve(opin~

uses active listening strategies with students l'J ~i;i;rrt
(Proficient) Teaches students, with audience in misd~t~ arti~u~t~j6''
thoughts and ideas clearly and effectively ') 1, · \. j

Areas of celebration: , J l l ' (',\'

7(ll)1l ~ I

Growth areas/next steps~ ~ f J-(t_

cov J

~ CENTERF O~
~ EDUC A TOR PRE PARATION Student Teaching Handbook-Revised Fall 2021 39
ccto•• ao 1t•H u•~vt • llTV
I Overall Observations

Co-teaching feedback?

Are students meeting the learning targets regularly? OYES ONO

At what level?

How do you know?

SL::.e it Teaching HancJbock- Revisecl F~II 20 21