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
Mollie Metts Date
3/21/23
Mentor Teacher Name
Dawn Mallette

Accomplished
Not Observed

Developing
DEMONSTRATION OF MASTERY OF

Emergent
1.

Proficient
PEDAGOGICAL EXPERTISE IN THE CONTENT
FEEDBACK

(Emergent) Lesson plan is available and reflects appropriate Colorado Choose one: Standards, LT, agenda
Academic Standards, relevant instructional objectives, and formative Not Observed
and summative assessment results Emergent posted when students
(Developing) Implements lessons that align to district’s plan of Developing arrived. Lesson plan
a. Proficient
instruction and reflect vertical and horizontal alignment of the grade or provided.
content area
(Proficient) Implements and communicates learning objectives and Professional/informed
student outcomes based on standards
coverage of the content.
(Emergent) Connects lessons to key concepts and themes within other Choose one:
disciplines and/or content areas, supports literacy and mathematical Not Observed
practices in content area(s) Emergent
(Developing) Implements instructional strategies that include literacy, Developing
mathematical practices, and language development across content Proficient
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 practices
across content areas
(Emergent) Scaffolds questions, concepts, and skills based on a Choose one:
sequence of learning, uses instructional materials that are accurate Not Observed
and appropriate for the lesson being taught, encourages and provides Emergent
opportunities for students to make connections to prior learning Developing
(Developing) Implements content-based strategies that align to the Proficient
learning objective, multiple models and delivery methods to explain
c.
concepts accurately, questioning techniques to support disciplinary
inquiry
(Proficient) Anticipates student misconceptions 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:
Planned and prepared and knowledgeable of content

Growth areas/next steps:

Think through some questions that make them think about why they are learning about this
and what the benefits are of knowing this information.

Student Teaching Handbook—Revised Fall 2021 37

 Accomplished
Not Observed

Developing
SAFE, INCLUSIVE, AND RESPECTFUL

Emergent
2.

Proficient
LEARNING ENVIRONMENT
FEEDBACK

(Emergent) Maintains safety and welfare of students and environment, Choose one: Celebrations to
clear expectations for student behavior, procedures and routines to Not Observed
guide instruction and transitions Emergent recognize students.
(Developing) Facilitates student accountability to school and class Developing
a. procedures and routines, consistently reinforces student expectations, Proficient Put phones away.
fosters a caring relationship with each student
(Proficient) Makes maximum use of time by implementing purposeful Called students by
pacing and efficient transitions, reinforcing positive behavior,
redirecting disruptive or off-task behaviors name, welcomed them
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose one: as they walked in the
religion, socioeconomics and other aspects of culture on student Not Observed room.
perspectives, creates a classroom environment in which diversity is Emergent
used to further student learning Developing
Proficient Well behaved class.
(Developing) Establishes processes that result in a sense of
community among students, effective interactions among students, and
b.
incorporates instruction that reflects diverse backgrounds, experiences,
and different points of view
(Proficient) Delivers lessons to ensure students’ backgrounds and
contextual knowledge are considered, capitalizes on diversity as an
asset in the classroom, uses materials and lessons that counteract
stereotypes and acknowledges the contributions of all cultures
(Emergent) Plans for students who have a variety of learning needs and Choose one:
interests, adapts the physical environment to support individual student Not Observed
needs, reviews information from learning plan(s) to support the needs Emergent
of students Developing
(Developing) Implements a variety of inclusion, intervention or Proficient
c. enrichment practices to address unique learning needs and interests
(Proficient) Initiates collaboration with colleagues to better understand
and respond to student learning needs, provides opportunities and
support for students to self-select tasks that accelerate progress
towards their learning goals, and integrates self-advocacy skills into
instruction
(Emergent) Establishes a classroom environment that is inviting to Choose one:
families and/or significant adults and respectful relationships with Not Observed
students, their families, and/or significant adults Emergent
(Developing) Uses a variety of methods to initiate communication with
Developing
d. families and/or significant adults in the school and community. Proficient
(Proficient) Coordinates communication between families and/or
colleagues who provide student services, recognizes obstacles to
family and community participation and seeks solutions to overcome
them.

Areas of celebration:
You are doing a nice job of managing the classroom. You remind them to put away their
phones, you ask for their attention and wait for it, etc.

Growth areas/next steps:

Continue to consider and incorporate how race, ethnicity, gender, religion, socioeconomics
impact content taught and decisions made.

Student Teaching Handbook—Revised Fall 2021 38

 Accomplished
Not Observed

Developing
PLAN AND DELIVER

Emergent
3.

Proficient
EFFECTIVE INSTRUCTION
FEEDBACK

(Emergent) Plans lessons that reflect the relationship of intellectual, Choose one: KWL chart to check for
physical, social, and emotional development of students Not Observed student understanding of
(Developing) Collaborates with colleagues who have expertise in child Emergent concept for the day.
a. Developing
and adolescent development to improve the quality of instruction gu
Proficient
(Proficient) Engages students in developmentally appropriate learning Nice movement aroumd the
and creative learning experiences room to talk about content.
(Emergent) Determines students’ current skill levels and uses that Choose one:
information to plan instruction, selects assessment strategies aligned Not Observed
to the learning objectives, monitors student learning in relation to the Emergent Check in to see that they
objective, shares feedback on student progress with families and/or Developing know terms like USDA, Ask
significant adults Proficient questions such as - how
b. (Developing) Uses assessment results to guide real-time adjustments would the price be impacted?
to instruction, evaluates and documents student performance based Etc.
on multiple measures to set learning goals, provides timely feedback to
students that is academically focused, frequent, and high quality When you are done give me a
(Proficient) Models how to incorporate feedback to improve learning, thumbs up - referred to not
provides students opportunities to revise their work based on feedback guide and what they should
(Emergent) Plans lessons incorporating available technology, assesses Choose one: have filled out.
available technology to use with instruction Not Observed
(Developing) Uses available technology to facilitate classroom
Emergent Sign posts - make sure you
instruction, develop students’ knowledge and skills based on lesson Developing got that....
c. Proficient
outcomes, models responsible and ethical use of technology and
applications Why might it be important to
(Proficient) Integrates available technology to enhance creativity, use know the level of doneness?
of information, and collaboration
(Emergent) Establishes expectations at a level that challenges students, Choose one:
Cool technique to draw guess
plans lessons that incorporate critical thinking and problem-solving skills Not Observed on desks.
(Developing) Uses questioning strategies to develop students’ critical
Emergent
d. Developing Nice activities to reinforce
thinking skills and problem-solving skills, uses wait time to encourage
student responses. Proficient content
(Proficient) Models critical thinking and problem-solving skills
Note guide includes great
(Emergent) Has a clear purpose for student collaboration. Choose one: information.
Not Observed
(Developing) Provides opportunities for students to participate using
Emergent
various roles and modes of communication, adjusts team composition Have enough to take them
e. Developing
based on learning objectives and student needs. bell to bell.
Proficient
(Proficient) Holds students accountable for work product and
collaboration processes, promotes teamwork and leadership skills Contine to consider creative
(Emergent) Establishes classroom practices to support effective Choose one: ways to engage students - try
communication, provides clear directions to guide student learning and Not Observed a variety of different
behavior Emergent methodologies.
(Developing) Articulates thoughts and ideas clearly and effectively, Developing
f.
uses active listening strategies with students Proficient
(Proficient) Teaches students, with audience in mind, to articulate
thoughts and ideas clearly and effectively

Areas of celebration:
Nice combination of notes and activities. Good sign posts and check in's. Nice not guide with important
information.
Growth areas/next steps:
Continue to ask the why is this important - bring meaning to learning about beef.

Student Teaching Handbook—Revised Fall 2021 39

 Accomplished
Not Observed

Developing
Emergent
4. DEMONSTRATE PROFESSIONALISM

Proficient
FEEDBACK

(Emergent) Maintains confidentiality of student records as required by Choose one: Got para caught up -
law, confidentiality of student, family, and fellow teacher interactions Not Observed
with colleagues, demonstrates reliable and responsible behavior Emergent
a. (Developing) Models ethical behavior, interactions are respectful,
Developing You've thrown yourself
consistent, and reasonable Proficient into this experience.
(Proficient) Promotes ethical behavior of students as individuals and as You are gaining such
members of society valuable experiences.
(Emergent) Engages in professional learning activities aligned Choose one:
to Colorado Academic Standards, school and district goals, and Not Observed
professional goals and growth plan Emergent
b. (Developing) Applies knowledge and skills learned through
Developing
professional learning to improve student outcomes Proficient

(Proficient) Implements performance feedback from supervisor and/or

colleagues to improve practice
(Emergent) Maintains a productive and respectful relationship with Choose one:
colleagues Not Observed
Emergent
(Developing) Adapts to the changing demands of the classroom and
Developing
c. school environment
Proficient
(Proficient) Collaborates with colleagues to navigate change while
maintaining a focus on student learning, contributes to school
improvement planning
(Emergent) Contributes to school committees and teams Choose one:
Not Observed
(Developing) Seeks opportunities to lead, actively participates in school
Emergent
decision-making processes, acts as an informal mentor/resource to
colleagues
Developing
d. Proficient
(Proficient) Increases the capacity of colleagues to identify and use
multiple tools and strategies to improve practice, applies research as a
key component of ongoing learning and development, promotes and
inclusive school culture through family or community outreach

Areas of celebration:

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 40

Overall Observations
What evidence of learning do you see and hear?

Co-teaching feedback?

Are students meeting the learning targets regularly? YES NO

At what level?

How do you know?

1. Use questioning techniques and think through thoughful questions that will allow students
to get involved in lecture and think more deeply and make meaning of what they are learning.

2. Make verbal transitions from one activity to the next by connecting content and activity.

Student Teaching Handbook—Revised Fall 2021 41