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--Catering Dietary Restrictions Lesson Date
4/11/2023

Mentor Teacher Name

Jessica Teal

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
Academic Standards, relevant instructional objectives, and formative
and summative assessment results
(Developing) Implements lessons that align to district’s plan of
a.
instruction and reflect vertical and horizontal alignment of the grade or
content area
(Proficient) Implements and communicates learning objectives and
student outcomes based on standards
(Emergent) Connects lessons to key concepts and themes within other
disciplines and/or content areas, supports literacy and mathematical
practices in content area(s)
(Developing) Implements instructional strategies 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 practices
across content areas
(Emergent) Scaffolds questions, concepts, and skills based on a
sequence of learning, uses instructional materials that are accurate
and appropriate for the lesson being taught, encourages and provides
opportunities for students to make connections to prior learning
Choose one: Instructs students about round robin method
Not Observed rotations/share out process: students go to
every table and return to original table at the
Emergent end to report out to the person who stayed
and presented at their table. Asked students
Developing to identify presenter in 3 minutes, asks
Proficient students to have notes out and reminds
them of the lab coming up on content.
Models an example of what a presenter and
travelers do using a table group as an
example, points where they go.
Mathematics is implied when calculating
Choose one: yields/amounts for recipes in work plan. You
Not Observed will always continue to grow in making
literacy and mathematics/other discipline
Emergent connections more direct.
Developing Kristin (para) clarifies directions for student
Proficient with accomodations, missed last class.
Mollie suggested to Kristin to travel with
Jack to tables and take notes.
Appropriate wait time for students to get
organized and identify the speaker. Good
movement around the room while this
process is happening. Going to each table
asking who the presenter will be and
students are able to share out who right
away--good.
Choose one:
Not Observed For students who walk in late, goes over
directions with them personally to make
Emergent sure they are confident in what they are
Developing doing.

(Developing) Implements content-based strategies that align to the Proficient Verbally notifies students to rotate/move
and starts timer over.
learning objective, multiple models and delivery methods to explain
c.
concepts accurately, questioning techniques to support disciplinary I wonder how you incorporated connections
inquiry to prior learning before beginning dietary
restrictions?
(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:
You tried a new instructional strategy that allowed students to own their learning and research, come prepared to present to
their peers in a format that they selected to be successful. I saw a mix of technology, paper, etc. Students were on task and
stayed engaged when moving around the room round-robin! Excellent!

Growth areas/next steps:

Making connections to other content areas, math/literacy more clear in lesson.

Continue to incorporate activities that support revisiting prior learning to help students build connections and see how their
prior learning will help them in the new learning ahead.

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: Checked in with students at the
clear expectations for student behavior, procedures and routines to Not Observed beginning of the lesson to see what
guide instruction and transitions they did on the weekend, checked in
Emergent on last class working on presentations
(Developing) Facilitates student accountability to school and class Developing and recipes to support next steps for
a. procedures and routines, consistently reinforces student expectations, Proficient today's lesson.
fosters a caring relationship with each student Positively recognizes student with
(Proficient) Makes maximum use of time by implementing purposeful accomodations who is prepared for
pacing and efficient transitions, reinforcing positive behavior, the learning activity with a paper and
pencil
redirecting disruptive or off-task behaviors
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose one: Great job getting Noah's group
motivated/going at the start of the
religion, socioeconomics and other aspects of culture on student Not Observed lesson and showing them what the
perspectives, creates a classroom environment in which diversity is Emergent expectations are.
used to further student learning Developing
Talks about events /activities with
(Developing) Establishes processes that result in a sense of Proficient students and asks content related
community among students, effective interactions among students, and questions as you move around the
b.
incorporates instruction that reflects diverse backgrounds, experiences, room. Students are laughing, staying
and different points of view focused, having a great time and all
engaged. Students are actively taking
(Proficient) Delivers lessons to ensure students’ backgrounds and notes and listening to peers.
contextual knowledge are considered, capitalizes on diversity as an
Utilized feedback from prior lesson
asset in the classroom, uses materials and lessons that counteract observation to implement new
stereotypes and acknowledges the contributions of all cultures instructional strategies.
(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:
Directions for lesson activities and transitions between activities are clear and very well communicated to students to support
them in reaching the learning targets.
Time management keeping students active in their rotations was great!

Growth areas/next steps:

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: Learning targets and standards are posted
physical, social, and emotional development of students Not Observed on daily slide. Agenda is broken down
clearly with segments of the lesson. I
(Developing) Collaborates with colleagues who have expertise in child Emergent wonder how you might connect DOK levels
a. of thinking to your learning targets to get
and adolescent development to improve the quality of instruction Developing thinking to deeper levels or ask higher
Proficient level DOK questions as you check in with
(Proficient) Engages students in developmentally appropriate learning students as they are presenting?
and creative learning experiences
I wonder how you could directly interact
(Emergent) Determines students’ current skill levels and uses that Choose one: with the slides to show them the plan of the
day and where they should be by the end
information to plan instruction, selects assessment strategies aligned Not Observed of the lesson?
to the learning objectives, monitors student learning in relation to the Emergent
objective, shares feedback on student progress with families and/or Developing
Clear on timelines for how long students
have to work on each thing. I wonder how
significant adults Proficient you could put a visual timer up to help
students stay focused and check on the
b. (Developing) Uses assessment results to guide real-time adjustments time? Utilized phone as timer.
to instruction, evaluates and documents student performance based
Student conversations are on task,
on multiple measures to set learning goals, provides timely feedback to students are taking notes as presenters
students that is academically focused, frequent, and high quality share.
Presenters are standing up, showing
(Proficient) Models how to incorporate feedback to improve learning, posters and talking.
provides students opportunities to revise their work based on feedback
Tells students during experience "Don't be
affraid to ask questions". I wonder how you
(Emergent) Plans lessons incorporating available technology, assesses Choose one: could incorporate an intentional Q & A
available technology to use with instruction Not Observed portion of the presentaitons and students
create pre-thought out questions during
(Developing) Uses available technology to facilitate classroom Emergent presentation prep?
instruction, develop students’ knowledge and skills based on lesson Developing
c.
outcomes, models responsible and ethical use of technology and Proficient I like that there are a variety of
applications presentation methods used-technology,
posters, etc. I also like that you flipped the
(Proficient) Integrates available technology to enhance creativity, use instruction for students to own the learning
through research and then accountability
of information, and collaboration to share out with peers in round robin with
materials they created! I wonder how you
(Emergent) Establishes expectations at a level that challenges students, Choose one: could ask them what resources they found
plans lessons that incorporate critical thinking and problem-solving skills Not Observed that would be helpful to build your
information base for next year?
(Developing) Uses questioning strategies to develop students’ critical Emergent
d.
thinking skills and problem-solving skills, uses wait time to encourage Developing I wonder how you might incorporate
opportunities for feedback (whether peer-
student responses. Proficient peer and/or teacher-student)?
(Proficient) Models critical thinking and problem-solving skills I like that the brain break video is related to
Choose one:
the content of dietary restrictions.
(Emergent) Has a clear purpose for student collaboration.
(Developing) Provides opportunities for students to participate using Not Observed Reminds students to finish the two recipes
from last class and then begin working on
various roles and modes of communication, adjusts team composition Emergent the work plans in preparation for lab.
e.
based on learning objectives and student needs. Developing
(Proficient) Holds students accountable for work product and Proficient
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, Developing
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:
Great job incorporating "tell me more" and "why" to help students elaborate on their thinking!
I like that the brain break was related to the content!

Growth areas/next steps:

Continue incorporating oppotunities for more higher levels of DOK question.
For this lesson in particular, I wonder how you might incorporate peer to peer or teacher to student feedback? A Q & A session with student generated questions
to dig deeper with thinking beyond sharing out information?
How might your informal/formal assessments today (sharing out, notes, student generated presentation to peers) support your next steps? (Specifically,
connecting it to their lab next week)?

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: Positive working relationship with
paraprofessional who supports student in
law, confidentiality of student, family, and fellow teacher interactions Not Observed class with accomodations. Scaffolds work
with colleagues, demonstrates reliable and responsible behavior Emergent for this student.
a. (Developing) Models ethical behavior, interactions are respectful, Developing Students are using positive language when
consistent, and reasonable Proficient presenting, are on task, moving when
directed, and engaging in task. I like that I
(Proficient) Promotes ethical behavior of students as individuals and as hear some students asking their peers
directly if they have any questions. I
members of society wonder if there could be more of this?
"There is no such thing as a dumb
(Emergent) Engages in professional learning activities aligned Choose one: question." you told a student, supporting a
to Colorado Academic Standards, school and district goals, and Not Observed safe space to ask questions!
professional goals and growth plan Emergent Students are interacting with others
b. (Developing) Applies knowledge and skills learned through Developing outside of their lab groups--that is great!
professional learning to improve student outcomes Proficient Addresses every student by their names,
reiterates what they share out at the end
(Proficient) Implements performance feedback from supervisor and/or and uses positive affirmations after "good",
colleagues to improve practice "great", "excellent".

(Emergent) Maintains a productive and respectful relationship with Choose one:

colleagues Not Observed
(Developing) Adapts to the changing demands of the classroom and
Emergent
c. school environment Developing
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:
(Developing) Seeks opportunities to lead, actively participates in school
Not Observed
decision-making processes, acts as an informal mentor/resource to Emergent
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:
You are growing in articulating and sharing your classrooms norms/values/beliefs to your students to show a shared learning
environment! See context related to safe space for asking questions above.

Growth areas/next steps:

Student Teaching Handbook—Revised Fall 2021 40

Overall Observations
What evidence of learning do you see and hear?
Goes to each student to ask one thing they learned from dietary restrictions round robin. Students are able to recal at least
one thing quickly when it is their turn. They are confident in their responses shared out!

Circulates around the room during round robin to listen to conversations/presentations of content.

Student notes, presentations they prepared last class in order to complete this activity.

"What do we need to consider when faced with a dietary restriction in culinary setting?"--Great job establishing the "why" and
purpose for the learning of the lesson. I wonder how you might help students make this connection more clear to their prior
learning such as ServSafe and business plan work?

Co-teaching feedback?
So proud of you for trying new strategies and taking feedback you receive to always grow! So proud of
you!

Are students meeting the learning targets regularly? ✔ YES NO

At what level?
Level 1-2 stating facts/statistics. I wonder how you could continue to help scaffold them to level 3-4 of thinking toward "how
does this apply to me?" "How does this apply to working in the culinary industry?" "How might this information be helpful to
others and myself?" GREAT start at the end of share out starting this! I like that you started using "tell me more", "why" after
student response!

How do you know?

See notes in observation above.

Student Teaching Handbook—Revised Fall 2021 41