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
Jay Jensen Date
January 25th 2023
Mentor Teacher Name
JT Brooks

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: Jay's understanding and
Academic Standards, relevant instructional objectives, and formative Not Observed
and summative assessment results Emergent mastery of the content is
(Developing) Implements lessons that align to district’s plan of Developing beyond proficient. Jay
a. Proficient
instruction and reflect vertical and horizontal alignment of the grade or uses previous class
content area experiences with
(Proficient) Implements and communicates learning objectives and students to anticipate
student outcomes based on standards
misconceptions and
(Emergent) Connects lessons to key concepts and themes within other Choose one:
disciplines and/or content areas, supports literacy and mathematical Not Observed
navigates these
practices in content area(s) Emergent accordingly.
(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:
Jay's understanding and mastery of the content is beyond proficient. Jay uses previous class
experiences with students to anticipate misconceptions and navigates these accordingly.

Growth areas/next steps:

There are often questions that students ask that we can speak to in generalities but when they ask specific
questions we don't have specific answers to pose the question back to them. They have a wealth of information
at their fingertips with laptops, teach them to utilize their resources and be active participants in their education.

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: Jay knows his students
clear expectations for student behavior, procedures and routines to Not Observed
guide instruction and transitions Emergent by name and has
(Developing) Facilitates student accountability to school and class Developing created an environment
a. procedures and routines, consistently reinforces student expectations, Proficient that students feel
fosters a caring relationship with each student comfortable sharing
(Proficient) Makes maximum use of time by implementing purposeful opinions and speaking
pacing and efficient transitions, reinforcing positive behavior,
redirecting disruptive or off-task behaviors up to share aswers
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose one: posed by the instructor.
religion, socioeconomics and other aspects of culture on student Not Observed
perspectives, creates a classroom environment in which diversity is Emergent
used to further student learning Developing
(Developing) Establishes processes that result in a sense of Proficient
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:
Jay knows his students by name and has created an environment that students feel
comfortable sharing opinions and speaking up to share aswers posed by the instructor.

Growth areas/next steps:

For the student who arrived 20 minutes late, how could you use his tardiness to learn more about him and why he was late?
He responded well to your banter with him about being late, clearly you knew this would be well received otherwise you
would have taken a different approach. How might that interaction impact students who witness this that may struggle with
being called out in front of the class and aren't always able to arrive on time? We need to get Jay access to ehallpass. This is
a systems issue and not feedback for Jay.

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: In what ways could this
physical, social, and emotional development of students Not Observed
Emergent interesting and relevant
(Developing) Collaborates with colleagues who have expertise in child
a. Developing content be explored
and adolescent development to improve the quality of instruction
Proficient where the locus of
(Proficient) Engages students in developmentally appropriate learning
and creative learning experiences control is transferred
(Emergent) Determines students’ current skill levels and uses that Choose one: more to students?
information to plan instruction, selects assessment strategies aligned Not Observed
to the learning objectives, monitors student learning in relation to the Emergent
objective, shares feedback on student progress with families and/or Developing
Jay's lesson plan
significant adults Proficient included more content
b. (Developing) Uses assessment results to guide real-time adjustments and instruction than time
to instruction, evaluates and documents student performance based allotted. This created an
on multiple measures to set learning goals, provides timely feedback to
students that is academically focused, frequent, and high quality opportunity for him to
(Proficient) Models how to incorporate feedback to improve learning,
shift his plan for future
provides students opportunities to revise their work based on feedback lessons and is
(Emergent) Plans lessons incorporating available technology, assesses Choose one: demonstrative of his
available technology to use with instruction Not Observed responsiveness to the
(Developing) Uses available technology to facilitate classroom
Emergent needs of his class.
instruction, develop students’ knowledge and skills based on lesson Developing
c. Proficient
outcomes, models responsible and ethical use of technology and
applications There was very little
(Proficient) Integrates available technology to enhance creativity, use physcial movement
of information, and collaboration during this lesson.
(Emergent) Establishes expectations at a level that challenges students, Choose one: Students began to get
plans lessons that incorporate critical thinking and problem-solving skills Not Observed fidgety after about 70
(Developing) Uses questioning strategies to develop students’ critical
Emergent
d. Developing minutes.
thinking skills and problem-solving skills, uses wait time to encourage
student responses. Proficient
(Proficient) Models critical thinking and problem-solving skills
(Emergent) Has a clear purpose for student collaboration. Choose one:
Not Observed
(Developing) Provides opportunities for students to participate using
Emergent
various roles and modes of communication, adjusts team composition
e. Developing
based on learning objectives and student needs.
Proficient
(Proficient) Holds students accountable for work product and
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
(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:
When discussing the parts of the 1st amendment, student connection to symbols that represent each created a visual for students that helps with understanding. Jay's willingness and ability
to navigate controversial topics (2nd amendment) is notable. This is a vital skill set especially in a social studies setting. Student respect Jay and respond well to him.

Growth areas/next steps:

In what ways can the students be empowered to own their education and the education of others more in the class? Much of
this class was teacher driven. Those doing the work are doing the learning. In this particular class, Jay was working harder
than the students. In what ways can we transform students from passive receivers of information to active participants. Is
there a way to incorporate more physcial movement during class?

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: As students began
law, confidentiality of student, family, and fellow teacher interactions Not Observed
with colleagues, demonstrates reliable and responsible behavior Emergent searching images to
a. (Developing) Models ethical behavior, interactions are respectful,
Developing demonstrate the various
consistent, and reasonable Proficient parts of the Bill of Rights
(Proficient) Promotes ethical behavior of students as individuals and as Jay frontloaded the
members of society difference between
(Emergent) Engages in professional learning activities aligned Choose one: school appropriate
to Colorado Academic Standards, school and district goals, and Not Observed
professional goals and growth plan Emergent images and not school
b. (Developing) Applies knowledge and skills learned through
Developing appropriate ones.
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:
As students began searching images to demonstrate the various parts of the Bill of Rights Jay
frontloaded the difference between school appropriate images and not school appropriate
ones.
Growth areas/next steps:
It can be challenging to not let your frustration with specific students show in front of the class.
While it is completely appropriate and even ideal for you to be real, vulnerable and human in
front of your students these should be isolated to specific times when you are renorming with
the class. Comments that demonstrate consistent frustration with the students has an impact
not only on that student but also the class culture as a whole.

Student Teaching Handbook—Revised Fall 2021 40

Overall Observations
What evidence of learning do you see and hear?
Bill of Rights handout
Branches of Government question

Co-teaching feedback?

Are students meeting the learning targets regularly? YES NO

At what level?

How do you know?

Specifically for Bill of Rights- Jay used the symbols for each to check for understanding and
students were able to correctly identify each.

Student Teaching Handbook—Revised Fall 2021 41