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 Date
Mentor Teacher Name

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: Part of curriculum core
Academic Standards, relevant instructional objectives, and formative Not Observed
and summative assessment results
standards
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 communicates learning objectives and
student outcomes based on standards
(Emergent) Connects lessons to key concepts and themes within other Choose one: used language demands
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, Try to make connections
speaking) across content areas, integrates mathematical practices
across content areas
before getting started.
(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:
Candidate has a good understadnign of subject matter.

Growth areas/next steps:

Next step would be to try a different teaching strategy to see what works, what doesn't.

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: has to be more in control of
clear expectations for student behavior, procedures and routines to Not Observed
guide instruction and transitions
student environment
Emergent
(Developing) Facilitates student accountability to school and class Developing
a. procedures and routines, consistently reinforces student expectations, Proficient
fosters a caring relationship with each student
(Proficient) Makes maximum use of time by implementing purposeful
pacing and efficient transitions, reinforcing positive behavior,
redirecting disruptive or off-task behaviors
has a good rapport with
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose one: students
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 needs to develop
differentiation
(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 asks questions
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:
Good rapport with students

Growth areas/next steps:

needs to memorize students names

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: needs to be more engaging
physical, social, and emotional development of students Not Observed
(Developing) Collaborates with colleagues who have expertise in child Emergent
a.
and adolescent development to improve the quality of instruction Developing
Proficient
(Proficient) Engages students in developmentally appropriate learning
and creative learning experiences
(Emergent) Determines students’ current skill levels and uses that Choose one: needs to be student
information to plan instruction, selects assessment strategies aligned Not Observed centered (think-pair-share)
to the learning objectives, monitors student learning in relation to the Emergent more student interaction.
objective, shares feedback on student progress with families and/or Developing
significant adults Proficient
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 timely feedback to
students that is academically focused, frequent, and high quality
(Proficient) Models how to incorporate feedback to improve learning, uses document camera for
provides students opportunities to revise their work based on feedback lesson
(Emergent) Plans lessons incorporating available technology, assesses Choose one:
available technology to use with instruction Not Observed
(Developing) Uses available technology to facilitate classroom Emergent
instruction, develop students’ knowledge and skills based on lesson Developing
c.
outcomes, models responsible and ethical use of technology and Proficient
applications
(Proficient) Integrates available technology to enhance creativity, use more student interaction
of information, and collaboration
(Emergent) Establishes expectations at a level that challenges students, Choose one:
plans lessons that incorporate critical thinking and problem-solving skills Not Observed
(Developing) Uses questioning strategies to develop students’ critical Emergent
d.
thinking skills and problem-solving skills, uses wait time to encourage Developing
student responses. Proficient provide students to share
with one another
(Proficient) Models critical thinking and problem-solving skills
(Emergent) Has a clear purpose for student collaboration. Choose one:
(Developing) Provides opportunities for students to participate using Not Observed be firm with student
various roles and modes of communication, adjusts team composition Emergent (too soft)
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:
Started using doc camera as part of techonology

Growth areas/next steps:

needs to be engaging
projects voice

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: needs to memorize
law, confidentiality of student, family, and fellow teacher interactions Not Observed student's names
with colleagues, demonstrates reliable and responsible behavior Emergent
a. (Developing) Models ethical behavior, interactions are respectful, Developing
consistent, and reasonable Proficient
(Proficient) Promotes ethical behavior of students as individuals and as
members of society meets requirements
(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 adapts to students easily
(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 asks questions
improvement planning
is involved
(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:
asks students fi they have any questions

Growth areas/next steps:

needs to project voice
needs more confidence and reassurance
needs to show authority

Student Teaching Handbook—Revised Fall 2021 40

Overall Observations
What evidence of learning do you see and hear?
gets feedback from studetns, if they have any questions

Co-teaching feedback?
adapts to lesson provided.

Are students meeting the learning targets regularly? YES NO

At what level?

How do you know?

Student Teaching Handbook—Revised Fall 2021 41