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 Amelia iSimmons Date 2/14/2024
Mentor Teacher Name Georgiana Jones CSU Dr. Karen Rowe

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:
Academic Standards, relevant instructional objectives, and formative Not Observed
Front Range Lit
and summative assessment results Emergent Lesson Plan available
a.
(Developing) Implements lessons that align to district’s plan of Developing and meets the Colorado
instruction and reflect vertical and horizontal alignment of the grade or Proficient
Academic Standards and
content area
Front Range criteria were
(Proficient) Implements and communicates learning objectives and
student outcomes based on standards met and lesson was
(Emergent) Connects lessons to key concepts and themes within other Choose One: relevant.
disciplines and/or content areas, supports literacy and mathematical
Literacy skills were
Not Observed Nice overview of Amanda
practices in content area(s) Emergent practiced in reading,
Gorman. Objective was
(Developing) Implements instructional strategies that include literacy, Developing writing and listening.
mathematical practices, and language development across content Proficient clearly stated. The lesson
Could you incorporate
b. areas, makes content specific language and reading accessible to is aligned with the course
students math Time period, length
students receive the
(Proficient) Makes interdisciplinary connections explicit to students, of poem, and within the
strategically integrates literacy skills (reading, writing, listening,
credit for.
poem numerous cities,
speaking) across content areas, integrates mathematical practices
across content areas etc., were mentioned as
(Emergent) Scaffolds questions, concepts, and skills based on a Choose One: we can think about where
sequence of learning, uses instructional materials that are accurate Not Observed
Excellent
this job of You
is occurring.
and appropriate for the lesson being taught, encourages and provides Emergent scaffolding the
connected yourpoem
teaching
and
opportunities for students to make connections to prior learning Developing and your questions for
(Developing) Implements content-based strategies that align to the Proficient time period as you
discussion.
shared it wasYou
read didata
learning objective, multiple models and delivery methods to explain
c. great job of sequencing
concepts accurately, questioning techniques to support disciplinary Biden's inauguration.
inquiry the learning. Everything
Good job of doing
(Proficient) Anticipates student misconceptions related to learning you did was aligned to to
and addresses those misconceptions during instruction, implements research on the poem
challenging tasks and opportunities that encourage students to ask the objective.
share You will
with students.
questions and construct new meaning learn about the
Areas of celebration: misconceptions when
you teach the class again
Excellent job in understanding your content area and the book and poem you were
and analyze theteaching
lessons
today. Literacy skills were taught throughout the period. you taught this semester.
Growth areas/next steps:

Think about how you can incorporate mathematics skills in this lesson and others.

Student Teaching Handbook—Revised Fall 2023 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:
clear expectations for student behavior, procedures and routines to Not Observed
You have a safe and
guide instruction and transitions Emergent engaging classroom. It
(Developing) Facilitates student accountability to school and class Developing is clear that you have
a. procedures and routines, consistently reinforces student expectations, Proficient
built relationships with
fosters a caring relationship with each student
your students that are
(Proficient) Makes maximum use of time by implementing purposeful
pacing and efficient transitions, reinforcing positive behavior, positive. You used time
redirecting disruptive or off-task behaviors wisely.
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose One:
religion, socioeconomics and other aspects of culture on student Not Observed
Excellent lesson that
perspectives, creates a classroom environment in which diversity is Emergent connects poetry to the
used to further student learning Developing theme of diversity as an
(Developing) Establishes processes that result in a sense of Proficient
asset and provides
community among students, effective interactions among students, and
b. information regarding the
incorporates instruction that reflects diverse backgrounds, experiences,
and different points of view contributions of all
(Proficient) Delivers lessons to ensure students’ backgrounds and cultures. Think about
contextual knowledge are considered, capitalizes on diversity as an
asset in the classroom, uses materials and lessons that counteract how you can have
stereotypes and acknowledges the contributions of all cultures periods of time where
(Emergent) Plans for students who have a variety of learning needs and Choose One: students are
interests, adapts the physical environment to support individual student Not Observed You do an excellent job
needs, reviews information from learning plan(s) to support the needs Emergent
collaborating.
in collaboration Students
with
of students Developing were able to share
your teacher and others.their
(Developing) Implements a variety of inclusion, intervention or Proficient different thoughts
Share with me in your and
c. enrichment practices to address unique learning needs and interests ideas and how
all students
(Proficient) Initiates collaboration with colleagues to better understand
reflection you are
were respectful
addressing the needsof that.of
and respond to student learning needs, provides opportunities and
support for students to self-select tasks that accelerate progress students to accelerate
towards their learning goals, and integrates self-advocacy skills into
instruction progress or who need
(Emergent) Establishes a classroom environment that is inviting to Choose One: extra support. You are
families and/or significant adults and respectful relationships with Not Observed Not expected
building at this point
a community in
students, their families, and/or significant adults Emergent in your journey.
Developing
your classroom. Think
(Developing) Uses a variety of methods to initiate communication with
d. families and/or significant adults in the school and community. Proficient about building in more
(Proficient) Coordinates communication between families and/or
collaboration.
colleagues who provide student services, recognizes obstacles to
family and community participation and seeks solutions to overcome
them.

Areas of celebration:

You have created a positive, caring and respectful environment.

Growth areas/next steps:

Think about how you can have students collaborate more, and think about how you bring in
different viewpoints and different cultures.

Student Teaching Handbook—Revised Fall 2023 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:
physical, social, and emotional development of students Not Observed
You told students that
(Developing) Collaborates with colleagues who have expertise in child Emergent during the first time
a. Developing through the poem, just
and adolescent development to improve the quality of instruction
Proficient
(Proficient) Engages students in developmentally appropriate learning listen. Then you will.
and creative learning experiences annotate after the first
(Emergent) Determines students’ current skill levels and uses that Choose One: time
information to plan instruction, selects assessment strategies aligned Not Observed Nice that you read
discussion withit. the
to the learning objectives, monitors student learning in relation to the Emergent After listening,
students. Great write
dialogue
objective, shares feedback on student progress with families and/or Developing down your thoughts,
with the students. You etc.
significant adults Proficient Directions
honored their were very
responses.
b. (Developing) Uses assessment results to guide real-time adjustments
to instruction, evaluates and documents student performance based
clear. Most students
Could you periodically
on multiple measures to set learning goals, provides timely feedback to were
ask aengaged
question,inhave the
students that is academically focused, frequent, and high quality
dialogue.
them share with aapeer,
Is there
(Proficient) Models how to incorporate feedback to improve learning, connection
provides students opportunities to revise their work based on feedback and then getbetween a response. the
poem and
Could you have a the story they
(Emergent) Plans lessons incorporating available technology, assesses Choose One:
Nice jobsummarize
to about?
use theIfvideo
available technology to use with instruction Not Observed are talking
student anot,
Emergent of the
closure person
part of the reading
for story
the poemand then the
and
(Developing) Uses available technology to facilitate classroom
instruction, develop students’ knowledge and skills based on lesson
Developing poem,
then
movemove onand for there.
on!
from you to You
c. Proficient
outcomes, models responsible and ethical use of technology and share the reader and
applications might want to have a
when
student it was
who read.
was not You
(Proficient) Integrates available technology to enhance creativity, use
of information, and collaboration used
talkingtechnology
to share their to
(Emergent) Establishes expectations at a level that challenges students, Choose One:
enhance
understanding. the information
It
plans lessons that incorporate critical thinking and problem-solving skills Not Observed
Good
read byjobtheof person
asking that
Emergent because
students only
to a
share few their
(Developing) Uses questioning strategies to develop students’ critical read it at sharing.
the
d. Developing students
understanding and
thinking skills and problem-solving skills, uses wait time to encourage
student responses. Proficient inauguration.
thoughts. Good feedback
(Proficient) Models critical thinking and problem-solving skills from students. Are there
(Emergent) Has a clear purpose for student collaboration. Choose One: any passages
Not Observed Could there bethat a part stood
of
(Developing) Provides opportunities for students to participate using out to you? Students
various roles and modes of communication, adjusts team composition
Emergent the discussion that is
e. Developing needed to use their
based on learning objectives and student needs. collaborative?
Proficient critical thinking skills.
(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
Developing and moving
behavior Emergent to proficient. Some
(Developing) Articulates thoughts and ideas clearly and effectively, Developing students are engaged
f.
uses active listening strategies with students Proficient
and articulating their
(Proficient) Teaches students, with audience in mind, to articulate thoughts, others are not
thoughts and ideas clearly and effectively
sharing as much.
Areas of celebration:
It is an overall excellent plan of instruction. You had excellent questions to ask students. Some were very engaged. How can you get more interaction from others.
For example, could you say 2 before me? That would mean if I talk, I have to wait until two others speak before I can speak again.

Growth areas/next steps:

Could you pull more of their thoughts about the poem, the reason it was written, the importance of the topic, the hope of America? Ask,
does that connect with today? Is diversity,actions of some in America, the culture of America at risk today? Is it a call to action? What is
the importance of it? What can you do to get some students who were not sharing during the discussion to engage?

Student Teaching Handbook—Revised Fall 2023 39

 Accomplished
Not Observed

Developing
Emergent
4. DEMONSTRATE PROFESSIONALISM

Proficient
FEEDBACK

(Emergent) Maintains confidentiality of student records as required by Choose One:

law, confidentiality of student, family, and fellow teacher interactions Not Observed
You understand the
with colleagues, demonstrates reliable and responsible behavior Emergent importance of being a
a. (Developing) Models ethical behavior, interactions are respectful, Developing professional. You are
consistent, and reasonable Proficient
respectful, consistent
(Proficient) Promotes ethical behavior of students as individuals and as and reasonable. How
members of society
are you promoting those
(Emergent) Engages in professional learning activities aligned Choose One:
to Colorado Academic Standards, school and district goals, and Not Observed
You are engaged
behaviors so yourin a
professional goals and growth plan Emergent professional
students canprogram
become
b. (Developing) Applies knowledge and skills learned through Developing and have professional
ethical?I would say that
professional learning to improve student outcomes Proficient
goals thatwho
youwereare not
students
(Proficient) Implements performance feedback from supervisor and/or working toward. You take
colleagues to improve practice speaking very much,
feedback well, you
were very respectful areof
(Emergent) Maintains a productive and respectful relationship with Choose One:
colleagues Not Observed
You have
reflective an
and excellent
you
others. Also, when one
(Developing) Adapts to the changing demands of the classroom and Emergent relationship
implement
was speaking, with
the feedback.
others
Developing supervisors,
c. school environment
Proficient listened and did notetc.
peers,
(Proficient) Collaborates with colleagues to navigate change while You haveYou
interrupt. adapted
couldtopoint
maintaining a focus on student learning, contributes to school your role as a studentto
improvement planning that out periodically
teacher
students.and when
I am you
pleased
(Emergent) Contributes to school committees and teams Choose One:
Not Observed Not
were expected
a practicumat this
at the way you respect time.
(Developing) Seeks opportunities to lead, actively participates in school
decision-making processes, acts as an informal mentor/resource to
Emergent student.
the thoughts of your
colleagues Developing
d. Proficient peers!
(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 understand the role of a professional teacher and are working toward that expectation. As you are in your first teaching
position, you can think about how you want to contribute to the school. You are ethical and take your student teaching position
seriously and are well prepared.

Growth areas/next steps:

Think about how you can promote ethical behavior in your students.

Student Teaching Handbook—Revised Fall 2023 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?

Student Teaching Handbook—Revised Fall 2023 41