Observation of Field Performance Instrument

Teacher Intern: Jenai Howard Observer: Dr. Greg Williams Date: 3/13/24

School: Drew Charter MS Subject/Lesson Topic: Social Studies Grade Level: 7th
Directions: This rubric is aligned to INTASC and TAPS Standards. The first page provides an opportunity for an overall
summary of Observed Strengths/Improvement/Comments. In the feedback section, please write specific evidence
and/or comments observed for each indicator throughout the lesson. The Rubric is included for reference. Mentor
Teachers may use this rubric to observe and provide regular feedback; University Coaches use this rubric to observe,
provide feedback, and enter observation scores on the electronic rubric via iCollege. The Teacher Intern should scan
the handwritten documents, or upload word-processed copies of each observation to iCollege along with the Pre/Post
Observation Protocol.

Observed Strengths:

You have a great level of interaction and teaching flow, which keeps the students' attention and keeps them involved. Upon
entering I observed that your students were ready, paying attention, and participating. You had a well-thought-out plan for
what events to describe. It worked well that you had a student-centered activity and a teacher-led talk at the same time. The
students were interested and involved. You used real-life examples to explain the main points of your speech as you compared
the different types of economies and explained how the command, market, and traditional economies work.

Suggestions for Improvement:

Maintain a focus on accurate preparation; motivate ongoing engagement by providing frequent cues; investigate other
methods for tailoring education (despite the uniformity of the student body, there exist variations in learning preferences and
academic performance). Continue to ensure that students have the requisite information and abilities in a timely manner
before concluding and assessing topics.

Overall Comments: The lesson today included student-centered and teacher-guided education, with ongoing student
involvement during the discussion of key themes. Students had the chance to volunteer and deliver reports throughout the
presentations. Overall, the lesson was proficiently organized and skillfully conducted, with students receiving sufficient
supervision, leading to seamless transitions. There has been a noticeable growth in your performance during your
assessments this year. Keep pursuing your commitment to meticulous preparation and delivering teaching of exceptional
quality.

___________________________________ ____________
Observer’s Signature

Teacher Intern Signature

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INDICATOR
PROFESSIONAL KNOWLEDGE
1-PK: Knowledge of the Learner &
Identity Development
2-PK: Content Knowledge
3-PK: Academic Language
4-PK: Pedagogical Content Knowledge
5-PK: Community, Criticality, & Joy
INSTRUCTIONAL DELIVERY
1-ID: Learner Engagement
2-ID: Use of Technology
3-ID: Differentiation/Universal Design
for Learning (UDL)
ASSESSMENT OF AND FOR LEARNING
1-AL: Assessment for Learning
2-AL: Provides / Models Feedback
LEARNING ENVIRONMENT
1-LE: Positive Learning Environment
2-LE: Classroom Facilitation
3-LE: *Classroom Safety
Observation of Field Performance Instrument
Observation Notes
The students' eager participation in the review and clear demonstrations of knowledge
indicated their prior familiarity with the material, confirming that today's session met the
targeted objectives.
Your understanding of the subject matter is constantly thorough, as seen by the students' active
and up-to-date discussion on countries' mixed economic systems as you guided them in further
exploring the continuum of the pure market and pure command.
Utilized appropriate vocabulary to provide instructions and guidance to the entire class or a
specific group of pupils. Personalized support was provided to individuals requiring help.
You are offering diverse perspectives and experiences and fostering higher-level critical and
creative thinking skills through teacher-guided instruction. You are engaging students in an
interactive learning process.
Your use of a Smartboard and internet connection enables the display of videos to enhance the
learning process. You employed diverse activities and skillfully led pupils through small group
tasks that required the utilization of personal devices.
N/A
You provided a detailed review of understanding. Verbal communication, collaborative
activities, assigned readings and writing projects, and oral presentations are all part of your
teaching style. Students engaged in an exchange of prior knowledge and expertise with the
problem.
You continue to provide feedback by making multiple clarifying remarks when the student
answers questions during your session.
You are using safe strategies such as addressing children with little voice expression, developing
positive closeness with them, and encouraging them, which ensure that students are actively
engaged in the learning process. In the same way that you did before, you are making the
environment in which children study welcoming, while at the same time being open to the
participation of volunteers and regularly evaluating their progress.
You are cultivating a tranquil and well-structured environment. To ensure that students are
making advancements in their tasks, you consistently engage in questioning them.
In accordance with the rules established by the school and the district, your classroom was
meticulously arranged. You navigated effortlessly. Upon reaching the entrance of your chamber,
you were able to observe the safety instructions.
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 Observation of Field Performance Instrument

INDICATOR Observation Notes

See notes from page 1.

STRENGTHS:

AREAS FOR IMPROVEMENT:

STRATEGY:

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INDICATOR
Knowledge of the Learner &
Identity Development:
Builds upon learners’ existing
academic, developmental,
linguistic, personal,
cultural/community
strengths, needs, and
1-PK
experiences.
(Including, but not limited to,
race, ethnicity, language,
religion, socioeconomic
status, gender, sexual
orientation/expression,
national origin, and/or
exceptionality.)
Content Knowledge:
Demonstrates accurate and
current content knowledge
2-PK
with a rationale for learning
in the specified content
area(s).
Academic Language:
Models and facilitates
learners’ use of language
3-PK
supports to meet academic
language demands to access
content.
Pedagogical Content
Knowledge:
Develops learner conceptual
4-PK
understanding; anticipates
and resolves learner
misconceptions.
Community, Criticality & Joy:
Provides students
opportunities to explore local,
5-PK
national, or global cultures,
communities, and/or real-
world issues connected to
criticality, identity, & joy.
Advanced
PROFESSIONAL KNOWLEDGE
Maximizes learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic, personal,
developmental, linguistic,
AND cultural/community
strengths, needs, AND
experiences.
Demonstrates accurate AND Demonstrates accurate
current content knowledge AND current content
with a rationale for learning knowledge.
in the specified content
area(s).
Models and facilitates the
whole class/a small group
AND individual learners in
using language supports to
meet academic language
demands to access the
content.
Develops learner
acquisition of
knowledge/skills AND
conceptual understanding;
AND anticipates AND
resolves learner
misconceptions.
Centers, throughout the
lesson, local, national, global
cultures, communities,
and/or real-world issues
connected to criticality,
identity, and/or joy.
Observation of Field Performance Instrument
Proficient
Uses learner’s prior
knowledge by integrating
lesson objectives with
learners’ academic,
personal, developmental,
AND linguistic, AND/OR
cultural/community
strengths, needs, AND/OR
experiences.
Models and facilitates the
whole class/a small group
of learners in using
language supports to meet
academic language
demands to access the
content.
Develops learner
acquisition of
knowledge/skills AND
conceptual
understanding; AND
anticipates OR resolves
learner misconceptions.
Centers, in parts of the
lesson, local, national,
global cultures,
communities, and/or real-
world issues connected to
criticality, identity, and/or
joy.
Developing Insufficient
Uses learner’s prior Does not use learner’s
knowledge by prior knowledge by
integrating lesson integrating lesson
objectives with objectives with learners’
learners’ academic, academic, personal,
personal, developmental,
developmental, OR linguistic, OR
linguistic, cultural/community
cultural/community strengths, needs, OR
strengths, needs, OR experiences.
experiences.
Demonstrates accurate Demonstrates inaccurate
content knowledge. OR outdated content
knowledge.
Models by using Does not model using
language supports to language supports to
present academic present academic
language demands to language demands.
the whole class, to a
small group, or to
individuals.
Develops learner Does not develop
acquisition of learner acquisition of
knowledge/skills. knowledge/skills.
Mentions local, Does not use local,
national, global national, global cultures,
cultures, communities, communities, and/or
and/or real-world real-world issues
issues connected to connected to criticality,
criticality, identity, identity, and/or joy.
and/or joy.
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 Observation of Field Performance Instrument

INDICATOR Advanced Proficient Developing Insufficient

INSTRUCTIONAL DELIVERY
Engages learners in active Engages learners in active Directs learners to Directs learners to
Learner Engagement:
learning by developing learning by developing acquire knowledge acquire knowledge OR
Engages learners in active
higher order, higher order, AND skills through skills through teacher-
learning by developing higher
critical/creative thinking critical/creative thinking teacher-directed directed learning.
1-ID

order, critical/creative thinking

through inquiry-based through teacher- learning.
through inquiry-based learning
student-centered learning facilitated learning AND
promoting diverse
AND promotes diverse promotes diverse
perspectives/experiences.
perspectives/experiences. perspectives/experiences.

Use of Technology: Uses appropriate Use appropriate Uses appropriate Does not use
Integrates technology to technology to facilitate technology to facilitate technology to support technology to support
facilitate learning; involves learning AND involves learning AND involves instruction (e.g., lesson instruction.
2-ID

learners in use of technology; learners in innovative learner in using plans, instructional

provides rationale if technology use of technology. technology. materials,
is not used. assessments).

Provides appropriate Provides appropriate Provides appropriate Does not provide

Differentiation:
accommodations and/or accommodations and/or accommodations appropriate
Provides appropriate
modifications for modifications for and/or modifications accommodations and/or
accommodations and/or
individual learners in the individual learners in the for individual learners modifications for
modifications for individual
class with various levels class with various levels in the class with various individual learners in the
learners with various levels of
of language development, of language development, levels of language class with various levels
language development, IEP, EIP,
3-ID

IEP, EIP, 504, ELD plans; IEP, EIP, 504, ELD plans; development, IEP, EIP, of language
ELD, 504 plans; employs
AND employs principles AND employs principles 504, ELD plans; does development, IEP, EIP,
principles of Universal Design
of UDL including students of UDL. not employ principles 504, ELD plans; does not
for Learning (UDL)/whole group
who require of UDL. employ principles of
differentiation and those who
remediation/extension of UDL.
require remediation/extension
learning.
of learning.

ASSESSMENT OF AND FOR LEARNING

Uses appropriate Uses appropriate Uses appropriate Uses inappropriate
formative/summative formative/summative formative/summative formative/summative
assessment tools to assessment tools to assessment tools to assessment tools OR
Assessment for Learning:
document learners’ prior document learners’ prior document learners’ does not document
Uses assessment tools for both
knowledge AND new knowledge OR new prior knowledge OR learners’ prior
1-AL

formative and summative

learning to facilitate learning to facilitate new learning to knowledge or new
purposes to facilitate learning
learning. Adjusts learning. Adjusts facilitate learning. learning to facilitate
and to adjust instruction.
instruction for the whole instruction for the whole learning.
class, groups of learners, class, groups of learners,
and/or individuals. and/or individuals.
Provides targeted Provides targeted Provides feedback to Provides superficial /
Provides/Models Feedback:
feedback to learners AND feedback to learners AND learners OR models use insufficient feedback to
Provides targeted feedback to
models use of feedback to models use of feedback to of feedback to address learners AND does not
learners; models use of
address strengths, needs, address strengths, needs, strengths, needs, OR model use of feedback to
2-AL

feedback to address strengths,

AND strategies for OR strategies for strategies for address strengths, needs,
needs, and strategies for
improvement / extension improvement / extension improvement / OR strategies for
improvement/extension of
of learning. of learning. extension of learning. improvement /
learning.
extension of learning.

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INDICATOR Advanced
LEARNING ENVIRONMENT
Promotes a positive
(trusting, caring, and
respectful) and safe
learning community:
facilitates learners in self-
regulation, positive
Positive Learning Environment:
student-student and
1-LE
Promotes a positive and safe
teacher-student
learning community.
interactions;
communicates and
maintains high
expectations; and
establishes a physically
safe space.
Maximizes learning by
Classroom Facilitation:
organizing classroom
Maximizes learning by
community expectations,
organizing classroom community
time, space, AND
expectations, time, space, and
materials; supports
materials; by supporting student
student success with clear
success with clear and accessible
and accessible directions;
2-LE
directions; and by responding to
AND responds to
disruptions in an equitable,
disruptions in an
timely manner using appropriate
equitable, timely manner
verbal/non-verbal
using appropriate
communication.
verbal/non-verbal
communication.
Enforces classroom,
school AND community
safety rules AND policies
relevant to the content
Classroom Safety:
with written, visual, AND
Establishes and maintains a safe
3-LE
oral procedures.
classroom environment
Specific to science
*(Science labs).
classrooms: enforces
required OSHA safety
standards.
Observation of Field Performance Instrument
Proficient
Promotes a positive
(trusting, caring, and
respectful) and safe
learning community:
facilitates learners in self-
regulation and positive
teacher-student
interactions;
communicates and
maintains high
expectations; and
establishes a physically
safe space.
Maximizes learning by
organizing classroom
community expectations,
time, space, AND/OR
materials; supports
student success with clear
and accessible directions;
AND responds to
disruptions in an
equitable, timely manner
using appropriate
verbal/non-verbal
communication.
Enforces classroom,
school AND/OR
community safety rules
AND/OR policies relevant
to the content with
written, visual, AND/OR
oral procedures. Specific
to science classrooms:
enforces required OSHA
safety standards.
Developing Insufficient
Promotes a positive Promotes a learning
(trusting, caring, and environment that does
respectful) and safe not facilitate learners in
learning environment: self-regulation, or
facilitates positive positive student-student
teacher-student or teacher-student
interactions; interactions, does not
communicates and communicate and
maintains high maintain high
expectations; and expectations, AND/OR
establishes a physically does not establish a
safe space. physically safe space.
Directs learning by Does not organize
organizing classroom classroom community
community expectations, time, space,
expectations, time, OR materials; AND does
space, AND/OR not support student
materials; AND/OR success with clear and
supports student accessible directions;
success with clear and AND does not respond to
accessible directions; disruptions using
AND/OR responds to appropriate verbal/non-
disruptions using verbal communication.
appropriate
verbal/non-verbal
communication.
Enforces classroom, Does not enforce, OR
school OR community ineffectively enforces,
safety rules OR policies classroom, school OR
relevant to the content community safety rules
with written, visual, OR OR policies relevant to
oral procedures. the content with written,
Specific to science visual, OR oral
classrooms: enforces procedures. Specific to
required OSHA safety science classrooms:
standards. enforces required OSHA
safety standards.