Kate Hannum

Fieldwork Reflection 3
Student Teaching/ Practicum Observation Rubric for
CHILDHOOD EDUCATION and QUEST QSTA 415.80 / CEDC 724, 725,726,727,728
Teacher Candidate's Name: Kate Hannum
Supervisor's Name: Debbie Sonu
Instructor/Course Number: CEDC 772

School Site: PS130M

Grade Level: 4
Observation #: 3
Semester #: 2

Date: 5/16

Instructions: Performance expectations specific to subject and grade levels are established in the student teaching/practicum seminar. Use the rubric as a guide for evaluating

Proficient

Exemplary

No Opportunity to Evaluate

Developing

Performance
Indicators

Not acceptable

teacher candidates during their observed lesson. The rubric provides general descriptions of the performance levels for each category. There are seven categories to evaluate. The
ratings are based on a scale of 1 to 4. Fill in the bubbles that best reflect candidate performance for each area (mark N/A if the category is not applicable for the particular lesson).
See the Rubric Rating Guide addendum for more details on each rubric category. Category scores should be given holistically, assessing the category as a whole, and should be
awarded according to the following scale: 1.0-1.9= Not acceptable, 2.0-2.9=Developing, 3.0-3.9=Proficient, 4.0= Exemplary). Scores should be rounded to one decimal place (e.g.,
3.0, 3.1, 3.2, 3.3, etc.). Calculate the overall score by adding the scores from the first six categories and dividing by 6. In addition, attach a narrative with a brief description of the
lesson, summary of candidate's strengths, & suggestions for improvements (in particular for areas that were underdeveloped or developing).

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

1. Knowledge of Learners
1a. Used language appropriate to developmental and skill level
1b. Presented content appropriate to developmental and skill level
1c. Challenged students to think and/or develop skills at a more advanced level
1d. Used differentiated instruction to provide for individual student differences
Overall Performance for Dimension 1

1
1
3.3
3.2

Not acceptable

Developing

Proficient

Exemplary

2a. Provided accurate information about subject matter, including background or contextual information

3.1

EvaluateNo Opportunity to

2b. Delivered lessons that included key concepts, themes, and skills related to subject area

3.1

Performance
Indicators

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.
(4) Exemplary: Performance is superior; exceeds expectations at this point.

2. Knowledge and Use of Subject Matter

2c. Presented subject matter in a way that appeared to be meaningful to students

2d. Used appropriate subject-specific pedagogy

Overall Performance for Dimension 2

3. Skill in Planning
3a. It was evident that a lesson plan was created, and the required elements of designated lesson plan format
were delivered in the classroom in an organized way
3b. Objectives were clearly stated in behavioral terms and made connections to prior activity or lesson
3c. Established instructional routine
3d. Sequenced activities in a logical, developmental manner
3e. Selected appropriate instructional resources, materials, and technologies
Overall Performance for Dimension 3

3.1
3.1

Developing

Proficient

Exemplary

EvaluateNo Opportunity to

Not acceptable

Performance
Indicators

3.5

5.1

3.5

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

4. Skill in Teaching
4a. Used motivational techniques that created a classroom where most learners were motivated
4b. Used a variety of ways to engage most learners
4c. Distributed and managed instructional materials effectively to maximize instructional time
4d. Paced lesson effectively to accomplish objectives, including a conclusion at end of lesson
4e. Used more than one instructional approach, as appropriate
4f. Communicated clearly using verbal and nonverbal messages
4g. Used questioning strategies to elicit student responses at literal, analytical, & critical thinking
4h. Adjusted to unplanned circumstances
Overall Performance for Dimension 4
5. Skill in Developing Caring Learning Environments
5a. Showed rapport with students
5b. Established and maintained consistent standards for student behavior using a variety of classroom
management techniques
5c. Built class community with opportunity for student participation
5d. Used nonverbal cues and other "light touch" techniques to address distracting behavior and promote good
behavior
5e. Handled disruptive attention-getting behavior in a timely and appropriate way
5f. Showed patience with students
5g. Thoughtfully responded to student work
5h. Used positive reinforcement and corrected mistakes in a sensitive way

3.4
3.4
3.1
3.1
3.5
3.3
5.1

4
4
4
4
4

Proficient

Exemplary

EvaluateNo Opportunity to

Developing

Performance
Indicators

3.2

Not acceptable

5i. Promotes sensitivity to diversity issues (e.g. ethnicity, language, gender, socioeconomic status)
Overall Performance for Dimension 5
6. Skill in Assessment
6a. Used strategies to check if students understood information
6b. Provided helpful feedback to students
6c. Used assessment information to guide instruction
6d. Matched assessment to instructional objectives
6e. By end of lesson, students demonstrated achievement of objectives or made progress
Overall Performance for Dimension 6

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

7. Commitment to Teaching and Professionalism

7a. Demonstrated a positive attitude throughout the lesson
7b. In post-conference, reflected on lesson and offered suggestions about how to enhance teaching
7c. Accepted suggestions for growth and, in subsequent observations, assimilated the suggestions
Overall Performance for Dimension 7

5.1
5.2
5.2

8. Narrative: Attach additional pages to describe the lesson briefly, highlight the teacher candidates strengths, and offer suggestions for improvements
To Score this Observation Evaluation:

Final Grade:

Step 1. Add up the scores from the first 6 categories: _________

Step 2. Calculate average (Divide sum of scores by 6 & round score to nearest tenth): __________
Step 3. Match score to the grade equivalent by looking below.
Step 4. Write in the grade in the box to the right-----
If average is 3.0 to 3.9 (B, B+, and A-)
If average is below 2.0 (F)= Not
If average is 2.0-2.9 (C, C+, and B-) =
= Proficient
Acceptable
Developing
Performance is less than adequate;
considerable improvement needs to be
made in this area. (below 70.0%)

Performance is not consistent; periodic

checks will be needed during student
teaching. (70.0-82.4%)

Performance at appropriate level;

meets expectations at this point. (82.592.4%)

If average is 4.0 (A and A+)=

Exemplary

Performance is superior; exceeds

expectations at this point. (92.5% an
above)

This was the second of two consecutive lessons about Frida Kahlo, visual literacy, symbolism, and identity. My
objectives were 1) SWBAT draw a self portrait using symbols that represent their identity and 2) SWBAT make
a connection between literary symbols and visual symbols. In the previous lesson, Id introduced visual
symbols and the concept of identity and read a book, Me, Frida, aloud to the students, asking them to
differentiate between the way the main character, Frida, saw herself as compared to how the rest of the
world saw her using a T-chart. In this half of the lesson, I planned to introduce the concept of self
portraiture as an expression of identity, expose the students to the basics of Frida Kahlos biography, ask
the students to make inferences about a painting, and, finally, to create their own self portraits that
express their identities using symbols.
I loved teaching this lesson. It felt like my previous lesson set the students up very well to handle the
deeper, more critical thinking required of them. Judging from the broad student participation in turn and
talks and whole class discussion, the students were with me every step of the way. The pacing for the
lesson was the most successful Ive had yet, and engagement appeared widespread and deep.

One difficult element was classroom management. I didnt realize it until debriefing the lesson, but I
need to improve my redirection of students who are distracting others, chatting out of turn, and off-task.
While it didnt seem like any kids were egregiously misbehaving, the classroom was not as quiet as Id like
it to be, and many of the students who were talking kept up their behavior despite my interventions. I
didnt realize it, but apparently, when telling students not to do something, I tend to describe their
behavior and describe its effects on the classroom and their peers instead of simply telling them to stop.
One element of this is that the classroom is not my own and there are no clear escalating punishments for
me to utilize in the moment. However, I can definitely practice making clear, authoritative directives to
help curb chatty students in the future.
That said, I witnessed some wonderful deep thinking going on throughout the lesson. From the
understanding that people create self portraits to express their identity, to positing the many ways that a
broken pelvis can affect someones mobility (one boy noted that it could affect her ability to have babies!
Such a profound (and accurate) connection to make. I hadnt anticipated that at all!), to thinking through
the visual expressions of Fridas love of Mexico in her painting, I was very pleased by how quickly my
students began to sound like seasoned art historians.
One helpful tool was a graphic organizer from Tony Stead, used for making inferences. On the left,
we made a column of things we noticed about Self Portrait Dedicated to Dr. Eloesser. The students
rightly focused on the thorny collar drawing blood around her neck, describing it many different ways. The
only Spanish-speaking student in the class translated the note at the bottom of the painting for us
beautifully. By clearly delineating between visual observations, inferences using prior knowledge (the read
aloud and biographical information), and then discerning which inferences are strongest, the discussion
mapped a clear path for visual analysis. The tone of the conversation was positive and open, which was
very gratifying.

Once I got the portraits back from the students, I realize that I should have been more specific in my
expectations for their symbolic use. I had intentionally aimed for a balance between being too specific and
prescriptive in an art assignment versus allowing the students to get off track. In the future, I would like to
have norms around art in my own classroom that dont exist in my fieldwork class, so the creativity and
self-expression that I wanted may not have been fully understood by the students in this instance.
Regardless, I was happy to see most of the students thinking about a few things that represent
themselves.