LESSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric

Descriptions include criteria up to proficient for an in-service teacher

Teacher Candidate's Name Lucas Smith Observer Dr. Karen Rowe

Date 2/28/18 Observation # CS2

What is/are the learning target(s) for the day?

Every student will be able to create and interpret a probability model to describe chance behavior.
Students understand how to calculate probabilities from a sample space.

Emergent

Proficient
Not Observed

Developing

Accomplished
1. Demonstration of Mastery of FEEDBACK
Pedagogical Expertise in the
Content

a. (E) Lesson plan is available and reflects appropriate x Nice update on where we are and where we
objectives, Colorado Academic Standards, and
need to be by the end of the quarter. We
assessment results.
(D) Implements lessons that connect specific
want you to be successful on needs.
learning objectives to curriculum and align to Remember we focused on committing to
district’s plan. being here and being respectful of one
(P) Demonstrates knowledge of vertical and another.
horizontal alignments of the grade or subject area.
Lesson plan is available and well written.
b. (E) Scaffolds questions, concepts, and skills based X
on a sequence of learning, uses instructional Target on the board.
materials that are accurate and appropriate for the Nice job of sequencing the instruction and
lesson being taught, encourages and provides allowed students to make decisions based
opportunities for students to make connections to
prior learning. on the data they were collecting.
(D) Implements content-based instructional X Used multiple ways of learning: video,
strategies that align to learning objective, uses game, data analysis, etc.
multiple models and delivery methods to explain
concepts, and applies questioning techniques to
support inquiry.
(P) Anticipates misconceptions and addresses those Students were constructing new meaning
during instruction, facilitates exploration of ideas that
x
allow students to ask questions and construct new from their data. The more they can think
meaning. critically and analyze and come to a
c. (E) Connects lessons to key concepts and themes x conclusion the more they are learning.
within other content areas, has knowledge of how to
support literacy and numeracy practices in content
area. Continue to think about mathematics in an
(D) Employs instructional strategies that include interdisciplinary way. How and when do
literacy, numeracy, and language development math and literacy connect? Connect lesson
across content areas, makes reading and content- to ethics. Was what they were doing In the
specific language accessible to students.
movie ethical?
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content
areas.

Areas of Celebration: Excellent lesson plan. Used multiple ways of sharing the content with the students and in groups taking the info to
the analysis level. Higher-level thinking was necessary to complete the assignment. You used multiple teaching strategies and a hook to
get students engaged in the instruction.

Revised 8.6.17
Growth Areas/Next Steps: Continue to think about how you can connect math to other disciplines and how you use literacy skills to show
your learning. Name the 21st century skills as you teach them and let students know they just used those particular skills. (Critical thinking,
analysis)

Revised 8.6.17
 2. Safe, Inclusive and Respectful FEEDBACK
Learning Environment N/O E D P A

a. (E) Maintains safety of students and x Nice relationship with students. Get all
environment, a nurturing and caring voices in the room: Would you rather eat
relationship with each student, clear tacos or sushi?
expectations for student behavior, and
procedures and routines to guide instruction
and transitions. Engaging activity. Used time wisely as you
(D) Facilitates accountability to school and monitored group work. Transition was
class procedures and routines, consistently smooth so learning time was maximized.
reinforces expectations. Use the last few minutes of class to ask
(P) Makes maximum use of time by questions about meeting the targets
overlooking inconsequential behavior, (closure). Think about what you can do in
reinforcing positive behavior, and implementing the last 10 minutes of class so both students
x
purposeful pacing and efficient transitions. and teachers know what they learned or did
b. (E) Acknowledges the influence of race, x not learn.
ethnicity, gender, religion, socioeconomics and
other aspects of culture on student
perspectives, creates an environment where
diversity is used to further student learning.
(D) Establishes processes resulting in a sense
of community among students, effective x Added group dialogue to the lesson to get
interactions among students, and incorporates
instruction that reflects diverse backgrounds, engagement.
experiences, and different points of view.
(P) Delivers lessons to ensure students’ Students worked together in teams. Race,
backgrounds and knowledge are considered, etc., did not seem to create any issue.
capitalizes on diversity as an asset in the Explicit teaching did not occur here.
classroom, uses materials and lessons that
counteract stereotypes and acknowledges the
contributions of all cultures. Close up laptops. Thank you Spencer.
c. (E) Recognizes that students have a variety of X Gave positive feedback for doing the right
learning needs and interests, addresses thing.
individual student needs by adapting the
environment, and collaborates with specialists
Used a pre assessment at end of period.
who can support the learning needs of
students. Think about using an assessment to see if
the students met the target (objectives)
(D) Implements a variety of inclusion,
intervention, or enrichment practices to
address unique learning needs and interests, x
implements recommendations of specialists
and colleagues to address student needs, and
encourages the values and contributions of
students regardless of backgrounds or
abilities.
(P) Initiates collaboration with colleagues to Spent time with students who were not
understand and respond to student learning
needs, provides challenging opportunities and
immediately into the activity. More time with
support for students to self-select tasks that x another group that needed more
accelerate their learning, and integrates self- explanation.
advocacy skills into instruction.

Revised 8.6.17
 d. (E) Establishes an environment that is inviting x
to families and/or significant adults and
respectful relationships with students, their
families, and/or significant adults.
(D) Uses a variety of methods to initiate Works well with cooperating teacher.
communication with families and/or significant Provides engaging and collaborative activity
adults in the school and community. and promoted self-directed tasks.
(P) Coordinates communication between
families and/or colleagues who provide student
services, recognizes obstacles to family and
community participation and seeks solutions to
overcome them.

Opportunity to participate in parent/teacher

conferences.

Areas of Celebration: Positive relationships with students. Engaging. Expectations clear. Monitors by moving around the classroom.
Works well with colleagues. Working well with all students –those who are struggling and those who are doing well. Engaging students
supports fewer discipline problems. Built in an activity where students were collaborating.

Growth Areas/Next Steps: Continue to work with parents and make those contacts .Continue to work with kids who need more help. Good
job. Continue to learn more about each student and their particular learning needs.

3. Plan and Deliver Effective FEEDBACK

Instruction N/O E D P A

a. (E) Demonstrates knowledge of the x Hook (video) to get students in engaged.

interrelatedness of students’ intellectual, social,
and emotional development
(D) Engages students in developmentally
appropriate learning.
(P) Implements knowledge gained from
colleagues with expertise in child and
adolescent development to improve the quality
of instruction.
b. (E) Determines students’ current skill levels
and uses that information to plan instruction,
selects assessment strategies aligned to the
learning objectives, monitors student learning
in relation to the objectives, shares feedback
on student progress with families and/or
significant adults
(D) Uses assessment results to guide real-time
adjustments to instruction, evaluates and
documents student performance based on
multiple measures, provides timely feedback to
students that is academically focused,
frequent, and high quality
(P) Provides opportunities that encourage
students to take academic risks based on
assessment results, teaches students to use
feedback to improve learning.
When you had everyone’s attention, Lucas
explained how let’s make a deal works.
Strategies used during lesson:
question/answer, video, initial inquiry,
modeling, guided practice.
Creative way of practicing probability by
playing Let’s Make a Deal and engaging
students.
Activity deals with oral, kinesthetic and
visual learners.
Students are taking risks by participating in
the activity. This created a great lesson in
sample size.
All students have access to technology and
the activity uses a video which represents
technology.
Definitely problem solving and critical
thinking are needed. Integrated the
x

Revised 8.6.17
 c. (E) Employs strategies and procedures to
ensure students have equitable access to
available technology, assesses available
technology to use with instruction.
(D) Uses available technology to facilitate
classroom instruction, develop students’
knowledge and skills, models responsible and
ethical use of technology and applications.
(P) Integrates available technology to enhance
creativity, critical thinking, problem-solving, use
of information, communication, and
collaboration.
d. (E) Sets and communicates student
expectations at a level that challenges
students, understands the importance of
developing critical thinking and problem-
solving skills.
(D) Demonstrates knowledge of processes
needed to support student in acquiring critical
thinking skills and problem-solving skills, uses
wait time equitably to initiate student
responses.
(P) Teaches students critical thinking and
problem-solving skills that are discipline-
appropriate.
e. (E) Has a clear purpose for student
collaboration.
(D) Provides opportunities for students to
participate using various roles and modes of
communication, adjusts team composition
based on learning objectives and student
needs.
(P) Holds students accountable for work
product and collaboration processes, promotes
student leadership and teamwork skills.
f. (E) Provides clear directions to guide student
learning and behavior, actively listens to
students.
(D) Models a variety of methods for
communication with all students, establishes
classroom practices to support effective
communication.
(P) Teaches students to articulate thoughts and
ideas clearly and effectively.
Areas of Celebration: Many strategies and models of teaching are used. Higher-level thinking skills are practiced. Questions asked of
students to look at data and think about probability.
Growth Areas/Next Steps: Name the skills that are those 21st century skills that all students need for life, school and to be citizens of our
democracy. After directions are given, check with a student to see if they understand the directions. Have them repeat them. You might
want to get some feedback from them about the activities what part helped them understand the concept. Go back to your target and ask
students if they met it; this is in addition to what evidence you have. This could be your closure activity.
x technology to require creativity, critical
thinking and problem solving.
? Could you ask students to look at the data
and draw conclusions rather than teacher
explaining how the data applies?
Second strategy using a set of cards
(already organized to save time) so that
more data can be collected. All students are
then engaged.
x
Think about providing the directions for the
card activity, then asking a student to repeat
the directions so that students are clear on
what they are doing with the cards and why.
Nice job of working with two students who
were not understanding the directions.
Great activity to work on analysis.
x
Expectations set to play the game which
requires higher-level thinking skills. You
might set a time of when you will stop and a
goal of how many times they are to play the
game. Maybe more accountability to stay
on task.
Accountability for student participation. ? Do
x students understand why they are doing this
activity? Think about the purpose.
Activity requires students to talk with each
other to play the game.
After a certain number of tries, do you want
students to think about what data is
revealing from their perspective at that point
of data collection. This may build in more
critical thinking and problem solving and can
then see if that belief plays out to be true or
false.
Revised 8.6.17
 4. Reflection of Practice FEEDBACK
N/O E D P A
a. (E) Implements performance feedback X Works well with teacher. They are working
from supervisor and/or colleagues to in a co-teaching model.
improve practice, actively engages in
professional learning focused on meeting Reflective!
professional goals.
(D) Engages in professional learning
based on alignment with Colorado
Academic Standards, school and district X
initiatives, current research, and student
needs.
(P) Applies knowledge and skills learned
through professional learning to improve
student outcomes, develops and follows a
x
professional learning plan aligned to
goals.
b. (E) Has a positive attitude toward change. x
Adapts well to teaching. Works well with
(D) Adapts to the changing demands of
colleagues. Is positive and respectful of
the classroom environment, maintains a
adults and students. Passionate and caring.
positive, productive, and respectful
relationship with colleagues.
(P) Initiates collaborative activities with
colleagues to navigate change while
maintaining a focus on student learning,
contribute to school and district
improvement planning.

Areas of Celebration: Is reflective, positive and engaging.

Growth Areas/Next Steps: Keep reflecting, learning and applying the new knowledge. Take any opportunity that you can to learn new
things and observe fellow teachers.

5. Demonstration of Leadership FEEDBACK

N/O E D P A
a. (E) Participates in school activities expected of x Will be a great asset to a school. As he is more
all teachers, supports school goals and comfortable with teaching, he will be engaged
initiatives. more.
(D) Contributes to school committees and
teams.
(P) Seeks opportunities to lead professional
learning activities, actively participates in
school decision-making processes.

Revised 8.6.17
 b. (E) Maintains confidentiality of student records X
as required by law, confidentiality of student,
family, and fellow teacher interactions, and Think about how you can involve an ethics
confidentiality of student data; demonstrates conversation in lessons.
reliable and responsible behavior.
Models honesty and integrity and is respectful of
(D) Models ethical behavior, including honesty, others.
integrity, and fair treatment and respect for x
others.
(P) Helps students understand the importance x
of ethical behavior as an individual and
member of society.

Areas of Celebration:
Shows confidence, and leadership qualities. Caring, encouraging and a great role model for students.

Growth Areas/Next Steps:

Continue to talk about and assess those 21st century skills. Make sure that you use the entire class period for learning. Closure can be
given at the end of the period.

What evidence of learning do you see and hear?

The spreadsheet will give concrete evidence. Verbally felt that the concept was understood

Are students meeting the target today? _think so_______At what level? Will know when the worksheet is looked at.

How do you know?

Hard evidence and talked with some students.

Lucas Smith 2/28/18

Revised 8.6.17
 Dr. Karen Rowe 2/28/18

Teacher Candidate Date Observer Date

Revised 8.6.17