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 Meg Strauss Observer Dr. Karen Rowe

Date 1/31/18 Observation # CU1

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

I can understand the characteristics of opinion pieces as well as the importance of using facts and surveys in the
final article.

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 Lesson plan complete and ready to go.
objectives, Colorado Academic Standards, and
Excellent rationale.
assessment results.
(D) Implements lessons that connect specific
learning objectives to curriculum and align to Think about having students print their story
district’s plan. before class. Computers in media center
(P) Demonstrates knowledge of vertical and
were not working well.
horizontal alignments of the grade or subject area.
b. (E) Scaffolds questions, concepts, and skills based x
on a sequence of learning, uses instructional Asks one on one questions to each student
materials that are accurate and appropriate for the to get voices in the room.
lesson being taught, encourages and provides
opportunities for students to make connections to
prior learning. I wouldn’t tell them the video is boring as
(D) Implements content-based instructional they may pay less attention. Before the
strategies that align to learning objective, uses
multiple models and delivery methods to explain videos, tell students what they are looking
concepts, and applies questioning techniques to for during the video.
support inquiry.
(P) Anticipates misconceptions and addresses those
during instruction, facilitates exploration of ideas that
I would go over the target for the day and
allow students to ask questions and construct new how you will assess the target.
meaning.

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 c. (E) Connects lessons to key concepts and themes
within other content areas, has knowledge of how to
support literacy and numeracy practices in content
area.
(D) Employs instructional strategies that include
literacy, numeracy, and language development
across content areas, makes reading and content-
specific language accessible to students.
(P) Makes interdisciplinary connections explicit,
integrates literacy skills across content areas, and
integrates mathematical practices across content
areas.
Areas of Celebration: Used multiple teaching strategies. Lesson plan available and ready to go. Multiple teaching techniques used.
Growth Areas/Next Steps: Think about how you can teach, name and assess. 21st century skills such as interpret, criticize, etc.
Recommend stating the target of the day and the assessment to determine evidence of learning. Think about what are norms for group
work?
x
When students are given worktime, let them
know about how much time they have so
they will focus more on time on task.
Instruction aligns with the objectives.
Make sure that you identify literacy skills.
Can you connect what you are doing with
interdisciplinary content areas? You did
connect with math skills. Identify those as
critical for citizens to have. You might do the
example on the board.
It would be helpful if you provide real-world
examples (as Amy did) for editorials and
opinion pieces.
You provided more examples of border wall
and how we interpret different.
When you give an assignment, have a
student repeat the instructions so all are
clear before they go to their partner work.
Several students ask what they are
supposed to be doing.
It might be helpful to put the steps that you
are working through, so students see what
those steps are.
Use closure at the end of a chunk of
learning or the end of the lesson. What did
students learn?
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 2. Safe, Inclusive and Respectful FEEDBACK
Learning Environment N/O E D P A

a. (E) Maintains safety of students and x Nice interaction of students and teachers.
environment, a nurturing and caring Nurturing and caring environment. Worked
relationship with each student, clear with a student who was having a bad day.
expectations for student behavior, and Routines in place as students come in and
procedures and routines to guide instruction
and transitions.
get ready to learn.
(D) Facilitates accountability to school and
class procedures and routines, consistently The class has some racial diversity in it.
reinforces expectations.
(P) Makes maximum use of time by Diversity –What, if anything, could you do in
overlooking inconsequential behavior,
this lesson to incorporate or acknowledge
reinforcing positive behavior, and implementing
purposeful pacing and efficient transitions. race/ culture?
b. (E) Acknowledges the influence of race, x
ethnicity, gender, religion, socioeconomics and Engagement in conversation that is relevant
other aspects of culture on student to school activities.
perspectives, creates an environment where
diversity is used to further student learning.
Think about what norms you want for your
(D) Establishes processes resulting in a sense
of community among students, effective classroom. Does language matter? If so,
interactions among students, and incorporates talk individually with student and share why
instruction that reflects diverse backgrounds, language would be inappropriate. Amy did
experiences, and different points of view. call her on it.
(P) Delivers lessons to ensure students’
backgrounds and knowledge are considered, I like that you are engaging with students,
capitalizes on diversity as an asset in the
but make sure that you are not taking
classroom, uses materials and lessons that
counteract stereotypes and acknowledges the students off task by asking questions that do
contributions of all cultures. not relate to the lesson.
c. (E) Recognizes that students have a variety of x
learning needs and interests, addresses What self-advocacy skills are you
individual student needs by adapting the reinforcing?
environment, and collaborates with specialists
who can support the learning needs of
students.
(D) Implements a variety of inclusion,
intervention, or enrichment practices to
address unique learning needs and interests,
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
understand and respond to student learning
needs, provides challenging opportunities and
support for students to self-select tasks that
accelerate their learning, and integrates self-
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
communication with families and/or significant
adults in the school and community.
(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.

Works well with cooperating teacher.

More engagement with parents and families
will come as you continue your student
teaching.

Areas of Celebration: You have excellent relationships with students.

Growth Areas/Next Steps: Think about what your norms are, explain them and follow them. Find ways to interact with parents and
community.

3. Plan and Deliver Effective FEEDBACK

Instruction N/O E D P A

a. (E) Demonstrates knowledge of the
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.
x Assessment for the overall topic is excellent.
What is the assessment for today to
determine if students met your objective of
the day?
Variety of teaching strategies used during
the lesson: hook, videos, compare/contrast
(higher level thinking skills), class
x discussion, and lecture. These meet a
variety of learning styles.
Students can determine what story they
want to write. (choice)
Time on task: as some were in the media
center, you ask students to work on their
story. Most were not. Do you want them
to? Must make clear what you expect.
Higher-level teaching strategies in use to
support long-term memory such as compare
and contrast and fact versus opinion.
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 c. (E) Employs strategies and procedures to x
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 Students have access to technology as they
collaboration. all are given a computer for the year.
d. (E) Sets and communicates student x Videos were used.
expectations at a level that challenges
students, understands the importance of
developing critical thinking and problem- Purpose for group work provided.
solving skills.
(D) Demonstrates knowledge of processes Ask students to provide some ideas rather
needed to support student in acquiring critical
than you providing ideas.
thinking skills and problem-solving skills, uses
wait time equitably to initiate student
responses. Good question when you asked them to
(P) Teaches students critical thinking and write about controversial subjects.
problem-solving skills that are discipline-
appropriate.
e. (E) Has a clear purpose for student x
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 x
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: Make sure that you are clear with students on the assignment (example surveys) so time is not wasted. Make sure
norms are in place.

Growth Areas/Next Steps: Make sure that you are using assessments to guide instruction.

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 4. Reflection of Practice FEEDBACK
N/O E D P A
a. (E) Implements performance feedback x
from supervisor and/or colleagues to Works well with supervisors.
improve practice, actively engages in
professional learning focused on meeting
professional goals.
Will continue to apply staff development
(D) Engages in professional learning
learning and to network, use research and
based on alignment with Colorado
work with colleagues to improve
Academic Standards, school and district
teaching/’learning.
initiatives, current research, and student
needs.
(P) Applies knowledge and skills learned
through professional learning to improve
student outcomes, develops and follows a
professional learning plan aligned to
goals.
b. (E) Has a positive attitude toward change. x Is a positive person. As you progress, work
(D) Adapts to the changing demands of toward change in education to meet needs
the classroom environment, maintains a of all students.
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 with feedback in the classroom. Continue to reflect.

Growth Areas/Next Steps: Continue to grow to become a change agent and an advocate for education.

5. Demonstration of Leadership FEEDBACK

N/O E D P A
a. (E) Participates in school activities expected of x Not observed during the class but connected to
all teachers, supports school goals and journalism, so, will be engaged in overall school
initiatives. policies.
(D) Contributes to school committees and
teams.
(P) Seeks opportunities to lead professional
learning activities, actively participates in
school decision-making processes.

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 b. (E) Maintains confidentiality of student records x
as required by law, confidentiality of student,
family, and fellow teacher interactions, and
confidentiality of student data; demonstrates
reliable and responsible behavior.
(D) Models ethical behavior, including honesty,
integrity, and fair treatment and respect for
others.
(P) Helps students understand the importance
of ethical behavior as an individual and
member of society.

Areas of Celebration: Not observed in class today but ethics critical to journalism.

Growth Areas/Next Steps: You touched on controversial issues. Connect those to ethics in journalism. Think about hard evidence that will
meet the objective/target of the day.

What evidence of learning do you see and hear? Observation, response – will read story later when turned in.

Are students meeting the target today? _no sure_______At what level? Through observation, can determine if some were met.

How do you know? Observation, listen in on discussion

Dr. Karen Rowe 1/31/18

Meg Strauss 1/131/18
Teacher Candidate Date Observer Date

Revised 8.6.17