Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Kate Forman Evaluator: Jerry Tropman

UNC Supervisor, OR Cooperating teacher
School, district: St. Vrain Valley School District Subject/Grade: High School Art
Lesson topic and summary:
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
P​EDAGOGY ​Colorado Quality Teacher Standards​​ ​Rubric h​ ttp://www.cde.state.co.us/educatoreffectiveness/rubricrevision​ ​and the
Aligned to the​
UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or response Instruction is adequate​, ​aligned to CAS, and Instruction is confident​, ​uses CAS based
CONTENT
KNOWLEDGE
to student needs. Methods, content, employs appropriate technology. Lesson lesson plan and appropriate technology;
and/or technologies may not be plan reflects diversity and is specific to flexible and differentiated​, ​focuses on
developmentally appropriate. individual students’ needs. Student appropriate learning objectives. Advanced
Student learning is evident in few. learning is evident in most. student learning is evident.

L​EARNING Behavior problems in classroom
ENVIRONMENT negatively affect learning. Little
control over classroom. Has
difficulties relating to students.
Management may be
developmentally inappropriate.
Manages most behavioral problems
and maintains control of the
classroom. Intentionally creates a
healthy classroom community
where students are treated with
sensitivity and respect.
Discipline problems are prevented through
engaging instruction and building a safe,
respectful, and tolerant classroom
community. Appropriate intervention
strategies are evident. Effective use of time
and classroom structures apparent.

INSTRUCTION/​A​SS No evidence of assessment​, ​or no Periodically assesses student performance Consistently assesses student performance
ESSMENT including formal and informal methods; both formally and informally; assessment
connection between assessment and
instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives.

REFLECTION ON Ineffectively links student learning to Periodically reflects on professional practice Evidence of reflection and analysis of student
PRACTICE
own practice. Does not establish and the impact on student learning. Able to learning with links to goals for teacher
professional goals through reflection. respond to a complex, dynamic professional practice. Thrives in the
Discomfort in school climate. environment. complex, dynamic environment of a school.
P​ROFESSIONALISM/C Lacks evidence of consistent reliability,Reliable​, ​punctual​, ​and collaborative. Consistently reliable​, ​punctual​, ​willing and
OMMUNICATION collegiality, and communication. Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
Does not always adhere to standards of professional practice. feedback. Exceptionally adheres to standards
professionalism standards. Communicates professionally. of professional practice and communication.

S​PECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability to
KNOWLEDGE guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the ​Colorado Academic
Standards, National Core Arts Standards, ​and the​ CDE Rules for Art Licensure​​. Highlight ​D​ (Developing), ​P
(Proficient), or ​T​(Target) content knowledge and level of ability to assess student learning and guide instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual
arts in a society or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate
OBSERVE AND
box.
LEARN TO
COMPREHEND Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making
CRITIQUE TO connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students to Students are able to define criteria and Instruction guides students’
conceptualize or evaluate artistic connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Lesson Observation Form K-12 PTEP, UNC
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND
complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
CREATE Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate knowledge of content and skill.
inadequate. self-discovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to​ diverse  Connections are respectfully made that
ideas and diverse experiences or are culture groups and contexts.  reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the  contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.

Focus on student ● Lesson Objective:

achievement​​: ● Observe works of art to help influene a personal goal, and idea for own work
What learning objective(s) did
you target? Did your students Student progress toward objective: Students found examples online, and added them
master the objective(s)? How to a community slideshow.
do you know?
How standards are aligned and evidenced: Standard 1: GLE1
Students learned about artists, then made a plan for an orignal piece that gained inspiration from the artist.
Focus on the artistic
Once planned students produced their own artwork by using new techniques for working with slabs of clay
process: which they were taught with various learning activities leading up to the assessment.
How did students evidence
behaviors described by more Finally, students reflected on what they did, and how it changed their understanding.
than one of the CAS in the
process of art making?

Areas of strength: Teacher Candidate: Observer:

● Planning lessons to give all ● Lessons are well planned with good
What are your areas of the students a chance to sequence. This lesson helped connect
strength? create something they want, students to the larger artworld, and
while also following challenged them to come up with a
personal connection that would launch
standards and learning their next project.
important techniques
Kate connects well with students, and
immediately built trust within the class.

Areas of growth: Teacher Candidate: Observer:

● As a teacher I need to ● The little things that crop up will always be a problem,
and that is mostly what needs work.
What are your areas of improve on time
growth? management at the end The community slideshow was not edtable by
students at first. Kate had to quickly change
of the class. the permissions for it.

This is really the extent of any observed problems.

Lesson Observation Form K-12 PTEP, UNC

Goals: Goals:
Time management. Good to know when class
● Set a timer on my watch will end so you can help students move into
What are goals to so I can stay on top of cleanup mode.
improve your instruction the time better.
and increase student
learning and artistic
development?

Evaluator signature: Date: 11.5.2018