Lesson Observation Form

Teacher Candidate:​ ​ ​ Samantha Knies ​Evaluator: ​Teresa Lantz ​ ​ UNC Supervisor

School, district: ​District 6 Chappelow Elementary​ ​ ​Subject/Grade: ​6-8 ​ ​Lesson topic and
summary: ​Work day
C RITE RI A DEVELOPING PRO FIC IE N T TARGET
P​EDAGOGY Aligned to the​ ​Colorado Quality Teacher Standards​ ​Rubric
http://www.cde.state.co.us/educatoreffectiveness/smes-teacher​ and the UNC Program Completer Survey
PLANNING / Instruction lacks focus and/or Instruction is adequate​, ​aligned to CAS, Instruction is confident​, ​uses CAS based
CONTENT
KNOWLEDGE
response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated​, ​focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives​. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in
few.

L​EARNING Behavior problems in
ENVIRONMENT classroom 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/ No evidence of assessment​, ​or Periodically assesses student performance Consistently assesses student performance
A​SSESSMENT no connection between including formal and informal methods; both formally and informally; assessment
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 Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE
learning to own practice. Does practice and the impact on student student learning with links to goals for
not establish professional goals learning. ​Able to respond to a complex, teacher professional practice. ​Thrives in
through reflection. Discomfort dynamic environment. the complex, dynamic environment of a
in school climate. school.
P​ROFESSIONALISM/C Lacks evidence of consistent Reliable​, ​punctual​, ​and collaborative. Consistently reliable​, ​punctual​, ​willing
OMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate​. Actively seeks
communication. Does not to standards of professional practice. critical feedback. Exceptionally adheres
always adhere to Communicates professionally. to standards of professional practice and
professionalism standards. communication.
S​PECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an
KNOWLEDGE ability to 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.
1. Observe and Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
Learn to background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of
Comprehend the visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art.
 Introduction of terms and facts Instruction adequately engages students in Instruction synthesizes students
without contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
2. Envision and Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria
Critique to Reflect and make reasoned judgments about the significance of their art and the art of others works. Students are guided
into making connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
Instruction minimally offers Students are able to define criteria and Instruction guides students’
students to conceptualize or connect among other disciplines. reflection-based observation,
evaluate artistic ideas. creation & transfer among
disciplines.
3. Invent and Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media,
Discover to Create tools, techniques and processes design to help students solve specific visual arts problems. Assists students as they
organize, develop, complete artistic ideas including consideration of meaning and function. Final works are refined for
presentation.
Instructor’s ability to convey Students are adequately guided in Students show independence with art
knowledge of art teaching artmaking processes but may have minimal making along with demonstrated
methods, art media or processes at opportunity for age appropriate knowledge of content and skill.
an age appropriate level is self-discovery or personal creation. Opportunity for student agency is
inadequate. apparent.
4. Relate and Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions
Connect to Transfer and meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and
personal experiences to make art and to apply societal, cultural and historical context to deepen understanding.
Instructor and students demonstrate awareness of the need for continuing study, reflection, and professional growth
in the field of art education.
Connections are not made to Connections are made to​ diverse  Connections are respectfully made
other ideas and diverse culture groups and contexts.  that reflect diverse culture groups
experiences or are Opportunities for reflection and the  and contexts. Students connect
stereotypical and extension of learning are present. artmaking to personal experience.
rudimentary. There is evidence of continuing
There is little evidence of growth.
desire for future growth.

Lesson Observation Form K-12 PTEP, UNC

Focus on student
achievement through
the lesson​:
What learning
objective(s) did you
target? Did your students
master the objective(s)?
How do you know?
Focus on the artistic
process through the
lesson:
How did students
evidence behaviors
described by more than
one of the CAS in the
Lesson Objective:
-Student will explore different methods of exploring their chosen art
material/method using, classmate conference and teacher feedback.
-Students will build new or advance skills in chosen art mediums.
-When writing your objectives think about how they connect to the standards you
have chosen.
Student progress toward objective:
Students worked independently on their projects. They were engaged and persisting through.
Students had discussions with peers and were getting feedback (also written reflections!) on their
progress.
How standards are aligned and evidenced:
-Sixth Grade, Standard 3. Invent and Discover to Create,​ 1. Plan the creation of a
work of art utilizing feedback. ​(GLE)​C: ​Evaluate redirection and revision during
the creative process.
-Sixth Grade, Standard 3. Invent and Discover to Create, explore various media,
materials and techniques used to create works of visual art and design,
GLE 6.3.1a. Use feedback from peers to plan and create works of art b. Propose revisions to
works of art using the language of visual art and design c. Evaluate redirection and revision during
process of art making? the creative process GLE6.3.2 a. Recognize and utilize the individual characteristics of each
medium b. Identify and differentiate the relationships between media choice, art processes, and
final solutions c. Create and display works of art using a wide variety of contemporary and
available media
- In the future add more standards to the LP. You are hitting more than just Standard 3 and admin
will want to see that when observing you and discussing your LP’s.
- Also these are mixed grade level classes, how are you addressing the other grade level
standards? Or picking which grade level standard to use?
-Think about how you can write objectives that incorporate the standards that are being
addressed?

Areas of strength: Teacher Candidate: Observer:

What are your areas of -Has a great relationship with students -Great at classroom routines, attendance,
strength? -Walking around and checking in with greeting, closing, 5 minutes clean up/folder
students signing
-enthusiastic about students individual projects

Areas of growth: Teacher Candidate: Observer:

What are your areas of -Confidence with students. (teacher voice) -Confrontation with students. (they are pushing
growth? -Feels uncomfortable guiding (making you to see your limits)
suggestions, opinions) students with their - Wait time and getting the students to stop when
projects. you need them to

Goals: Goals:
What are goals to -Continue to work on your confidence.
improve your instruction - Remember to wait until the students are
and increase student paying attention before addressing the class.
learning and artistic
development?

Evaluator signature: ​Teresa Lantz Date: ​4-22-19

Lesson Observation Notes:

● Arrived end of previous class. Closed class wit a reminder about her last week
and have a great day.
● Classroom is a mix of grade levels and classes due to absent teachers and
testing schedule.
● Greeted new class in hallway. Appeared to socialize and greet them with
reminders.
● Students sat and got to work right away.
○ Seemed like a typical studio day. Students knew the routine and
expectations.
● Addressed the class without getting their attention first.
○ Even when making random statements, get their attention. I do this
sometimes too, but trust me from experience their are not listening.
● Walked around and checked in with students.
● Students were independently working on projects. Some students were chatting
more than working (common for middles, how can you inspire them to focus
more on their artwork and less on socializing?)
● 5 minutes end of class reminder to get sheets out and sign them, and clean up.
● Quick closure for a goodbye.