Teachers: Ms. Miller (TC) and Mrs.

Pelton (STE)_
Date of lesson: November 11, 2014
Profile of Effective Mathematics Instruction Rubric
Evaluator: Please circle the level at which you feel the student teacher demonstrated their ability to teach the lesson. Please add any notes you feel will clarify your choice
of level on the rubric

Classroom management
Encourage appropriate behavior to aid
instruction
Smooth, fast transitions between activities
Instructional materials prepared and easy to
locate
Material distribution system in place
Establishes an environment where students
feel comfortable asking for help, seeking
solutions, and learning from mistakes.

Instructional Indicator

Class is on task and

actively participating in
appropriate ways on a
consistent basis.

Class is usually on task

and actively
participating in
appropriate ways on a
consistent basis.

Class is sometimes on
task and actively
participating in
appropriate ways on a
consistent basis.

Many students are not

on task or not
participating.

Engaging students through student centered

learning
Invitation to learn (grabber)
Uses a variety of learning strategies (see back
of lesson plan format)
Majority of time spent on interactive
instruction
Problem based learning (ILOs)

Consistently provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.

Frequently provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.

X
Students were sort of
engaged. Murphy was
not and testing you
the entire time. Zane
fell asleep. Kenya was
reading.
Occasionally provides
problem solving
situations and
encourages alternative
approaches and
extensions to a given
problem.
x
Ask students for other
methods for solving.
See if they could have

Rarely provide problem

solving situations and
encourages alternative
approaches and
extensions to a given
problem.

Mathematical Communication
Helps students make connections fro
m concrete/pictorial to the abstract
Create a language rich classroom (written and
verbal).
Models and encourages correct mathematical
language.

Consistently facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.

Usually facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.

come up with the

strategy on their own
before you teach it.
Occasionally facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.

Rarely facilitates
students
communication and
justification of
mathematical ideas
using correct
terminology.

Occasionally checks for

understanding by using
a variety of questioning
strategies that allow for
think and wait time
while calling on a
variety of students.

Rarely checks for

understanding by using
a variety of questioning
strategies that allow for
think and wait time
while calling on a
variety of students.

Questioning and Feedback to students

Provides immediate, specific, and positive
feedback
Effective questioning strategies to engage all
students
Used as a tool to increase students depth of
understanding
Dignifies errors and uses the opportunity to
direct misconceptions
Provides adequate think and wait time
Asks higher level thinking questions

Consistently checks for

understanding by using
a variety of questioning
strategies that allow for
think and wait time
while calling on a
variety of students.

Instruction
Learning objectives and essential questions are
shared with the students
Teacher is enthusiastic
Clear and specific directions
Models expectations and procedures
Correct mathematical content
Appropriate instructional tools to develop
conceptual knowledge (e.g. manipulatives,

Consistently clear,
mathematically correct,
and includes a variety
of instructional tools.

Frequently checks for

understanding by using
a variety of questioning
strategies that allow for
think and wait time
while calling on a
variety of students.

X
How do you know
they know?

Usually clear,
mathematically correct,
and includes a variety
of instructional tools.
X
Discussed vocabulary

Occasionally clear,
mathematically correct,
and includes a variety
of instructional tools.

Rarely clear,
mathematically correct,
and includes a variety
of instructional tools.

literature, technology)

Informal/Formative Assessment
Uses a variety of strategies to assess the lesson
(thumbs up/down/middle, questioning,
listening, observation, moving throughout the
room, yes no cards, written and oral)
Flexibility in presentation based on informal
assessment; can adapt quickly based on what
you observe
Encourages students to analyze and correct
errors.

Consistently monitors,
enhances, and evaluates
the mathematical
learning of all students
in a variety of ways.

Usually monitors,
enhances, and evaluates
the mathematical
learning of all students
in a variety of ways.

Occasionally monitors,
enhances, and evaluates
the mathematical
learning of all students
in a variety of ways.

Rarely monitors,
enhances, and evaluates
the mathematical
learning of all students
in a variety of ways.

X
Move around the
room and look at their
papers. Some students
wrote very little on
their paper.

Reflection:
I had a really great learning experience doing this lesson. I did quite a few things wrong, but I think that by doing things imperfectly, I
learned a lot. Of all the lessons Ive given this year, I would say this was the worst. First, I need to be more clear about what the classroom
expectations and procedures are. I wasnt sure about the expectations with bringing homework. My teacher asked me to go over the homework
last minute, so I felt a bit flustered because it wasnt worked into my lesson already. Thats part of teaching though, right? I was a bit nervous at
the beginning because I had Peggy and Michelle observing me, two special education teachers in the room and my iPad recording me. I also
think I should have started my lesson with a better hook, such as a real world problem to solve. Many of the students were confused right off
the bat about the strategy I taught, so that made keeping their attention quite difficult. I learned that some lessons wont go well, but that
provides an opportunity to do better next time, to reflect and fix what needs to be fixed. I received a lot of great feedback from Peggy and
Michelle and my site teacher and I feel like I would do much better if I had to teach this lesson again in the future. With all of this nonsense
going on, I was able to keep my cool and stay calm and confident. I still love to teach and I hope I can keep improving!