85/95 Kristin Foster 5-5-14

UNC Center for Urban Education

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Updated 2/20/2014!

Appendix J!

EDSE 328 329 Observation/Self Reflection Rubrics

(to be used by the Field Experience Instructors when observing Teacher Candidate lesson plans)
EDSE 328 329 Observation Rubric (Complete Lesson Plan-including the Lesson Preparation Form
and the Lesson Plan itself to be given to the field instructor at the time of the observation)
14 15 Points

9 13 Points

Less than 9 points

The lesson was exemplary.

All of the elements of effective
instruction were evident.

Some of the elements of effective

instruction were evident.
12 Closure needs to be stronger
and more effective to see if
students learned the objectives

Few or none of the elements

of effective instruction were
evident. (The teacher
candidate was not prepared to
present the lesson.)

The teacher candidate tried new

strategies with students.
15 Creative and motivating
strategies

A specific teaching strategy(s) was The teacher candidate did not

identified in the lesson plan and use teaching strategies or was
utilized in the teaching.
unable to identify the strategy
used.

The lesson addressed all focus

areas identified at last observation.

The focus requirements were

addressed but the teacher
candidate needs more practice
OR
Not all focus requirements
identified in last observation were
addressed. 13

The focus areas from the last

observation were not
addressed.

The teacher candidate addressed all

student needs during the lesson.
15 Nicely done

The teacher candidate addressed

some of the student needs were
during the lesson.

The teacher candidate did not

attend to specific student
needs.

The teacher candidate effectively

communicated expectations/
outcomes and behavior standards
and followed through during the
lesson.
15

The teacher candidate was not

clear about expectations/
outcomes and behavior standards
OR communicated these elements
but did not follow through.

The teacher candidate did not

communicate expectations/
outcomes and behavior
standards. Behavior was not
addressed. Students were
unclear of expectations.

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The teacher candidate reinforced/
encouraged learning efforts of all
students.
15

The teacher candidate provided

some reinforcement.

The teacher candidate did not

provide reinforcement/
encouragement of learning
efforts.

EDSE 328 329 Self Reflection Rubric (the self reflection form must be turned in to the field
experience instructor within one week of the observation)
5 Points

1 4 Points

O Points

The reflection shows thought and

self-evaluation of the lesson
presentation. The identified focus
areas were reflected upon.

The focus areas identified for

refinement were not considered or
were not reflected upon in the
reflection.

The self- reflection was not

turned in.
0

!
!
!
14-15 !
points

Lesson plan is thorough and complete. Appropriate academic standard and/or

evidence outcome(s) align(s) with lesson focus. Instructional objective(s) is
specific and aligns with academic standard and is written in measureable form;
research-based instructional strategies are evident;
background knowledge and assessment of learner knowledge is clear, concise
and evident in lesson design; instructional grouping is identified in lesson plan
with detail; materials and resources match instructional objective(s), and
lesson closure includes summary of content and review of learning.

13-10!
points

Lesson plan is complete. Appropriate academic standard is

identified, although, evidence outcome(s) does not align with lesson
focus. Instructional objective(s) is specific, although, not written
in measureable form; most instructional strategies are
researched-based; background knowledge and assessment of
learning knowledge is evident but needs more detail; materials and
resources match instructional objective(s), and lesson closure is
evident, although, lacks strong summary and review of learning.

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9-10
points

Lesson plan is complete but lacks detail. Academic standard and

evidence outcomes dont align with lesson focus. Instructional
objective(s) is vague and not written in measureable form;
researched-based instructional strategies not evident; background
knowledge and/or assessment of learner understanding is weak;
materials and resources generally match instructional objective,
and lesson closure is weak.

Below 9!
Points

Lesson plan incomplete; academic standards and evidence

outcome(s) missing, weak instructional objective(s); researchbased instructional strategies not evident, and closure is not
evident.