.

- ~-

.
~ ) ' '\ COLLEGE OF
Geo Si-,.., EDUCATION OBSERVATION OF FIELD PERFORMANCE
~a utte & HUMAN Notes
U:mvers1ty DEVELOPMENT

Teacher Candidate: N{'e__r\f'B-- ~ e_,~l Observer: LcJ~°'- ~ ~cLe{'--

School: Grade Level:
Subject/Lesson Topic:
Directions:
This form .is a lio
"' ned towrite
lNTASC , CAEP
1votes section, please specific ev·-idence
and TAPS . pi·ovi·ct es opportunity
d/ Standards · The first page · ,or
r an overall summary m · Observed Strenoths/ Improvernent/Com ments Jn the
.
o b servatlon on paper with this rubric for feedb an korUcomments
. . observed . for the m· d'teator t h rougl1out t h e lesson . The Rubric
· ·is inc
· luded for refere
"' · the
nce, Mentor Teache rs mark
o r upload a ty ped copy of the observations. ac ' nivers1ty Supervisors enter scores on the electronic rubric via iCollege. The Teacher Candidate should scan the ha ndwritte n,
 ~l- . COLLEGE OF
~l, EDUCATION OBSERVATION OF FIELD PERFORMANCE
GcorgiaStatc & Hu MAN Notes
llruvers1ty DEVELOP M ENT

INDICATOR Not
Observation Notes
Observed
PLANNING: Professional Knowledge
I - PL Content Knowledge:
Demonstrates accurate co ntent
knowledge for the s ubject matter and
grade level.

2-PL Pedagogica l Con ten t Knowledge:

Applies research-based pedagogical
content knowledge to build conceptual
understanding in the discipline.

3-PL
Knowledge of Learner Development &
Lea rning:
Ii O ~ 5 ,s °'- -t{_D~-~ --tc\.,~\J\:t C \els. s / If\llrs
- ~
0\..CU..\.).:.:>'-
0
I
"---""'e ~
T'[ 11 \.:
Applies research-based lea rning theories
to make curricular and instructional
~ t o ~ f(_<:,Q.()_,(ch YX,l~e_e,( S °'-.+t_3e~ to
z
.e05C,\_5e_
decis ions that build on learn ers' ~ ·
strengths, needs, and experiences.
4-PL Academic Language:
Uses the academic language of the
discip line; ma kes a ca demic la nguage
accessible to lea rne r s.

INSTRUCTIONAL DELIVERY: Instructional Strategics

,\ '01,·, r o:.:•· 1 (01.: !,)

- - ,-
.,_ ~_., ·-~__. ·-~
 COLLEGE OF
EDUCATION OBSERVATION OF FIELD PERFORMANCE
& HUMAN Notes
DEVELOPMENT
~ - - Not
INDICATOR Observation Notes Observed
2-10 Builds upon lea rners' ex isting
knowledge and skills. ~ s \-tS~DV"\ [)Ctt \ 6 ~ u..~Y\ ~ ~w~,prld ltiex.,J{{_&.fJ e_
cf fl\·1nero\s ()vJ_ roclc -furm_a__-n OY'--

Stu&_{ili wt(( D-\o.-U D t1-fctl-4'1<£ ~ ~ 1f\ ~ l,Fe

3-ID Engages learners in authentic lea rn ing
by using real-life examples and
interdisciplinary connections.
of-°'-::(.;> lc~yst 6...S~~ ~tn ro ½~le_<;
o._'f'O._ £. roc.J_ Lj cl( vro (( § .

4-ID Develops higher order thinking through

questioning and problem-solving f'(\(s ~c..N e<.stecl. rro bn_ct
~ Lld1)Jy\_S, c4Lf •~ her
CJ.ll.( ,he.W cmcl Ou.ri ~~.e__ LOU l of tk.
lDeb · lQ..b
l
activities.

Anderson. L. W . & Krathwohl, D R (2001) ii ~\s. cLl% i 'YI IA£'>11 n:.u,1 ,:--c. o-l sW.ei\..--ts t;=, Mo.ke 6.)")t'){'chlins
1,ixonomyfor learning. teaching. and assessing: A
r~1·1s1on of Bloom's taxonomJ' ofed11ca11onal 11> Ct-h m1c s uc-htre.. u__V\ chtVY\1coJ Lo~s\<riJ"r-.. ·
objec11ves. New York Longman.

'Th_ s-WevJ-,s 0-Yl J Q. f ~ u\JY'(\fo(t-C{_kJ c -IV\ ('{) vs (rm e~ ~

5- ID Academic Rigor:
Provides risk taking, exploring new
ideas and encou rages critica l and
c)o__s_s_~~ ctvQ v01\\l~ tD ~ (vff ~ t utr r-,st-s . I
I
creative thinking.
~~ 1S ~~-h-~.e l~ 1VV\_,f {f ~~iV { ,
-
I
6- ID Employs technology to facilitate the
lesson; involves learners in usc of rt+{,rtn(_e CA ite-- c_ ~Cl~S euelos~+e ctvd
\f\ r'.;> 0rr-<\<.c.,~ , I
technology.
'-fk s,-t,,J.e,.d-- u_l; hI; z-e d -tec,hno lo~ ,hv115 tfc,__ \
I
i
I
\~t> a_c_-h-vl~ \- -
\
I
 GeorgiaState
~\, COLLEG E OF
EDUCATION
& HUMAN
OBSER VATION O F FIE LD PERFORMANCE
Notes
Uruvers1ty DEVELOPMEN T

,.. ( i •

INDICATOR ' t !, ( Not

1 ' Observation Notes ' i Observed
7- ID Uses a ppropriate com mun ica tio n
techniques lo facilitate teaching a nd hul.-n tfYlS 0\1\Cl ~-v?ft. e,-{zt\il>Y\.J)
'f\i\Q. , Y\ s w ~e._ c_ (.eAr .fr0 fV'-- .
lea rning.
& V){_~IJI n\ ~ of~ Jc;_~s . t\f-vl'\.Q_ fD>KG rY)(5 ~ ( JtJ
Y)~ o.. pt(SO'\oJ C.OV'\.,-f-tr'(v')C{_ INi'f'h o.. ~-tu.Je.,vd-' ~ ~5-S
'oe.-\r\o..0\)t Qf w
~e u)l'\-_tt_x·-tnL-e -}t/\Q
1
.s~-evr- w~
co"'\' \,dr \,~ W\5-~e_cl £lrd
-focu.s e~ . iYks ;'.}ne_d.( kt:s
c\-ell< 3u.i ~lints Cuf\ii ~ 1/\Sfru..e,,fi~ -fur tfu__ lab
Wl,e cle+a..Je J .
INSTRUCTIONAL DELIVERY: Differentiated Instruction ,,,, ;, ~-,
8- ID EmploJs principles o r Universa l Design
for Lea rn ing/ w hole class diffe rentia tion

Cen1er for Applied Speci31Technology (2015). ✓

Uni,.ersal Design for Leaming. Relrie\'cd from
hnp://www.casl.org/

91D Provides appropriate ada ptations

and/or modifica tio ns fo r indiv idual
\W.S \\C.lS stu.cLe~ L,O 1-f\/\ "T'E P O..ClcfY\cxlo=HJY\iS .
<... ~o.~
lea rn ers with a n IEP, EIP, 504; O R rr\,s A--rne. c V)i rN e-\-:s, ~ nee.cl~ Df th.eoe.. s-AAd-ef\.-is
-e\.H.,V\ {V\uU---0~ f>he.ct:>es fbt hQve ~ +eottY)--r-e_ac.Vrtr
those w ho require re mediation OR
cha lle nge

I - - - - ,-
!ASSESSMENT OF AND FOR LEARNING: Assessment Uses '
I-AL Uses assessment too ls fo r both fo rma tive
a nd summa ti,•e purposes to g uide and to
~ \ o-.\o Se (\) .e ci c;:_s cz frx ()'\_R-\i 0 e... 4.5~ ess.~ , ff\ rs
adj ust instructio n. fim~ er\, CtlSD 6-t cl R~u~W ~khwr .-h) q5S ess
(A_

-\W s--flAJ~~s ~~Jersf-a(\dJ~ aP ~ ~°'-+l1<Q \.

1

_J
I

-
Not,:~ f'ag,,· 4 (01 . 1R)
GeorgiaState
,,, COLLEGE OF
EDUCATION
& HUMAN
OBSERVATION OF FIELD PERFORMANCE
Notes
Llnivers1ty DEVELOPMENT

INDICATOR
- ).' '!, . "
Not
Observation Notes Observed
2- AL In volves learners in ind ivid ua l goa l-

✓
setting and metacognitive strategies.

3-AL Provides feed back to lea rn ers o n

strengths, needs, and strategies fo r
improvement/extensio n o f lea rn ing.
('l\y-_s ~
t'i>Vi ct I\_~
t'caiw
(; L h--to
(Us.lO-.., ,l -Wi,rv~
-to.e,,h s
~
lct.e.·.
;1;:~ te_
(ODvYl

l°'-O CAC 0 ~ . ~oJSD r3lUYt~l'l'\ w~S _ eir

C\'f\\NltS+D ~ cltscu.ss;JY) q._u.e.si)M.s (_()c)l be., rrrprJJl<l
4-AL Models for lea rne rs how to a pply
teac he r and/or peer feedba ck o n
w ,fh ~ lob t1.di ~ 1
Mrs ArYled,; m od~e d .JR,e__
streng th s, needs, a nd stra tegies fo r IY(DCuil-{vt --n> ( ~ s £;Kr~. She_ Celso rDJ,d_-8
improveme nt/extension o f lea rn ing.
J_f-(X'i'ylcv_s of v'- yos+ \D.b n.po,+1 .
•.
I
LEARNING ENVIRONMENT: Po,5itive Learning Environ~ent
I-LE Promotes positive lea rning enviro nm e nt
5( ~ ~~ ~clu--n()\'\<) e-rc :yc>:;,-/-fd ~ de0-v;
w,a~
by enco uraging learne r self-regula tion
a nd mai nta ining hig h expectatio ns fo r
(1\(s A-0.u ,hi . es rwt ho..vi -to. r-e ire er 5tW:i e.vc/:s J
Df+u) .:n- ,s ~ --fV\e_ s.f-t.td-e..i'-1-s--t'-cel VQ I, Me
a ll learne rs in a trusting, caring, and
respectful lea rn ing commun ity.

tAV\Cl ~v-4> portt -

·o.·u Ol( ; ctiyof kam,~ oh Iiiif.s o.v''tt.:!JHes ;()
2- Lf. Pro mo tes understanding and accepta nce
of learners' multi ple perspec tives a nd 'f\Nr.l o.({
diversity (i nclud in g, but not lim ited to,
race, et hnic ity, religion, socioecono mic {V\o 0l~ , fl\(5 Arne c..rh ~l a_ vcL~ cL e-t=- - ~
slat us, gende r, sex ua l
oricntalion/exprcssion, natio nal origin, Q 'f\Lvv£0ff ol\ D--t-~ 5W~s 10 h-e, c..lass -fl>-4l.e l.
or c,ccptio na lity).
~-

1\ '()le~ Page ~ (0 J JR)

 ~\,
GeorgiaState
COLLEGE OF
EDUCATION
OBSERVATION OF FIELD PERFORMANCE
& HUMAN
Umvers1ty. Notes
DEVELOPMENT
. INDICATOR .. ~

Nol
Ohserv_atlon Notes
3-LE ' Observed
Involves learners in organizing,
allocating, and coordinating the ~ +--ecut o f - ~ MS'-"txs -ID ~ s ~ , ri\rs-#l,YY:'c½
resources of time, space, and materials
to maximize learning. ~ o.vl ~ sf ~ -t0vl.S ~'f\ll ~t__ yeSou.-rcf'S tD
n StCl{Lh a-_rct, fD d'ro.w ~.el ( ()VJ(\ L(){\ C Lu516Y\_ .s.
4-LE Responds to disruptions in an equitable,
timely, and appropriate manner. ~ Di~(LA.-p-h i5Y\S [,A) zve_ -\'-e.,v0 °'-ro v.) tre- t5 w ct-I ty
¼cl(.( 55.f'."J.. ~ rnrs , A-rn~ V)-l

5-LE Establishes and maintains a safe

classroom environment. l..u.'a, r(AJ1)l/i:z.-fr :\1tr r "'\e_s w tfe tn·fixce~ 1!1~ 1-ftJL
tx.c..-h~ . L,~ss r£J1SYY\ WClS 6~ckrl~ ll.{\d..
(o\()v ~/ trcmsdiUYtS w e.,-re_ <S:,e.ct/Y'\ lc .

Notes Pug.e 6 (01 18}

 Observation of Field Performance Rubric
INDICATOR
PLANNING: Professional Knowledoe
Advanced
-
Projicie11t Developl11g I Emerging INIO

7
b
I-PL Content Knowledge: Demonstrates accurate, Demo nstrates accurate, Demonstrates accurate but shallow Demonstrates ins ufficient OR
Demonstrates accurate
sophisticated, AND comprehensive, AND/OR OR o ut-of-date content inaccurate content knowledge.
content knowledge for the content knowledge. current content knowledge. knowledge.
subject matter and grade
level.
2-PL Pedagogical Content Applies sophisticated pedagogical Applies comprehensive Applies basic pedagogical content Applies inadequate pedagogical
Knowledge: content knowledge AND skills of pedagogical content knowledge knowledge AND sk ills of the content knowledge AND skills o f
Applies research-based the subject area(s ), anticipates AND skills of the subject area(s), subject area{s), acknowledges the s ubject area(s). overlooks
pedagogical content AND resolves all learners' reso lves all learners' most learners' misconceptions, learne rs ' misconceptions, OR
knowledge to build misconceptions AND facilitates misconceptions, AND/OR OR directs opportunities for does not build learners '
conceptual understanding in opportunities for a ll learners to fa,;1;1ates opportu,;,;., ✓ learners to acquire conceptual conceptual under tanding.
the discipline. d emonstrate conceptual learners to demonstrate understanding.
understanding. conceptual understandin .
3-PL Knowledge of Learner Demonstrates soph isl icated Demonstrates comprehensive Demonstrates basic understanding Demonstrates inadequate
Development & Learning: understanding of what impacts understanding of what impacts of what impacts learning, understanding of what impacts
Applies research-based learning, including intellectua l, learning, including inte llectual, including intellectual, social, learning, including intellectua l,
lea rning theories to make social, emotional, AND physical social. cmutiona l, AND physical emotional, AND physical social, emotional, AND physical
curricular and instructional strengths, needs, AND strengths. needs, A ~ strengths, needs, AND experiences strengths, needs, AND
decisions that build on experiences of all learners, AND experiencc3 o f all I rn , of all learners, OR responds with experiences o f all learners, OR
lea ,·ners' strengths, needs, responds with appropriate AND/OR res ponds th basic curricular AND instructional responds with inappropriate
and experiences. curricular AND instructiona l acceptab le c urricular AND resources/supports. curricular AND instructional
resources/s upports . instructiona I resources/supports. resources/supports.
4-PL Academic Language: Utilizes sophisticated sca ffolding Utilizes comprehensive Utilizes basic scaffolding to Utilizes inadequate scaffolding to
Uses the academic language to s upport all learners' content- scaffolding to support all support most learners' content- support learners· content-specific
of the discipline; makes s pecific vocabulary development learners' content-specific specific vocabulary acquisition vocabulary acquisition OR
academic language acce sible AND comprehensive vocabulary developmen OR knowledge of language knowledge of la nguage function,
to learners. understa nding of language AND/OR understa · g of function, syntax , AND discourse. syntax. AND discourse.
function , syntax, AND discourse. language function, yntax, AND
discourse.
·. .,
INSTRUCTIONAL DELIVERY: In~tructional St.r,ategies
. . ,

Directs most learners in authentic Directs learners in simple

Engages learners in active Engages a ll learners in a variety Engages a ll learners in authentic
I-ID learning task(s) to acquire
of authentic, relevant lea rning learning tas ks to facil itate learning tasks to acquire
learning and maintains
tas ks to facilitate knowledge OR k,ow ledgc OR ,k;II de,711 knowledge OR skill development knowledge OR skill development
interest.
skill d eve lopme nt throughout the throughout the class during the class during the class
c lass period/ instructional perio d/instructional seg1 t . period/ instructional segment. pe riod/instructional segment.
segment. I \

• t d I Co c Teachmo Standards & Leam ing Progression . April 20 13

Ahoned 10 lnTA C ,,o c r O
p r \
" _ d df the Gcoroia o~panmenl of Educallon Teacher Assessment on cr,ormancc 1andards Reference Sheet Performance Standards and Sampk lnd,, .,t.~r,: T i\P:oi ll ,· t<'<e n.:c ' 1~.-1
/\ li !!ncd w1 tJ1 and a aptc rom e
_ ) . FDGAR included pdf httP /1"" w doc ~ 12 ga us/School-lmprovcn1c111
7 2 12
 Observation of Field Performance Rubric

INDICATOR Ad1•011ced Proficie111 Del'eluplug I"r;o

- - -~---- -- -
Build~ upon lc:1rner, · e,isting Accesses most learner's prior Docs not acccs, learner~ · prior
2-ID Ma:1.imizes all learner's prior Uses all learner's prior
pcr~onal, acaclernic, cultural, knowledge during the lesson: knowledge during the lesson;
1-.nowledge during the lesson; knowledge during the lesson;
and community as~ets. connects lesson objectives lo most lesson objectives not conm:ct~d
integrates lesson objectives to all connects lesson objectives to all
learners· personal, academic, lo learners' personal, academic.
learners' personal. academic. learners' personal, acade1 ,
cultural, OR community assets. cultural, OR commun ity asset~
cultural. ANO community assets. cultural, ANO/OR co1 unity
assets

.3-11> Engages k .irncrs in authentic Engages all learners in authentic Engages all learners in authentic Directs most learners in learning Directs some learners, cxc1mplcs
learning hy using real-life learning by integrating relevant, learning by integrating real-life by providing real-life examples are irrelevant OR
examples and real-life examples AND varied examples AND/0R OR interdisc iplinary content interdisciplinary content

7
interdisciplinary connections. interdisciplinary content interdisciplinary cont knowledge. knowledge is lacking.
knowledge. knowledge.

4-11> Devclops higher order Scaffolds all learners m Scaffolds all learners in analytic- Directs learners in comprehensive- Directs learners al knowledge-
thinking through questioning evaluative OR synthesis-level level thinking questions level questions OR simple leve l thi nki ng questions OR
a11d problem-solving thinking questions AND relevant AND/OR relevant problem- problem-solving to acq uire simple problem-solving to
activities. problem-solving to facilitate solving to facil~t: : ' ; t '•ledge knowledge OR skill development. acquire knowledge OR skill
knowledge OR skill OR skill develv t. development.
i\ndcr~c>n L \\' & Kra1lm ohl. D. R development
(200 I) ,I 1a.r,1,i11m1 for leam mg.
l4!odw,g. and os<cJ.ung A r ('\ 'U1o n of
ll/,>onr ·., f{l), Of/Om)' of eJ11ca1wna/
oh1e,11-.•s New Yorl Longman
5-IO Academic Rigor: Establishes academic rigor by Establishes academic rigor b) Provides academic rigor by Does not provide opportunity
Provides risk laking, facilitating a variety of fac ilitating opportunitie. or allowing learners to take some for learners to take risks OR
exploring new ideas and opportunities for learners to learners to take aca 1c ri$kS academic risks in considering think critically OR creatively.
encourages critical and take academic risks by applying by exploring new ideas, lnew ideas, OR thinking
creative thinking. new ideas, AND demonstrating AND/OR thinking criticaily criti.:ally OR creatively.
1---- --+--- - - - -- - - -- -f-c_ri_ti_c_a_l A _ N_D
_ c_re_a_ti_v_e_r_hi_n_k_in"""g'-.- +A
_ N_D _/_O_R
_ c_r.:_•a_t,_v_,~,~- - - - ~ - - - - - - - - - - - --+--- - - - - - - - - - --1
6-ID Employs technology to Demonstrates sophisticated Demonstrates cor:1prehens1ve o~monstrates basic use of Demonstrates inadequate use of
facilitate the lesson; involve~ AND comprehensive use of use oftechnologicai equipment tt>chno!ogical equipment AND/OR technological equipment
learners in use of technology. technological equipment AND/OR resourcrs for re~ources for instructional use OR AND/OR resources for
AND/OR resources in an instructional purposes, learner.; use the technology in a instructional purposes, OR does
imegrated manner with learners AND/OR learners arc mv 1vcd
7 basic manner OR provides basic not involve learners in
using the technology for in using the technology for rationale for any lack of use of technology use OR provides
learn ing OR provides learning OR_provides technologi_cal equipment AND/OR inadequate OR no rationale for
sophisticated AND comprehensive ra11onalc for resources Ill a basic manner for any lack of use of technological
comprehensive rationale for any lack of use of technological instruc1;onal purposes AND/OR equipment AND/OR resources
any lack of use of technological equipment AND/OR resources learner involvement using the for instructional purposes. OR
equipment AND/OR resources in an integrated manner for technology. limited/non-involvement of
in an integrated manner with instructional purposes learners in technology.
learners using the technology.

.i\logn,·d 10 1n·1i\Sl Modd Core fcach111g ~1.mt.lart.ls & I.earning Progrcrnons. April 20 13
;\hgned "ilh and adaplet.l fr om 1hc Georgia Ocpartmcnl of Educa11on ·1cacher i\,,crnncnl un Performance S1andard, Reference heel l'crformancc S1andard, and Sample Ind icators r ,\ I'\ Rderrnec She,·l
7-~ 1. t 2 F l)(jl\~ 111cludcd rdf lll!I' " "~ do.·l.12.ga.JJ~Lc;i:_!!Q!l!:!tnrr!>' cr'!<.fil Rubric f' agl! 2 (01.18)
 Observa tion of Field Performance Rubric
,,
IN DICATOR
,- - Advattced Proflcie11t Developing Emer,:i"g ~I<!_
AN D/OR learner involvement
using the technology.

-
7- IO u cs approp ria tr
co mmunica tio n techniques to
fa c ilita te teaching and
lea rning.
INSTRUCTIONAL DELIVERY: Differentiated Instruction
8- ID Em ploys prin ciples of w ho le
class diffe re ntiation
/ Universa l Design for
Lea rni11 g.
Cc n1cr for Applied Special Techno logy
(20 15) Univcr, al Des ign for Leaming
Rclrlcvcd from hllfl //www cos1 o rg/
Faci litates lesson content, Facilitates lesson content, Oirec1s lesson con1en1,
Directs lesson content ,
instruclions. miscommunications, instruciions, miscommunica1ions.
instructions, miscommunica1ions, instructions, miscomrn unications,
AN D classroom discourse OR classroom d iscourse with
AND/O R classroom discourse OR classroom discourse with
e ffici ently AN D equitably with efficiently OR equitably with inappropriate verbal. OR non-
appropriate verba l AND non-
pos itive AN D appropriate verbal positive AND/OR appropr· te verbal commun ication in a logica l verbal communication in an
AN D non-verbal communication verbal AND non-verbal seq uence. illogical sequence.
in a logical sequence. communication in lo cal
sequence.
Demonstrates a sophisticated Demonstrntes a comprehens ive Demonstrates basic knowledge of Demonstrates an inadequate
knowledge of UDL by faci litating knowledge of UDL by facilitating UDL by providing methods for knowledge of UDL by not
a variety of methods for all a variety of methods for all learners to engage OR interact providing a variety of methods
learners 10 engage AN D interact learners to engage AND/OR with the lesson material OR for learners to engage AND
with the lesson material AND interact with the lesson material activities, OR demonstrate their interact with the lesson. AND
activities, A ND demonstrate their AND/OR activities, AND/OR mastery of lesson objective(s). demonstrate their mastery of
mastery of lesson objective(s). demonstrate their mastery of lesson objective(s).
lesson objcctive(s).

910 P rovides a p prop riate
ada pta tio ns/ac com mod at io ns
a nd/or modifica tio ns fo r
individua l lea rne rs w ith a n
I EP, E fP, 504; o r t hose who
require r em ed iat ion or
c ha llenge.
Applies appropriate required
adaptations/accommodations
AN D/O R modifications for a ll
learners (e.g., IEP, EIP, 504);
AND fo, all learn<~";"
remediation/ challenges.
App lies appropriate required
adaptations/accommodations
AND/OR modifications for all
learners (e.g., IEP, EIP, 504);
AND/OR for all learners who
require remediation/challenges.
Applies appropriate requ ired
adaptations/accommodations
AND/OR modifications for
learneVi (e.g., IEP, EIP, 504); OR
for learners who require
remediation/challenges.
Applies inappropriate OR does
not apply required
adaptations/accommodations
AND/OR modifications for
learners (e.g., IEP, EIP, 504); OR
for learners who require
remediation/chal lenges.

ASSESSMENT OF AND FOR LEARNING: ~ssessment Uses

Uses assessment tools fo r both Uses appropriate fonnative AND Uses appropriate formative Uses appropriate formative Uses inappropriate formative
I-AL
summative assessment tools to AND/O R summative assessment AND/OR summative assessment AN D/O R summative assessment
fo rm a tive a nd s umma l ive
document learners ' prior tools to document learners' prior tools O R docs not document
purposes to g uide a nd to tools to doc"m'":~o,
knowledge AN D new learning to knowledge AND/OR new knowledge OR new learning to learners' prior knowledge O R
adjus t inst ruction.
fac ilitate learning A N D guide learning to guide learni guide learning OR adj ust new learning to guide learning
instruction for the whole class, AND/O R adjust i str tion for instruction for the whole class, OR adj ust instruction for the
groups of learners O R individuals.
I . . ·c d ·I C f l' Teacluno S 1,indards & Learning P1ogrcss1011s. April 2013 _
, \l ignccl 10 In I AS Mo c O "' . f Fducauon Teacher /\sscs,mc111 on Performance S1a11dard~ Rcfc1encc Shcc1 l'erformanc.: SIJndards ~nd Sampk fndic at,,r, r ,\I' Rci.:r.:ih:, \h.:,l
, \llf•ncd " 1th and ;idap t.:d fro m !he Georg ia 0 cpartmcn 1 o -
7_ •1_1 1 f)Cil\R mcludted pdf hun " """ do, U,?_ga_11~
2 2 ool-lmnrovc111co1 R11hnc Page 3 {01. 1BJ
,-.. • • \ - - . .. .... J

INDI CATOR
1- AL Invol\ es learners in
indiYidual goa l-setting and
mctacognitive strategics.
3- L Pro, ide feedback to learners
on st rengths, needs, and
strategies fo r
impronmen t/extension of
learning.
-k\L i\lodels for learners ho\\ to
a pply teacher and/or peer
feedback on strengths. needs,
a nd stra tegies for
improvement/extension of
learning.
LEARNING E1'7VIRONMENT: Positive Learning Environment
II-L E Promotes posi tive lea rning
envi ronment by enco uraging
le3rner self-regulation and
ma intaining high expectations
I
I
for 311 learners in a trusting,
ca ring. and respectfu I
I lea rning community.
I learners AND holding high
I expectations.
Promotes understandi ng a nd
12-LE
I acceptance of lea rners'
mu ltiple perspectives a nd
I diYC rsity (including, but not
lim ited to, race, ethnicity,
re ligio n. socioeconomic
I
• ra tu~. gend er. sex ua l
- 1
\ h!!n.:d 1n lnl A C ,\ lodd Cor~ Teaching Standards & Leamm~ Progressions. April 2013
,\li~n, J 1, ,ih and ad,iptcd frnm ihc Georgia Departmen1 of Education Teacher Assessment on Performance ·1andard~ Reference heet Pcrfom1ancc Standards •,tnd aiitfJI c' li,d 1ca1ors 1·,\P Rc,cr,
;.2~-121 l>G \Rm ludcd pdfb.!.!n '""" doc ~I.? ga u~School-lmpro, emcol
Observation of Field Performance Rubric
Adva11ced Em cr1:ing INIO
Proficient Developittg
groups of learners, 10 the whole class, groups of whole class. group of learner,
individuals. OR ind1v1duals.
learners ANO/OR individuals.
Involves learners in sophisticated Does not invol ve learners in
Involves learners in Involves learners in appropriate
7.'
cogniti, e strategies 10 construct cognitive strategies to construct
comprehensive cognitive cognitive strategies 10 construct
knowledge; AND metacognitive knowledge. knowledge.
strategies. to think about what strnt<gies to '""'"""
AND/OR metacognitive
the) kno\\ AND don ' t know to strategies to think abou at
set goals A 'D e:..tend learning. they know AND don 't know to
set goals AND extend learning.
Provides comprehensive feedback Provides detailed feedback 10 the Provides general feedback 10 the Provides limited feedback to the
to the whole class. groups of whole class, groups of learners, whole class, group(s) of learners, whole class. group(s) of learners,
learners, AND individual learners ANO/OR individual learners OR 10 individual learners focusing OR individual learners that does
focusing on strengths ANO needs focusing on strengths AND/OR on strengths OR needs for not serve to suppon the
specific to improvement ANO needs specific 10 impro ent improvement of learning improvement AND extension of
extension of learning objectives. ANO extension of ming objectives. learning objectives ..
objectives.
Provides sufficient time A D Provides sufficient time Provides limited time OR suppon Provides no time OR suppon for
suppon for learners to self-assess AND/OR support for learners 10 for learners to self-assess learners to self-assess OR to
AND 10 apply teacher AND peer self-assess AND/OR to apply AND/OR 10 apply teacher apply teacher feedback to
feedback to improvement AND teacher AND/OR peer feedb ck fec:dhack to improvement AND improvement ANO extension of
extension of learning objectives. to improvement A ·o c\ . sion jt:-..Lens1on of learning objectives. learning objectives.
of learning objectives. I
Promotes a respectful learning
community by facilitating all
Promotes a respectful learn ing
communit) by facilitating all
Promotes a learning community by
facilitating !earners in self-
Promotes a learning environment
that does not facilitate learners in
learners in self-regu lation AND learners in self-regulation, regulation OR positive-teacher se lf-regulation OR positive-
conflict resolution, positive positive teac her-learner AND/OR
A DIOR learner-learner teacher OR learner-learner
teacher-learner AND/O R learner-
learner interactions; by
learner-learner interactions; by
interactions; OR by establishing
<stablishing rnpport w i ~ rapports with learners, OR holding
interactions; OR does not
establish rapport with learners.
estab lishing rapport with all learners, AND/OR hold ing ·gh high expectations. OR hold high expectations.
expectations.
Values others · diversity by Values others' divcrsit)1 by Acknowledges others· diversity by Does not, OR inappropri ate I).
facilitating learners· expression, faci litating learners· expression, directing learners' e:..pression, acknowledges, others· diver ity:
acceptance, AND honoring o acceptance, AND/OR honoring acceptance, OR honoring of OR does not , OR
multiple perspectives AN of multiple perspectives multiple perspectives OR inappropriately, promotes
characteristics: AND p motes AN D/OR characteristics; characteristics; OR promotes respect.
mutual respect. AND/OR promotes mutual mutual respect.
respect.
r •
ncc ~h,·,1
Rubric Pag114 (01 .18)

INDICATOR
oric. n tat ion/ex p,·cssio n,
natio nal origin, o r
exceptiona li ty) .
.3-LE I nvolvcs learners in
orga n!zing, a llocati ng, and
c_oo rd m at ing the resources of
tun e, space, and materials to
maximize lea rni ng.
4-LE Responds to dis ru ptions in an
equi table, timely, an d
appropriate ma nne r.
5-LE Establishes and ma intai ns a
safe classroom e nvironment.
A ligne d to JnT /\SC Mode l Core Teaching Siandards & learning Progressions. April 20 13
i\he ned ",th and adapted from the Georg ia Dcpanmcnt o f Educauon Teacher Assessment on Perfo nnance Standards R.:fcrcncc S heet Performance Standard~ and Sam pk Indicators T /\PS Reference Sheet
7 _2 j_12 EDGAR included pdf http "'"~Ll!2c
Obse rva r10 11 0 f F'1c ld Performa nce R ll b.
Ad,•anced
Maximizes t he organization
allocation, A ND/OR ' a llocation, AND/OR
coordination of instructional time
~ND space by involving learners
111 the process. signaling
transitional cues; AN D giving
choice in the learning space AND
materials to faci litate whole class,
group AND/OR individual
learning.
Facilitates equitable AND timely
reminders of established
c lassroom community
expectations with appropriate
verbal AND non-verbal
communication.
Enforces classroom, school AND
community safety rules AND
policies relevant to the content
with wrinen, visual, AND oral
procedures; specific to science
classrooms: enforces required
OSHA safety standards.
t 2 au /School-lmnrovcrncnt
nc
Proficient
Facilitates the organization,
coordination of instructional time
AND space by involving learners
in the process, signaling
transitional cues; AN D/OR
giving choice in Lhe learning
space, AND/OR materials to
facilitate whole class, group
AND/OR individual learn ing.
Facilitates equitable AND/OR
timely reminders of established
classroom community
expectations with appropriate
verbal AND non-verbal
communication.
Enforces classroom, school
AND/OR community safety rules community safety rules OR
AND/OR policies relevant to the policies relevant to the content
content with written, visual,
AND/OR oral procedures;
specific to science classrooms:
enforces required OSHA safety
standards.
.
I Developing
Directs the organization,
al location, OR coordination of
instructional time AND space with
limited learner involvement,
trans itional cues; OR giving
choice in learning space OR
materials for whole class, group
AND/OR individual knowledge
acquisition.
Gives fair OR timely reminders of
established classroom community
e xpectations with appropriate
verbal AND non-verbal
communication.
Enforces classroom, school OR
with written, visual, OR oral
procedures 5pecific to science
classrooms . enforc-es required
OSI IA safety standards.
Emer,:iltK INIO
Does not direct the organiza tion,
allocation, AND/OR
coordination of instructional time
AND space, does not use
transitional cues; OR giving
choice in learning space OR
materials for whole class, group
AND/OR individua l knowledge
acquisition.
Gives inappropriate, inequitable
OR frequent reminders of
classroom community
expectations OR does not use,
OR uses inappropriate, verbal
AND non-verbal communication.
Does not e nforce, O R
inefTectively enforces, classroom.
school OR community safety
rules OR policies relevant to the
content with wrinen, visual, OR
oral procedures; specific to
science classrooms: enforces
required OSHA safety standards.
Rubric ?age S (01. 18)