Granite State College​ ​Lesson Observation Feedback Tool (LOFT) 

Aligned with the TCAP Process and the GSC Lesson Plan & Rubric
LOFT assesses the TCAP strands of Planning/Preparation | Content Knowledge |Classroom
Environment/Management | Instructional Strategies | Assessment Practices | Reflecting &
Growing Professionally | Academic Language (embedded in Strand 3)

LOFT Instructions:​ Teacher candidates will be observed & scored on items identified according to the level of the
course being taken. As candidates move from introductory level coursework to intermediate level coursework, the
corresponding intermediate items will be the focus of the observation. When candidates reach advanced level courses,
advanced level items will be the focus, however, all items are then expected to be in place by the candidate. If Field
Placement Faculty choose, they may score/comment on any criteria preceding the candidate’s course level.
(Revised 3.1.17)

Teacher Candidate: Jasmine Race Certification Program: EE/GSE

Observation Date: 2-21-17 Location:Northwest Elementary
Term:Winter 2017 SAU: 37
Course:EDU 610 Course Level: (Intro/Interm/Adv) Advanced
Lesson Setting (Age/Level & Individual Group):
Small Group- Grade 3

STRAND #1 Contextualizing Learners has no rubrics.

STRAND #2: Planning and Preparation

INTRODUCTORY
1 - Minimal Criteria
Planning and 2 - Developing 3 - Acceptable 4 - Proficient
Met
Preparation

2.1 Evidence of pertinent prior Pertinent prior learning,

No evidence of pertinent Pertinent prior learning,
learning, disposition, and disposition, and
Prior Evidence prior learning, disposition, disposition, and experiences
experiences taken into experiences taken into
(i.e: RASW 1C) and experiences taken into taken into consideration in
consideration scattered consideration throughout
consideration in lesson plan most of lesson plan
throughout lesson plan lesson plan

2.2 Measurable Goal(s) and

Goal(s) and objective(s) are
Measurable Goals
not clearly articulated,
and Objectives measurable or based on any
(i.e. RASW 1B) appropriate standards (IEP,
CC, other)
Measurable Goal(s) and
objective(s) clearly
articulated but lack basis in
appropriate standards (IEP,
CC, other)
Goal(s) and objective(s)
measurable objective(s)
clearly articulated and based
clearly articulated and
on appropriate standards
based on appropriate
(IEP, CC, other) but not are
standards (IEP, CC,
not measurable
other)

2.3 Learning and assessment Some learning and

tasks lack focus on
Aligned Materials & connections among facts/
Resources concepts/skills
conventions/ conventions/participation in
participation in lesson
Most learning and assessment Learning tasks focus on
assessment tasks focus on
tasks focus on connections connections among
connections among
among facts/concepts/skills facts/concepts/skills
facts/concepts/skills
conventions/participation in Conventions/participation
lesson in lesson
lesson

1
 STRAND #2 Planning and Preparation
INTERMEDIATE
1 - Minimal Criteria
Planning and 2 - Developing 3 - Acceptable 4 - Proficient
Met
Preparation
2.4 Progression of learning tasks Progression of learning Progression of learning tasks Progression of learning
and assessments do not guide tasks and assessments and assessments mostly tasks and assessments
Continuity students to build somewhat guide students to guides students to build guide students to build
understanding of the build understanding of the understanding of the understanding of the
objective objective objective objective

2.5 Assessments are somewhat

Assessments are not evident aligned with objective(s) for Assessments are mostly Assessment(s) are clearly
Aligned Assessment or do not clearly aligned with the lesson but more aligned with objective(s) for aligned with objective(s)
objective(s) for the lesson appropriate assessments the lesson for the lesson
might be considered

STRAND #2 Planning and Preparation

ADVANCED
1 - Minimal Criteria
Planning and 2 - Developing 3 - Acceptable 4 - Proficient
Met
Preparation
2.6 Plans include structured
forms of support to
Plans show evidence of
Plans do not include Plans include some structured access grade-level
Equity with attempts at structured forms
structured forms of support to forms of support to access objective and
Learning Needs of support to access
access grade-level objective grade-level objective differentiated strategies
grade-level objective
based on variations in
learning needs.

Evidence Summary/Recommendations and Commendations:

● In her lesson planning Jasmine indicated that students will need to know who the president currently is, some of the
presidents from history, as well as basic understanding of what the president’s job is in running the country.
● To address equity and learning needs Jasmine provides students with a variety of opportunities to show her what they
know. It is accomplished by asking and answering questions orally, reading fluently, and communicating through their
writing. Jasmine reported that if she sees students struggling with certain parts of the text, she will focus more on that part rather
than where students have a better understanding.

Rating average for​ Strand 2​, Planning & Preparation: ​3.3

GSC ONLY Classroom Environment and Management

INTRODUCTORY
Classroom 1 Minimal 2 4
3 Acceptable
Environment & Criteria Met Developing Proficient
Management

2
GSC 1
Measurable No articulation of clear
No explicit articulation of
Articulation of clear Articulation of clear
clear objectives and purpose
Goals & objectives and purpose
yet activities were
objectives and purpose objectives and purpose
evidenced in lesson mostly evidenced in lesson evidenced in lesson
Objectives appropriate to objective

GSC 2
Lesson activities do not A few lesson activities Lesson activities mostly Lesson activities support
Continuity support learning objective support learning objective support learning objective learning objective

GSC 3
Clear procedures/
Lack of clear procedures/ Some clear procedures/ Mostly clear procedures/
Class Process flow/attention--pacing flow/attention--pacing flow/attention--pacing
Effective flow/Appropriate
pacing
GSC 4
Behaviors are managed
Behaviors are managed
Behaviors are not managed appropriately, as evidenced Behaviors are managed
Behaviors appropriately, as evidenced a few times but without
appropriately, as evidenced
appropriately, as evidenced
most of the time
maximum effectiveness

GSC Only Classroom Environment and Management

INTERMEDIATE
Classroom 1 - Minimal Criteria
2 - Developing 3 - Acceptable 4 - Proficient
Environment and Met
Management
GSC 5
Relationships / exchanges
Relationships / exchanges
Relationships / exchanges between all parties (adults Relationships / exchanges
between all parties (adults
between all parties (adults and students) are between all parties (adults
Class Climate and students) are not appropriate and productive
and students) are appropriate
and students) are
and productive most of the
appropriate or productive at some points during the appropriate and productive
time
lesson
GSC 6
Transitions are managed, Transitions are managed
Transitions are not managed Transitions are managed
though ineffectively at times effectively without confusion
​Transitions and confusion/loss of focus
with some confusion and or loss of focus for the most
effectively without
is apparent confusion or loss of focus
loss of focus part

Evidence Summary/Recommendations and Commendations:

● Jasmine articulated her objectives clearly in the lesson plan. ie. “When given an informational text students in a small
group setting will id the author’s purpose with a main idea and supporting details once the text is completed w/ 100%
accuracy, as measured by the Quick Check assessment.”
● Her lesson activities supported the learning objectives.
● I commend Jasmine for staying calm and focused while other activities, commotions and disruptions were happening in other part
of the Room. This was not an ideal setting to teach in.
● She made strong efforts to involve all the students by asking them individual questions and having them read aloud.

Rating average for ​GSC Strand​, Classroom Environment & Management: ​3.3

3
 STRAND #3 Content Knowledge & Instructional Strategies

INTRODUCTORY
Content Knowledge 1 - Minimal Criteria
2 - Developing 3 - Acceptable 4 - Proficient
& Instructional Met
Strategies
3.1 Lack of command of Developing command of Moderate command of Command of content;
Knowledge content; unclear content; inconsistent clarity content; mostly clear clear explanations of
explanations of content to explanations explanations of content content throughout lesson

3.2 A majority of student

Student participation and Complete student
Participation & Lack of student participation
engagement in lesson is
participation and engagement
participation and
Engagement and engagement in lesson in lesson is evident at most
sporadic and inconsistent engagement in lesson
times

3.3 Vocabulary clusters are

Vocabulary is identified and Vocabulary clusters are identified, language genre
Language is not used to
language is used to expand identified and language is is discussed and language
expand depth of knowledge
Academic and to develop further
depth of knowledge and to used to expand depth of is used to expand depth
Language develop further academic knowledge and to develop of knowledge and to
academic proficiency in any
proficiency minimally further academic proficiency develop further academic
parts of lesson
throughout lesson in most parts of lesson proficiency in most parts
of lesson

STRAND #3 Content Knowledge & Instructional Strategies

INTERMEDIATE
Content Knowledge 1 - Minimal Criteria
2 - Developing 3 - Acceptable 4 - Proficient
& Instructional Met
Strategies
3.4 Alignment of
Materials & Scattered or no alignment of Evidence of some alignment Moderate alignment of
materials/resources with
Resources materials/resources with of materials/resources with materials/resources with
content/objective
content/objective content/objective content/objective
throughout lesson

3.5 Attempted adjustments Appropriate adjustments

No adjustments made in Some adjustments made in
Response to response to student needs
made in response to student
response to student needs
made in response to
Engagement needs during lesson without student needs during
during lesson during lesson
complete efficacy lesson

3.6 Attempt at strategies for

Stimulating Higher Strategies for intellectual
No strategies for intellectual intellectual engagement to Some strategies for
engagement offer
Order Thinking / engagement offer offer opportunities for intellectual engagement offer
opportunities for students
Extended Thinking opportunities for students to students to actively opportunities for students to
to actively develop/apply
actively develop/apply skills develop/apply skills were actively develop/apply skills
with Feedback skills
minimally effective

STRAND #3 Content Knowledge & Instructional Strategies

(Advanced section is also used in EDU612, 613, 702, 704 and 736)
ADVANCED 1 - Minimal Criteria
2 - Developing 3 - Acceptable 4 - Proficient
Content Knowledge Met

4
 & Instructional
Strategies
3.7 Effective use and
Minimal/Ineffective use and Basic use and application of Moderate use and application application of technology
Applying Technology application of technology technology of technology embedded throughout
lesson

3.8 Evidence of specific,

Evidence of attempts at timely & equity sensitive
Evidence of attempts at
Equity: No clear attempts of
specific, timely & equity
specific, timely & equity feedback move students
specific, timely & equity sensitive feedback are into a productive mode of
Scaffolding & sensitive feedback are
sensitive feedback are
available, and generally work. Feedback at times
available, however are
Differentiation evident
missing productive results
appear to move students into requires the student to
a productive mode of work. assess his/her own
performance.

3.9 Candidate articulates why

Candidate does not
articulate instructional
Academic
strategies or projects ways
Language in which the scaffolds can
be removed as proficiency
increases.
Candidate partially articulates
the instructional
why the instructional
strategies chosen are
Candidate minimally strategies chosen are likely to
likely to support specific
articulates instructional support specific aspects of
aspects of students’
strategies and/or projects students’ development for the
development for the full
ways in which the scaffolds full range of proficiency and
range of proficiency and
can be removed as sometimes projects ways in
projects ways in which
proficiency increases. which the scaffolds can be
the scaffolds can be
removed as proficiency
removed as proficiency
increases.
increases.

Evidence Summary/Recommendations and Commendations:

● She stated that the book she used helped the students to understand the author’s purpose of a text. “With
informational texts, she felt it is much easier to pick up on the author’s purpose because it is typically to inform . “
● She reported in her reflection that if she were to teach the lesson again, she would pause and ask questions about the
text as they read it together. She would also give students an opportunity to form their own questions about the text.
By doing so, she would be eliciting higher level thinking on her students’ part.
● The students all participated in a turn and talk, which allowed them to confer and discuss with a partner.
● Her lesson provided the opportunity for students to review the material and practice applying their learning.
● She generally moved the students into a productive mode of learning in spite of the noise and distractions happening
around them.

Rating average for ​Strand 3​, Content Knowledge & Instructional Strategies: ​2.7

5
 STRAND #4 Assessment Practices
INTRODUCTORY 1 - Minimal Criteria
Assessment Practices Met
4.1
Assessment Efforts No assessments (formative
nor summative) were selected
Aligned with Lesson to evaluate student
Activities
understanding
INTERMEDIATE 1 - Minimal Criteria
Assessment Practices Met
4.2
No assessments (formative
not summative) were selected
Triangulation to evaluate student
understanding
STRAND #4 Assessment Practices
ADVANCED 1 - Minimal Criteria
Assessment Practices Met
4.3
Assessments do not elicit
Eliciting Student student thinking and student
Thinking responses demonstrate lack of
understanding
4.4
No instructional adjustments
Assessment Driven
made according to level of
Instructional understanding demonstrated
Adjustments in assessments throughout the
lesson
Evidence Summary/Recommendations and Commendations:
● The video and readings from the book gave the students a basis for the lesson and subsequent discussion.
● Jasmine asked numerous questions to assess the students comprehension of the Presidents.
● At times, she adjusted the instructions according to her students’ level of understanding and comprehension.
Rating average for Strand 4, Assessment Practices: ​2.8
2 – Developing 3 - Acceptable 4 - Proficient
Assessment/feedback was
Assessment/feedback was Assessment/feedback was
attempted but did not
attempted & reasonably attempted & consistently
effectively assess and/or
assessed & addressed student assessed & addressed
address student
learning needs student learning needs
understanding needs
2 - Developing 3 - Acceptable 4 - Proficient
Assessments (formative,
Assessments (formative or Assessments (formative,
informal or summative) are
summative) selected but do informal or summative)
not effectively evaluate employed to evaluate student
employed to evaluate and
advance student
student understanding understanding
understanding consistently
2 - Developing 3 - Acceptable 4 - Proficient
Assessments elicit student
Assessments require
Assessments elicit some thinking and student
minimal student thinking
and student responses
student thinking and student responses demonstrate
responses demonstrate some understanding. Expressive
demonstrate partial
level of understanding and receptive modalities
understanding
may be considered.
Minimal instructional
Instructional adjustments
adjustments made Some instructional
made according to level of
according to level of adjustments made according
understanding
understanding to level of understanding
demonstrated in
demonstrated in demonstrated in assessments
assessments throughout the
assessments throughout the throughout the lesson
lesson
lesson
6
 INTRODUCTORY
1 - Minimal Criteria
Reflecting & Growing 2 - Developing 3 - Acceptable 4 - Proficient
Met
Professionally

5.1 Monitoring of student

(RASW Monitoring of student Monitoring of student progress Monitoring of student
progress toward
1C) Evidence & progress toward proficiency toward proficiency in progress toward proficiency
proficiency in objective(s)
Monitoring in objective(s) is objective(s) partially in objective(s) is
referenced but not
undocumented documented documented
documented effectively

5.2 Assessment and analysis Assessment and analysis focus Assessment and analysis
Lack of assessment and focus on assumptions/ mostly on patterns of student focus on patterns of student
(RASW Patterns analysis of student presumptions rather than responses (errors, skills, responses (errors, skills,
1C) responses on patterns of student understandings) in relation to understandings) in relation
responses learning objectives to learning objectives

STRAND #5 Reflecting and Growing Professionally

STRAND #5 Reflecting and Growing Professionally

INTERMEDIATE
1 - Minimal Criteria
Reflecting & Growing 2 - Developing 3 - Acceptable 4 - Proficient
Met
Professionally
5.3 Student work not considered Plans for improving
(RASW Student work somewhat guides Student work guides plans
Student Work Driven in planning for improving student understanding of
plans for improving student for improving student
1C) Assessments student understanding of objective rely only
understanding of objective understanding of objective
objective slightly on student input

5.4 Minimal evidence of Evidence of patterns are

(RASW Patterns within No evidence of patterns Evidence of patterns are
patterns identified for identified for subgroup(s) of
identified for subgroup(s) of identified for subgroup(s) of
1C) Subgroups or subgroup(s) of the whole the whole class as well as
the whole class or individuals the whole class as well as
Individuals class or individuals as individuals as appropriate to
where appropriate individuals as appropriate
appropriate some extent

STRAND #5 Reflecting and Growing Professionally

ADVANCED
1 - Minimal Criteria
Reflecting & Growing 2 - Developing 3 - Acceptable 4 - Proficient
Met
Professionally

5.5 Reflections on teaching

Reflections on teaching lack
Professional
knowledge of research/theory
Reflections about effective practices or
knowledge of students and
content
Reflections on teaching Reflections on teaching
minimally integrate
integrate knowledge of integrate knowledge of
knowledge of
research/theory about research/theory about
research/theory about
effective practices as well as effective practices as well as
effective practices as well
knowledge of students and knowledge of students and
as knowledge of students
content to a moderate extent content
and content

Evidence Summary/Recommendations and Commendations:

● Jasmine indicated in her reflection that students “learned what was intended.”

7
 ● Assessment relied primarily with the patterns of the student responses.
● Assessment elicited some student thinking and responses. It would be good to explore and employ strategies that
elicit higher levels of cognitive challenges in future lessons.
● The students liked the turn and talk to share ideas with fellow students.
● Jasmine was unable to complete the quick check as a group as called for in the lesson plan due to lack of time
available and distractions in other parts of the room beyond her control.

Rating Averages for Strand 5 Reflecting & Growing Professionally: ​2.6

8
 Overall Feedback & Scoring

Overall Feedback and Recommendations:

● Jasmine performed admirably in a classroom with other students in various areas of the room receiving separate
lessons and significant distraction occurring around her and her students.
● When reflecting on your lesson and analyzing data, strive to note specific patterns of error and misunderstanding in
order to effectively plan for the next level of instruction.

Overall Observation Rating Averages (Total points by strand):

Strand 2 ​3.3 ​ EM-GSC ​3.3​ Strand 3 ​2.7 ​ Strand 4 ​2.8​ Strand 5 ​2.6

TOTAL POINTS: 14. 7

TOTAL points divided by 5 (NUMBER OF CATEGORIES RATED):

​(calculate to nearest​ ​tenth​= ​= x​.​x)​ 3.0

Grade Equivalent:
Percentage

Rating Total Points earned will be divided by the number of “Ratings” given.
Structure
and Grade This will produce an overall average rating for this observation.
conversion That number will be aligned with a grade in the chart below.
Grading Rubric Scale Score 0 --1.5 1.6-1.9 2.0-2.2 2.3-2.6 2.7-2.9 3.0-3.2 3.3-3.5 3.6-3.7 3.8-3.9 4.0
Translations Grade Equivalent F C- C C+ B- B B+ A- A A+
Percent Equivalent 0 - 69% 70-73% 74-76% 77-79% 80-83% 84-86% 87-89% 90- 92% 93-97% 98-100%​