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Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Samantha Knies Evaluator: Donna Goodwin


UNC Supervisor, OR Cooperating teacher
School, district: Greeley West HS Subject/Grade: HS
Lesson topic and summary: Elements of Art
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
P EDAGOGY Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE content, and/or technologies may not Lesson plan reflects diversity and is flexible and differentiated, focuses on
be developmentally appropriate. specific to individual students’ needs. appropriate learning objectives. Advanced
Student learning is evident in few. Student learning is evident in most. student learning is evident.
LEARNING Behavior problems in classroom Manages most behavioral problems Discipline problems are prevented through
ENVIRONMENT negatively affect learning. Little and maintains control of the engaging instruction and building a safe,
control over classroom. Has classroom. Intentionally creates a respectful, and tolerant classroom
difficulties relating to students. healthy classroom community community. Appropriate intervention
Management may be where students are treated with strategies are evident. Effective use of time
developmentally inappropriate. sensitivity and respect. and classroom structures apparent. Commented [D1]: Nice quite, calm class.
INSTRUCTION/ No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
ASSESSMENT connection between assessment and including formal and informal methods; both formally and informally; assessment
instruction. minor adjustments of instruction. drives instruction and is directly linked to
Objectives and assessment align. age and content appropriate objectives. Commented [D2]: Good roaming room
REFLECTION ON Ineffectively links student learning to Periodically reflects on professional Evidence of reflection and analysis of student
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex,
Discomfort in school climate. dynamic environment. dynamic environment of a school.

PROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. of professional practice and communication.
SPECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE 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.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
COMPREHEND contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill. Commented [D3]: Your CT described how they will
inadequate. discovery or personal creation. Opportunity for student agency is apparent. eventually get to a lot more self-discovery and agency with
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings this project and the other projects in the room evidence this
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND greatly
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and Commented [D4]: Studio time work allows students to
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
incorporate their and various cultures into their portfolio
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth. cover.
Lesson Observation Form K-12 PTEP, UNC
Focus on student Lesson Objective:
achievement:  The artist will begin to build an artist vocabulary by reviewing the Elements
What learning objective(s) did of art.
you target? Did your students
master the objective(s)? How
 The artist will create examples of the elements of art in their notes to be able
do you know? to identify the elements of art and use key vocabulary to explain them.

Student progress toward objective: Students drew examples of and wrote definitions
Focus on the artistic of three elements of art. Students looked at previous examples with a prompt to identify
process: the elements – aligning to objective 1.
How did students evidence
behaviors described by more How standards are aligned and evidenced: Standard 2. Envision and Critique to
than one of the CAS in the
process of art making?
Reflect, GLE 3, eo D: Recognize how different criteria create contexts that influence
the evaluation and assessment of visual works of art and design.

Areas of strength: Teacher Candidate: Observer:


 Students were following along  Engaging bell work
What are your areas of  Generally everyone was  Great welcoming climate of the room.
strength? paying attention so no a lot of  Nice trying to connect with students in one
side conversation which on one conversation
indicates respect of teacher  Nice moving around the room rather than
staying in one place – good setting a
 Able to survey the room to
specific goal for a reluctant student (did he
formatively assess work with you to establish the goal?)
 CT comments of good wait  The system for getting attention seems to be
time – this is huge! well established
 Nice standards/objective alignment
 Good wrap up – principals with like the use
of instructional time rather that it just be
student conversation
Areas of growth: Teacher Candidate: Observer:
 Confidence  Keep working on global vision – what kids
What are your areas of who come in late need, those behind you,
growth? etc – keep on growing those teacher eyes in
the back of your head .
 Your teacher presence continues to grow,
and it will more as you gain experience.
Keep it up.
Goals: Goals:  Add practical application and checks for
 Manner and confidence in understanding between new content
What are goals to speaking – well rehearsed in presentation – a place to link their
improve your instruction thought out. understanding to previous knowledge. Good
and increase student that you decided to only present a few
learning and artistic elements and principles
development?  In what ways could you bring in more
student engagement just as you did in the
bell work? (Your CT saved it! Great model)
 Visual and verbal directions/steps
 Use launch signals – when I say go, etc.

Evaluator signature: Donna Goodwin Date: 1-30-2019


Lesson Observation Form K-12 PTEP, UNC
Great to have bell work for students to be occupied when the first come in the room!
One student commented on what kind of monster and asked if he could draw the one you are using as an example
which might indicate that he is engaged with the example. It is good, especially in bell work like this to be able to
“hook” the learner into the learning that is coming up.
Good doing attendance right away – do you have a chart set up so you know who is who? How have you
organized this process; whatever you are doing looks like it is going well. It’s good to learn systems like Infinite
Campus.
Nice having the students share their bell work with each other.
I see your sketches on the board that model your personality – I love the stack of “Who I am” projects that you
were describing in 466 – that is great way to start building a cohesive community in an art room.
Would there be a way in the future to present this without so much lecture and more discovery?
MondriAHn
Excellent CT example to bring in “the point” and to also get them engaged and show them that they will be able to
have a voice with this – and that they should start thinking about it. That way it is not so much pouring in info –
but letting them see the why and how they fit in the why.
Good to repeat the three options – however, it is always good to have a visual back up of directions for visual
learners.
How do you work to support your ELL learners? Based on different the languages I hear in small conversation,
there appear to be several.

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