Lesson Observation Form r K-12 PTEP, UNC

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Lesson / TARGET
CRITERIA DEVELOPING PROFICIENT
Standards Rubric hug/$-r!{.qlle.stnte.!qJd,/'edu.'atirr€Iiegil-+tte.sr4gblrqlqllslga and
PEDAGoGY
the UNC Prosram Completer Survey. Highlieht appropriate b
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction i1go_n{dgrt, uses CAS based
CON'IENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriatelgghlsl-ogy;
KNOWLEDGE content, and.ior technologies may not Lesson plan reflegg={iversity and is flexible and differentiated, focuses on
appropriate learning obj ectives.Advan-ced
--*# be developmentally approPriate.
Student learning is evident in few.
specific to individual students' needs.
Student leaming is evident in most. student learning is er ident.
I
LEARNING Behavior problems in classroom Manages most behavioral Problems Discipline problems are prevented through
negatively affect leaming. Little and ryafnlains control of the ellg4e1ng instruction and building a sale.
ENVIRONMENT
control over classroom. Has classroom. lntentionally creates a respeCt[rl, ahd tolerant classroom
c6fifrunit1. Appropriate intervention

Y
difficulties relating to students. healthy classroom community
Management may be where students are treated with strategies are evident.rE&-c-lve use of time
developmentally inapProPriate. sensitivity and respect. and classroom structures apparent'

INSTRUCTIONi No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
AsssssusNr connection between assessment and including formal and inlbrmal methods; both formally and informally; assessment

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instruction. rninor adjustments of instruction.
Ob-iectives and assessment align.
drives instruction and is directly linked to
age and content appropriate objectives.

nrplEcrroN oN Ineffectively links student learning to Periodically reflects on professional Evidence ofreflection and analysis ofstuden
PRACACE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
./, professional goals through refl ection. learning. Able to respond to a complex, professional practice. Thrives in the complex
Mfl
Discomfort in school climate. dynamic environment. dynamic environment of a school.

PnopeSbtoN.q.LtsL..r/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
'ION reliabil itv, collegialif, and Willing to leam from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not alwaYs standards of professional practice. fbedback. Exceptionally adheres to standards
adhere to professional ism standards Communicates professionallY. of professional practice and communication.

Sppcmtt coNrrNr students,smallgroups,orerrtirec1ass)demonstratesanabi1ity

KNOWLEDGE to guide students' pro""sse. oi artmuking and art interpretation at an age appropriate level defined by the. Colorado
(Developing), P
Ac-ademic Standaids, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D
(proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
esarvorkingknowledgeofastudent.sabilitytoobserveandusebackground
rwledge to make art-and interpret art. This includes knowledfid6i-66friio(itional principles. functions of the
visual ans in a society
OBSERVE AND cultui. identification of sutiect matter, expressive content 21d meanings of works of art. Highiight appropriate box.
LEARN TO ntroduction of terms and facts without nstruction adequatell' en-qages students in lnstruction s,vnthesizes students
COMPREHEND )ontextual applications. rpplication of lesson concepts as defined rnderstandin-e, visual arts compositions,
rbove. meanings. & functions with reflection,
I :reation & transfer.
rk.StudentsdemonStrateabilitytode1.inecriteriaarrdmake
ENVISION AND reasonediudgments about the sigirincarrce ottheir art andthe art ofothersworks. Students are guided into making connections
CRITIQLIE TO between visual arts and othCr disciplines (math
Instruction minimally offers students Students are able to define criteria lnstruction guides students
REFI,ECT
/' to conceptualize or evaluate artistic and connect among other disciplines. refl ection-based observation, creation
iJ ideas. & transfer among disciplines.
j

@thods'ageappropriatedeliveryofartinstruction.Usesknow1edgeofmedia-too]s.
iques and p.o"".r., as thel'organize- ,ler elop'
design to help students sohe specific visual arts problems. Assists students
INVENT AND leie artistii ideas including consideration of meaning and function. Final works are refined for presentaiitrn.
DISCOVERTO nstructor's abiliry to convey knou'led-ue of tudents are adequately guided in ]Siudents 5l.r* i:Jill1.1e:aL' 1\1th afi

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CREATE minlma n:,\:ng ilLrnl ,\r:a iemi,n:rated
rt teaching methods, art media or rtmaking processes but ma1'have
lrocesses at an age appropriate level is ppoffunil\' for age appropriate self' 1i.rn l3Jge rri cLrntenl and skill.
iscor en or personal creation. r.,oo.rmmin ibr srudent aPenc) is apl
nadequate.
ing various fimctions and meanings
ofart u.orks rvithin diverse groups. Srudents are abie lo lnihesize and relat€ kno*1edge and personal experiences to make art
RELATE AND and to appll societal. culturat and histoncal conie\t ro deepen understandin-g._lnstructor and students demonstrate awareness
CONNECTTO of the neid-for conrinuing stud1,. retlection. and prot'essional growth in the field of art gducation'
o2lFER Connections are not made to other Connections are made to diverse uonnectlons a-Ie respecrrull) maoc
ideas and diverse experiences or are culture groups and contexts. that ref-lect dir erse culture groups anc

ftr stereotypical and rudimentary.

T1'-.- ic littlp -.,i.{en^. ^f .la.i?a +;r
Opportunities for
c".ton<-inn
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reflection and the conle\ts. Student,. connect artmaking
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Lesson Observation Form K.Tz PTEP, UNC

Focus on student . Lesson Objective:

achievement:
What learning objective(s) did
you target? Did yorr students
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master the objective(s)? How ,. i -o- t;..!;tt,**i,u,;*-4 f.w*'r-"*"
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do youlnow?
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and evidenced:
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Focus on the artistic
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process:
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How did students evidence
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behaviors described by more
than one of the CAS in the "tr"fr*rAl* .t
process of art making?
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Are*s of strength: Teacher Candidate: Observer:

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What tlre your areas of '&r*it-d' fi"'rLlfr"-
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Areas of growth: Teacher Candidate: Observei:

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What are yolr
growth?
areas of
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Goals;
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What are goals to
improve your instruction '30ut
and increase student
leanning and artistic
development?
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Evaluator signature: