Lesson Observation Form R.

12 PTEP, UNC
t;.
TeacherCandidate: i l-itfullili- (i llf-::, Evaluator: J rii f:un IUK
LNC Supervisor. OR Cooperating teacher
School, district: Subject/Grade: 1
sson topic and sum
Lesson
CRITERIA DEVETOPING' PROFICIENT TARGET
PEDAooGY Aligned to the Cotorado Quality feacner StanOaras Rubric http://www.cde.ptate.co.us/educdortfectiveness/smes-tcagher
and the
UNC Program Completer Survey
PI,ANNING Inskuction lacks focus andlor Instruction is adequate, aligned to CAS, lnstruction is confident, uses CAS based
C)ONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KN OWLED( iE 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 l
i Student learning is evident in few. Student learning is erident in most. student leaming is evident.
LeenxtNc Behavior problems in classroom Manages most behavioral problems Discipline problems are prevented through
ENVIRONMENT negatively affect leaming. Little and maintains control of the engaging instruction and building a safe.

l-l
tt
control over classroom. Has
difficulties relating to students.
Management may be
classroom. lntentionally creates a
healthy classroom communitl'
where students are treated with
respectful. and tolerant classroom
community. Appropriate intervention
strategies are evident. Effective use of time
developmentally inappropriate. sensitivity and respect. and classroom structures apparent.
INSTRUCTION/ No evidence ofassessment, or no Periodically assesses student performance Consistently assesses student performance
AsssssN,{pNr 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.

REFLECTION ON Ineffectively links student learning to Periodicalll., refl ects on professional Evidence ofreliection and analr,sis ofstuden
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection.
I__l leaming. Able to respond to a complex, professional practice. Thrives in the complex
t,l
PRoF SSIONA ISM/
Discomfort in school climate.

Lacks evidence of consistent

d1'namic environment. dynamic environment of a school.

Reliable. punctual. and collaborative. Consistentlv reliable, punctual, willing and

COM IUNICA- toN 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 \
1 adhere to professionalism standards Communicates professionally. of professional practice and communication.
SPEcmccoNTENT lnstructional Planning an
- KNOWLEDGE ,to guide students' processes of artrnaking and art interpretation at *ug. upfropiiate tevet defiaed by the Colorad; --*
,deademic Standards, National Core Arts Stanilards, and the CDE n-ules for Art tieensure. Highlight p
It @eveloping),
(Proficient), or T(Target) content knowledge and level of abiliry to assess student learning and guif,e iistruction.
l.Observe and |nstructionalPlarrningandImplementationdemonst.at
Learn to mowledge to make art and interpret arL This inciudes knowledge of compositional principles, functions of the visual
arts in a*society
Comprehend rr culture, identification of sub.iect matter, expressive content and mea4ings of works of art.
lntroduction of terms and facts without lnstruction adequatell, engages students in ruction synthesizes students
rontextual applications. application of lesson concepts as defined :rstanding visual arts compositions,
lbove. nings, & functions *ith reflection,
tion & transfer
2. Envision atnd Instructionguidesstudentsintogeneratingartisticidea
Critique to reasonedjudgments about the significance oftheir art and the art ofothers u.orks. Students are guided into making connections
Reflect between visual arts and other disciplines (math, literqcy, social sciences, and history etc.
)
Instruction minimally offers students Students are able to define criteria Instruction guides students'
t'] to conceptualize or e\aluate anistic
ideas.
and connect among other disciplines refl ection-based observation, creation
& transfer among disciplines.
3. Invent and )emonstratesknowledgeofartteachingmethods,ageappIop
Discover to 'echniques and processes design to help students solve specific visual arts problemq..Assists students as thei organize, develop.
Create :omplete artistic ideas including consideration of meaning and functioo. Fir'ral *qrks are refined for presentation.
nstructor's abiliq, to convey knowledge of Students are adequatell. guided in
t-lr rt teaching methods, art media or
)rocesses at an age appropriate level is
itudents show independence with art
aftmaking processes but may have minimal naking along with demonstrated
cppotunity for age appropriate self- rnorvledge ofcontent and skill.
t___l nadequate. Jiscovery or personal creation. )pportunity lor student agencl is apparenr.
4. Relate and Instructiondemonstratesaknowledgeandrespectfo.a'tfo
Connect to ofart works within diverse groups. Students are able to synthesize and relate knowledge and-personal experiences to make art
Transfer and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
of the need for continuing study, reflectiorl, and professionil growth in the fi-eld of art education.
Connections are not made to other
tt ideas and diverse experiences or are
stereotypical and rudimentary.
Connections are made to diverse
culture groups and contexts.
Opportunities for reflection and the
Connections are respectfully made
that reflect diverse culture groups and
contexts. Students connect artmaking
There is little evidence ofdesire for extension of leaming are present. to personal experience. There is
fliture growth. evidence of continuing growth.
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Lesson Observation Form K-Tz PTEP, UNC

Lessonobjective:&,,i..
Focus on student
achievement:
iu'i-li t'(3) t\t'cl QlvL ( K'll t()l'f,"rga^s
What learning objective(s) did student progress toward ooj..,,r.,frl,r,a
you target? Did ypur students Lut./ ,jL o,,tylnleal
masfei. lbe- "obj qcJiye(.s) ?' i{op .;i'
IIow standards arc aligned and evidenced
do you know?

Focus on the artistic

process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?

Areas of strength: Teacher Candidate:

'LDrlwLinq di+l^
"'j"TI ss Lrl,fhgU: f?fr ,u
What are your areas
strength?
of
€ach Slvt<nl a+ q,\,I\:'?_i "o;d ressy,s
-Jnel;dta> ^ I

*h{,. y1 di,t id
't

S\ritt levtl
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Areas of growth: Teacher Candidate: Observer:

What are your areas of

' Main *ai nMcl '
'$elvtlio'r^ arrl C"n'hr-o[ uf
r 0asg!'oorn u,:Liic h uli
growth?
cov'rt r ol DUe tJellqrti6T t\
issu<S with in (.tqS S
Oul Lurs I1 CrXin3 ,l^l(;u1ri;;+
bLcou'ne >lronqu t^rith
€l'?qA 2A'q!- "'
Goals: Goals:
o Ilrapypd,e ClassrOon
What are goals to Conlrol will,t tr)uru{r r
improve your instruction
and increase student $rade- leurls (r-t\" ,.
learning and artistic
" TflprttlY t,nr/,t TSJortdt,n\ ,
development?
ol Wve,lpyV-vit- leucls e[ ]KY-1)

Evaluator signature)