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ESSON OBSERVATION REPORT: TEACHING/LEARNING SITUATION
ig CEP Teacher Candidate Quality Standards Rubric
Plett Me bth god oseretons inane criteria up to proficient for an in-service teacher
ae aici Nare Katie Jacobson Observer_N)-Krp/twall
Date Z-1-24 ) 5.1.2 3.2104 Observation#} 9, = 7 3Z
second ary “eup ces: pe Bl how! 2
rae nr targets) fort 1 day? / » sig Lemrning pctivi Hes ay.
Oreatiye assesem PBL. Strong planing Aor etn dats wpe pe
(une ® st “fetes Ae ee Pe otus M4 fee twited Hert barred +f We 4
Comection others
ce hate 4 de intel description Ay whas- A, gas oka one
Wi ° mue; etme \ Ke i
Kaw Sy foe naan esas eee lesting le. eter ‘© Maintains safety and welfare of students Hite wiles
and environmen, clear expectations for vt a
Sua uin gocealn nena fein dines J eaey
gus nsteton ane voters aie
) Facilitates student accountabilty o school pre a vn
class procedures and routines, weld ee
consistently reinforces student expectations, fae ar oe iv eck S
fosters a caring relationship with each student eu airs Foreir
) Makes asin ve of re by bri igh, Roth
| eee epieele apni dpe 24 ea eet
transitions, reinforcing postive behavior freee:
redirecting disruptive or off-task behaviors
®. (E) Acknowedges the influence of raco, esses face
cee een am we] | [Redels lease acressee ae
Other apts future on td ae ee Me dee:
Derspectves, reales @ dassroom environment nes in
rwtich dversiy i used to further alent Clb a points, of view:
teaming pute Tetue ef. pointe View 4
slablshos processes that resutn a Hy i Penan Wi, traye
nse of community among students, effective i épremert hte Suara ‘ty
Foes angled. acing Ra aN aera
instruction that refiects diverse backgrounds, pave, wi! * e.
experiences, and different points of view pense ey SA
(P) Dalivers lessons to ensure students’
backgrounds and contextual knowledge are
considered, cpiaize
i ns ofa
he Wi
(€) Plans for students who have a varity of exudents Nave multiple ways
earning needs and interests, adapts the Ho oy is in the wutertad - a
physical environment to support individal Choase. one Word
‘student needs, reviews information from Jot SEAL Natalee,
serie plan(s) to support the needs of ' Pei u are efercising
student v Stucke
(0) implements a vanity of inclusion, \ le wh ie mice hs
{ntrvenon or entrment praca fo ders paras TOA
“unique learning needs and interests ALTA - he AR sth if C4 Hucleng
(P| Initiates collaboration with colleagues to leére> acconwntd ay ware
Coker onde land and ospond to staion A reading “feve days: Dare ie
AAS Sai
learning needs, provides opportunities and
“support for students to self-select tasks that
‘accelerate 3s towards their learning
Goals, and integrates selfadvocacy sis nto_
instruction
URE ee
se thine # ed
Margie
‘d._(€) Establishes a classroom environment that
is inviting to families andlor significant adults
and respectful relationships with students, their
families, andlor significant adults
(O) Uses a varioty of methods to initiate
‘communication with families and/or significant
‘adults in the school and community.
(P) Coordinates communication between
families andlor colleagues who provide student
services, recognizes obstacies to family and
‘community participation and seeks solutions to
‘overcome them.
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ulo today
Rovised 109.18 wate
W the vocab
7 ents Choose how + What ie with o
se Ee Len Chorcioettaale bul eet M scmiibies t0 4
positive ‘leah evivivonment? VDA ore Wor ma { approachel b. Stent. Enaw
like and respect them as péople. Agr is fair and pe used on studena e
oe cess. Your stndonts Gare — - ane oper ~ ru 4 oKmawilecl4 & their resp
a ee ee ack wo Gomesines
ask quostions fang ace Ky anew ete, Ormments And “ether
You dothet...) What ce fave on them? Usnaider “itt hon” € eet
46 Curb wnnecersory Cres Sena Aye yor 21 C OW 4 Calling our by tc
ghantone then seem Phetehical orp open- ended
(Plans lessons that reflect the relationship of v sack) Ail |
Iolo, physical soul end emetonl tr broader, Py
Seon oc sty ein as me
(©) Collaborates wih coleagues who have Ry ry its Hcl
expertise in child and adolescent development v pee on ite ca fe
‘improve the quality of instruction AV ce is
epeeremay nae bare se i
rope learning and creative leaning
experiences.
._ (E)Determines students’ current skil levels 7 Viatipre oF a ities +0
land uses that information to plan isinicton, "
Se aqeseee siudent Vearning ¥ |
learring objectives, monitors student learning
in relation to the objective, shares feedback on eee re ee op
student progress wit famities andlor
jficant adults, JArvictwa ioeeal lundlerstard|
{0) Uses assessment results io guide realime Nat lhe i ca
jstments fo instruction, evaluates and ’ WI ge ents
‘documents student performance based on Hi df it se raech
‘multiple measures to set learning goals, SHYOTLY Assess net WUE Myf
provides timely feedback to students that is v nal sid it A Pee vet What vole ie de
academically focused, frequent, ang high Ave (scexe 5 fr
quality outticn ae in’ p
(P) Models how to incorporate feedback to nig he Enis help
improve leaming, provides studenls
‘opportunites ores herve based on
feeaback
© (E) Plans lessons incorporating available 7 ech supports learning, bu
technology, assesses avalabe technology to is gctve-om Ab a
5ST
use with instruction ; Paints
(0) Uses available technology to facil ° sh encmuray ing
e8r00m insfucton, develop students ba vid
knowledge and els basod on fsson v pole cn “argem ne fie
‘outcomes, models responsible and ethical use s Ciyto
technology and applications. webs: eda real Bir ty eae
(((®) Integrates avaitable technology to enhance: v aes engaging (
tivity use of information, and collaboration
4. ((€) Establishes expectations at a level that vd Many wast engage in
lenges students, plans lessons that iy
incorporate critical thinking and problem- critrcal + hinking CAsave
jung ale analy, Create; wg Sa
(Qypises questioning strategies to develop Son ansegyg > using nd
8 ctical thinking skils and probiem-
solving ski, uses wait time to encourage v vavel jay wh Suppor’ Wy
student responses Hn nig sapien fol Wi
(P) Models critical thinking and problem- v a es ae
solving skills, it eh f
Revised 109.18 © [fs a dear purpose or eudert vr Gre Colla. “using
roves opportunities for students o Charades : low ey
participate using various roles and modes of eri ee igleoge
‘communication, adjusts team composition v ee ther
best on eamingcbpctves and tet eytread tats enige
reeds,
cenlid ou ohcnenes ost onsen Liber Be Sueirean tem.
{earnwo and eadorship sls hes
° omen nae tear he
Giectons to guide suet leaming and ¢ if
behavior be, Shader
a Mi std rea,
ef ese nig stats v| le Reopened
Gp Ptesctes surtere win surerce rn,
aricuete ough and eas Geary and
effectively
sof Cltraton Ball leeson. Ba ioe el s atari ro learn
menA~ PrD|ec at |
te ae prea 1 EO ee what thuye Krew. aie (goer is
ea harees ais °F acvess. Nook etublanks ov.cc a5dlap ormeplere
ongay ind mn pe Mhey Chase.
ee Worksheet te analyze “phe myth 1
:
2 df, time & resources:
cro exe See fe Students Nad acoundable fer thair Us
aot Ratlg IME pgs yi syn enc gel for? Why ot Why not?
Revised 109.18 ‘2. (E) Maintains confidentiality of student V Up have an honest, approachab]
records as required by law, confidentiality
of student, family, and fellow teacher ecclutn + hold! sty deats|
interactions with colleagues, ACoA rate each /
demonstrates reliable and responsible enyil ve.
behavior engaging al safe ys tic
(D) Models ethical behavior, interactions Veanaining! ogi tive “Pro hold rudends
respectful, consistent, and reasonable v cLowon ebm: Wein a A wax.
romotes ethical behavior of students
individuals and as members of society
®._(E) Engages in professional learning v
activities aligned to Colorado Academic
Standards, school and district goals, and
professional goals and growth pian .
(D) Applies knowledge and skills learned wero 2 and
through professional leaming to improve onsisrontiy make
fa: | (ante are's
fi
implements performance feedback
supervisor andlor colleagues to
improve practice
¢. (E) Maintains a productive and respectful vio
Oecnpuit cage “T] leader ea ents |
(D) Adapts to the changing demands of hee ae
/élassroom and school environment v4 [rive late vi ent
(P) Collaborates with colleagues to A sindent suc er |
navigate change while maintaining a focus v yr Sire Ao learnt °
‘on student learning, contributes to schoo! Same!
“improvement planning
&(E) Contributes to school commits and va os rt Mh © eau aS tra
ks opportunities to lead, actively neg ae Karol ace,
Participates in school decision-making ein ‘ty
processes, acts as an informal “ futoringy Oe. Same > ame.
mentor/tesource to colleagues v4
{(P) Increases the capacity of colleagues,
to identify and use multiple tools and
strategies to improve practice, applies
résearch as a key component of ongoing
leaming and development, promotes and
\clusive or
community outreach
are Bibpecorns Ro poative ur alr arpects jeachily
‘Areas of Celebration: |)
ou enter tad, spies is Goerine. cata have W9nwst
aa Yow vomain i"
inset ard ayy (aah Mowe teaching practice weklh el pro
te mah and ab poaittle Whale fallow ing protocol fp behav ror vegpradb
Growth AreasiNext Steps:
Revised 10.9.18, Wat evidence oftaming do you see andhear? Moat StrAencts are focused and working}
i ean C1 ASS; each Student 4 Yeact, Lae as apr aes tla
Ree Read Amentca. Students are exhi testing be ators
AND! Mest ‘rece worked hr ngh the tr e| journar. 5
an notte vences between reyions and learain sd re ee
+ why come regions, Students wert ae mat rive,
Some ctudents Baisbel anlyzing heir mish and Wet PWATC.
Corteaching feedback? ttured Co- teachin : ne .
Fe are teacher t hehe To dting iichee
in all aspects of teaching. This | 19 4 big transition, and
sults. “Studtnds stepped bp Ty yet lpenan cor’ exBectaavans
ycmase as the slo teachur es ‘ : ?
forties UA tude. Nive ware! madmtrened 4 Warm Pro
Aresuteem nos tomnCToiaN?_—_ Arsen
How do you know?
Poosible Goat Crs der the ma Cae ape ge-with Students.
Nhe ane v favor’ rh; engage w| students
n- ‘ ies)
lene pean een re
Find + Plan, ways +o ittentionalyy incorporate” some ‘into yoir
lessons. Nice wore twhay. teow aimowledyed how _
Wek studies Keeping class ‘dpcoemerds. Gre caigir
Shem atinay The right hing
Teacher Candidate Date ‘Observer Date
Revised 109.18
