Student Teaching/ Practicum Observation Rubric for

CHILDHOOD EDUCATION and QUEST QSTA 415.80 / CEDC 724, 725,726,727,728

Teacher Candidate's Name: Julie Torre
Supervisor's Name: Debbie Sonu
Instructor/Course Number: CEDC 772

Observation #: 3

School Site: PS 20
Grade Level: 2nd
Semester #: Spring 2016

Date: 5/19/16

Instructions: Performance expectations specific to subject and grade levels are established in the student teaching/practicum seminar. Use the rubric as a guide for evaluating

Not acceptable

Developing

Proficient

Exemplary

No Opportunity to Evaluate

teacher candidates during their observed lesson. The rubric provides general descriptions of the performance levels for each category. There are seven categories to evaluate. The
ratings are based on a scale of 1 to 4. Fill in the bubbles that best reflect candidate performance for each area (mark N/A if the category is not applicable for the particular lesson).
See the Rubric Rating Guide addendum for more details on each rubric category. Category scores should be given holistically, assessing the category as a whole, and should be
awarded according to the following scale: 1.0-1.9= Not acceptable, 2.0-2.9=Developing, 3.0-3.9=Proficient, 4.0= Exemplary). Scores should be rounded to one decimal place (e.g.,
3.0, 3.1, 3.2, 3.3, etc.). Calculate the overall score by adding the scores from the first six categories and dividing by 6. In addition, attach a narrative with a brief description of the
lesson, summary of candidate's strengths, & suggestions for improvements (in particular for areas that were underdeveloped or developing).

1a. Used language appropriate to developmental and skill level

1b. Presented content appropriate to developmental and skill level
1c. Challenged students to think and/or develop skills at a more advanced level
1d. Used differentiated instruction to provide for individual student differences
Overall Performance for Dimension 1
2. Knowledge and Use of Subject Matter

1
1
3.3
3.2

2a. Provided accurate information about subject matter, including background or contextual information

3.1

2b. Delivered lessons that included key concepts, themes, and skills related to subject area

3.1

Performance
Indicators

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

1. Knowledge of Learners

2c. Presented subject matter in a way that appeared to be meaningful to students

2d. Used appropriate subject-specific pedagogy

Exemplary

Exemplary

EvaluateNo Opportunity to

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Overall Performance for Dimension 2

3. Skill in Planning
3a. It was evident that a lesson plan was created, and the required elements of designated lesson plan format
were delivered in the classroom in an organized way
3b. Objectives were clearly stated in behavioral terms and made connections to prior activity or lesson
3c. Established instructional routine
3d. Sequenced activities in a logical, developmental manner
3e. Selected appropriate instructional resources, materials, and technologies
Overall Performance for Dimension 3
Performance
Indicators

3.1
3.1

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

EvaluateNo Opportunity to

Proficient

Proficient

(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

Developing

(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.

Developing

(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.

Not acceptable

Rating Key

Not acceptable

Performance
Indicators

4. Skill in Teaching
4a. Used motivational techniques that created a classroom where most learners were motivated
4b. Used a variety of ways to engage most learners
4c. Distributed and managed instructional materials effectively to maximize instructional time
4d. Paced lesson effectively to accomplish objectives, including a conclusion at end of lesson
4e. Used more than one instructional approach, as appropriate
4f. Communicated clearly using verbal and nonverbal messages
4g. Used questioning strategies to elicit student responses at literal, analytical, & critical thinking
4h. Adjusted to unplanned circumstances
Overall Performance for Dimension 4
5. Skill in Developing Caring Learning Environments
5a. Showed rapport with students
5b. Established and maintained consistent standards for student behavior using a variety of classroom
management techniques
5c. Built class community with opportunity for student participation
5d. Used nonverbal cues and other "light touch" techniques to address distracting behavior and promote good
behavior
5e. Handled disruptive attention-getting behavior in a timely and appropriate way
5f. Showed patience with students
5g. Thoughtfully responded to student work
5h. Used positive reinforcement and corrected mistakes in a sensitive way
5i. Promotes sensitivity to diversity issues (e.g. ethnicity, language, gender, socioeconomic status)
Overall Performance for Dimension 5
6. Skill in Assessment
6a. Used strategies to check if students understood information
6b. Provided helpful feedback to students
6c. Used assessment information to guide instruction
6d. Matched assessment to instructional objectives
6e. By end of lesson, students demonstrated achievement of objectives or made progress
Overall Performance for Dimension 6

3.5

5.1

3.5

3.4
3.4
3.1
3.1
3.5
3.3
5.1

3.2

4
4
4
4
4

Developing

Proficient

Exemplary

EvaluateNo Opportunity to

Not acceptable

Performance
Indicators

Rating Key
(1) Not acceptable: Performance is less than adequate; considerable improvement needs to be made in this area.
(2) Developing: Performance is not consistent; periodic checks will be needed during student teaching.
(3) Proficient: Skill performed at appropriate level; meets expectations at this point.

(4) Exemplary: Performance is superior; exceeds expectations at this point.

Standard

7. Commitment to Teaching and Professionalism

7a. Demonstrated a positive attitude throughout the lesson
7b. In post-conference, reflected on lesson and offered suggestions about how to enhance teaching
7c. Accepted suggestions for growth and, in subsequent observations, assimilated the suggestions
Overall Performance for Dimension 7

5.1
5.2
5.2

8. Narrative: Attach additional pages to describe the lesson briefly, highlight the teacher candidates strengths, and offer suggestions for improvements
To Score this Observation Evaluation:
Step 1. Add up the scores from the first 6 categories: _________
Step 2. Calculate average (Divide sum of scores by 6 & round score to nearest tenth): __________
Step 3. Match score to the grade equivalent by looking below.
Step 4. Write in the grade in the box to the right-----
If average is 3.0 to 3.9 (B, B+, and A-)
If average is below 2.0 (F)= Not
If average is 2.0-2.9 (C, C+, and B-) =
= Proficient
Acceptable
Developing
Performance is less than adequate;
considerable improvement needs to be
made in this area. (below 70.0%)

Performance is not consistent; periodic

checks will be needed during student
teaching. (70.0-82.4%)

Performance at appropriate level;

meets expectations at this point. (82.592.4%)

Final Grade:
If average is 4.0 (A and A+)=
Exemplary

Performance is superior; exceeds

expectations at this point. (92.5% an
above)

This lesson was probably my favorite observed lesson this year as part of Cohort 3. I finally got the chance to design my own
lesson and did not have to conform to a scripted literacy lesson. Although I tried my very hardest to make those my own, they were really the
lessons of Lucy Calkins. I felt lucky to have the opportunity to teach a lesson that was my style. It was a social studies lesson on New York City
Then and Now. With the help of a fantastic book, In New York by Marc Brown I was able to do a read aloud which gave the students content
background for the lesson. The book is fantastic and I will absolutely be using it in lessons in the future. In New York, follows and eight year old
boy around the city as he sees some famous places and learns some history behind them! Our narrator often comments on the change of New
York City which was a nice bridge for my lesson. The objective was to highlight how New York City has changed through pictures of some of
Manhattans most noteworthy sites. The read aloud book really allowed me to dive into the content with the kids and get them engaged before
sending them off to do group work.
Although the students were a little noisy during my read aloud lesson, I think overall they were engaged. Mostly they were excited
that this narrator was speaking about places they had been to before. Its important for students to feel a connection to what we are reading and I
think since they narrator was their age and he was talking about THEIR city, it was slightly overwhelming. Still, their behavior was a little more than
rowdy at times which pinpointed to the fact that I need to work on my classroom management skills. I tend to ask the students open ended
questions like Could you please stop talking? and Can you please put your book away? when getting them to pay attention to the lesson I am
teaching and sometimes they just take those questions and go about what they were doing. I do this out of respect for them, but many times you
need to be stern so that they understand. I was happy they were excited but they need to be able to calm themselves down and I need to be able
to get them to that calmness using my management skills.
After the read aloud, I modeled for the students what they were to do in their groups. I had two pictures, each labeled then and
now on each side of a large piece of chart paper and wrote bullet points in complete sentences to mark the differences between the two. I
thought aloud as I marked three differences and then for my fourth point I asked the students to turn and talk to their neighbor and come up with

an idea. This worked really well and I think it was a very successful turn and talk. The students were engaged and ready to speak to their partners.
The responses I received were also on target for what I wanted which was great. It was clear that the students knew what I was doing so I decided
they were ready to be broken up into pre-determined groups and start their own charts!
At this point of the lesson I myself was excited and I was a little quick to give the students their assessment charts without setting
boundaries for what we were supposed to do in groups. Instead I started handing out the charts and markers and told the students that I wanted
each of them to make an observation about what was different, discuss it in their group and then they each would write their observation on the
chart. It ended up working out and everyone did write their observations and we even got to do a group share so everyone was able to hear each
others observations but still, it could have ended horribly so I definitely need to work on transitioning. Giving directions is getting easier for me and
I think the way I modeled the chart worked well, however that point of the lesson could have made it take a turn and if I want to teach this lesson
again I need to be aware of it.
Overall, I think this lesson was really fun and genuinely made me feel really happy to be doing this. This year has been tough
because I felt a little constricted with the scripted lessons but the fact that I was able to do this, especially for my final observation, showed me how
much I really have grown. Of course there are things that I need to work on but I learned that I am a strategic and matter of fact planner and that
comes in handy when dealing with any group of students. I have gotten much better at modeling my assessment work. And even though I still
need to work on giving directions and classroom management, these skills have improved throughout the year. I am much more confident in my
ability to be a teacher after this lesson and I really needed it. At times its hard to think youre good at something when you arent putting yourself
into it. Teaching is a very personal experience and the fact that most of my observations couldnt involve more of my personality was difficult. This
lesson was something I developed on my own and it worked. The kids were engaged, understood the content and were completely excited to
participate in the group work at the end. I couldnt have asked for it to go better.