LESSON OBSERVATION (SHORT FORM)

Developed Utilizing CEP Teacher Candidate Quality Standards Rubric

Descriptions include criteria up to proficient for an in-service teacher
Teacher Candidate Name Rivers Morgan Date 2/27/2024
Mentor Teacher Name Angela Gallagher

Accomplished
Not Observed

Developing
DEMONSTRATION OF MASTERY OF

Emergent
1.

Proficient
PEDAGOGICAL EXPERTISE IN THE CONTENT
FEEDBACK

(Emergent) Lesson plan is available and reflects appropriate Colorado Choose One: We developed this
Academic Standards, relevant instructional objectives, and formative Not Observed
and summative assessment results Emergent
lesson together using our
(Developing) Implements lessons that align to district’s plan of Developing standards and a
a. Proficient horizontal alignment with
instruction and reflect vertical and horizontal alignment of the grade or
content area Geo, Algebra 2, and
(Proficient) Implements and communicates learning objectives and college algebra. Be
student outcomes based on standards
explicit with students on
(Emergent) Connects lessons to key concepts and themes within other Choose One: what the learning target
disciplines and/or content areas, supports literacy and mathematical Not Observed
practices in content area(s) Emergent for that day is. Although
(Developing) Implements instructional strategies that include literacy,
Developing it is posted in the
mathematical practices, and language development across content
Proficient
classroom, many
b. areas, makes content specific language and reading accessible to
students
students do not
(Proficient) Makes interdisciplinary connections explicit to students,
reference it.
strategically integrates literacy skills (reading, writing, listening,
speaking) across content areas, integrates mathematical practices
across content areas
(Emergent) Scaffolds questions, concepts, and skills based on a Choose One: We spent a lot of time
sequence of learning, uses instructional materials that are accurate Not Observed
developing what the
and appropriate for the lesson being taught, encourages and provides Emergent
opportunities for students to make connections to prior learning Developing warm-up would be based
(Developing) Implements content-based strategies that align to the
Proficient on the learning that
learning objective, multiple models and delivery methods to explain would have to happen in
c.
concepts accurately, questioning techniques to support disciplinary
inquiry
the class period.
(Proficient) Anticipates student misconceptions related to learning
and addresses those misconceptions during instruction, implements
challenging tasks and opportunities that encourage students to ask
questions and construct new meaning

Areas of celebration:
Creating a table with values already plugged in to make students use specific angles was a
great idea.

Growth areas/next steps:

Making connections to other disciplines! How can we authentically connect what we are doing to other content
areas and/or real life? Not everything can be connected, but making sure we emphasize those connections
when we can. For example: identity can be connected to your own identity. How could you relate the identity of
a person to what a mathematical identity is?

Student Teaching Handbook—Revised Fall 2023 37

 Accomplished
Not Observed

Developing
SAFE, INCLUSIVE, AND RESPECTFUL

Emergent
2.

Proficient
LEARNING ENVIRONMENT
FEEDBACK

(Emergent) Maintains safety and welfare of students and environment, Choose One: Cell phones are an issue
clear expectations for student behavior, procedures and routines to Not Observed
guide instruction and transitions Emergent
for me, but if you are ok
(Developing) Facilitates student accountability to school and class Developing with them being out that
a. procedures and routines, consistently reinforces student expectations, Proficient is ok. Uses pass
fosters a caring relationship with each student system. Are you
(Proficient) Makes maximum use of time by implementing purposeful following the tardy
pacing and efficient transitions, reinforcing positive behavior,
redirecting disruptive or off-task behaviors
policy?
(Emergent) Acknowledges the influence of race, ethnicity, gender, Choose One:
religion, socioeconomics and other aspects of culture on student Not Observed
perspectives, creates a classroom environment in which diversity is Emergent
used to further student learning Developing
(Developing) Establishes processes that result in a sense of Proficient
community among students, effective interactions among students, and
b.
incorporates instruction that reflects diverse backgrounds, experiences,
and different points of view
(Proficient) Delivers lessons to ensure students’ backgrounds and
contextual knowledge are considered, capitalizes on diversity as an
asset in the classroom, uses materials and lessons that counteract
stereotypes and acknowledges the contributions of all cultures
(Emergent) Plans for students who have a variety of learning needs and Choose One: You do a great job of
interests, adapts the physical environment to support individual student Not Observed
needs, reviews information from learning plan(s) to support the needs Emergent addressing your auditory
of students Developing and visual learners.
Proficient How can we add to that
(Developing) Implements a variety of inclusion, intervention or
c. enrichment practices to address unique learning needs and interests for other types of
(Proficient) Initiates collaboration with colleagues to better understand learners?
and respond to student learning needs, provides opportunities and
support for students to self-select tasks that accelerate progress
towards their learning goals, and integrates self-advocacy skills into
instruction
(Emergent) Establishes a classroom environment that is inviting to Choose One: Has communicated with
families and/or significant adults and respectful relationships with Not Observed
students, their families, and/or significant adults Emergent parents through email
(Developing) Uses a variety of methods to initiate communication with
Developing and talking points.
d. families and/or significant adults in the school and community.
Proficient When parents are
(Proficient) Coordinates communication between families and/or unresponsive, how are
colleagues who provide student services, recognizes obstacles to you connecting with
family and community participation and seeks solutions to overcome
them.
them?
Areas of celebration:
Most students are engaged in learning. Students seem to be responsive to you and what you
are doing!

Growth areas/next steps:

Plans for students who have a variety of learning needs and
interests, adapts the physical environment to support individual student
needs, reviews information from learning plan(s) to support the needs
of students - I think that this is a big area to focus on. How are we meeting the needs of ALL learners? How are we checking
to make sure that all students are learning throughout the lesson?

Student Teaching Handbook—Revised Fall 2023 38

 Accomplished
Not Observed

Developing
PLAN AND DELIVER

Emergent
3.

Proficient
EFFECTIVE INSTRUCTION
FEEDBACK

(Emergent) Plans lessons that reflect the relationship of intellectual,

Choose One: Lessons are good but
physical, social, and emotional development of students Not Observed
Emergent
need to give students
(Developing) Collaborates with colleagues who have expertise in child
a.
and adolescent development to improve the quality of instruction Developing more time to interact and
Proficient talk about the math.
(Proficient) Engages students in developmentally appropriate learning
and creative learning experiences Students were let lose to
(Emergent) Determines students’ current skill levels and uses that Choose One: talk
Useabout
what the whystudents
the
information to plan instruction, selects assessment strategies aligned Not Observed cofunction
know to inform youridentities
to the learning objectives, monitors student learning in relation to the Emergent make sense Ifgraphically,
objective, shares feedback on student progress with families and/or Developing instruction! you went
significant adults Proficient what are you
over even andlooking
odd
b. (Developing) Uses assessment results to guide real-time adjustments
for? There
functions in wasthe no
to instruction, evaluates and documents student performance based direction
on multiple measures to set learning goals, provides timely feedback to warm-up,for have howthe
students that is academically focused, frequent, and high quality
students
STUDENTS should do this.
determine
(Proficient) Models how to incorporate feedback to improve learning,
When
which of the trig about
we talked
provides students opportunities to revise their work based on feedback creating
functionsthis arelesson,
even and we
(Emergent) Plans lessons incorporating available technology, assesses Choose One:
talked
You
which about
told
of themcreating
students are to
odd. a
use
available technology to use with instruction Not Observed little
their mini investigation
graphing
Be specific calculator,
in your tasks.
Emergent around this.
(Developing) Uses available technology to facilitate classroom but they didn't know
Developing
instruction, develop students’ knowledge and skills based on lesson
c. Proficient what to do with it.
outcomes, models responsible and ethical use of technology and
applications Create activities that are
(Proficient) Integrates available technology to enhance creativity, use specific, these students
of information, and collaboration are not going to do
(Emergent) Establishes expectations at a level that challenges students, Choose One: Instead ofif giving
anything they do not
plans lessons that incorporate critical thinking and problem-solving skills Not Observed
Emergent know what toeven
students the do! and
(Developing) Uses questioning strategies to develop students’ critical odd identities, make the
d. Developing
thinking skills and problem-solving skills, uses wait time to encourage
student responses.
Proficient students determine
(Proficient) Models critical thinking and problem-solving skills which of the trig
(Emergent) Has a clear purpose for student collaboration. Choose One: functions are even, odd,
Sometimes it is clear
(Developing) Provides opportunities for students to participate using
Not Observed or neither based on what
Emergent what students are
various roles and modes of communication, adjusts team composition you did with the
e. Developing suppose to be
based on learning objectives and student needs. warm-up. Then, show
Proficient collaborating on, but
(Proficient) Holds students accountable for work product and them the even odd
collaboration processes, promotes teamwork and leadership skills many times it is not.
identities. Once you
(Emergent) Establishes classroom practices to support effective Choose One: Give
Thoughtsspecific tasks and
communication, provides clear directions to guide student learning and Not Observed
have givenand them ideas
theare
or roles to
articulatedthey help
clearly. with this.
behavior Emergent identities, have
(Developing) Articulates thoughts and ideas clearly and effectively,
Developing Directionsout
checked forand students
don't
f. Proficient
uses active listening strategies with students does need to
care as much about why. be more
(Proficient) Teaches students, with audience in mind, to articulate clear. Ex: on the
thoughts and ideas clearly and effectively worksheet on
Areas of celebration: pythagorean identities
You were great on timing! We worked hard to make sure that you would be able tothe table
cover all ofsaid to roundand
the identities to
I think that you were able to do that! the nearest hunderedth
but you chose all of the
Growth areas/next steps:
angles to be exact. This
Creating explicit instructions for students with extentions for the upperiskids. How do
confusing when we you
make
sure that EVERYONE is meeting the learning target? How are you checking are telling to students
make sure not
that students understand before they leave the classroom? to use the calculator.
Student Teaching Handbook—Revised Fall 2023 39
 Accomplished
Not Observed

Developing
Emergent
4. DEMONSTRATE PROFESSIONALISM

Proficient
FEEDBACK

(Emergent) Maintains confidentiality of student records as required by Choose One: All interactions with
law, confidentiality of student, family, and fellow teacher interactions Not Observed
with colleagues, demonstrates reliable and responsible behavior Emergent
students, staff, and
a. (Developing) Models ethical behavior, interactions are respectful, Developing parents is respectful.
consistent, and reasonable Proficient
(Proficient) Promotes ethical behavior of students as individuals and as
members of society
(Emergent) Engages in professional learning activities aligned Choose One:
to Colorado Academic Standards, school and district goals, and Not Observed
professional goals and growth plan Emergent
b. (Developing) Applies knowledge and skills learned through
Developing
professional learning to improve student outcomes Proficient

(Proficient) Implements performance feedback from supervisor and/or

colleagues to improve practice
(Emergent) Maintains a productive and respectful relationship with Choose One: Has a good relationship
colleagues Not Observed
Emergent
with colleagues in our
(Developing) Adapts to the changing demands of the classroom and
c. school environment
Developing office. I would
Proficient encourage Rivers to
(Proficient) Collaborates with colleagues to navigate change while
maintaining a focus on student learning, contributes to school venture out beyond our
improvement planning office to work on
(Emergent) Contributes to school committees and teams Choose One: developing
Has lessons with
been attending PLT,
Not Observed
(Developing) Seeks opportunities to lead, actively participates in school
Emergent
other colleagues
learning or
opportuinities,
decision-making processes, acts as an informal mentor/resource to getting other ideas.
colleagues
Developing staff, and department
d. Proficient meetings and speaks up
(Proficient) Increases the capacity of colleagues to identify and use
multiple tools and strategies to improve practice, applies research as a when topics arise.
key component of ongoing learning and development, promotes and
inclusive school culture through family or community outreach

Areas of celebration:
Great checking in with students "how is it going over here?"

Growth areas/next steps:

What information are you getting from the kids from that question? Could you ask a more
specific question to give yourself more feedback about where the students are at?

Be sure to explore beyond... for example: are all quadratics even? Are all cubics odd?
Making sure that students understand that when you SHIFT the functions they may or may
not still be even or odd depending on how they have shifted.

Student Teaching Handbook—Revised Fall 2023 40

Overall Observations
What evidence of learning do you see and hear?
Some students are answering questions and talking to their teammates about what they
know. There was a lot of confusion around what to do with the cofunction identities.

Co-teaching feedback?
How can I best help you? I don't want you to feel like I am jumping in too much (or too little). What do you want more guidance on?

How do students know why they got things wrong on the test and why they lost points?

Paying attention to detail... In college trig (and Geometry for that matter) there is A LOT of notation and it is important for students to know and understand the notation. Ex: the warm-up did
not have an angle for tan, sec, csc, and cot.

What does tan theta = sin theta/cos theta mean? Maybe show an example of how this works for multiple angles. Just by saying that this works for any angle doesn't solidify some of the
students understanding. Make the students show an example. Make a table on the board for example and have the students fill in the table. A lot of students are just nodding their head
and not really having to do anything.

What is a co-function? This is not something that these kids will know. You asked the students why do the cofunction identities work and they were suppose to discuss that. What were
you looing for? The students definitely needed more direction in this area. Students did not know what to do because of the lack of direction AND we have not looked at an equation writen
in that form. If you want them to see the shift from the way you have it written you are going to have to show them and explain to them that tan(pi/2-theta) = tan (theta-pi/2) and how that
affects the graph. You told students to talk with their table groups, but there was no instruction on what to talk about on the overhead. You referred to the general equation but did not ever
write the general equation for the students to see.

How are you checking for understanding during the class? Is it effective? What are you doing if a student is not mastering the learning target for the class? What are you doing for students
that are meeting the learning target quickly? What extentions are you providing to keep them engaged?

Are students meeting the learning targets regularly? YES NO

At what level?
At a basic level. I am not sure that there is the conceptual understanding yet based on the
beginning of the unit and having a hard time to making connections to prior knowledge.

How do you know?

There is not a lot of check for understanding during the class other than the same students
answering the questions. Some students are on their phone or not really paying attention
because they do not know what to do. Most students are engaged in the learning but do not
always know what to do based on the instructions given.

Student Teaching Handbook—Revised Fall 2023 41