Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Alison Wilcox Evaluator: Donna Goodwin

UNC Supervisor, OR Cooperating teacher
School, district: Pete Mirich Elem Subject/Grade: 2nd & 3rd
Lesson topic and summary: Art as Craft
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
P EDAGOGY Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, Instruction is confident, uses CAS based
CONTENT response to student needs. Methods, and employs appropriate technology. lesson plan and appropriate technology;
KNOWLEDGE 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
Student learning is evident in few. Student learning is evident in most. student learning is evident.
LEARNING Behavior problems in classroom Manages most behavioral problems Discipline problems are prevented through
ENVIRONMENT negatively affect learning. Little and maintains control of the engaging instruction and building a safe,
control over classroom. Has classroom. Intentionally creates a respectful, and tolerant classroom
difficulties relating to students. healthy classroom community community. Appropriate intervention
Management may be where students are treated with strategies are evident. Effective use of time
developmentally inappropriate. sensitivity and respect. and classroom structures apparent.
INSTRUCTION/ No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
ASSESSMENT 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 Periodically reflects on professional Evidence of reflection and analysis of student
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex,
Discomfort in school climate. dynamic environment. dynamic environment of a school.

P ROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION 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
adhere to professionalism standards. Communicates professionally. of professional practice and communication.
SPECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE to guide students’ processes of artmaking and art interpretation at an age appropriate level defined by the Colorado
Academic Standards, National Core Arts Standards, and the CDE Rules for Art Licensure. Highlight D (Developing), P
(Proficient), or T(Target) content knowledge and level of ability to assess student learning and guide instruction.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
COMPREHEND contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill.
inadequate. discovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.
Lesson Observation Form
Focus on student
achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
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:
What are your areas of
strength?
Areas of growth:
What are your areas of
growth?
Goals:
What are goals to
improve your instruction
and increase student
learning and artistic
development?
Evaluator signature:
K-12 PTEP, UNC
Lesson Objective: Students will learn about paper weaving and what “craft”
means
Student progress toward objective:
How standards are aligned and evidenced:
2nd Standard 4 GLE 1 Observe and discuss how visual art and design are evident in
the everyday life of communities
3rd Standard 4 GLE 1 Recognize how works of visual art and design communicate
meaning both within a community and
between diverse cultures
Teacher Candidate: Observer:
 Introductions, demo plan  Calm, confident manner in a busy, dynamic
 See-saw activity to gather data space.
 Checking in with students  Well-prepared demo! Multifaceted!
 Kind re-direction of behavior when needed.
 The five minute warning is AWESOME
structure.
 Continual monitoring of various groups and
stations and offering help as appropriate
 Assessment routine/share time
Teacher Candidate: Observer:
 End of class wrap up  Continue to practice best ways to get and keep
 Notes/scripts to not “trip over attention of all students during demos and
instruction (don’t talk over them).
words”  If demo is going to go a little longer than 5 min,
consider switching up where you stand or have
kids gather – something to re-get their attention.
 Continue throughout this unit getting to know
kids’ interest and what might capture their desire
Goals: to choose the introduced station
 Behind the scenes stuff like  Continue working a cleanup routine that you are
wording/alignment to confident with.
requirements  Be sure to engage with all students (even the
ones with a para)
 Closing routines
DG Date: 3-27-2019
Lesson Observation Form K-12 PTEP, UNC

 Great meeting students at the door to prepare them for what to expect.
 Well prepared, multifaceted demo presentation!
 Be sure you have most all attention before you give directions – my guess is there might be a school rule
about not being on the chrome books during instruction? Check to see then be sure to follow whatever the
school protocol is.
 To change it up, you might change your positioning such as stand in the middle to demonstrate the cutting
(they lose focus in the same spot after about 5-6 minutes).
 It’s great that you have a website resource for them.
 For students who tend to dominate the conversation, you could ask them to put their thoughts into the
“parking lot” and you can talk about them later – rather than just ignoring. But, you are so right that you
can’t answer the same student or have too many stories at intro time.
 Great references to resources throughout the room when students encounter a struggle.
 Maybe work on a way to get attention a little more confidently (the give me 5 is great). Be sure you have
their attention (several are not listening at all).
 You can try positive reinforcement. “Jason has his eyes are the screen and is ready for what to do next”
“Juan has his computer closed and is waiting for what to do”
 Check for understanding by asking – what do we do first? How? Then what do we do?
 If a kind “please close your computer” “please take off your headphones” does not work you can be a little
more direct “I need you to close your computer and take your headphones off.” Try to move away from
“Could you…” which is asking them if they want to and giving them a choice to not.
 It would be nice if kids are ready for their teacher when she gets here (work on various options).