13 Jul 2019 Page 1 of 6

Intern Name: Neely Parsons

Internship: SEDU 495 - 002

Submitted: Mar 7, 2019 Supervisor(s): John Ziegler

Course/Term: SEDU 495 - 2 : STUDENT TEACHING ( Spring Mentor(s): Bethany Kissel
2019 )
Assessor: Bethany Kissel (Mentor) Site: Cambridge Springs High School 7 to 12, 641 Venango Avenue, Cambridge Springs
PA 16403
Comments: Subject(s): Social Studies
Grade(s): 9th, 10th, 11th, 12th

Classroom Observation 3 - V1 (201610)

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Rubric Classroom Observation

Target Acceptable Developing Unacceptable Not Observed N/A

Instructional goals
are based in
appropriate Enduring
Understandings and
Planning/Prep: Clearly Essential Questions.
articulated and An appropriate
sequenced learning number of
goals based on the reasonable
state standards. Goals instructional goals are
reflect appropriate articulated and
expectations. sequenced.
1/18 (5%) Objectives for the
INTASC-2013.7, lesson are aligned
INTASC-2013.4 with long term goals;
Objectives reflect
various levels of
learning, reaching
higher levels;
Comments: Student Teacher (ST) consistently looks at the big picture when planning assignments.
Planned activities
Planning/Prep: include: Clear and
Demonstrates an frequent connections
understanding of the between prior
connection between knowledge and
the content that was current content; the
learned previously, the foundational
current content, and knowledge necessary
the content that for future planned
remains to be learned lessons; strategies for
in the future (1.000, dealing with
3%) misconceptions or
1/18 (5%) misunderstanding
INTASC-2013.7 before learning new
material.
Comments: ST ties together previously learned content in order to build upon prior knowledge during presentations.
Instructional activities
Planning/Prep: Creates are developmentally
or selects teaching appropriate;
methods, learning appropriately
activities and differentiated; aligned
instructional materials with standards;
or other resources that deliberately engage
are appropriate to the all learning styles;
students and that are deliberately vary in
aligned with the goals method and include
of the lesson (1.000, cooperation,
3%) collaboration, and
1/18 (5%) active engagement.
INTASC-2013.7,
INTASC-2013.7.j
Instructional goals are Instructional goals are No instructional goals
based in appropriate listed but are not are listed in plans. No
Enduring based on Enduring objectives planned or
Understandings and Understandings or communicated.
Essential Questions. Essential Questions.
Some goals are not Goals are not of
of appropriate appropriate
expectation. expectation.
Sequence is not Objectives for the
apparent. Objectives lesson are loosely
for the lesson are aligned with long term
aligned with long term goals; Objectives
goals; Objectives reflect only lower
reflect various levels levels of learning;
of learning;
Planned activities Planned activities No apparent
include: a review of include: A review of connection of the
prior knowledge with prior knowledge but current content to
clear connection to no clear connection prior or future
current content; some to the current lessons.
or most of the content. No clear
foundational connection between
knowledge necessary current content and
for future planned future lessons. Few or
lessons; strategies for faulty strategies for
dealing with dealing with
misunderstandings misunderstanding or
and misconceptions misconceptions at
during learning of any time.
new material.
Instructional activities Instructional activities Selection or creation
vary in method and are developmentally of method or form of
form to include appropriate but lack instructional activities
cooperation, variation in method or is inappropriate for
collaboration, and/or form. Selection or content or students.
active engagement – creation of The goal of the
but the selection or instructional activities lesson is unclear or
creation is not is driven by content, completely unmet by
deliberately not by standards, the instructional
connected to the goal goals, or student activity.
of the lesson. Are needs.
developmentally
appropriate and
aligned with
standards but lack
differentiation.
13 Jul 2019 Page 2 of 6
Comments: ST varies the types of activities in order to maintain student interest and provide unique learning opportunities.
Planning/Prep: Creates At least one Assessments Assessments are No assessments
or selects assessment assessment strategy strategies are planned but the planned.
strategies that are per objective; Format planned but not for alignment to the
appropriate for the of planned each individual objectives is not clear;
students and that are assessment align with objective; Format of Use of assessment
aligned with the goals intent of objective; assessment does not format is unclear.
of the lesson (1.000, Both formative and fully reflect the intent
3%) summative of the objective; Only
1/18 (5%) assessments are one form of
INTASC-2013.6 used. assessment is used.
Comments: The use of "I Can" statements at the beginning of lessons provides a goal for the students at the beginning of class.
Planning/Prep: Plans include: Plans include: Plans include: Plans do not include
Lessons include Appropriate Appropriate Generalized adaptations or
adaptations for adaptations and adaptations and adaptations not accommodations.
individual student accommodations for accommodations for focused on the
needs including those all student needs. students with specific needs of
necessary through Adaptations to identified needs. individual students.
individual IEPs as well procedures, content, Adaptations to
as those necessary for and assessments procedures, content,
appropriate which are clear and and assessments
differentiation. appropriate. which are
1/18 (5%) appropriate.
ST is aware of the modifications/accommodations that are required according to student IEPs and 504 Plans and makes the
Comments:
necessary adjustments.
The candidate: The candidate: The candidate: The candidate: Has a
begins lesson begins with little delays in starting due complete lack of
expediently; keeps delay; students are to lack of routine or routine, procedure, or
students are on task on task, and procedures; has to discipline; focuses on
and engaged; has engaged at most redirect student often individuals; does not
smooth transitions times in learning to keep on task;. has encourage
between learning activities; transitions lengthy transitions; participation and
Classroom activities occur. between learning has varying does not answer the
Environment: interacts activities occur with expectations of questions of students
Classroom climate that appropriately, politely, little delay. interacts learning and behavior when asked; often
promotes learning and and positively with all appropriately, politely, for students; often uses an inappropriate
fairness; reflects students. has high and positively with all loses whole class tone or verbiage with
rapport and but reasonable students. has high focus; is inconsistent students; makes no
appropriately expectations for all but reasonable in answering attempt to connect
challenging student learning and expectations for all questions and with students
expectations. behavior; has a student learning and encouraging appropriately; does
1/18 (5%)
whole class focus behavior; has a whole participation; is polite not define learning
INTASC-2013.8,
INTASC-2013.3.k, during all learning class focus during but struggles to expectations for the
INTASC-2013.5, activities; is most learning connect with students.
INTASC-2013.2.b, appropriately activities; loses whole students; struggles to
INTASC-2013.3.j, consistent in class focus define challenging
INTASC-2013.3.r, answering questions intermittently; strives learning expectation
INTASC-2013.3.a,
and encouraging to be consistent in for all students.
INTASC-2013.3.h,
INTASC-2013.3.c participation; is answering questions
explicit in expressing and encouraging
challenging learning participation; has
expectations. challenging learning
expectations for
students but is not
explicit in the
expression of these.
Comments: ST begins each class with a predictable routine that provides allows students to know what is expected of them.
The candidate: The candidate: The candidate: has The candidate: has
Classroom communicates and communicates and rules and procedures no apparent or
Environment: enforces consistent enforces rules and for classroom communicated
Establishes and rules and procedures procedures for behavior but is expectations for
maintains consistent for classroom classroom behavior; inconsistent in learning or behavior;
standards of classroom behavior; handles some inconsistencies communication or
behavior unforeseen situations in enforcing; handles enforcing these;
1/18 (5%) appropriately; unforeseen situations Unforeseen situations
INTASC-2013.3.k, appropriately with little result in lack of time
INTASC-2013.3 aid from co-op; of task and require
co-op intervention.
Comments: ST is consistent with discipline.
13 Jul 2019 Page 3 of 6
Candidate ensures Candidate ensures Candidate ensures Candidate does not
that the physical that the physical that the physical address physical
aspects of the room aspects of the room aspects of the room safety concerns in
are safe— are safe— are safe— the room in general
chairs/tables or desks chairs/tables or desks chairs/tables or desks or for the particular
Classroom are arranged are arranged are arranged learning activity.
Environment: Makes appropriately, exits appropriately, exits appropriately, exits
the physical are accessible, safety are accessible, safety are accessible, safety
environment as safe equipment is equipment is equipment is
and conducive to accessible, obstacles accessible; Candidate accessible; Candidate
learning as possible such as backpacks is not aware of is not aware of
1/18 (5%) etc. are addressed; additional obstacles additional obstacles
INTASC-2013.3.k,
Rules and such as backpack such as backpack
INTASC-2013.3,
procedures are etc. Rules and etc. Candidate does
INTASC-2013.3.j,
INTASC-2013.3.r, established and procedures are not have a set of
INTASC-2013.3.c, enforced for any established for any rules or procedures
INTASC-2013.3.b activities requiring activities requiring for any activities
movement around movement around the requiring movement
the room, or the room, or the around the room, or
obtaining, using, or obtaining, using, or the obtaining, using,
disposing/collecting disposing/collecting of or disposing/collecting
of materials. materials. of materials.
Comments: Room is safe and used to the greatest advantage for student learning.
Instructional Candidate uses Candidate uses Candidate uses very Candidate uses no
Performance: Uses technology for technology for little technology and technology.
technology and other student learning; A student learning. the use is focused on
instructional materials variety of technology Students are presentation of
appropriately to is used for engaged with some material.
enhance student presentation of technology as a
learning material but the focus learning or
1/18 (5%) in on student assessment tool but
INTASC-2013.3.m, engagement with a the focus is on the
INTASC-2013.3,
INTASC-2013.3.h,
variety of technology use of technology for
INTASC-2013.2.f, as a learning and/or presenting material.
INTASC-2013.3.g, assessment tool.
INTASC-2013.4.g

Comments: ST uses iPads, presentations, online games, and other technology to increase student learning opportunities.
Instructional goals Instructional goals Instructional goals are No instructional goals
and objectives are and objectives or the apparent for the are apparent. There
clearly communicated agenda for the lesson lesson but are not is no helpful
in written and oral are clearly communicated. An communication of
Instructional format. Agenda for communicated in agenda is not posted procedures.
Performance: Makes lesson is posted or written and oral or communicated.
learning goals and communicated. format. Procedures Procedures are
instructional Procedures for each for each part of the communicated in a
procedures clear to the part of the lesson are lesson are haphazard fashion or
students appropriately communicated but in such a way that
1/18 (5%)
communicated. with a lack of confusion or lac k of
INTASC-2013.4,
INTASC-2013.3.l Student organization or with a organization occurs.
understanding of lack of assessment of
procedures and student
expectations are understanding.
assessed.
Comments: Agenda is clearly on the board every day so that students know the routine when they enter the classroom.
13 Jul 2019
The candidate: is
knowledgeable of
content and
communicates the
content in a
developmentally
appropriate way;
ensures an
Instructional
integration of
Performance: Makes disciplines into the
content content discussion or
comprehensible to
activities; effectively
students integrating engages students in
various disciplines learning activities that
within the educational
require inquiry, critical
curriculum while thinking skills,
encouraging students problem solving skills,
to extend their thinking.
and creativity;
1/18 (5%)
INTASC-2013.4 consistently asks
higher order
questions and
encourages students
to elaborate on
concise answers;
encourages students
to ask higher order
questions.
Comments: ST is knowledgeable of the content and reviews as needed in order to prepare for instruction.
The candidate: uses
a variety of
assessments
including: Formative;
Summative;
Technology; Informal;
Instructional Formal uses
Performance: Checks assessments that are
student understanding developmentally
through a variety of appropriate;
means; provides appropriately adapts
feedback to students; assessments for all
is flexible and students; provides
responsive to student timely and descriptive
needs by adjusting feedback to students;
learning activities as uses data from
the situation assessments to
demanded adjust instruction;
1/18 (5%)
INTASC-2013.4
effectively
differentiates all
instructional activities
and assessments for
all students.
Comments: ST uses different types of evaluations (formative and summative) to determine student understanding.
Candidate plans and
facilitates a lesson
that is adequately
Instructional paced and “chunked”
Performance: so that all students
Engagement of are engaged and
students in learning learning. Appropriate
and adequate pacing wait time during
of instruction instructional activities
1/18 (5%) and questioning.
INTASC-2013.4 Candidate checks for
understanding and
adjust pace
accordingly.
Comments: ST uses appropriate transitions and pacing to keep students engaged.
Page 4 of 6
The candidate: is The candidate: is The candidate: is not
knowledgeable of knowledgeable about knowledgeable about
content and content but struggles content or makes
communicates the to communicate in a errors in
content in a developmentally communication
developmentally appropriate way; content to students;
appropriate way; has does not integrate does not
little integration of other disciplines into communicate in a
disciplines; engages the learning activities; developmentally
students in learning plans lessons appropriate way;
activities that allow intended to engage does not integrate
students to students in higher other disciplines;
participate in inquiry, order skills, but does focuses on lower
critical thinking, not facilitate those order knowledge and
problem solving, or skills during the skills; focuses on
creativity; focuses on lesson; focuses on lower order
lower order questions lower order questions questioning; does not
but does incorporate and deflects or encourage student
some higher order redirects higher order questioning or
questions as follow discussions. elaboration.
up or embraces
opportunities for
higher order
discussion when
presented.
The candidate: uses The candidate: The candidate: does
a variety of checks for not check for
assessments understanding but is understanding during
including: Formative; not systematic in lessons (no use of
Summative; approach to formative
Technology; Informal; assessment; use of assessment) does
Formal uses formative not adapt
assessments that are assessments is assessments as
developmentally limited; feedback is required; has little or
appropriate; attempts not timely or no data on which to
to adapt assessments descriptive; attempts make adjustments to
as required; feedback to adapt assessments instruction; does not
is timely but not as required; does not attempt to respond to
descriptive (or reflect on data from the needs of
vice/versa); reflects assessments to students. No
on data from adjust instruction; feedback is given to
assessments but does not attempt to students.
does not effectively differentiate
adjust instruction; instructional activities.
attempts to
differentiate
instructional activities
and assessments for
students who
struggle.
Candidate strives to Candidate struggles Candidate allows
pace the lesson so to find a pace that content and outside
that all students are engages all students influences to drive
engaged and and ensures learning pace. Lesson is not
learning. Checks for of all students. Wait “chunked” and too
understanding but time is much too short much time is spent on
does not effectively for most students to one activity. Wait time
adjust pace process content or is not given. No
accordingly. Uses wait complete activity. checks for
time during Candidate checks for understanding.
instructional activities understanding but
and questioning – but does not attempt to
does not give enough adjust pace.
time for all students.
13 Jul 2019 Page 5 of 6
Candidate reflects Candidate reflects Candidate appears to Candidate does not
daily on student regularly on student reflect regularly but is appear to reflect on a
learning; Reflects on learning; Reflects on not focused on regular basis and has
the evidence the evidence evidence available no basis for change
available with regard available with regard with regard to in future planning or
Professionalism:
to students obtaining to students obtaining obtaining learning instruction.
Reflects on the extent
the learning goals. the learning goals. goals. Reflection is
to which the learning
Reflection alters Reflection does not often on personal
goals were met
1/18 (5%)
future instruction and lead directly to performance or
influences future changes in future student behavior.
learning goals. instruction. Reflection does not
lead to change in
planning or
instruction.
Comments: ST reflections are current, honest, and used to improve her teaching skills.
Candidate asks for Candidate actively Candidate receives Candidate meets
feedback from other listens to constructive constructive feedback constructive feedback
professionals and feedback and asks without complaint and with negativity and a
invites comments on questions about endeavors to lack of
lesson plans, change & growth incorporate some of professionalism; No
instructional opportunities. the feedback to effect change to
performance, and Reflects on feedback changes in performance with
Professionalism:
classroom and incorporates performance. regard to the
Accepts constructive environment issues. selected suggestions constructive feedback
feedback and Actively listens to into future is apparent.
demonstrates a
constructive feedback performance.
willingness to grow and asks questions
professionally about change &
1/18 (5%)
INTASC-2013.3.a growth opportunities.
Incorporates
constructive feedback
into reflective
practices and
changes performance
based on the
feedback.
Comments: ST is seeks honest feedback and constructive criticism.
Candidate Candidate Candidate begins Candidate maintains
demonstrates an demonstrates an with an energetic a low level of energy
enthusiasm for the enthusiasm for the approach but loses demonstrated
content through content through a energy or focus through low volume
volume, tone, selection of volume, throughout the class or monotone;
instructional strategy, tone, instructional period. Choice of candidate interaction
Professionalism:
and choice of strategy, and choice instructional strategy, with students is often
Energetic and
examples & activities. of examples & activities, or examples flat; choice of
enthusiastic about
Candidate maintains activities. Candidate shows a lack of instructional strategy
teaching
1/18 (5%)
a high level of energy strives to maintain a consistency or results is inappropriate for
throughout the class high level of energy in the lack of maintaining student
period. Candidate throughout the class engagement of engagement.
actively encourages period. students.
student participation
and keeps student
engagement high.
Comments: ST is enthusiastic about the content and teaching, and works to transfer the energy to the students.
13 Jul 2019 Page 6 of 6
Consistently Consistently Lacking in consistent Not punctual or
Professional in Professional in Professional dependable;
appearance; appearance; appearance; Not Inappropriately attired
Consistently Punctual Consistently Punctual consistently Punctual or groomed. Not
and dependable; and dependable; and dependable; Not prepared. Candidate
Consistently and Usually prepared for thoroughly or only completes
thoroughly Prepared. allotted time; Takes consistently prepared. assigned tasks as
Takes initiative-takes initiative- Candidate Takes initiative- required; Candidate
on tasks not required takes on tasks not Candidate accepts does not participate
by the program as required by the additional duties (not in professional
part of his/her regular program as part of required) when discussions about
responsibilities within his/her regular asked. Interacts student learning
the classroom. responsibilities within appropriately with issues; Chooses to
Volunteers for after the classroom school administrators, work alone instead of
school activities. Interacts faculty and staff engaging with
Interacts appropriately with exemplifying ethical colleagues.
Professionalism: appropriately with school administrators, conduct- Candidate
Maintains a school administrators, faculty and staff shows lack of
Professional faculty and staff exemplifying ethical understanding of
Disposition and exemplifying ethical conduct- participates ethical approach to
engages in conduct- Initiates in conversations with conversations with
professional conversations with regard to student regard to
activities/conversations. regard to student issues with other confidentiality. Builds
1/18 (5%) issues with other professionals as is relationships with
INTASC-2013.2.f, professionals as is deemed appropriate colleagues to share
INTASC-2013.1.j, deemed appropriate and ethical according teaching insights and
INTASC-2013.10.k,
and ethical according to the laws of coordinate learning
INTASC-2013.10.p,
INTASC-2013.10.s, to the laws of confidentiality and the activities for students-
INTASC-2013.10.r, confidentiality and procedures of the Little attempt to build
INTASC-2013.1.c, the procedures of the school. Builds relationships or work
INTASC-2013.10.m school. Builds relationships with with others.
relationships with colleagues to share
colleagues to share teaching insights and
teaching insights and coordinate learning
coordinate learning activities for students-
activities for students- Attends team/group
Engages in meetings based on
team/group student learning
discussions about issues;
student learning
issues and shares
possible solutions or
approaches. Partners
with colleagues –
both from school and
EUP – to design or
lead learning
Comments: ST is always professional in dress and manner.
Overall Performance:
Rate the student
teacher’s performance
holistically based on
the content and
context.
1/18 (5%)

The Student Teaching Candidate has performed exceptionally well during this placement, has grown in this short amount of time,
Comments:
and I am confident that she will continue to do so.
0.000 pts