Documente Academic
Documente Profesional
Documente Cultură
LZ PTEP, UNC
Teacher Candidate Tnarli ll,il-wt Kl,f srV Evaluator: Krnt/r{a I{
UNC Supervisor. OR teacher
School, district t.tl Subject/Grade:
Lesson and summ
CRITERIA DEVELOPING PROFICIENT TARGET
Ppoacocv Aligned to the Colorado Quality Teacher and
the UNC Program Completer Survey. Highl
PLANNING / Instruction lacks focus and./or Irxfuction is adequate. aligned to CA 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. learning is evident in most. student learning is evident.
\oent
LEARNING Behavior problems in classroom most behavioral Discipline problems are prevented through
ENVIRONMENT negatively affect leaming. Little engaging instruction and building a safe,
control over classroom. Has rlassroom. 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. \:nsitivity and respect. andcl@\
INSTRUCTIONi No evidence of assessment, or no ASSESSES
AssESSrraENr connection between assessment and formally and sessment
instruction. minor adjustments of instruction. drives instruction linked to
Objectives and assessment align. age_
REFLECTION ON Ineffectively links student learning to Periodically refl ects on professional and
PRACTICE own practice. Does not establish practice and the impact on student learning w teacher
professional goals through refl ection. leaming. Able to respond to a complex, professional practice. Thrives in the
Discomfort in school climate. dynamic environment. ( dyn ofa school.
Instn ction dernonstrates a knowledge and respect for art forms that reflect diversity inclDdiq{€*io{ran,nctions and meanin
ofart works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND Instuctor and students demonstrate awareness
and to apply societal, cultural and historical context to
CONNECT TO ofthe need for continuing study, reflection, education.
TRANSFER to diverse Connections are respectfully made
Connections are not made to other are
ideas and diverse experiences or are culture groups and contexts. \that reflect diverse cullure groups and
stereotypical and rudimentary. Opportunities for reflection and the fcontexts. Students connect arlmaking
There is little evidence of desire for of learning are present. /to personal experience. There is
future evidence of continuing growth.
Lesson Observation Form K.12 PTEP, UNC
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Focus on student
achievement:
What learning objective(s) did
Lessonobjective:
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Drocess of art makins?
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Goals:
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improve your instruction fuLftryllr,m
and increase student
learning and artistic
development?