SNC Student Teacher Formative Assessment Observation
Rubric
MID-TERM ASSESSMENT
Teacher Candidate: Whitney Dumville
Galagher
Grade/Subject: H.S./Alegbra 1
School: Forest Charter H.S.
Lesson Content: Polynomials
hour
SNC Supervisor: M.P. Lauletta
2017
Professionalism
Meets
Content Demonstrates appropriate
Knowledge knowledge of the content,
the information conveyed to
students is accurate and
Meets
unbiased. Content is
standards based and focused
on critical input
Professional Appearance is business
Appearance appropriate, modest and
Meets appropriate for the activities
in the classroom.
Punctuality Punctual and completes all
Meets required duties on time.
Communication Uses professional language
Skills when speaking and writing,
in all communications with
students, administrators,
Meets
colleagues, and parents.
Follows appropriate hierarchy
when (s)he has concerns.
Attitude Consistently demonstrates
enthusiasm for all aspects of
teaching, including duties,
PLCs/meetings, parent
Meets
contacts, etc. Seeks
suggestions from mentors
and accepts feedback. Seeks
opportunities to learn,
including trainings. Treats all
staff with respect
Reflection on Regularly reflects on
Practice instruction, assessment,
Meets student achievement and
curriculum and makes
adjustments to practice
based on reflection.
Teacher Candidate________________________________________
Date__________________________________________
Lead Teacher: Dannielle
District: Charter
Approaches
Demonstrates acceptable
content knowledge, the
information conveyed to
students is accurate. Content is
not always standards based or
focused on critical input.
Not Applicable.
Not Applicable
Uses informal language in the
classroom or in written
communications which does not
reflect a professional disposition.
Sometimes follows appropriate
hierarchy with concerns.
Sometimes demonstrates
enthusiasm for all aspects of
teaching, including duties,
PLCs/meetings, parent contacts
etc. Accepts suggestions and
feedback. Attends trainings
when encouraged. Usually
treats staff with respect.
Reflects occasionally on
instruction, assessment, student
achievement and curriculum,
and does not consistently make
adjustments based on reflection
Time Allotted: 1
Date: March 20,
Does not meet
Does not demonstrate
satisfactory content
knowledge, conveys incorrect
or biased information to
students regularly. Content is
not based on standards and
often not focused on critical
input
Appearance is not appropriate
for the school setting
immodest, unkempt, or
inappropriate for the
classroom activities.
Often late to school or in
completing professional
requirements (attendance,
grades, supervision duties etc)
Makes frequent errors in
grammar and spelling in
written communications, or is
unprofessional in written
and/or verbal
communications. Does not
follow appropriate hierarchy
with concerns.
Seldom demonstrates
enthusiasm for all aspects of
teaching, including duties,
PLCs/meetings, parent
contacts, etc. Does not
accept suggestions or
feedback. Does not attend
trainings when available.
Does not always treat staff
with respect
Does not reflect, or reflects
but does not make
adjustments to practice based
on the data.
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 SNC Student Teacher Formative Assessment Observation
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Commendations, Recommendations, Notes and Comments:
The teacher demonstrates a positive and nurturing attitude/demeanor with her students.
All teacher/learner communication is supportive and reinforcing.
The teacher has provided written reflection of her professional performance.
The teacher demonstrates competent knowledge and application of her content area.

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 SNC Student Teacher Formative Assessment Observation
Rubric
Classroom Management/Effective Learning Environment
Meets Approaches
Physical Space Teacher candidate utilizes
physical space in the classroom in
a way that facilitates student and
Meets teacher movement throughout
the classroom. Physical safety of
students is reinforced
Behavior There is evidence of clear
expectations and that students
Expectations have a clear understanding of
behavior expectations. Teacher
Meets recognition of student adherence
or redirection as needed
demonstrates consistency,
fairness and caring for all
students. Intrinsic motivation is
nurtured and praise is used
appropriately.
Establishing The teacher candidate has
established a professional, caring
Rapport rapport with students as
evidenced by a relaxed, inclusive
Meets feeling and emotionally safe
environment where students
willing to explore new learning
and take academic risks.
Appropriate boundaries are
maintained
Beginning of The teacher candidate
implements planned and
Class structured academic activities of
an appropriate length to engage
not applicable all student upon entering the
Meets classroom. Housekeeping and
clerical duties are completed
efficiently while students are
engaged in academic tasks.
Ending Class Instruction and student
engagement consistently extends
to the end of class (bell to bell)
not applicable with the teacher maintaining a
Meets structured activity until students
are dismissed by the teacher.
Transitions Transitions reflect planning, are
announced, take minimal amount
of time and do not interrupt the
not applicable flow of instruction or require the
Meets teacher to regain control
Materials and There are routines in place to
facilitate students turning in
Supplies assignments and picking up
graded work, distributing and
not applicable collecting materials and
Meets textbooks which result in minimal
loss of instructional time or
disruption to the learning process
and take only 1-2 minutes.
Implementation Routines are evident for most
activities that students can
of Routines engage in without direct teacher
supervision, disruption of the
not applicable learning environment is minimal
Teacher Candidate________________________________________
Date__________________________________________
Does not meet
Teacher utilizes physical space in a
way that sometimes causes
disruption to the flow of instruction or
student engagement. Physical safety
of students is not consistently
reinforced.
There is evidence of behavior
expectations but students do not
have a clear understanding of them.
There are inconsistencies
demonstrated when recognizing or
redirecting students. Intrinsic
motivation is sometimes nurtured
and praise is used ineffectively.
The classroom environment is
professional and most students feel
that they can explore new ideas and
take risks, however some students
behaviors demonstrates that they do
not feel comfortable or emotionally
safe. Appropriate boundaries are
inconsistently maintained
The teacher candidate implements
activities that lack structure, are not
academic, or extend too long to
engage all students effectively.
Housekeeping and clerical duties
sometimes detract from or interrupt
instructional time.
Instruction and student engagement
sometimes extends to the end of
class (bell to bell), but there are
significant instances (several times in
a week) of disengagement prior to
the end of the learning period.
Transitions sometimes reflect
planning, but are inconsistent and
sometimes take excessive time or
interrupt the flow of instruction
resulting in the teacher having to
regain control of the instructional
environment.
Routines are in place to turn in
assignments and pick up graded
work and for distributing and
collecting materials and textbooks
but they take more than 1-2 minutes
and cause loss of instructional time
or are disruptive to the learning
process.
Routines are evident for some
activities, disruption of the learning
environment is minimal and some
students demonstrate appropriate
level of independence
The use of physical space and
traffic patterns causes significant
disruption to the flow of instruction
or student engagement. There are
frequent lapses in awareness of
the physical safety of students.
Students do not demonstrate
awareness of behavior
expectations; teacher responses to
adherence or redirection are
inconsistent or do not demonstrate
caring for all students. Intrinsic
motivation is not nurtured and
praise is used ineffectively.
Student behaviors demonstrate
that they are uncomfortable or
uneasy or do not feel emotionally
safe in the classroom environment.
The teacher candidates words or
actions demonstrate a lack of ease
and rapport with students.
Appropriate boundaries are not
maintained
There is no evidence of a routine
for engaging students when they
enter the classroom.
Housekeeping and clerical duties
consistently interrupt instructional
time.
Students often stop working
several minutes prior to the end of
class and spend time not engaged
in planned learning activities, or
engage in socializing prior to the
end of the learning period.
Transitions consistently reflect lack
of planning and take excessive
amount of time during which
instruction is disrupted and
regaining classroom control takes
away from instructional time
There are no routines in place or
they are implemented
inconsistently resulting in
significant loss of instructional
time or disruption to the learning
process (for example, students
handing out materials to one peer
at a time)
Routines are not evident, the
learning process is often disrupted
and students do not demonstrate
independence in performing
routine tasks
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 SNC Student Teacher Formative Assessment Observation
Rubric
Meets and students demonstrate
appropriate level of
independence
Commendations, Recommendations, Notes, and Comments:
Learners enter the classroom in a disciplined manner, awaiting the instructional period
to commence.
The teacher interacts, 1:1 with students, checking homework.
Students respond to teacher questions/prompts as she demonstrates the various algebra
combinations.
Students appear motivated and eager to respond as the teacher directs questions to
learners and models at the whiteboard.
The teacher reminded a student that she needed to listen because this is important.
The teacher circulated to each learner, asking questions and scaffolding, pursuant to
each learner completing the problems on the worksheet and whiteboard.
All learners are working, at-task, as the teacher circulates and interacts with each
student as they solve problems on their math worksheet.
While this small class is talkative and feisty, the teacher maintains her direct instruction,
her circulation to each learner, and sustained emphasis upon at-task behavior and each
learners performance outcome.
I noted an effective conclusion to this lesson, asking learners what they learned in
todays lesson.

Preparation and Planning for Instruction

Meets Approaches Does not meet
Standards- Lessons are consistently Some lessons are based on Few if any lessons are
based Lessons based on the standards NAS, NGSS, or do not based on the NAS, NGSS
for the content area consistently include CCSS and do not include CCSS
Meets Nevada Academic Standards for literacy in Standards for literacy in
Standards (NAS), Next content areas or Standards content areas of Standards
Generation Science of Math Practices. for Math Practices.
Standards (NGSS), and
include Common Core
Standards for literacy in
content areas and
Standards of Math
Practices
Lesson Plans Lesson plans are Lesson plans are consistently Lesson plans are not
consistently prepared and prepared but lack some of consistently prepared in
Meets submitted in advance and the components that are advance or frequently lack
include clear learning required for effective the required components
objectives, student lessons, or are not
engagement strategies consistently submitted in a

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 SNC Student Teacher Formative Assessment Observation
Rubric
including student timely manner
discourse, opportunities
for student metacognition
and formative assessment
Questions Questions are planned for Questions are planned for Questions are not planned
both oral and written oral and written activities in for in the lesson
Meets activities and move the lesson but move to
students to higher higher cognitive levels less
cognitive levels more than than half the time.
half the time.
Material and Materials for the lesson Materials for the lesson are Materials are often not
Supplies are consistently prepared sometimes prepared in ready for the lesson or not
in advance, ready prior to advance and easily legible, appropriate for the
the beginning of the accessible. Sometimes learners or age
Meets lesson and easily materials are difficult to read appropriate. When
accessible. Materials are or see, not at the level prepared in advance,
legible, differentiated or appropriate for the learner or materials are not easily
adapted as needed and not age appropriate. accessible
age appropriate
Pacing The teacher candidate The teacher candidate has There is no evidence that
has considered pacing considered pacing pacing is considered
Meets when planning lessons sometimes or has difficulty regularly prior to
and can adjust the plan as adjusting during instruction implementation of a lesson
needed during instruction
Commendations, Recommendations, Notes and Comments:
An extensively written lesson plan was submitted prior to the instructional period. The
plan delineates lesson components in a detailed manner with accountable formative
evaluation strategies incorporated throughout the lesson.
All materials were anticipated and provided for this lesson.

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 SNC Student Teacher Formative Assessment Observation
Rubric
Instruction
Meets
Objectives Objectives, learning targets or
essential questions are
Meets consistently displayed and
communicated to students
several times during instruction.
Students can articulate the
objective, learning target,
essential question in their own
words
Connections to Lessons consistently include
specific connections to prior
Prior Learning learning, student experience or
builds a basis for the new
Meets learning through key vocabulary
instruction and other strategies to
elicit what students already know
about the content and they make
connections to the new content.
Students can articulate
connections between new
content and prior learning.
Student Lessons are learner centered and
include a variety of engagement
Engagement strategies and frequent
opportunities for structured or
directed student discourse which
Meets remains on topic. There are
opportunities for students to
process new information or
deepen understanding of content
as appropriate. Student
engagement is consistently
above 90%
Opportunities Teacher candidate instructs
students in using metacognitive
for strategies, provides opportunities
Metacognition to practice using strategies and
Meets consistently provides
opportunities for students to
engage in practices to reflect on
their learning
Formative The teacher candidate
consistently plans for and utilizes
Assessment both formal and informal
Meets formative assessment to gauge
student learning and adjust
instruction based on the data.
Pacing The teacher candidate
consistently monitors student
learning and engagement in tasks
and adjusts the pacing of lessons
Meets to facilitate student learning;
there is seldom time when all
students are not actively engaged
in learning due to pacing which is
too fast or too slow; the teacher
does not move forward in the
lesson if students are
demonstrating lack of
understanding.
Learner Classroom instruction and
activities are focused on student
Centered engagement with the content
Classroom rather than teacher presentation
Teacher Candidate________________________________________
Date__________________________________________
Approaches
Objectives, learning targets or
essential questions are sometimes
displayed and communicated to
students during instruction. Students
cannot articulate the objective/
learning target/essential question in
their own words
Lessons sometimes include specific
connections to prior learning, student
experience or builds a basis for the
new learning through key vocabulary
instruction and other strategies to
elicit what students already know
about the content. Students
sometimes can articulate
connections between new content
and prior learning
Lessons are sometimes learner
centered, but often teacher centered
and use of active engagement
strategies is inconsistent.
Opportunities for student discourse
are occasional or poorly structured so
that conversation is often off task.
Students are not actively engaged in
processing new information or
deepening understanding. Student
engagement is consistently between
75%-90%
There is not a deliberate effort to
teach students to be metacognitive
or there are few opportunities to
engage in reflection or metacognition
once the strategies are introduced to
students. Metacognition is not a
regular practice in the classroom
There is evidence of limited planning
for and use of formal and informal
formative assessment, when used
formative assessment does not
consistently result in adjustments to
instruction based on the data.
The teacher candidate sets the pace
for learning but is inconsistent in
monitoring and making adjustments.
There are periodically times when
some students are finished with a
task and no learning activity is
planned to move them to new
learning, or times when students do
not demonstrate understanding
before the lesson moves forward.
Classroom instruction includes some
student engagement with the
content, but remains teacher focused
over half of the time.
Does not meet
Objectives, learning targets or
essential questions are seldom
displayed or communicated to
students during instruction.
Students are not aware of the
objective/ learning target/essential
question.
Lessons seldom includes specific
connections to prior learning,
student experiences or builds a
basis for the new learning through
key vocabulary instruction and
other strategies to elicit what
students already know or are
familiar with about the content.
Students cannot articulate
connections between concepts.
Lessons are teacher centered and
seldom include engagement
strategies that focus on discourse.
There are limited opportunities for
student to process new
information or deepen
understanding using strategies
that actively engage students.
Student engagement is
consistently below 75%
There is little or no use of
metacognitive strategies in the
classroom during instruction.
Formative assessment is seldom
used to drive instruction and is not
planned for in lessons.
Pacing is often too fast or too slow
for the majority of students. There
are periods of time when few
students are actively engaged with
the learning and instructional time
is not used efficiently.
Classroom instruction is focused
on teacher presentation with few
opportunities for students to
engage with the content
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 SNC Student Teacher Formative Assessment Observation
Rubric
Meets
Commendations, Recommendations, Notes and Comments:

The teacher commences instruction, telling students that they will group into teams of
three.
Students are directed to divide their m&ms into groups by color. Two students come to
the board and write how their respective group has divided the m&ms.
The teacher uses the learner input to represent the grouped data, explaining the terms
mono, bino and polynomials.
The teacher varies her questions to different learners, eliciting responses as she models
at the whiteboard.
The teacher circulates to students as they solve an equation the teacher has written on
the whiteboard.
The teacher writes a problem on the whiteboard, asking learners if they can combine
everything. The teacher circulates to students monitoring and check for understanding
as they combine terms.
The teacher has a learner verbalize a problem as she writes it on the whiteboard.
Students are asked how they will combine terms as the teacher writes learner input on
the whiteboard. A student is asked to write the problem in standard form. The teacher
writes the students response on the whiteboard.
The teacher uses the acronym foil to explain process. The teacher circulates, monitors
and interacts 1:1 as she checks for understanding while students employ the foil
process to combine terms.
The teacher models the box strategy at the whiteboard, pursuant to students applying
the process for combining/grouping terms. The teacher circulates to each student,
insuring that they are correctly applying the box strategy.
The teacher calls upon various students to respond to her questions as she models the
box strategy and standard form at the whiteboard. The teacher proceeds to ask
learners the specific term for the combinations.
The teacher distributes a problem worksheet, directing learners to individually solve
problems that have application in a real-world context.
The teacher has each individual learner state what they learned in todays lesson.

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 SNC Student Teacher Formative Assessment Observation
Rubric

Assessment of Student Learning

Meets Approaches Does not meet
Formative Formative assessment Formative assessment is Formative assessment is
Assessment drives instruction and is used during instruction and not used consistently nor is
an integral part of sometimes results in it effectively used to adjust
Meets planning, lesson delivery adjustments to instruction instruction or to meet
and differentiation. student needs.
Formative assessment
used consistently
throughout instruction to
monitor student
understanding and adjust
instruction.
Summative Summative assessments Summative assessments are Summative assessments
Assessment are based on the based on the standards but are designed based on
standards and designed are designed after instruction or taken from
X Not observed prior to instruction instruction has occurred textbooks and other
(Backwards Lesson rather than as a tool to guide sources not connected to
Design) in order to guide instruction and planning. the standards. Rubrics are
the planning and Rubrics are used not used.
instruction. Rubrics are inconsistently for major
routinely used for major assignments and tests.
assignments and tests,
provided in a timely
manner and provide clear
criteria for students
Feedback and Specific feedback is Feedback is not consistently Feedback is occasionally
Grading provided on student work. provided. Student work is provided. Student work is
Student work is graded in sometimes graded in a not graded in a timely
Meets a timely manner, and timely manner, grades are manner, grades are either
grades are entered entered correctly, but not not entered correctly or
correctly and in a timely always in a timely manner not in a timely manner.
manner
Commendations, Recommendations, Notes and Comments:
Formative assessment is accomplished via performance-based learner outcomes in
written form.
Formative assessment is evidenced in small group and individual performance tasks.
Formative assessment is demonstrated by learners responding to teacher directed
questions during the teachers direct instruction and whiteboard modeling.
Learners tell what they learned in todays lesson as a conclusion to the lesson.

GENERAL COMMENTS/RECOMMENDATIONS:
You used a common, everyday item (m&ms) to explain mono, bino and polynomials.
This reflected an excellent example of providing real-world situations to promote
conceptual understanding of math content and process, nicely done.
I noted effective use of the whiteboard as you modeled the various algebra combinations
with students responding to your questions.
I noted excellent 1:1 circulation and individual monitoring of learner work as they solved
problems written on the whiteboard and in their math worksheet.
Via your circulation, monitoring, 1:1 attention and questioning, you fostered conceptual
understanding and meaningful participative involvement of ALL learners.

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Your sustained questioning of ALL learners insured their attention, involvement and
performance outcomes as they worked on problems on the math worksheet.
This class is small but feisty. Your no-nonsense teaching strategy, continued direct
instruction, and relentless attention to learner performance and at-task behavior
maintained an classroom environment that was learner oriented and productive, nicely
done.
Question: Are the starburst candies contributing to the feisty and hyper nature of this
small class? (Perhaps eating the candy should be delayed until after the period; just a
suggestion) This is not to suggest that you didnt maintain excellent management and
control of this class, because you most certainly did.
I noted that you did in fact call upon some students more than others, however, having
said that, you most definitely called upon ALL students throughout this lesson.
I noted sincere and appropriately offered positive reinforcement for correct responses.
This promoted learners continued responses and contribution during the lesson.
I commend you for promoting math skills in a real-world context. This emphasizes the
practical nature of math application.
Suggestion: Time permitting, you may want to have learners come to the whiteboard to
model problem solutions to the class. This promotes learners direct involvement and
demonstration of mastery for skills taught. Also, please in keep in mind that learners
teach learners, usually, quite effectively.)

Whitney, what a wonderful display of your teaching skills for this mid-term assessment. Please
continue your excellent effort.
Michael Lauletta

11-22-13; revised 12-29-13; revised 2-14-14; revised 2-21-14, revised 4-3-14

Teacher Candidate Signature: ______________________________________________________

SNC Supervisor Signature: __________________________________________________________

Lead Teacher Signature: ____________________________________________________________

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