Lesson Observation Form

Teacher Candidate:​ Samantha Knies​ ​ ​ Evaluator:​ ​ Teresa Lantz ​ ​ UNC Supervisor

School, district: ​ Chappelow Elementary District 6
Subject/Grade: ​ Middle school, mixed grade levels 6 and 7
Lesson topic and summary: ​ Resin Casting

C RITE RI A DEVELOPING PRO FIC IE N T TARGET

P​EDAGOGY Aligned to the​ ​Colorado Quality Teacher Standards​ ​Rubric
http://www.cde.state.co.us/educatoreffectiveness/smes-teacher​ and the UNC Program Completer Survey
PLANNING / Instruction lacks focus and/or Instruction is adequate​, ​aligned to CAS, Instruction is confident​, ​uses CAS based
CONTENT
KNOWLEDGE
response to student needs. and employs appropriate technology. lesson plan and appropriate technology;
Methods, content, and/or Lesson plan reflects diversity and is flexible and differentiated​, ​focuses on
technologies may not be specific to individual students’ needs. appropriate learning objectives. Advanced
developmentally appropriate. Student learning is evident in most. student learning is evident.
Student learning is evident in
few.

L​EARNING Behavior problems in
ENVIRONMENT classroom negatively
affect learning. Little
control over classroom.
Has difficulties relating to
students. Management
may be developmentally
inappropriate.
Manages most behavioral
problems and maintains control of
the classroom. Intentionally
creates a healthy classroom
community where students are
treated with sensitivity and
respect.
Discipline problems are​ prevented
through engaging instruction​ and
building a safe, respectful, and tolerant
classroom community. Appropriate
intervention strategies are evident.
Effective use of time and classroom
structures apparent.

INSTRUCTION/ No evidence of assessment​, ​or Periodically assesses student performance Consistently assesses student performance
A​SSESSMENT no connection between including formal and informal methods; both formally and informally; assessment
assessment and 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 Periodically reflects on professional Evidence of reflection and analysis of
PRACTICE
learning to own practice. Does practice and the impact on student student learning with links to goals for
not establish professional goals learning. ​Able to respond to a complex, teacher professional practice. Thrives in
through reflection. Discomfort dynamic environment. the complex, dynamic environment of a
in school climate. school.
P​ROFESSIONALISM/C Lacks evidence of consistent Reliable​, ​punctual​, ​and collaborative. Consistently reliable​, ​punctual​, ​willing
OMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres and able to collaborate. Actively seeks
communication. Does not to standards of professional practice. critical feedback. Exceptionally adheres
always adhere to Communicates professionally. to standards of professional practice and
professionalism standards. communication.
S​PECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an
KNOWLEDGE ability 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.
 1. Observe and Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use
Learn to background knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of
Comprehend the visual arts in a society or culture, identification of subject matter, expressive content and meanings of works of art.
Introduction of terms and facts Instruction adequately engages students in Instruction synthesizes students
without contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
2. Envision and Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria
Critique to Reflect and make reasoned judgments about the significance of their art and the art of others works. Students are guided
into making connections between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
Instruction minimally offers Students are able to define criteria and Instruction guides students’
students to conceptualize or connect among other disciplines. reflection-based observation,
evaluate artistic ideas. creation & transfer among
disciplines.
3. Invent and Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media,
Discover to Create tools, techniques and processes design to help students solve specific visual arts problems. Assists students as they
organize, develop, complete artistic ideas including consideration of meaning and function. Final works are refined for
presentation.
Instructor’s ability to convey Students are adequately guided in Students show independence with art
knowledge of art teaching artmaking processes but may have minimal making along with demonstrated
methods, art media or processes at opportunity for age appropriate knowledge of content and skill.
an age appropriate level is self-discovery or personal creation. Opportunity for student agency is
inadequate. apparent.
4. Relate and Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions
Connect to Transfer and meanings of art works within diverse groups. Students are able to synthesize and relate knowledge and
personal experiences to make art and to apply societal, cultural and historical context to deepen understanding.
Instructor and students demonstrate awareness of the need for continuing study, reflection, and professional growth
in the field of art education.
Connections are not made to Connections are made to​ diverse  Connections are respectfully made
other ideas and diverse culture groups and contexts.  that reflect diverse culture groups
experiences or are Opportunities for reflection and the  and contexts. Students connect
stereotypical and extension of learning are present. artmaking to personal experience.
rudimentary. There is evidence of continuing
There is little evidence of growth.
desire for future growth.

Lesson Observation Form K-12 PTEP, UNC

Focus on student
achievement through
the lesson​:
What learning
objective(s) did you
target? Did your students
master the objective(s)?
How do you know?
Focus on the artistic
process through the
lesson:
How did students
evidence behaviors
Lesson Objective:
-Student will explore different method of exploring their chosen art
material/method using, classmate conference and teacher feedback.
-Students will explore resin casting methods and applications to inspired future
art project.
Student progress toward objective:
Students learned about the resin from the demo. Participating students explored the first steps of
resin casting and many of them were already brainstorming on how to incorporate it into their
artwork.
How standards are aligned and evidenced:
-Sixth Grade, Standard 3. Invent and Discover to Create,​ 1. Plan the creation of a
work of art utilizing feedback. C: ​Evaluate redirection and revision during the
creative process.
-Sixth Grade, Standard 3. Invent and Discover to Create, explore various media,
materials and techniques used to create works of visual art and design,
Students were brainstorming and working out their ideas, on how to incorporate the resin into their
described by more than previous artwork. Several students were inspired by the material and wanting to create new
one of the CAS in the artwork that was based around the medium.
process of art making?

Areas of strength: Teacher Candidate: Observer:

What are your areas of ● Created a good relationship with
strength? students
● Knowing what the students need while
working
● Using high vocabulary and explaining
the definition while using the word.
● Connection with the students.
● Students were really comfortable around
Samantha. It is obvious that she has a great
relationship.
● While walking around checking in with
students, Samantha was able to help
problem solve issues the students were
having with their artwork.

Areas of growth: Teacher Candidate: Observer:

What are your areas of ● Wait time ● Samantha needs to give students more wait
growth? ● Instructing the students with different time with directions. There is a transition
ideas without crushing their spirits of between the wait time needed with middle
their ideas. schoolers verse HS or ES.
● Firmness with confirmation of directions. ● Finding her voice with middle schoolers.
Samantha is more soft spoken and the
students could take advantage of that,
Goals: Goals: however she did a great job holding her
What are goals to ● When to intervene with TAB and ground with them and I think her voice will
improve your instruction students exploring. Samantha struggles get stronger.
and increase student with helping students brainstorm without ● Samantha is clearly meeting more
learning and artistic telling them what to do. She wants their standards than are listed on her LP.
development? ideas to feel valued and her ideas to
feel as a resource not directions.

Evaluator signature: ​Teresa Lantz Date:​ 04-03-19

Lesson Observation Notes

● you are very comfortable with the students. you walked around and greeted
them. (previous class)
● Students are greeted and instructed to a demo table that is already set up.
● Descriptions and knowledge of material is excellent
● Students are really engaged
● Uses high vocabulary - realizes students might not know word- instantly gives
definition to word in next sentence
● You did a great job of repeating about the gloves. It is important and you made
sure that they did not miss that instruction.
● Students really want to touch the materials
● Passes samples around
○ I would wait until students have looked and asked questions before
continuing to give directions. They were not listening while they were
looking and touching.
● After pop up demo students go back to working on their previous projects
● A few students want to try the new material and you restate directions
○ This would be a good spot to repoint out to the students the ​amazing
handout you made.
● Some students wanted to work at the demo table
○ Seems like it is making you nervous because of the chemicals
● You tried to redirect them to their table
○ Typical middle school responses of no and not wanting to leave
○ You could be a bit more firm when giving students these type of directions
● Students move and you continued to help them.
● Students were engaged and working until the end of class
○ You continuously walked around addressing each student and helping
them with their individual projects.