VIDEO ANALYSIS RUBRIC, TP2

CANDIDATE____________________________DATE__________ Rubric completed on videotape of_____________________ (another). Directions: For each area of observation, indicate the rating that best fits your observation of the videotape. The purpose is to allow you to get an overall sense of the teaching of another. Please complete the reflection items on page #2. Thanks!
RATING AREA OF OBSERVATION 5 Exemplary Performance 4 Excellent Performance 3 Expected Performance 2 Emerging Performance 1 Unacceptable Performance

Students talking and asking questions Student engagement (body language, facial expressions, etc) Teacher to students, level 1 questions Teacher to students, level 2 questions Teacher to students, level 3 questions Students to teacher, level 1 questions Students to teacher, level 2 questions Students to teacher, level 3 questions Students overall interaction with teacher Students interact with one another Making connections to students prior knowledge Connection to future learning Making connections to information and experiences beyond the classroom Students taking intellectual risks NO putdowns by teacher or other students Establishing clear learning goals and outcomes Responding to student misconceptions Taking advantage of unexpected teachable moments Differentiated instructional opportunities Accommodations if appropriate, for ELD/ALD (English/Arabic Language Development)/students Accommodations, if appropriate, for students with special needs TOTAL

Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently Often or Very Frequently

Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat Sometimes or Somewhat

Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All Infrequently, Slightly or Not at All

Often or Very Frequently

Sometimes or Somewhat

Infrequently, Slightly or Not at All

Retrieved and adapted from www.augie.edu/dept/educ/ncate/nbpts_video_rubric.doc

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REFLECTION Strengths and weaknesses I observed:

An area needing improvement:

Suggested ways to improve:

Retrieved and adapted from www.augie.edu/dept/educ/ncate/nbpts_video_rubric.doc

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