Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Samantha Knies Evaluator: Donna Goodwin

UNC Supervisor, OR Cooperating teacher
School, district: Greeley Central HS Subject/Grade: HS
Lesson topic and summary: Japanese Calligraphy: Exploration of Line
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
P EDAGOGY Aligned to the Colorado Quality Teacher Standards Rubric http://www.cde.state.co.us/educatoreffectiveness/rubricrevision and
the UNC Program Completer Survey. Highlight appropriate box.
PLANNING / Instruction lacks focus and/or Instruction is adequate, aligned to CAS, 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. Student learning is evident in most. student learning is evident.
LEARNING Behavior problems in classroom Manages most behavioral problems Discipline problems are prevented through
ENVIRONMENT negatively affect learning. Little and maintains control of the engaging instruction and building a safe,
control over classroom. Has classroom. 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. sensitivity and respect. and classroom structures apparent.
INSTRUCTION/ No evidence of assessment, or no Periodically assesses student performance Consistently assesses student performance
ASSESSMENT connection between assessment and including formal and informal methods; both formally and informally; assessment
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 learning to Periodically reflects on professional Evidence of reflection and analysis of student
PRACTICE own practice. Does not establish practice and the impact on student learning with links to goals for teacher
professional goals through reflection. learning. Able to respond to a complex, professional practice. Thrives in the complex,
Discomfort in school climate. dynamic environment. dynamic environment of a school.

P ROFESSIONALISM/ Lacks evidence of consistent Reliable, punctual, and collaborative. Consistently reliable, punctual, willing and
COMMUNICATION reliability, collegiality, and Willing to learn from criticism. Adheres to able to collaborate. Actively seeks critical
communication. Does not always standards of professional practice. feedback. Exceptionally adheres to standards
adhere to professionalism standards. Communicates professionally. of professional practice and communication.
SPECIFIC CONTENT Instructional Planning and Implementation (with individual students, small groups, or entire class) demonstrates an ability
KNOWLEDGE 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.
Instructional Planning and Implementation demonstrates a working knowledge of a student’s ability to observe and use background
knowledge to make art and interpret art. This includes knowledge of compositional principles, functions of the visual arts in a society
OBSERVE AND or culture, identification of subject matter, expressive content and meanings of works of art. Highlight appropriate box.
LEARN TO Introduction of terms and facts without Instruction adequately engages students in Instruction synthesizes students
COMPREHEND contextual applications. application of lesson concepts as defined understanding visual arts compositions,
above. meanings, & functions with reflection,
creation & transfer.
Instruction guides students in to generating artistic ideas and work. Students demonstrate ability to define criteria and make
ENVISION AND reasoned judgments about the significance of their art and the art of others works. Students are guided into making connections
CRITIQUE TO between visual arts and other disciplines (math, literacy, social sciences, and history etc.)
REFLECT Instruction minimally offers students Students are able to define criteria Instruction guides students’
to conceptualize or evaluate artistic and connect among other disciplines. reflection-based observation, creation
ideas. & transfer among disciplines.
Demonstrates knowledge of art teaching methods, age appropriate delivery of art instruction. Uses knowledge of media, tools,
techniques and processes design to help students solve specific visual arts problems. Assists students as they organize, develop,
INVENT AND complete artistic ideas including consideration of meaning and function. Final works are refined for presentation.
DISCOVER TO
Instructor’s ability to convey knowledge of Students are adequately guided in Students show independence with art
CREATE
art teaching methods, art media or artmaking processes but may have minimal making along with demonstrated
processes at an age appropriate level is opportunity for age appropriate self- knowledge of content and skill.
inadequate. discovery or personal creation. Opportunity for student agency is apparent.
Instruction demonstrates a knowledge and respect for art forms that reflect diversity including various functions and meanings
of art works within diverse groups. Students are able to synthesize and relate knowledge and personal experiences to make art
RELATE AND
and to apply societal, cultural and historical context to deepen understanding. Instructor and students demonstrate awareness
CONNECT TO
of the need for continuing study, reflection, and professional growth in the field of art education.
TRANSFER
Connections are not made to other Connections are made to diverse Connections are respectfully made
ideas and diverse experiences or are culture groups and contexts. that reflect diverse culture groups and
stereotypical and rudimentary. Opportunities for reflection and the contexts. Students connect artmaking
There is little evidence of desire for extension of learning are present. to personal experience. There is
future growth. evidence of continuing growth.
Lesson Observation Form K-12 PTEP, UNC

Focus on student Lesson Objective:

achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
Identify and analyze visual art and design from Japanese calligraphy to inform how to make
lines in future projects. Explore past and present Japanese calligraphy to convey
perceptions, share interpretations, critique and evaluate works of visual art and design to
use toward personal and future art works.

Student progress toward objective:

Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
How standards are aligned and evidenced: Standard 1. GLE 2. EO e. Identify and
analyze innovations in visual art and design from diverse cultures to inform about
the present and future works of art. And Standard 2 GLE 3. E.O: b. Explore past and
present aesthetic experiences to convey perceptions, share interpretations, critique
and evaluate works of visual art and design.

Areas of strength: Teacher Candidate: Observer:

What are your areas of
strength?
Areas of growth:
What are your areas of
growth?
Goals:
What are goals to
improve your instruction
and increase student
learning and artistic
development?
 Know the content of the
lesson
 Know and work well with
students
 Routine with attendance and
other required routines
 Better at motivation – walking  Visual and verbal steps
around and formal assessment
and engagement
 One on one conversations and
in-depth tutoring
Teacher Candidate:
 Continue watching door and
other kids who might need
help
Goals:
 Look forward to working with
K-8 students .
 Linking integration beyond
Japanese history to school
UIP goals in authentic ways.
 Opening routine is engaging and maximizes
instructional time – the main activity also is engaging
along with fine and unique materials
 Linking of previous and new learning (meaning of
emojis and calligraphy)
 Handouts and resources including videos prepared
and ready to go – great to ask helpers (your mission –
so cute)
 Linking of standards and objectives
 Connections with students
Observer:
 Continue practicing having full attention before
speaking so as not to talk over chatter
 Continue practicing global vision of what is
happening behind you/not in direct line of sight
 Work toward content integration that also aligns
with school UIP goals but in authentic ways
 Be sure there are learning activities for those
who finish early.

Evaluator signature: DG Date: 2-27-2019

Lesson Observation Form K-12 PTEP, UNC

 Great linking of the opening bell work to previous knowledge and the lesson of the day.
 Excellent idea of using emoji’s for Google Doodle.
 Exploration day – love it.
 Lots of options for students to find a connection to their own interest
 Students are excited about the teacher example.
 Random outbursts?! HAHAHA – that is excellent.
 Great connections with several students who ask how to pronounce things and other questions that
demonstrate engagement.
 Great idea to have the practice paper – do they need approval before they move to the final paper? What
are the specific criteria to moving to the final paper? Is there an activity for those that may finish earlier?
Good check in with them just after 9 to say they needed to have one final finished. Good check for basic
understanding by having students repeat the important information.
 (The kiddo who is so into the music – which is quite retro for this age – is fun to watch. That may be a way
to connect to personal meaning for him in future projects. The staying power of Toto is really
unbelievable. )
 The clean-up chart is a great organization system.
 Content integration of Japanese history and culture is great – however work also toward being able to
articulate how what you are doing in art that is CAS based (like you are) is authentically integrated to
school UIP goals – which are usually literacy and numeracy. For instance, what you are doing has
excellent links to literacy as well as specific visual arts discipline literacy. You started to have a
conversation about literacy and communication with music kiddo – so you are aware it is there – just make
it obvious to all and to a possible evaluator.
 Excellent time to bring in the video and especially the performance art of kanji – that is cool and the
students (even our one ;) were engaged with it. That may be a clue for working with him…hmmmm.
 Assessment is mostly well-aligned to the objective. Be specific in your description to future evaluators that
you will evaluate by observing work both in process and at the completion – using the following criteria
(as you said). Mention also how you will record the data gathered so that evaluators know you are
gathering evidence of student progress and growth in addition to just observation.
 Be prepared to discuss with potential evaluators possible engagement plan for a particular student who
might not evidence engagement – although he was fine today, but it is something to have a conversation
with an evaluator or even in an interview, what you do with students who are not engaged.
 Nice letting the keep the handouts –that is a nice way to continue to build engagement with the content and
also it shows a bit of care to make a “gift” for them. It seems small, but it does make a difference.
 Great conversation with students to build even further connections – and your conversation is mostly
comfortable – which is great.
 “Unfortunately it is time to clean” Many kids say “no!” That is an EXCELLENT sign.
 Love the quote on the board– in conversation she spoke just like a baroness.
 Nice wrap up at the end – is there a way to get more involved than just a general call out? (Maybe a
“game” where the tables compete? Not sure, think of what might work best in this environment. Nice with
the “everybody” at the end though – nice to see you so animated.
 These are such AWESOME kids – and CT. The established environment is top-notch.