Lesson Observation Form K-12 PTEP, UNC

Teacher Candidate: Kara Hooker Evaluator: Teresa Lantz

UNC Supervisor, OR Cooperating teacher
School, district: WELD RE1, North Valley Middle School Subject/Grade: 6th , 7th , 8th Painting
Lesson topic and summary: Demo on developing fur and scales techniques watercolor and gouache
C RITE RI A DE VE LOPING PRO FIC IE N T TARGET
PEDAGOGY 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
ENVIRONMENT negatively affect learning. Little
control over classroom. Has
difficulties relating to students.
Management may be
developmentally inappropriate.
INSTRUCTION/ No evidence of assessment, or no
ASSESSMENT connection between assessment and
instruction.
Manages most behavioral problems
and maintains control of the
classroom. Intentionally creates a
healthy classroom community
where students are treated with
sensitivity and respect.
Periodically assesses student performance
including formal and informal methods;
minor adjustments of instruction.
Objectives and assessment align.
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.
Consistently assesses student performance
both formally and informally; assessment
drives instruction and is directly linked to
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.

PROFESSIONALISM/ 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
Focus on student
achievement:
What learning objective(s) did
you target? Did your students
master the objective(s)? How
do you know?
Focus on the artistic
process:
How did students evidence
behaviors described by more
than one of the CAS in the
process of art making?
Areas of strength:
What are your areas of
strength?
Discussion after the
lesson
Areas of growth:
What are your areas of
growth?
Goals:
What are goals to
improve your instruction
and increase student
learning and artistic
development?
Evaluator signature: Teresa Lantz
K-12 PTEP, UNC
Lesson Objective:
 Written on white board;
Today we will integrate the techniques that we have learned from gouache and
watercolor into our next pieces. This seems broad for what you actually did today.
 Written in lesson plan
Day 1: Use the previous methods from the gouache and watercolor projects
to keep the edges clean.
Day 2: Use the previous methods from the gouache and watercolor projects
to work on the subject chosen.
Day 3: Use the previous methods from the gouache and watercolor projects
to work on the subject chosen. You did so much more than this. These are
not clear objectives for what is actually going on in the classroom with
students.
Student progress toward objective: Students worked on trying scales and fur
techniques with the media. Students were mostly engaged trying the techniques and
instructions given.
How standards are aligned and evidenced:
Teacher Candidate: Observer:
 Not letting technology errors  Technology fails will always happen, it
effect me. was a smooth transition to
 Keeping side conversations
out of the classroom
In general strengths are
communicating with all students
throughout the class period, being
loud
Teacher Candidate: Observer:
 Practicing before teaching
lesson  In general need growth with
 Pacing organization, and laying out what needs
to be done, needs confidence with
confronting students

Goals:
 Thinking through the day
completely before hand and
having more confidence when
speaking with students.
Date: 2-4-20
 Lesson Observation Form K-12 PTEP, UNC
Observation Notes:
 Students set up without instruction
 Attendance was taken and then
 Students were talking while you were explaining (It is super important to make sure that they are stopped
before you start)
 Demo for scales and fur- you did not explain what was happening before you started. The students did not
know to follow along or do it with you at first. However, they caught on really quickly.
o Might have been a good idea to give them an idea of which brush to use and how to hold the brush.
I appreciate your wiliness to give them choices but in this situation they do not have enough
experience with painting to know things like which brush
o Sometimes it can be helpful to even tell them which colors to use when demoing, to keep them on
task for the practice. Students can get lost choosing colors and if its just for technique practice it
really does not matter what color they use. (I usually tell them to use the color I have the most of to
keep my supplies even.- like orange, no one ever uses orange.)
o Students were scrambling to get paint out while you were showing them.
 Students were eager to try the techniques with you
 After giving part of the process – walking around and checking in was good
 Giving the instructions in parts seemed to work well
 The instruction style of “I do and you do” worked well for this particular demo and this many students.
 Some students were not engaged during the scales demo
o How can you reach those students, how do you know if they got it?
o Are they turning in for a grade? Should you tell the students before hand? Is there name on the
paper?
 I would just give more details and open ended questions while instructing
o Why do you think we are choosing this? Which paint brush would be best for this?
 I would remind students not to talk while you are talking, there was several outside conversations
happening during the scales demo.
 I heard you tell a few students they could move on – be careful when making general statements if you
don’t want all the students to move on.
 You just talked about brushes! Great.
 Gave specific direction before walking around.
 The doc cam updated in the middles of your demo! Sadly, tech issues will always happen.
o You did a great job moving on without a hiccup
 You did good keeping EG drama out of the room
 I appreciate that you help the students accountable for cleaning up by standing at the door until it was done
correctly.
Overall- I would recommend making sure that you are a bit more prepared before demoing. Walk through the lesson
in your head before you do it in front of students- especially if you have never taught it before. This will help you
know any hiccups before they happen, as well as supplies, vocab, questions…

Lesson Plan Note:

 The LP could use a bit more specifics of what you actually did. There was so much more going on and if I
did not see it I would never know because you did not input it on the LP.
 Why are the objectives different from the board to the LP?
 One of the purposes of the formal written plans during student teaching is to give you a portfolio for
interviewing. I would suggest updating and beefing up even though we are almost done with the lesson.