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Edit Observation Form for Koh, Minna
Person Completing Form:
Boyd, Julie Sara
Date of Observation:
School:
Grade / Subject:
Lesson Title:
Scoring Rubric:
Proficient: The teacher candidate clearly understands the concepts underlying the component and
implements it consistently to enhance teaching and learning.
Basic: The teacher candidate appears to understand the concepts underlying the component, but does
not yet implement the concept consistently.
Not Using: The teacher candidate does not yet appear to use the concepts underlying the component.
Working on the fundamental practices associated with this component will enable the teacher candidate
to enhance teaching and learning.
Not Applicable (Leave blank): This concept was not applicable to this particular lesson.
Content Knowledge and Application
The teacher candidate effectively uses multiple representations and
explanations that capture key ideas in the discipline.
The teacher candidate recognizes learner misconceptions in the
discipline and creates experiences to build accurate conceptual
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
understanding.
The teacher candidate uses supplementary materials and/or
technologies effectively to ensure relevance and accessibility for all
learners.
The teacher candidate engages learners in applying content
knowledge to real world problems.
The teacher candidate helps students practice and deepens their
understanding of new knowledge.
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Student's prior knowledge is utilized.
Not Using
Proficient
Basic
N/A
Notes:
Learner Development and Learning Differences
The teacher candidate creates developmentally appropriate
instruction.
The teacher candidate differentiates instruction to meet particular
learner differences or needs in each area of development: cognitive,
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
linguistic, social, emotional and physical.
The teacher candidate scaffolds instruction when necessary.
The teacher candidate paces the lesson appropriately.
The teacher candidate includes ways to make content accessible for
English Language Learners.
The teacher candidate brings multiple perspectives to the discussion
of content, including attention to the learners' personal, family and
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
community experiences and cultural norms.
Notes:
Planning and Preparation
The teacher candidate individually and collaboratively selects and
Not Using
Basic
creates developmentally appropriate curriculum goals and content
Proficient
N/A
standards.
The teacher candidate chooses appropriate strategies, materials and
Not Using
Basic
accommodations to differentiate instruction for individuals and groups Proficient
N/A
of learners.
The objectives of the lesson are clear and communicated to the
students.
Proficient
The teacher candidate has organized the materials and activities in
advance.
Proficient
Assignments are clear, purposeful and instructive.
Not Using
Not Using
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Notes:
Instructional Strategies
The teacher candidate uses the appropriate instructional strategies to
meet the needs of individuals and groups of learners.
The teacher candidate adjusts instruction in response to student
learning needs.
The teacher candidate varies his/her role in the instructional process
(e.g., instructor, facilitator, coach, audience) in relation to the content
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
and purpose of instruction and the needs of learners.
The teacher candidate engages all learners in developing higher order
questioning and critical thinking skills.
The teacher candidate engages learners in using a range of skills and
materials to access, interpret evaluate and apply information.
The teacher candidate uses a variety of instructional strategies to
support and expand learner's communication through speaking,
listening, reading, and writing.
Notes:
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Learning Environment
The teacher candidate establishes or maintains classroom rules and
procedures.
The teacher candidate engages the students by creating collaborative
and self‑directed learning.
The teacher candidate establishes and maintains respectful
relationships with the students.
The teacher candidate celebrates success.
The teacher candidate enforces consequences consistently, critiquing
the action, not the individual.
Transitions are smooth and efficient.
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
Notes:
Assessment
Assessments are aligned with the lesson objectives.
The teacher candidate tracks student progress.
The teacher candidate provides effective descriptive feedback to guide
the learner's progress.
Informal and/or formal assessment is used to gauge student mastery
and the lesson's effectiveness.
The teacher candidate creates opportunities for students to
demonstrate their learning in different ways.
Notes:
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Not Using
Proficient
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
Basic
N/A
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