Lesson Observation Form (edTPA)
Version version 4.10
Student First Name
Student Last Name
UH Email Address
Observer First Name
Observer Last Name
Observer Role
Grade Level Taught
Lesson Date
Lesson Title
Learning Environment, edTPA Rubric 6
How does the candidate create and maintain a positive environment that supports students’ engagement in learning?
Emerging
InTASC Standard 2. Learner Differences
InTASC Standard 3. Learning Environments
The candidate demonstrates
respect for students.
Candidate provides a learning
environment that serves
primarily to control student
behavior, and minimally
supports the learning goals.
Evidence

Student behavior and interactions are not
disruptive to learning

Respect for students

Rapport with students

Learning environment (controlling; positive,
low-high risk, challenging)

Revealing or promoting mutual respect
among students

Opportunities to express varied
perspectives
Proficient
Advanced
The candidate demonstrates
rapport with and respect for
students.
The candidate demonstrates
rapport with and respect for
students.
Candidate provides a positive,
low-risk social environment
that reveals mutual respect
among students.
Candidate provides a
challenging learning
environment that promotes
mutual respect and provides
opportunities to express varied
perspectives and promotes
mutual respect among
students.
Comments
Version 5.0 – 07/13/15
pg. 1
Lesson Observation Form (edTPA)
Engaging Students in Learning, edTPA Rubric 7
How does the candidate actively engage students in learning content area strategies and skills?
Emerging
InTASC Standard 2. Learner Differences
InTASC Standard 3. Learning Environments
InTASC Standard 4. Content Knowledge
InTASC Standard 5. Application of Content
InTASC Standard 8. Instructional Strategies
Evidence

Tasks are related to the central focus
(vague/superficial to purposeful)

Participation in skills-based tasks with
attention to the essential strategy

Opportunities to
address/integrate/deepen/extend
understandings of the essential strategy
and/or requisite skills

Links between prior academic learning and
new learning

Links between personal, cultural, or
community assets and new learning
Proficient
Advanced
Students are participating in
learning tasks focusing
primarily on skills with little
attention to the essential
strategy or focus of the lesson
Students are engaged in
learning tasks that address
their understandings of
requisite skills and the
essential strategies
Students are engaged in
learning tasks that deepen
and extend their
understandings of requisite
skills and essential strategies.
Candidate makes vague or
superficial links between prior
academic learning and new
learning.
Candidate links prior
academic learning to new
learning.
Candidate links or prompts
students to link prior academic
learning and personal,
cultural, or community assets
to new learning.
Comments
Version 5.0 – 07/13/15
pg. 2
Lesson Observation Form (edTPA)
Deepening Student’s Learing, edTPA Rubric 8
How does the candidate elicit responses to promote thinking and apply strategies and skills?
Emerging
InTASC Standard 3. Learning Environments
InTASC Standard 4. Content Knowledge
InTASC Standard 5. Application of Content
InTASC Standard 8. Instructional Strategies
Candidate does most of the
talking and the students
provide few responses.
Candidate responses include
content inaccuracies that will
lead to student
misunderstandings.
Candidate primarily asks
surface-level questions and
evaluates student responses
as correct or incorrect.
Evidence

Content accuracy

Nature of candidate questions (frequency,
depth, related to use of skills or essential
strategies)

Building on student responses to explicitly
portray, extend, or clarify the strategy

Facilitating student interactions toward selfevaluation, application of strategy in
meaningful contexts
Proficient
Candidate elicits student
responses to support use of
skills or strategies.
Advanced
Candidate elicits and builds
on students’ responses to
explicitly portray, extend, or
clarify the literacy strategy.
Candidate facilitates
interactions among students
so they can evaluate their own
abilities to apply the essential
strategy in meaningful
Comments
Version 5.0 – 07/13/15
pg. 3
Lesson Observation Form (edTPA)
Subject-Specific Pedagogy, edTPA Rubric 9
How does the candidate support to apply the essential strategy?
Emerging
InTASC Standard 3. Learning Environments
InTASC Standard 4. Content Knowledge
InTASC Standard 8. Instructional Strategies
Candidate does not teach
students how to use the key
strategy to support
comprehension or
composition.
There is a clear mismatch
between or among strategies,
skills, and students’ readiness
to learn.
Proficient
Candidate models key
strategies with limited
opportunities for practice.
Advanced
Candidate explicitly teaches
students how to apply the
strategy and provides
opportunities for guided
practice.
Candidate explicitly teaches
students when to apply the
strategy in meaningful
contexts.
Teaching materials used
included significant content
inaccuracies that will lead to
student misunderstandings.
Candidate models the key
strategy or skills without
opportunities for students to
practice or apply them
Comments
Version 5.0 – 07/13/15
pg. 4
Lesson Observation Form (edTPA)
Analyzing Teaching Effectiveness, edTPA Rubric 10
How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?
Emerging
InTASC Standard 9.
Professional Learning and Ethical Practice
Candidate suggests changes
unrelated to evidence of
student learning.
Candidate proposes changes
that are focused primarily on
improving directions for
learning tasks or task/behavior
management.
Evidence

Proposed changes and relationship to
student learning and teaching effectiveness

Connections between changes and
conditions for learning (directions,
task/behavior management), individual or
collective learning needs

Connections between changes and
research/theory
Proficient
Advanced
Candidate proposes changes
that address students’
collective learning needs
related to the central focus.
Candidate proposes changes
that address individual and
collective learning needs
related to the central focus.
Candidate makes superficial
connections to research
and/or theory.
Candidate makes connections
to research and/or theory.
Candidate justifies changes
using principles of research
and/or theory.
Comments
Version 5.0 – 07/13/15
pg. 5
Lesson Observation Form (edTPA)
N/A or No
Observed
Needs
Improvement
Meets
Expectations
(Score of 0)
(Score of 1)
(Score of 2)
Disposition 1
Professional and Ethical Conduct
Responds to feedback in a solution oriented manner
Shows concerns for children’s well-being and safety
Contributes to a safe physical, social, and emotional environment in the COE and in Field
experience
Believes that all students can learn
Treats children and others fairly
N/A or No
Observed
Needs
Improvement
Meets
Expectations
(Score of 0)
(Score of 1)
(Score of 2)
Disposition 2
Effective Work Habits
Dresses appropriately for school setting
Is punctual
Is organized
Meets program requirements
Meets deadlines
Coordinates assignments among mentor teachers, instructors, and field supervisors
Version 5.0 – 07/13/15
pg. 6
Lesson Observation Form (edTPA)
N/A or No
Observed
Needs
Improvement
Meets
Expectations
(Score of 0)
(Score of 1)
(Score of 2)
Disposition 3
Effective Communication
Communicates clearly, openly, and respectfully with all members of the College of Education
and partner school communities
Asks questions
Speaks and writes in a clear and grammatically correct manner
N/A or No
Observed
Needs
Improvement
Meets
Expectations
(Score of 0)
(Score of 1)
(Score of 2)
Disposition 4
Self-reflection
Is aware and insightful about his/her own psychological, emotional, and professional
characteristics
Monitors how he/she affects others and adjusts behavior
N/A or No
Observed
Needs
Improvement
Meets
Expectations
(Score of 0)
(Score of 1)
(Score of 2)
Disposition 5
Collaboration
Initiates and maintains balanced collaboration by filling the roles of both leader and supporter
as needed
Version 5.0 – 07/13/15
pg. 7
Lesson Observation Form (edTPA)
Additional Observer Notes
Version 5.0 – 07/13/15
pg. 8