LESSON OBSERVATION RUBRIC
Revised by the SOE Assessment Committee May 2011
Teacher Candidate: _______________________ Observation No. ________________
Lesson Date: ______________________ Lesson Topic: _________________________
Observed by: _____________________________________________________________
This rubric is intended to be used to provide feedback to the Teacher Candidate (TC) on the planning, implementation, and success of a single
lesson. It is recommended that you take notes while watching the lesson (you can use page 5 for this purpose). After observing the lesson, circle
the statement that best describes what you have observed. Use the “comments” column to explain your selection and provide guidance to the TC
for improvement and growth.
I. Design of Instruction
1. Lesson objectives
2. Subject matter
knowledge
3. Developmentally
appropriate practice
II. Implementation
Exceptional
Proficient
Lesson objectives are
performance based, connect to
NJCCC standards, and challenge
students to make deep
conceptual connections.
Lesson plan demonstrates deep
content and conceptual
competence.
Lesson objectives are performance
based, connect to NJCCC standards,
and reflect lesson content.
Vaguely worded or not reflective of
lesson, or is of little importance, or is
of little interest to the students.
Lesson plan demonstrates content
competency with few gaps in
conceptual connections.
Lesson plan reflects weak, or
inaccurate content knowledge, or
lacks conceptual connections.
Lesson objectives, content, and
assessments are differentiated
based on awareness of individual
student needs.
Lesson objectives, content, and
assessment are differentiated and
based on students’ needs.
Lesson activities are developmentally
inappropriate, or uninteresting, or do
not relate to students’ lives.
Exceptional
Proficient
Needs Improvement
Needs Improvement
4. Lesson beginning
Is a creative or innovative activity
that assesses prior knowledge,
increases motivation, and
connects to the lesson.
Is an activity that assesses prior
knowledge, stirs interest, and
connects to the lesson.
Is an activity that does not assess
prior knowledge, or does not engage
students, or does not connect to the
lesson.
5. Lesson Activities
Lesson activities are
developmentally appropriate,
creative, and relate to students’
lives.
Lesson activities are developmentally
appropriate and are interesting.
Lesson activities are developmentally
inappropriate, or uninteresting, or do
not relate to students’ lives.
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LESSON OBSERVATION RUBRIC
6. Subject Matter
Knowledge
7. Differentiated
instruction
- prior knowledge
- disabilities
- culture
- English language
proficiency
8. Effectiveness of
Communication/Classroo
m Presence
- Use of standard
English
- Voice
- Intonation
- Non-verbal
communication
- Enthusiasm
9. Space and materials.
- Computers
- Scientific equipment
- Audio equipment
10. Questioning and
Responsiveness
11. Managing Transitions
and Pacing
Exceptional
TC demonstrates deep content
and conceptual competence
All students are engaged in the
learning activities and
assessments throughout the
lesson.
Proficient
TC demonstrates command of content
knowledge with minor errors only.
Most students are engaged in the
learning activities and assessments
throughout the lesson.
Needs Improvement
TC provides incomplete or inaccurate
information.
Many students are not engaged in the
learning activities and assessments
throughout the lesson.
TC has good command of
standard English; communicates
effectively using voice, intonation,
and non-verbal communication to
enhance comprehension. TC has
appropriate classroom presence.
TC has good command of standard
English, but some lapses are noted;
TC’s voice, intonation, non-verbal
communication and classroom
presence is generally appropriate.
TC has poor command of standard
English; TC’s voice is too loud or soft,
lacks enthusiasm or modulation;
and/or fails to use non-verbal
gestures; lacks appropriate classroom
presence.
TC chooses appropriate use of
space, groups, or centers to
enhance the lesson. TC uses
creative materials and/or
technology to innovatively
support instruction.
TC poses higher order questions
that make students think critically
and make complex connections.
.
TC listens actively to children’s
ideas and contributions and
responds appropriately.
TC chooses appropriate use of space,
groups, or centers and incorporates
materials and/or technology to support
instruction.
TC does not use space, groups, or
centers effectively; or fails to
incorporate materials and/or
technology that would have supported
instruction.
TC poses some higher order
questions that make students think
critically.
TC poses a series of questions that
are lower on Bloom’s Taxonomy.
TC listens to students’ ideas and
contributions and tries to respond with
interest and flexibility.
TC does not listen and/or respond
appropriately to the students.
TC’s transitions are smooth and
make logical connections between
lesson activities.
Lesson is well paced.
TC’s transitions are rough and detract
from the lesson.
N/A
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Lesson is not effectively paced.
LESSON OBSERVATION RUBRIC
12. Classroom
Management and
Awareness of Student
Behavior.
13. Closure
III. Assessment
14. Assessment
14. Evidence of Student
Learning
IV. PROGRAM SPECIFIC
ITEMS
Exceptional
TC is aware of and responds to
individual differences in student
behaviors.
Proficient
TC is generally aware of and
responds to individual differences in
student behaviors.
Needs Improvement
TC is not aware of and does not
respond to student behaviors.
TC is consistent in maintaining
positive and appropriate
classroom control.
In the closure activity students
share their work, justify their
thinking, or engage in discussion
that connects back to lesson’s
essential question.
TC is inconsistent in maintaining
positive and appropriate classroom
control.
The closure activity connects back to
the lesson’s essential question.
TC is unable to maintain classroom
control.
TC uses innovative assessment
strategies to evaluate student
learning effectively.
TC uses conventional assessment
strategies to evaluate student learning
effectively.
There is clear evidence of
student learning.
There is some evidence of student
learning.
TC chooses assessments that are not
closely connected to learning
objectives, or do not assess all
aspects of learning.
Evidence of student learning is weak
or not apparent.
Exceptional
Proficient
1
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There is no closure activity or the
activity does not connect back to
lesson’s essential question.
Needs Improvement
LESSON OBSERVATION RUBRIC
Additional Comments
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