Lesson

Observation Form K-12 PTEP, UNC

Teacher Candidate: Kendal Sparkman Evaluator: Teresa Lantz UNC Supervisor
School, district: Eaton Weld RE2 Subject/Grade: 3rd grade
Lesson topic and summary: Clay Bears- Clay Unit
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 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.

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 K-12 PTEP, UNC
Focus on student • Lesson Objective:
achievement: Students will be able to build a bear from a pinch pot and then use the skills to then
What learning objective(s) did create an animal of choice.
you target? Did your students
master the objective(s)? How
do you know?
Student progress toward objective:
Students started clay unit and began creating their bear. Explore connections
Focus on the artistic between past clay projects or sculptures to how they will create their own.
process:
How did students evidence How standards are aligned and evidenced:
behaviors described by more Standard 1 observe and learn techniques of working with clay to then comprehend and
than one of the CAS in the create their own pinch pot animal.
process of art making? Standard 2 relate and connect attachments skills to future clay projects.

Areas of strength: Teacher Candidate: Observer:

• Feels more comfortable • Very willing to jump into the online
What are your areas of around the elementary learning and take on the lessons
strength? students.

Areas of growth: Teacher Candidate: Observer:

• • Needs to work on having procedural
What are your areas of conversations with Cooperating teacher.
growth?

Goals: Goals:
• Having conversations with
What are goals to Mona on IEP’s/504
improve your instruction • Accommodations and
and increase student Modifications
learning and artistic • Grading
development?

Evaluator signature: Teresa Lantz Date: 4/7/20

Conversational Notes
• Supplies lined up on the counter
• students line up in the hallway
o if they did not enter nicely
Lesson Observation Form K-12 PTEP, UNC
o the students practice
• there is a demo table
o when demoing question students on previous projects
o ‘remember when you made pinch pots’
o Addressed ceramic skills
o Demoed the entire bear
o Clay for everyone at once
o Room prepped for clay
• Had a full demo bear
• One day create body
• Next day attached the parts
• The bear is a warm up to clay
o Let them make mistakes and practice on bear
o Have them
• Accommodations and modifications
o did not seem to have anyone that was struggling with the clay
o using a premade pinch pot for a mold
o kids that have sensory issues – can use gloves
o can create a flat animal instead of pinch pots