Classroom+Observation+Rubric

**SCHOOL** **of** **EDUCATION**** RUBRIC** ** Strategies for Teaching Science through Literacy and Technology EDUC 5402 **
 * JWU Reflection of Classroom Observation **

To achieve a successful score on this task, a student must MEET or EXCEED standard on those expectations
4 || Meets standard 3 || Nearly meets standard 2 || Below standard 1 || || Identifies the context of the classroom observation. Some pertinent information included. || Fails to identify the context of the classroom observation. ||
 * Expectations || Exceeds standard
 * ** Develops a commonplace, concrete occasion as the basis of the reflection ** || Clearly establishes the context of the classroom observation including contextual¹ data about the school. || Clearly establishes the context of the classroom observation. Includes pertinent information.
 * ** Interprets and analyzes a situation **

|| Meets all criteria to //Meets Standard// plus: Integration of articles 3 from professional resources, and classroom discussions creating connections to new learning about teaching is evident. || Interpretation and analysis of classroom observation is substantiated by standards, GLEs/GSEs concepts, skills being taught. Guiding indicators are addressed². || May advance an interpretation, but lacks analysis, or interpretation is inaccurate or inappropriate, but provides some analysis. || Interpretation and analysis is inaccurate, unclear or missing. ||
 * ** Creates an organizing structure **

|| The response is skillfully organized from beginning to end including an opening, body, and closure; this organization can be, but is not necessarily, sequential. The organizational structure enhances the response. || The response is clearly organized from beginning to end including an opening, body, and closure. || The response includes an opening, body, and closure; however, one of these elements causes confusion. || The organization is incomplete or more than one of the elements causes confusion . || || Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling. Occasional errors do not usually interfere with meaning. || Demonstrates some control of usage, grammar, punctuation, sentence construction, and spelling. Errors do interfere with meaning. || Demonstrates little control of usage, grammar, punctuation, sentence construction, and spelling. Numerous errors interfere with meaning. ||
 * ** Demonstrates understanding of English language conventions ** || Demonstrates consistent control of grammar, usage, punctuation, sentence construction, and spelling.

¹ contextual data is data related to all aspects of the classroom, teacher, school or students except student learning. Example: Do you know how many SPED students are in this class? (You should __not__ ask the teacher to identify children with special needs – only to tell you __how many there are__ in the classroom.) ² Guiding Indicators – Notes on each class observation should be taken on the Science Classroom Observation Protocol · Rigor - Students intellectually engaged with __relevant, important ideas__ · Environment - Teacher creates an environment conducive to learning · Equity - Teacher ensures access for all students · Student Engagement - Teacher uses questioning to monitor and promote understanding. Is there a climate of respect for students’ ideas and questions? Are students encouraged to generate ideas and questions? ·  Making Meaning - Teacher helps students __make sense__ of the science content by giving time and structure for wrap-up 3 Use Horizon’s Research Report (Ch. 4 & 5) to document the “Interprets and analyzes a situation” in this rubric. NOTE: It is unreasonable to expect that you will see evidence of each of these guiding indicators in every class lesson. You should strive to observe these elements over the course of your 20-hour experience in the classroom.