LESSON OBSERVATION RUBRIC

I. Design of Instruction / Exceptional / Proficient / Needs Improvement
1. Lesson objectives / Lesson objectives are performance based, connect to NJCCC standards, and challenge students to make deep conceptual connections. / 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.
2. Subject matter knowledge / Lesson plan demonstrates deep content and conceptual competence. / Lesson plan demonstrates content competency with few gaps in conceptual connections. / Lesson plan reflects weak, or inaccurate content knowledge, or lacks conceptual connections.
3. Developmentally appropriate practice / 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.
II. Implementation / Exceptional / Proficient / 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.
Exceptional / Proficient / Needs Improvement
6. Subject Matter
Knowledge / TC demonstrates deep content and conceptual competence / TC demonstrates command of content knowledge with minor errors only. / TC provides incomplete or inaccurate information.
7. Differentiated instruction
- prior knowledge
- disabilities
- culture
- English language proficiency / All students are engaged in the learning activities and assessments throughout the lesson. / Most students are engaged in the learning activities and assessments throughout the lesson. / Many students are not engaged in the learning activities and assessments throughout the lesson.
8. Effectiveness of Communication/Classroom Presence
-  Use of standard English
-  Voice
-  Intonation
-  Non-verbal communication
-  Enthusiasm / 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.
9. Space and materials.
-  Computers
-  Scientific equipment
-  Audio equipment / 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 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.
10. Questioning and Responsiveness / TC poses higher order questions that make students think critically and make complex connections.
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TC listens actively to children’s ideas and contributions and responds appropriately. / TC poses some higher order questions that make students think critically.
TC listens to students’ ideas and contributions and tries to respond with interest and flexibility. / TC poses a series of questions that are lower on Bloom’s Taxonomy.
TC does not listen and/or respond appropriately to the students.
11. Managing Transitions and Pacing / N/A / 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.
Lesson is not effectively paced.
Exceptional / Proficient / Needs Improvement
12. Classroom Management and Awareness of Student Behavior. / TC is aware of and responds to individual differences in student behaviors.
TC is consistent in maintaining positive and appropriate classroom control. / TC is generally aware of and responds to individual differences in student behaviors.
TC is inconsistent in maintaining positive and appropriate classroom control. / TC is not aware of and does not respond to student behaviors.
TC is unable to maintain classroom control.
13. Closure / In the closure activity students share their work, justify their thinking, or engage in discussion that connects back to lesson’s essential question. / The closure activity connects back to the lesson’s essential question. / There is no closure activity or the activity does not connect back to lesson’s essential question.
III. Assessment
14. Assessment / TC uses innovative assessment strategies to evaluate student learning effectively. / TC uses conventional assessment strategies to evaluate student learning effectively. / TC chooses assessments that are not closely connected to learning objectives, or do not assess all aspects of learning.
14. Evidence of Student Learning / There is clear evidence of student learning. / There is some evidence of student learning. / Evidence of student learning is weak or not apparent.
IV. PROGRAM SPECIFIC ITEMS / Exceptional / Proficient / Needs Improvement
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Additional Comments

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