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Appendix A
Student Teacher Evaluation Form For Videotaped Lessons
Student Elizabeth Martin EDUC540 Instructor (Evaluator): Dr. Fritz
Lesson Observed (Videotaped): Date: 2.19.18

Code: 1 point = fulfills requirements

0 points = not evident/needs improvement

Lesson Planning (5 points)

__1__ Lesson plans follow Drexel Lesson Plan format and have clear, measurable instructional goals that state what the
students will know and be able to do at the end of the lesson
__1_ Lesson plans reflect coherent instructional design, which includes clear, sequenced procedure that is aligned with
instructional goals and assessments
___1_ Lesson plans have a clear assessment(s) that measures whether all students can meet the lesson instructional goals
__1__ Displays originality in preparing and presenting lessons (creativity)
__1__ Lesson plans include adaptations for special needs and/or differentiation

Quality of Instruction (8 points)

__1__ Shows knowledge of content by using appropriate pacing, clear communication and explanations (clearly states
instructional goals)
__1__ Uses different levels of questioning and discussion strategies that engages all students in higher level thinking
__1__ Uses different types of instructional strategies that actively engage the learners throughout the lesson
__1__ Checks for understanding throughout the lesson and adjusts lesson to meet needs of student(s)
__1__ Uses collaborative and group learning experiences
___1 Uses a variety of learning modalities (visual, auditory, etc.)
___1_ Provides opportunities for independent practice that challenges students and allows them to apply what they have
learned
__1__Varies voice, inflection, body movement
Classroom Management (3 points)
__1__ Teacher utilizes system of positive reinforcement and behavior management strategies
__1___ Teacher responds to student inappropriate behavior in a timely, appropriate manner
__1__ Teacher initiates instructional routines to minimize interruptions

Professionalism (1 point)
__1__ Student teacher exhibits professionalism in appearance and written and spoken language in lesson plans and
during videotaped lesson

Lesson Reflection (6 points) (Use Lesson Analysis and Reflection Rubric to evaluate reflection)
__6__ Student teacher views his/her videotape and shows evidence of being a reflective practitioner in video
reflection/reflects on the above (lesson planning, quality of instruction, classroom management and
professionalism)
Total: 23/23
Comments/Suggestions:
Great job “setting up” the learning by telling the students what they need to focus on while you read the story.
Students are focused and on task in their LLP.

You then had them think about the problem and solution.
Students go to centers.
The video starts with you having students share the problem and solution. They get quiet when you shake the
sticks.
Various students have their ideas about the problem and solution.
You give them clear directions for the learning experience (graphic organizer). Directions are also on board.
Students turned to their partners and told them the 4 steps.
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Students transition nicely to their seats and begin working. You move throughout the room to check for
understanding with several students.
You use “Ask 3 before me” as a management tool.
You count down to get their attention and use positive reinforcement while counting down.
Students paired and shared what they wrote.
You wrote their ideas on the board.

Excellent!

Dr. Fritz
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Appendix B
Lesson Analysis and Reflection Rubric
(6 total points)

No evidence Below Meets Expectations Exceeds Expectations

0-2 Expectations 5 6
3-4
Reflects on degree to Does not mention if Mentions learning Mentions learning Mentions learning goals,
which learning goals were learning goals are goals but makes goals, whether they are cites accurate examples,
met citing specific met. inaccurate met, cites accurate and evidence showing
examples. statements as to examples the degree to which they
whether or not they were met.
are met.
Takes feedback and uses Does not consider Mentions feedback Mentions feedback and Discusses and reflects on
it to influence feedback from but does not discuss discusses how it was prior feedback and how
instruction/instructional Cooperating how it was used to used to influence it was used to change
strategies. Teacher, University influence instruction. instruction. instruction/student
Supervisor and/or learning citing specific
Seminar Instructor. examples from the
lesson.
Discusses performance in Does not discuss Discusses Discusses performance Discusses performance
each domain performance in each performance in each in each of the four in each of the four
of the four domains. of the four domains. domains and cites domains, cites specific
specific examples. examples, and includes
artifacts.
Lists and reflects on Does not mention Lists 1-2 personal Lists 1-2 personal Lists more than 2
personal teaching goals any personal teaching goals. teaching goals with personal teaching goals
teaching goals reasoning/evidence. with reasoning and
evidence.
Conventions, Writing is Writing is Writing is organized, Writing is organized,
organization, composed disorganized and disorganized and includes proper includes proper grammar
writing includes many includes several grammar and and conventions.
grammar and grammar and conventions. (Zero mistakes)
convention mistakes convention mistakes (One or more mistakes)
(5 or more mistakes) (3 or more mistakes)