Teacher+Observation+Rubric



|| Lesson does not connect to one of the pillars, yearly themes, or a stated objects of the JS department. || Lesson only tangentially connects to one of the Four Pillars and/or the yearly theme. || Lesson is part of a unit that focuses on one of the four pillars **or** the yearly theme. || Lesson is clearly part of a unit, which has clear connections to the 4 pillars **and** the yearly theme. || (Asking Questions, Kinesthetic engagement, making connections, making comparisons, making informed choices) || Lesson is purely lecture based or solely reading from a text out loud. Students are not challenged mentally and may be involved in sheer busywork. || Lesson is mostly lecture based or based on reading a text book but has some teacher implemented activities or discussions that engage the 5 learning modalities. || Lesson involves student active student discussion, but may not involve active student learning. || Lesson is based on active student learning including student dialogue, group work, research and project building and presentation. || || There is no stated Am or Essential questions. Lesson meanders from subject to subject without direction. Students can not summarize what the lesson was about. || There is no stated Aim or Essential question but the lesson has an identifiable theme or focus that students can summarize. || There is a stated Aim or Essential question but the lesson often veers from that subject. || Aim or Essential questions are posted in the classroom and the lesson matches them aim or essential questions. Teacher does not allow class to veer too far from the stated focus || || Lesson lacks vibrancy, energy and enthusiasm. Lesson relies entirely on lecture or photocopies and workbooks. || Lesson leaves many students unengaged and/or unexcited. Teacher shows some effort and enthusiasm but the lesson is flat overall. || Teacher is enthusiastic and shows energy and excitement, but the lesson does not show a great deal of forethought, creativity or planning. || Teacher naturally exudes joy and confidence in teaching Jewish Studies. Their lessons show forethought, creativity, and planning. || How well does the teacher maintain order while at the same time, keeping the atmosphere positive and students respect intact? || Teacher shows inappropriate response to student resistance by humiliating or disrespecting the student. || Teacher tries to stay positive and respond to student resistance with respect but struggles to with some students or has some inappropriate responses. || Teacher faces student resistance with positive responses and maintains a positive relationship based on mutual respect. || Teacher keeps students actively engaged and faces no negative student behavior. || The lesson in entirely driven by the teacher and does not allow students to share their opinions or ideas. || The lesson is teacher driven but allows some room for students to share their questions, ideas, and thoughts. || The lesson is teacher driven but allows plenty of room for students to discuss their ideas and emotions related to the lesson and students engage in dialogue with one another. || The lesson is driven by student participation and allows students to delve deeper into subjects that interest them. || Do the activities and questions posed by the teacher initiate critical thinking? What levels of Bloom’s taxonomy are being reached? || Students are asked to repeat information learned but are not using the information to make deeper connections, draw personal or academic connections, or ask meaningful questions. || Students are engaging in meaningful dialogue and are encouraged to develop and express their opinions but are not challenged to develop their ideas or do anything meaningful with the knowledge they have gained. || Students are challenged to think critically about the subject and asked to make decisions based on the information gained in the lesson. (Middle two levels of Blooms Taxonomy) || Students are actively engaged in the learning process through sharing ideas, reflecting on the ideas of their classmates, and processing information through actively using information. (Top levels of Blooms taxonomy.) || There is no assessment to this lesson. || The assessment does not match the lesson taught, is only of a very simple or cursory nature, and/or  || The assessment focuses on the material taught but may not require higher order think or allow for different learning modalities. || Assessment matches the content or skills taught. The assessment requires higher order thinking, allows students to work in different modalities and/or uses activities that are on the top 3 layers of Blooms taxonomy. || Overall Comments:
 * Thematic Cohesion ** —Does the lesson fit one of the 4 pillars of Jewish Studies (Torah, Prayer, Israel, Ethics) and/or the yearly theme?
 * Thematic Cohesion ** —Does the lesson fit one of the 4 pillars of Jewish Studies (Torah, Prayer, Israel, Ethics) and/or the yearly theme?
 * Technique ** - How successfully does the teacher use the 5 modalities to reach deeper level thinking in all his/her students?
 * Technique ** - How successfully does the teacher use the 5 modalities to reach deeper level thinking in all his/her students?
 * Focus ** —Does the lesson have a clear goal? (Either skills of content based)
 * Focus ** —Does the lesson have a clear goal? (Either skills of content based)
 * Energy, Enthusiasm and Creativity— ** Does the teacher express joy and enthusiasm towards their subject and lesson?
 * Energy, Enthusiasm and Creativity— ** Does the teacher express joy and enthusiasm towards their subject and lesson?
 * Classroom management— **
 * Classroom management— **
 * Student centered-- ** Does the teacher allow students to fully engage in class discussion and use their questions and comments to drive the lesson? ||
 * Student centered-- ** Does the teacher allow students to fully engage in class discussion and use their questions and comments to drive the lesson? ||
 * Critical Thinking Skills **
 * Critical Thinking Skills **
 * Assessment ** —Does the teacher assign an assessment that matches the lesson and encourages mastery of the content/ skill that was taught? ||
 * Assessment ** —Does the teacher assign an assessment that matches the lesson and encourages mastery of the content/ skill that was taught? ||

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