Study Guide

Field 108: School Building Leader Part 2
Sample Assignment One: Video Observation and Analysis

Sample Directions

New York State's Annual Professional Performance Review (APPR) procedures require school building leaders to use a rubric when observing and evaluating teachers. These rubrics have multiple domains and are aligned to the New York State Teaching Standards.

For this assignment, you will watch a 15-minute video clip of a teacher's instruction and then you will evaluate the teacher's performance against the criteria set forth in the Teacher Observation Rubric provided.

The video clip will only play once. You will not be able to pause, stop, or replay the video. While the video is playing, you will be able to view only the component text from the rubric. You may use the erasable *notebooklet provided to take notes. After you watch the video, you will once again see both the assignment and the complete rubric while you write your response.

You should familiarize yourself with the assignment and the rubric before you go on to the next screen and watch the video. The rubric is provided on the right side of this screen. The assignment to which you will respond is shown in the box below.

You will be asked to write a response in preparation for your post-observation conference with the teacher. Your response should be approximately 300–600 words and may be in a format of your choice (e.g., paragraphs, bulleted list). Be sure your evaluation clearly responds to each part of the task. The final version of your evaluation should conform to the conventions of edited American English.

In your evaluation, you will identify evidence of teaching related to each rubric component and assign a performance level for each rubric component. Then, using the evidence and the performance levels you have identified, you will identify one strength and one area for improvement in the teacher's performance.

Your evaluation of the teacher's performance will be based on your observation of the video-recorded instruction and your application of the criteria defined in the rubric. While you may see evidence of other teacher practices that are not addressed in the rubric, your task is to identify evidence from the video relating to the specific components of practice defined in this rubric and then assess the level of performance exhibited on those components.


*notebooklet: A small, hand-held erasable whiteboard

You will be asked to complete the following task:

Using the evidence you observed in the video and the Teacher Observation Rubric provided, prepare a 300–600 word evaluation of the observed teaching for your post-observation conference in which you:

  • for each rubric component, cite observable, objective evidence from the video;

  • assign a performance level (level 1 to level 5) for each rubric component, citing the evidence you identified;

  • identify one significant strength exhibited in the teacher's performance, citing the relevant component(s) of the Teacher Observation Rubric and observable evidence as support; and

  • identify one significant area for improvement exhibited in the teacher's performance, citing the relevant component(s) of the Teacher Observation Rubric and observable evidence as support.

Teacher Observation Rubric

Domain I: Engaging Students in Learning


Domain II: Deepening Student Learning




Domain III: Maintaining a Positive and Challenging Learning Environment


Copyright 2011 Board of Trustees of the Leland Stanford Junior University. All rights reserved. Adapted with permission.

Video Description

At the test center, the examinee watches a 15-minute video clip of a teacher's instruction. The video clip will only play once. Examinees will not be able to pause, stop, or replay the video. While the video is playing, examinees will be able to view only the video and the component text from the rubric.

Setting: third-grade class English Language Arts lesson (35 students)

Lesson Objective: "Students will be able to think analytically, address problems creatively, and advocate persuasively."

Rubric Components

Domain I: Engaging Students in Learning

Component 1: engages students in learning tasks that develop understandings and/or skills relevant to the learning objective

Domain II: Deepening Student Learning

Component 2: elicits and builds on students' responses to promote conceptual and/or skills development

Component 3: uses instructional strategies in ways that deepen students' understanding of and/or ability to apply relevant concepts or skills

Domain III: Maintaining a Positive and Challenging Learning Environment

Component 4: demonstrates rapport with and respect for students in a positive and challenging learning environment

Complete the task that follows.

Using the evidence you observed in the video and the Teacher Observation Rubric provided, prepare a 300–600 word evaluation of the observed teaching for your post-observation conference in which you:

Performance Characteristics

The following characteristics guide the scoring of the response to the assignment.

COMPLETENESS The degree to which the response addresses all parts of the assignment
ACCURACY The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
DEPTH OF SUPPORT AND UNDERSTANDING The degree to which the response provides appropriate examples and details that demonstrate sound reasoning and reflects a strong understanding of the relevant knowledge and skills

Score Scale

Scores will be assigned to the response to the assignment according to the following score scale.

Score Point Score Point Description
4The "4" response reflects a thorough command of the relevant knowledge and skills.
3The "3" response reflects a general command of the relevant knowledge and skills.
2The "2" response reflects a limited command of the relevant knowledge and skills.
1The "1" response reflects little or no command of the relevant knowledge and skills.
UThe response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score.
BNo response.