HBU UNIVERSTY Formal Clinical Teacher Evaluation CIRCLE: One\@idkesD or Final CIRCLE: (Giver Superb oF Cooperating Teacher pATE:_J/-]f= 1G Observation Start/End: £0912: B0pm Duration: S71 men- 33mm SEMESTER & YEAR:_/( DISTRICT/CAMPUS: Z_ COOPERATING TEACHER: Sash Moyshey, EVALUATOR PRINT NAME:_Dr. Ohvia E jmovey sicnature:_Lp. Gaile! Llane Indicate Evaluator's Tite: Universiy Field Supervisor Cooperating Teacher ___ Cinical Teacher ___ CONFERENCE TIME Start/End:_2:p.om 4 Duratios CLINICAL TEACHER: ‘The folowing crical teacher evaluation form is cvided into four domains as adopted by the State Board of Education, These domains are Planning, Instruction, Leaming Environment, and Professional Practice and Responsibities. The Dimensions within each domain, ensure clinical teachers have the knowledge and skils to teach in Texas public schools. Please complete the form by checking the appropriate box. Use Not Applicable (NA) when the elements not observed of ielevant to the particular seting/observation/evaluaton, SCALE: “tsNeeds improvement _2=Developng “seprotelent -Roqutes witen “COMMENTS” spectyng observed, share or recorded evidence i Sotng 1*Needs norvement or +E s the goa ida 2832/2 Zakle DOMAI PLANNIN‘ lence is apparent in the lesson plan. ‘Sands E Agno The cal oahor dats, OGanaos ond Motes Goa weFOGaneed, Roque essa Wa eS text practice, elon wih standards ane oe coorpriat revere ares, ata& Assos Theol osha aes oral on ira riod Tease HOGS POG 0 HATAGEE BT tnahze ston ata ifom ron owe of Stars Trough fro of sides and proven ravi Tana echo arses gh vos ear ‘2cia‘emoteeldevebprent ond achievement ora ste + Allessore coned a sun ror iowfegge and emparenoes + Allessoe sat or student stegts and gape in background Tose, i apeencoa a sis [Bettas Te cincar acher tars engage feb lessons fat encore ihe rr Win. posers STE SoHE + Guesfons encourage al SudeTis engage compe Nghe rd’ ng Tnsttonal grouse based o dent ree {Asner undesland nll oles win Rs acional rans t Aves, resouts,tatrlgy, elena seal nied Fxiuclna/puposes t o Py. : al i Ze \ElE DOMAIN 2: INSTRUCTION — Evidence is epparent in instruction and classroom. = |a|*® eae ~ ae eee ‘Rehoving Expectations: The clinical teacher suppors a leemers nto pars of high level of academe and sociah ‘emotional success. { - : v7 cesses students mi ‘ots ts = 2 Provides student opportunity to take iniatve oftheir own fearing Le [= Conveys scourale content knowledge — = a = Thlograes learning objectives wth other scipines 7 | - — 2 | na Ee a en re a ‘+ Provides opportunities for studens o use diferent types of thinking (eg, analycal, practical, crealive& research- based) lv. se concepts | e ea eee Fy] 4 eee oe a their peers v [5 Adapts lessen to address nvidual needs of al sluderia z| - jeer : ——— {iw + Provides cifereriiaied nsudtional methods and colon to ensire sudan have opporuniy to masior whale | being taugne |= Utes input rom student order to mono and adhusteucon and aces w {+ Moritors student behavior and responses fr engagement and understaning east t v ‘+ Adjuss instruction and ecvies t maintain student engagement v tii Teaching Handbook »i Improvement Developing. Proficient | DOMAIN 3: LEARNING ENVIRONMENT — Evidence is apparent in the classroom. Classroom Environment Routines & Procedures: Te cinical eacher organizes @ Sele, aocesable ad afilrt Classroom = Al procedures, routines and Wanslions are clear and efilent T z + Students actively parepate in groups, manage supplies and equipment with very ited teacher r c rection + Classroom is safe and organized fo support learing objectives and is accessible to mast tenis =) Tanaging Student Behavior. The chica eschor establishes, conn and raahe clear expeclafons Tr Sirson Doha |" Coneistentiy implements the campus andlor cassroom behavior stem prtieny ost studenis meet expected classroom behavior standards al eso Gui The cn acer eda metal epee a SODA eso CA eTgepOT TTI = Engages al sudenis in relevant, meaninghileaming z 7 me + Sudenis work respectuy, nvidly and in groupe = e DOMAIN & PROFESSIONAL PRACTICES & RESPONSIBILITIES TtesSoT Demeano& EDS Th CARER waa Tis PAU and TAT epeaVons TSONGA PRCT seperace, decorum procedial etal age an etry responses + Behevesinacorsence wi the Code of Eice and Sandra Prados fr Tota FARGO ‘+ Meets all professional standards (e.g., allendance, professional appearance and behaviors) — | Aavcstes success forthe needs often Inthe cassiom [Etat Seta The tac ates on Tr pracion * Ses shor ad ngom profeesral gal bated ov Sa asso econ and wipers als recultng In mmprovement in prtice and eudent performance fesctonal Development: The teacher enhances tre rotesstnal Comma, * Collaberatvaly practices in all echeduled professional development aces, campus professional] tearing communis, rade- or subjectevel team membership, committee membership or ther | opportunities ‘Schoo! Community Invalvement: The teacher demonstrates leadership with Students, coleagues, and communiy members Te ‘school, dstct and community through effective communication and outreach. = Communicates the mission, vision and goals ofthe achool to Students, coleagues, parents and famiies cas ra ed”Clinical Teaching Haneboak a