Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Coherence Coherence Total Points: __20____ /

20

Standard(s) & The objective(s) The objective(s) is/are The objective(s) is/are yes
Objective(s) is/are closely tied to tied to appropriate not closely tied to
appropriate standards and are appropriate standards
standards and are somewhat specific, or are not specific,
specific, measurable measurable and measurable and
and observable. observable. observable.

Congruency All of the lesson Most of the lesson Few or none of the yes
components are components are lesson components
highly congruent congruent with the are congruent with the
with the standard(s) standard(s) & standard(s) &
& objective(s). objective(s). objective(s).

Sequencing Breaks down Breaks down complex Does not break down Studnets prepare for auditions
complex tasks into tasks and presents the complex tasks or
appropriate material in a present the material Warm up
increments and somewhat logical clearly in a logical
presents the sequence. sequence. Discussion of expectations and
material clearly and procedures
explicitly in a logical
sequence.
Guided practice to prepare for audition

Explaination of critique process

Audtions

Pacing The lesson is well The lesson is fairly The lesson is not well Yesgood use of wait time and
paced and well paced and paced or transitions reinforcing expectations for critique
transitions are employs some are ineffective.
effective. effective transitions.

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 Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Elements of Effective Instruction Elements Total Points: __25____ /25

Anticipatory Set Creative, engaging, Effective at focusing Not effective at After stretching, circle for check in and
and highly effective the learners attention focusing the learners discussion of goals for class including
at focusing the and tapping prior attention or tapping auditions.
learners attention knowledge. It requires prior knowledge. It
and tapping prior participation from does not require
knowledge. It learners and includes participation from
requires active a statement of the learners or it does not Went over the activites for the day.
participation from learning objective. include a statement of
learners and the learning objective.
includes a clear
statement of the
learning objective.

Modeling Teacher clearly and Teacher models some Teacher does not Modeled and danced with group of
explicitly models expected learning model expected students while other students practiced
expected learning outcomes for the learning outcomes for independently
outcomes for the learners. the learners.
learners.

Guided Practive Clear, concrete, Effective strategies Ineffective strategies Opportunity for relfection and critique
effective strategies provide opportunities provide few
provide for most learners to opportunities for Footwork
opportunities for all demonstrate learners to
learners to understanding with demonstrate Skirtwork
demonstrate support from the understanding with
understanding with teacher. support from the
support from the teacher. Projection
teacher.
Fluidity

Scoring

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 Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Closure Concise closure is Closure is provided Inadequate or missing

provided that that requires some closure.
requires active participation from
participation from learners and
learners and reinforces the learning
effectively reinforces objective(s).
the learning
objective(s).

Independent Instructions are Instructions are Instructions are

Practice extremely clear and somewhat clear and unclear or do not
anticipate may anticipate anticipate difficulties.
difficulties. Tasks difficulties. Tasks Tasks do not ensure
ensure that all ensure that most that learners possess
learners possess learners possess the the requisite
the requisite requisite knowledge knowledge and skills
knowledge and and skills to succeed. to succeed.
skills to succeed.

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Responsive Instruction Responsive Instruction Points:

__14____ /15

Check for Teacher uses Teacher uses at least Teacher does not Yes, appropriate wait time
Understanding ongoing and varied one strategy to check check for
strategies to check for understanding. understanding. Any questions
for understanding.

Monitor and Teacher continually Teacher adjusts Teacher does not As necessary

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 Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Adjust and effectively instruction as student adjust instruction as

adjusts instruction needs indicate. student needs
as student needs indicate.
indicate. 4

Differentiation Effectively meets Attempts to meet the Does not effectively

the needs of all needs of all students meet the needs of all
students by by differentiating students by
differentiating instruction to differentiating
instruction to accommodate for instruction to
accommodate for varied abilities and accommodate for
varied abilities and learning styles. varied abilities and
learning styles. learning styles.

Classroom Management Management Total Points:

_10_____ /10

Relationships Demonstrates Demonstrates Does not demonstrate Connect with students is clear.
positive and somewhat positive positive and respectful Students are respected and recognize
respectful and respectful relationships with all teacher as the leader of the class.
relationships with all relationships with all students.
students. students.

Procedures and Runs an efficient Runs a somewhat Does not run an Claps
Routines classroom; uses efficient classroom; efficient classroom;
effective classroom uses classroom does not use effective Dressing out
management management classroom
strategies to strategies to minimize management Practice
eliminate disruptive disruptive activity and strategies to minimize
activity and makes good use of disruptive behavior or
maximizes instructional time. make good use of
instructional time. instructional time

Total Points out of 70:69

= ________ %

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 Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Additional Comments

This has nothing to do with your evlautation. The mirrors in your classroom have a fun house effect. They elongate peoples
bodies. Maybe it was the angle of my view.

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 Clinical Observation #3 Date ____11/18/16__________

Student Teacher ___Bruno Loya __________ Observer ___Beth Slaine_______

Goals for Next Observation

The Student Teachers goals for areas needing improvement on the next clinical observation will be outlined below.

The goals should be focused on areas marked Unacceptable on this clinical observation.

Area(s) marked Unacceptable are:

A summary of the conversation between the Observer and the Student Teacher regarding the deficiency:

Actions the Observer will take to help address deficient area(s) are:

Actions the Student Teacher will take to address deficient area(s) are:

Student Teacher Signature ___________________________________________________ Date ________________

Observer Signature _________________________________________________________ Date _________________

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