HBU UNIVERSITY Formal Clinical Teacher Evaluation Obvervation C) Regular Whiter Final striae TP _ tos rine AF? ren oF Lesson Observer: LI Cooperating Teacher C] University Sepervisor (1 Clinica! Teacher Clinical Teacher Natale Mehvinger Year QO{B _ Semester CI ran [XSpring Date 2/1513. Observation Start Time_@:% _ End Time 4:50 _ Duration JO Conferences: Pre-Conference Date sian Tine 5 tnt Time 5-5 _paratin is Post-Conference Date. Start Time, End Time {O2¥5 Duration istic Peartand TSD School_Snachyeyesf Cooperating Teacher Shelly Chiappe tier _SubjectGrade (gre Evaluator Avge, Duweas7d _signatare “Tne following cncal teacher evaluation fom is ied ito four domains as adopted by the State Board of Education. These domains re Panning instucdon Leeming Erwirrment and Prolessonal Praice and ResponsBilties, The Dimensions win each domain ‘nse chrivaleachers have he kowedge end sls ofeach in Texas pubic chooks. Please complete the frm by checking the SPpropriate box Use Net Applicable (NA) when te elemert i not cbserved oi inelevant othe partctar Seting/observatinvevaluation. i SCALE: “1=Needs Improvement 2=Developing “22Proficlent ‘Requires wrten COMMENTS specying chserved, shared or recorded evidence If scoring 1 2, raficient ste geal. DOMAIN 1: PLANNING ~£ parent inte lsson plan Ni Standards and Algnment The tect design, organizes end mplements cla, welorgantzed, sequetial lessons that refit best practice align vihsendards and are appropiate for cverse leemers. | 51E Data and Rstezsment- The Teacher uses foal and informs eiods fo measure Sudert progress, hen manages and ‘analyzes student data fo form instruction, 713 Kredi a Students Through krewiede OF tudes and proven pracices, te eacher ensures high levels of arin, soclakemotinal evelooment ard achievement for al stugents. ? > Allessons connect io sien. pot Knowedge and experiences 77] + fllessone adjust for student svengthe and gaps in background knowiedpe, We experiences and ss ole Z Fee ae Fons cnasa Teil ans the ee 99¢ her are tina pester etd ove Guests encouege a aude 0 engage consi, ihe er ing insPucbone groupe based on ser needs Ti seria eetand inva res wer nenciona geups + Ratio sores esl, retuioal marl ligne cision aes v copmmenrs: neloual wew wily § opgrvepucle for _ Liat, Cine Teaching PacketProvides student opportury v Conveys aco conte knowege i z jecives wih offer disciplines % 3 co z | Vv research ere) 23 | prog Greta Say Sa 7 + Rasogrinr pon Hisot meanGostasGnge on responds whan ora ol oding ean SH | th concepts [5 Asks remember ve and provoking questions | v ‘+ Provides explanations that are clear ee iF ‘Uses verbal afd written corm | w {Eaabiatesconstoon pctons ht vie rest seis tocol eecveh win her teacer || aes pissed BE] [nites sone saien nana onr trae ; cry, Regul mont: gat sen prichaton ad peemance Sr eg + Recogrites wen sudens become confused o disengage and respons l suse earing B86: eo emotional needs | Prowies creed ec | ate bang tug anitors scot behav and responses fr enageent ad unde : Fea ecient nen ocaam tera argapenert an arprepi pate of raion UV fine marapemet ote a (Clinical Teaching PacketProficient Brn ea renin d aon necn iis arent inte ci iit Ciassoom Envvonmert, Routhes and Procedures. Te feacher Oganizes@ ste, accessbe and efliertcas8"007. = Al procedures, rouines and varstons are clear end ecient yi 7 Suidenis acvely patcate in group, manage supplies and equipment wih very ited teacher drecion [E Giassroom is safe and organized to support leaming cbjecvs and ls accessible fo most slusents 1 “Managing Sadent Behavior The teacher estalahes,Communicaies ad maifans Gear expectations fx Suen behave > Consisienty implements Pe campus endlr Gass'com behavior management aysiem of montorng, postive reinforcements of appropiate behavior, and appropriate responses to cisrupve behavior in a profelert manner = Moat students mest expecod classroom behavior wanda [5:5 ciswoom Guture- The teacher ade a mutual respectful end colaboraive Cass of ave engaged earrers + Engages al studeis in relevant mearingllearing T =” Studens work respectful individually and in groups PONE a orca eee Mh omen orm} “4:1 Professional Demearor and EINes: The feacher meets HEU and dstrct expecta for attendance, professional appearance, decorum, procedural, ethical legal and statutory responses. * Befaves i accordance wih the Gode of Etics and Standard Pacis fo Teas Eavealore = Meets all professional standards (eg, atlendance, professiral appearance and behavior) > Advocates suczessfl forthe needs of students in the dassroom "Ez Goal Setingy The teacher reflects on hse practoe ™_Sets shot and Tong lem professional goals based on Fa assessment,rehocton and supervisor feedback > Mees al professional goals resuting in mproverert in precice end sludent perfomance Ts Professional Development: The teacher enhances the professbral communty ~ Collboratvelypracices il scheduled profesional development actviles, campus profeesionalleaming ] communities, grade- or subjecvel am membership, commitee membership eter opportuniies | “Fa ol Community ivlvement The teacher demonstrates Ieadeip wih students cole, and crnmunhy ETT ‘2nd communty through effecie communion and outeoch _Comeruriates the mission, vison and goals lhe schoa to siden, cofeagues, parents and famiiee + Contacts pareris/gurdians regulary regarding sludens' academic and sosialematonal growth SLES SSS nthe schoo) ase SSS ‘Tinea Teasing Paaker,(Dey? hectin- fae On a Lie! OPnly Gab) hax Gon VePaut Lecindl $Y, z cats seer Ange Dr att a : it Mehrivges Sy (Clinical Teacher Print Name (Clinical Teaching Packet