HBU UNIVERSITY Formal Clinical Teacher Evaluation Observation Of Regular CI Miterm C1 Final st rine 2D ena tne 45 ourten 45: OB Lesson Observer: B cooperates Trcter (I Univers Speror C] Cink Teacher Clinical Teacher Year DOYS mester Oi ran ee sue Tine 1:80 end tind LS perton 1 tin Stan Tine 0 ‘ied tine B'AOertee [DAS “The folowing clinical teacher evaluation form is cvided int four domains 2 adopt Sate Board of Education. These domains {re Planning, instruction, Leaming Environment, and Professional Pracice and esporsibites. The Dimensions win each domain ‘sure cinial teachers have the knowedge and skis 10 teach In Texas pubic schoos. Please complete the frm by checking the ‘Sppropiate box Use Not Appicabe (NA) when the element snot cbserved ors relevant tothe particular Setinglobservation/evaluation. SCALE: “t=Neods Improvement _-2=Developing “2eProficlent + Requires wntten COMMENTS speciving observed, shared or recorded evidence if coring 1 oF 2 ‘Proficient the goa essons that reflect Mir staraards end alignment The feecher designs, organizes and implements clear, wel-orgnized, sequent er cecion algn wih wanders and we apron fr drs eres =| ee a Bachorises tonal ard foal Wao 1 HBS BA RESET ages Ta trahace sunt tatoo atucton. [esa a Sates Tag hontodys Tats BT even procs, Wo Teche 7888 Rah ol aia, cerea el development and echevenent oa stunts Tissons Sonnet ai prix Korie and eeeriones eo ne er sbentand gape h Bact awe, ie erences ad os t Hane eB es trees Darren, prise a ochre scl aczirage a sods engage complex. higher oer ng gi ‘rsrctonal peop based on ser needs reer nesta naval les win nseucona gripe y eo ogy Hefcona males signed to Refweona PUPDEEE Pa bo OT den 1 x ls 2 Wlenp Are ee Cita tape Ez SD:leemers in ther pursul of high levels of academic and social-emotional success. Developing Proficient + Evidence thal most students demonstrate mastery of obedive + Adresses students mistakes and folows trough to ensure student manny ~_Frovies siudent opportunity o take inatve of te own leaming + Conveys accurate content knowledge + Integrates leaning objectives with ther decpines + Anticipates possible student misunderstandings ‘+ Accurately reflects how lesson fs win structure of Giscpine and TEKS * Provides opporunties for studens to us aferent iypes oftinking (eg, onaljicl, praclcal, ceaive © research-based) Uses probing questions fo Gay, laborate fearing | -steer pring aeeione ona mse es + Recognizes possible student misundersiandings and respende wth an array of eachig tecriques To Gari concepts ‘= Asks remember undersiand and apply level questions focusing on lesson objecive and provoking questions ‘+ Provides explanations that ae cesr ‘Uses verbal and writen communication that e ear and corecl ‘+ Establishes classroom pracies thet provide for most students to communicate efeclvely with heir leacher and ther peers ih = Aap lesson to adaress ndhidual needs fal sadeTe ‘+ Regularly monitors quay of student parcipaion and performance > Recognizes when studens become confused or disengaged and reaponds fo student eaming or S00- ‘emotional needs Provides difereiiaied insvuchonalmethodk and conten to enaure eludes have opporunty To master hats being taught = Untizes input fom student order to manor and adjutsrucbon and SOND + Monior student behavior and responses for engagement and understanding * Adjusts instruction and acttes to mainiain student engagement and appropriate pacing oinatucion Tor ‘ime management2.1 Gaserom Envronment Routnes and Procedures The facher Oven + Al procedures, ouines and vanatons av dear se eet Ww + Studens acvelyparicpat n groups, manege supplies and equpmn wh very tmked Weather arecion || 47” + Giassroom fs safe and orparized to support lamin cbjecves and is accesible o most students | 2 Maneging Student behavior Te fecher establishes, communicates ard raritane cea xpectatons Sudan baraver | * Consent plement he campus andor classroom behavior management year afmontonng, —] 7 s8fe, accessible and eficient classroom, osive reinforcements of appropiate behavior, and appropriate responses fo deruptive behavior in @ proficient manner Most students meet expected classroom behavior slandards 3.3 Gassroom Cuture The teacher leads a mutual respect ad colaboratve Gass [+ Engages al students in relevant, meaningful eaming { + Students work regpectfly, individually and in groups { Se Be an at aL VV LS PONnnen onto na nee nO ene nnn 141 Professional Demearor and Ethics. The teacher meats HEU ana csi! expectations for attendance, professionel eppeerence, decorum, procedural ethical, egal and statutory responsbiltes. > Behaves in accordance withthe Code of tics and Standara Pradicos for Texas EaucaOr® + Meets al professional slandards (e 9, allendance, professional appearance and behaviors) Advocates successfully forthe needs of studens in the classroom "Fz Goat Seting: The teacher reflects on hisher practice. Sets shor and Tong term professional goals bavod an sol ascosament, reiecion and supervisor feedback + Meets al professional goals resulting in improvernentin pracice and student performance 7. Professional Development. The leacher enhances the professional community. ——S—Se | | Communities, grade- or subjectleve team membership, cmmitee membership of olher opportunites “Fa school Conant vahement Te Teacher Senora Tes ROdRTahD wD students, CTeagues, nd crnmany MRT Me FAT BHT nd community trough effective conmancatin and outreach. > Communicates the mission, vision and goals ofthe school o students, Coleagues, pares and fallen ‘+ Contacts parens/quardians regulary regarding studens’ academic and sociaVemotonal grow) = Ave pipet haf cee cures ace ekorinn [einaolinrk I COMMENTS:REFLECTION ctiaimerrensannen TE baad instruction