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Formal Clinical Teacher Evaluation

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ensure oimicai teachers have the nowledge an skills to teach in Te as nubile s hnn?c ra *85'The Pirnensfons within each domain
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COMMENTS:

Clinical Teaching Handbook Fall 2017

45
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me Teacner supports alUearner in their pursuit of high levels ofaoad mio and sooial-
emotional success. ouWc«

j • c. i ei ice lhat most students defnonstrate astery of objective

Addi esses students mistakes an follows through to ensure student mastery
» Provides student opportunity to take initiative of their own learnino
• Conveys accurate content knowledae -

• Integrates learnin objectives with other disciplines

* Anticipates ossible student misunderstandings \£
* Accurately reflects how lesson fits within structure of discipline and TEKS I
Pio ides opportunities for students to use different types of thinking (e.g., analytical, practical, creative &
research-based)
• Uses probing questions to clarify, elaborate learning
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concepts 88 P°SSlble student misunderstandmgs and responds with an array of teaching techniques to clarify
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Asks remember, understand an apply level questions focusing on lesson objective and provokina auestions
5 /
• Uses verbal and written co munication that is clear and correct
Establishes classroom practices that pro ide for ost students to communicate effectively with their teacher
and their peers
« A apts lesson to address individual needs of all studente ~~
• Kegulariy monitors quality of student partici ation and performance
-
Recognizes when students become confused or disengaged and responds to student learning or socio-
emotional needs
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Provides differentiated instructional ethods and content to ensure students have opportunity to master
what is being taught
Utilizes input from student in order to monitor and adjust instruction and activities 1 __
muiniui* siuueni oenavior ana responses for engagement and understandinq
.*
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# f'dJUsts inSta!ct!on activities to aintain student engagement and appropriate acing of instruction for
time management -frtlf'JC.

COMMENTS

Clinical Teaching Han book - Fall 2017

46
 DOMAIN 3: LEARNING ENVIRONMENT - £«,,,« * we„!,„

procedures,
, Wim routines andotransitions
uoiioiu qic >oai are ana
clear and efficient
emcient
_S_tudents actively participate in groups, manage supplies and equipmen with vgrv limit
Classroom is safe and organized to support lea ing objectives and is accessible to most st, .H ntc -4 .
> I I I OL OIUUCIIIS
Mananinn
" * q/ju niaii/Lams The teacher establishes, communicates
uiesr and maintains clear expectations for student
expectation h*L,inr
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Consistently implements the campus and/orIclassroom
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behavior f vm
management T of
system T * i-rmmi f
monitorinq
positive reinforcements of appropriate behavior, and appropriate responses to disruptive behavior in a
proficient manner aviuiiiia
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Most students meet expected classroo behavior standards
e teacher leads a mutually respectfulm..
anducollaborative classorofactively
uwviauvo oidas activelyengaged
enga edlearner.
lea ers

Students work respectfully j/

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DOMAIN 4: PROFESSIONAL PRACTICES A D RESPONSIBILITIES

1 Professional Demeanor and o heSer eeteHBuSdSdex SSns SlSSSSSSSS
d corum, procedural, ethical, legal and statutory responsibilities. proressionai appearanc ,
Behaves m accordance with the Code of Ethics and Standard Practices for Texas Educators
Meets aii professional standards (e.g., attendance, professional appearance and behaviors)
ZXH t vo+ar* r l .11.. £ At > Z *
Advocates successfully for the needs of students in the classroom
4.2 Goal Setting: The teacher reflects on his/her practice.
Sete short- and long-term professional ' s asId on self-a ssment, reflection and su ervis r
Meets all professional goals resulting in improve ent in practice and student performance ~
4.3 Professional Development: The teacher enhances the professional communit .
* C0"ab0raftiVe'y pr tices in al1 scheduled Professional development activities, ca pus professional learning
communities, grade- or subject-level team membership, committee membership or other op ortunities
4A ool muni lmotvement: The teacher demonstrates leadership with students, colleagues, and community members in the
school, distict and community through eff ctive communication and outreach.
Communicates the mission, vision nd goals of the school to students, colleagues, parents and families
. yv »• . 1 *
Contacts Parents/guardians regularly regarding students acade ic and social/emotional growth X
» Actively participates in all school outreach activities X

COMMENTS'= A he J-Irt M 4 r nlpAAjr- i 0

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\ rf h rrf -y~> _Q ci .OX, fx f h x R )
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ClmcalTeaching Handbook-Fall 2017

47
 REFLECTION

Clinical teache s greatest strength

'n (ij d -f o / n / rJT, _ )

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Clinical teacher s greatest challenge

Set - 7 u ~ yd-t D c j lp jL

M Cl- «g///9\ Aj n e> „ lA iA

O'

jA h T 4 n Jo< Ju.L j> r J M e /jJ

J-Ll X r

Clinical Teaching Handbook - Fall 2017

48
 Recommendations/Next Steps/Goals

Cooperatin Teacher A ri PA LiV?( J/j/aj lL Ji

Pri t N.ame f Sigaature ' Date

University Supervisor /Vt

Print Name Signature Date

Clinical Teacher
Print Name Signature Date

Clinical Tcachi g Handbook - Fall 2017

49