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    Almira A 1

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    The document provides a rubric for observing a clinical teacher during instruction. It assesses the teacher across 4 domains: planning, instruction, learning environment, and professional responsibilities. During the observation, the teacher planned a lesson on tectonic plates that had to be adjusted when technology issues arose. Students completed vocabulary work and an activity identifying plate boundaries. The teacher was able to adjust instruction and keep students engaged.

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    Almira A 1

    Uploaded by

    api-509411193
    60 views4 pages
    The document provides a rubric for observing a clinical teacher during instruction. It assesses the teacher across 4 domains: planning, instruction, learning environment, and professional responsibilities. During the observation, the teacher planned a lesson on tectonic plates that had to be adjusted when technology issues arose. Students completed vocabulary work and an activity identifying plate boundaries. The teacher was able to adjust instruction and keep students engaged.

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    The document provides a rubric for observing a clinical teacher during instruction. It assesses the teacher across 4 domains: planning, instruction, learning environment, and professional responsibilities. During the observation, the teacher planned a lesson on tectonic plates that had to be adjusted when technology issues arose. Students completed vocabulary work and an activity identifying plate boundaries. The teacher was able to adjust instruction and keep students engaged.

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    © All Rights Reserved
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    60 views4 pages

    Almira A 1

    Uploaded by

    api-509411193
    The document provides a rubric for observing a clinical teacher during instruction. It assesses the teacher across 4 domains: planning, instruction, learning environment, and professional responsibilities. During the observation, the teacher planned a lesson on tectonic plates that had to be adjusted when technology issues arose. Students completed vocabulary work and an activity identifying plate boundaries. The teacher was able to adjust instruction and keep students engaged.

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    You are on page 1of 4

    Clinical Teacher Observation Rubric

    Name: Cooperating Teacher: ŽŠŒ‘


    Almira Akinpelu Marissa Stuart CI
    Start date: Subject: Grade: District/
    August 28, 2017 Sci 6 Winona ISD/MS
    School:
    Total time: (at
    Date:
    2/27/20 Beginning & Ending times: 1:55 - 2:45 least 45 minutes) 50
    A: Accomplished P: Proficient D: Developing IN: Improvement Needed NO: Not Observed

    **Requires written “COMMENTS” specifying observed, shared or recorded evidence if scoring Improvement Needed or Accomplished.
    *Proficient is the goal.
    A P D IN NO
    DOMAIN 1: PLANNING - Evidence is apparent in the instructional lesson plan and classroom observations.
    Standards & Alignment: The clinical teacher designs, well-organized, sequential lessons that reflect best practice, align with standards and are
    appropriate for diverse learners.

     All measurable goals and lesson objectives aligned to state content standards
     All activities, materials and assessments are sequenced
     All activities, materials and assessments are relevant to students
     All activities, materials and assessments provide appropriate time for lesson and lesson closure

     All activities, materials and assessments fit into broader unit and course objectives
     All activities, materials and assessments are appropriate for diverse learners
     Integrated technology as applicable and appropriate
    Data & Assessment: The clinical teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to
    inform instruction.
     Formal and informal assessments to monitor progress of all students
     Substantive, specific and timely feedback to students, (families and other school personnel) while
    maintaining confidentiality
     Analysis of student data connected to specific instructional strategies
    Knowledge of Students: Through knowledge of students and proven practices, the clinical teacher ensures high levels of learning, social-emotional
    development and achievement for all students.
     All lessons connect to student prior knowledge and experiences
     All lessons adjust to student strengths and gaps in background knowledge, life experiences and skills
    for all students
    Activities: The clinical teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.
     Questions encourage all students to engage in complex, higher order thinking
     Instructional groups based on needs of all students
     All students understand their individual roles within instructional groups
     Activities, resources, technology, instructional materials align to instructional purposes

    COMMENTS:

    Ms. Akinpelu planned a lesson on tectonic plates, types of boundaries, and what happens when they
    "come together or move apart." She had planned for students to play Kahoot! but it wouldn't load.
    Students did a Frayer Model vocabulary sheet

    Page 1
    A P D IN NO

    DOMAIN 2: INSTRUCTION – Evidence is apparent in classroom instruction and classroom.


    Achieving Expectations: The clinical teacher supports all learners in their pursuit of high levels of academic and social-emotional success.

     Sets academic expectations that challenge all students


     Evidence that most students demonstrate mastery of the objective
     Addresses student mistakes and follows through to ensure student mastery
     Provides students opportunities to take initiative of their own learning
    Content Knowledge & Expertise: The clinical teacher uses content and pedagogical expertise to design and execute lessons aligned with state
    standards, related content and student needs.

     Conveys accurate content knowledge in multiple contexts


     Integrates learning objectives with other disciplines
     Anticipates possible student misunderstandings
     Accurately reflects how lesson fits within structure of discipline and State standards (TEKS)
     Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative
    & research-based)
    Communication: The clinical teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.
     Establishes classroom practices that provide for most student to communicate effectively with their
    teacher and their peers
     Recognizes possible student misunderstandings and responds with an array of teaching techniques to
    clarify concepts
     Provides explanations that are clear
     Uses verbal and written communication that is clear and correct
     Asks remember, understand and apply level questions focusing on lesson objective and provoking
    questions
     Uses probing questions to clarify, elaborate learning
    Differentiation: The clinical teacher differentiates instruction, aligning methods and techniques to diverse student needs.
     Adapts lesson to address individual needs of all students.
     Regularly monitors quality of student participation and performance.
     Recognizes when students become confused or disengaged and responds to student learning or
    socio-emotional needs.
     Provides differentiated instructional methods and content to ensure students have opportunity to
    master what is being taught.
    Monitor & Adjust: The clinical teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.
     Utilizes input from students in order to monitor and adjust instruction and activities.
     Monitors student behavior and responses for engagement and understanding
     Adjusts instruction and activities to maintain student engagement

    COMMENTS:

    Students began by drawing one of the tectonic plates on their name tent and writing their names on
    top. The technology for the video wouldn't work. Ms. Akinpelu adjusted by asking the questions that
    she knew were on the video. Students worked on a Frayer Model vocabulary worksheet. They
    completed the lesson with numbered sticky notes that corresponded with noted plate boundaries on
    the board. Students were to name the two plates, their types, and what happens if they come
    together or separate.

    Page 2
    A P D IN NO
    DOMAIN 3: LEARNING ENVIRONMENT – Evidence is apparent in the classroom and learning culture.
    Classroom Environment, Routines & Procedures: The clinical teacher organizes a safe, accessible and efficient classroom.

     All procedures, routines and transitions are clear and efficient.


     Students actively participate in groups, manage supplies and equipment with very limited teacher
    direction.
     Classroom is safe and organized to support learning objectives and is accessible to most students.
    Managing Student Behavior: The clinical teacher establishes, communicates and maintains clear expectations for student behavior.
     Consistently implements the campus and/or classroom behavior system proficiently.
     Most students meet expected classroom behavior standards.
    Classroom Culture: The clinical teacher leads a mutually respectful and collaborative class of actively engaged learners.
     Engages all students in relevant, meaningful learning.
     Students work respectfully individually and in groups.

    COMMENTS:

    This class had 11 students in it: 9 girls and 2 boys. It is important for students to understand why they
    are learning specific content and how they will use it in the real work. Otherwise, they may see it as
    busy work and dismiss the information.

    A P D IN NO

    DOMAIN 4: PROFESSIONAL PRACTICES & RESPONSIBILITIES – Evidence is available in debriefs/conferences, and daily
    interaction with others.
    Professional Demeanor & Ethics: The clinical teacher meets UT Tyler and district expectations for attendance, professional appearance, decorum,
    procedural, ethical, legal and statutory responsibilities.
     Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.

     Meets all professional standards (e.g., attendance, professional appearance and behaviors).

     Advocates for the needs of students in the classroom.

    Goal Setting: The teacher reflects on his/her practice.


     Sets short- and long-term professional goals based on self-assessment, reflection and supervisor
    feedback
     Meets all professional goals resulting in improvement in practice and student performance

    Professional Development: The teacher enhances the professional community.


     Collaboratively practices in all scheduled professional development activities, campus professional
    learning communities, grade- or subject-level team membership, committee membership or other
    opportunities
    School Community Involvement: The teacher demonstrates leadership with students, colleagues, and community members in the school, district and
    community through effective communication and outreach.
     Communicates the mission, vision and goals of the school to students, colleagues, parents and
    families
     Actively participates in all school outreach activities

    COMMENTS:

    Ms. Akinpelu is to observe 30 hours at the school and teach 2 lessons. This is her first Teach.

    Page 3
    REFLECTION:
    Clinical teacher’s greatest strength:

    The technology did not work so that the website couldn't come up. Ms. Akinpelu did a great work
    around.
    Ms. Akinpelu has a great attitude, and she is always smiling. Her persona exudes energy! It was
    interesting to note in the questioning about which continents are located in specific plates that
    students do not know the names and location of the continents.

    Clinical teacher’s greatest challenge:

    Tectonic plates did not seem to be one of the students' favorite subjects. It took a lot of probing
    questions to get responses, especially since there were so few students.

    Recommendations/Next Steps/Goals:

    Make sure you have a plan B for when the technology does work. The 5E teach model should
    encourage more interaction by students next time.

    I enjoyed your energy and positive attitude even when things didn't seem to go as you had planned.
    This will work well for you in the future because the unexpected is always happening!!

    I look forward to seeing your next Teach.

    Date of Interative Conference: Beginning Time of Conference: Ending Time of Conference:


    2/27/20 2:50 3:15
    Signature of Teacher Candidate:

    Signature of person completing CTOR: Check one: Supervisor Cooperating Teacher:


    Dr. Bea Taylor
    Signature of Principal or designated representative: Date:

    Page 4

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