CAca ti, Koa ao spcniaisandor’s andare somewhat stardards or ae ot : and are specific, specific, measurable and specific, measurable and Ro. froseuabe and observable cbesrietle onservate comuerey eetsen —osctatn —_ Fovrrmetilaeh, S34 cm neat ‘components are highly ‘congruent with the slandard(s) & obeecivels). quencing Breaks down complex tasks into appropri increments and presents the materia clearly and explcity in a logical sequence Pacing The lesson is well paced ‘and transitions are effective Criteria lements of Effective instruction ‘Anticipatory Set Creative, engaging, and highy elective at focusing the leamers attention and tapping prior knowledge. It requires active pattcpation from learners and includes a ‘lear statement ofthe learning objective. mooeling Teacher clearly and cexplicy models ‘expected learning ‘outcomes for the learners. Guided Practive Clear, concrete, clfecive strategies provide opportunities for alllearners 10 demonstrate understanding with suppor rom the teacher. components are congruent vn the stendarg(s) & cbjectve(s), ‘Breaks down complex tasks and presents the ‘material in a somewhat logical sequence ‘The lesson is fairly wel paced and employs some effective transitions Effeove at focusing the learners attention and tapping prior krowledge. It requires participation from learners and includes @ statement ofthe learning objective Teacher models some expected learning ‘outcomes forthe leames. Effective stratecies provide ‘opportunities for most learners to demonstrate Understanding with support ‘rom the teacher. ccoriponents are congruent with the standard(s)& (ako Connsntorr \D Sndertanding wih support tom the teacher. UAE ae MS nO dry, | >y sce _ Pager of Cawclinical Observation-4H™ Student Teacher. sure ah concise dosurais Closures prided hat provided thal equires requires some participation axe partipaton from from earers and igamets and effectively seiforoes the leaning reinforces the learning objectvels) adjectvels) a Instructions are insiructons ave somewhat vretomely ear and clear and may anioPale Srrcipate dtfoules. _cificulles, Tasks P50 areePensute that al that most leamers possess Taare possess the the requisite krowodge leaeke krowiedge and. and skis 0 succned skis to succeed. 2rieria Responsive Instruction Check for “rescher uses ongoing Teacher uses at east On? standing sioniter and Adjust Differentiation Tee ated strategies to stategy 1 check for check for understanding understanding eacher eontinvaly and. Teacher aduss insu Fiesty adusts a8 student neds indicate instruction as student reeds intvate. eflecively meetsthe Aes fo meet Ne eres fal sudents by needs ofall students) te ating intucion ierntaing msc 1° aie rrnmodate for accommo or waed vared abies and aiiées and learning teaming stves. styles. Classroom Management Relationships Procedures and Routines Demonstrates postive Deronstelos some and respectul positive and respectul aforehips wi al reaionships with a students. students Runs an efficient ‘Runs a somewhat efficient classroom; uses ‘Gassroam; uses classroom case ciasreom management states © enagement svateges mimize GSTUPHS activity maneate dsupte — andakos good use ey and mazes instructional time instructional ime. pate observer CB 5 Pdea gk ——$— closure Inadeqate or missing Reed chosens offal vanetons are undear oF fi forteniceae SS CRrcom nate ~ Sites. Tasks donot censure that leaners Leertsa® On Poswesterequsl® HA EARL nawedge and skis {0 Te + | succeed. Comments, s ecponsive instruction Points: | > "8 Tate doesnt check oungestoning Create wintering recher dons 00365 Tee ene Caner Oe needs indicat. : berger ibe: rere DANY ‘Goes not eacively meet 7 fhoneeds ofall studen’s aoe ty diferentatng Piernckus instruction to EAD Rela orvaied Ween ashen eS piles endearing ae styes YanagementTota Points: LO M0 ‘Does not demonstrate : positive and respect Gdisengp Here Meionctpswinal = neo 0, a students. rey Sdude ay Does not run an afficient Domtomdoesrmtwse TA, Sg eflective classroom : ranagement strategies © Rg minimize oistuptive PAO, rprarmake good NSS Use of instructional ime sno ota Points out of 70: 1 = 160% page 2 of 3oy clinical Observation #S : Date student Teacher re, Ronen Reset. observer Cs. “Adeitonal Comments Wu, & : ‘ S oti ee Rape landang Cece 8 ne PA Renee Shug nesgects Ban Phu dont Gad LH Berae Bhs ee, ey CAS heeds, Sa mseu Drage oh entreaties Gmtily itn bul eK, ier Qasr Ge egengl ak ae Cervicr Date koe (ities. ak ate >) Goals for Next Cbservation ‘the Student Teacher's goals fr areas needing improverek on Pe next clinical observation wil be outined below, "The goals should bo focused on areas marked "Unaccoptable” on this clinical cbserveton. oa) rahe “Unacoopabl! a wer ssn e canareaton ben te Cheese Suse Tate @zGE NE efter. Caenai co teak wih El ag Oe 8 Seren Qua en Fk Be peace coe Da ISAT Creole ns ations he Observer wil tke to help adress decent res) ae : yo ction he Suder Teacher wil take to addres detent reals) ae Se suuent Teacher Signatte Date Conserve Signal Dete Page 3 of 3