Kutztown University of Pennsylvania

Clinical Experience Evaluation Form

In-Progress Evaluation

__X__ Lesson Observation ____ General Assessment ____ In-Progress Evaluation

Teacher Candidate Kelly Wall Cooperating Teacher & School ___JSC/Fiddler Bertsch____________________

Subject Math Time 11-12 Date 2/12/18 KU Supervisor__ KGVarano

Evaluator’s Signature Check one: Supervisor X Cooperating Teacher

Ratings–Proficient Acceptable Not Met

0 Unsatisfactory (Rarely or never/Inappropriately or superficially)

Category I:-Planning and Preparation Rating Evidence

• Used for evidence collected before and after the lesson
A. Knowledge of content P Short form YAY!
B. Knowledge of pedagogy A Transition to SMBD video, back
to whole, Small groups
C. Knowledge of Pennsylvania’s K -12 Academic Standards P
D. Knowledge of students and how to use this knowledge to impact instruction P Roll-over allows for immediate
use of student knowledge
E. Use of resources, materials or the technology available through the school or A SMBD, Video, Learning Sheet
district
F. Instructional goals that show a recognizable sequence with adaptations for A IEPS in room followed
individual student needs
G. Assessments of student learning aligned to the instructional goals and adapted A Don’t forget to list your
for individual student needs observational when asking
your questions with video.
Exit Slip
H. Use of educational psychological principles/theories in the construction of A
lesson plans and setting instructional goals
Comments:

Category II:–Classroom Environment Rating Evidence

• Used for evidence collected during the lesson
A. Expectations for student achievement with value placed on the quality of A
student work
B. Attention to equitable learning opportunities for students A
C. Appropriate interactions between teacher and students and among students P Positive, good questioning
D. Effective classroom routines and procedures resulting in little or no loss of P
instructional time
E. Clear standards of conduct and effective management of student behavior P
F. Appropriate attention given to safety in the classroom to the extent it is under P
the control of the teacher candidate
G. Ability to establish and maintain rapport with students P Strong
Comments:
Category III:–Instructional Delivery Rating Evidence
• Used for evidence collected during the lesson
A. Use of knowledge of content and pedagogical theory through his/her instructional A Book lesson today with little
delivery adaptation
B. Instructional goals reflecting Pennsylvania K-12 standards P
C. Communication of procedures and clear explanations of content P Very Clear, stopping of video
to expand and explore,
Questioning
D. Use of instructional goals that show a recognizable sequence, clear student A Small groups
expectation and adaptations for individual student needs
E. Use of questioning and discussion strategies that encourage many students to P Great questioning in your
participate lesson during whole and
small group, very natural,
engaging of students to draw
out content (informal
assessment)
F. Engagement of students in learning and adequate pacing of instruction A Engagement through
questioning
G. Feedback to students on their learning P Positive
H. Use of informal and formal assessments to meet learning goals and to monitor P Exit Slip today, gathering of
student learning assessment evident for other
lessons as well in notebook.
Informal through small group
and questioning? (add to
plan)
I. Flexibility and responsiveness in meeting the learning needs of students P Small thoughtful grouping,
higher level questioning
J. Integration of disciplines within the educational curriculum
Comments:

Category IV:–Professionalism Rating Evidence

• Used for evidence collected before and after the lesson
A.Knowledge of school and district procedures and regulations related to attendance, P
punctuality and the like
B. Knowledge of school or district requirements for maintaining accurate records and P
communicating with families
C. Knowledge of school and/or distict events P
D. Knowledge of district or college’s professional growth and developmental P
opportunities
E. Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code P
of Professional and Conduct for Educators, and local, state, and federal laws and
regulations
F. Effective communication, both oral and written with students, colleagues, P
paraprofessionals related service personnel and administrators
G. Ability to cultivate professional relationships with school colleagues P Substitute for your co-taught
room allowed you to really
take charge. Mrs. Bertsch
shared very positive
comments concerning your
work.
H. Knowledge of Commonwealth requirements for continuing professional P
development and licensure
Planning and Preparation
Nice job keeping a comprehensive notebook for me to really see your assessment gathering and your reflective responses to
lessons. Short form looks good. Don’t worry so much about recording the observations now as working on the reflections of how
lessons went and how the assessment is gathered/used for remediation or new lessons.

Classroom Environment
Rapport is strong, love how you refer to student answers after working with the video…when the video plays.

Instructional Delivery
I really like how you broke down the factors testing it number by number. Your questioning during the lesson is fabulous.
Responsible for two groups today without Mrs. F. This is a great feel for you of how a true co-teaching situation would work.

Be sure to reach all in that small group work to keep them on task when group is so large. Could you toss a ball student to student
to call on students? Could you use some flashcards with numbers to pick out the factors in the center of the group? Vary some
small group answer ways (before the sheet) to keep students more engaged. Great opportunity here.

During the course of the sheet, you had students solve problems and check with you before grabbing the exit slip. GREAT!! Check
number 12 again!! Love this! I like how you constantly referred them to the strategy of checking all the factors one by one. “I know
it takes some time but you have to do it.”

I recent saw a boy on a game show who was able to tell the divisibility of a number by looking at the last number(s) and looking for
specific patterns. This is advanced, but might be neat to show some of your higher students (differentiation). I emailed you the
chart.

Consider names on exit slip papers ahead of time…as students come to you and you send back - tally (or note) how many times
they were sent back or other notes. That way when you collect the exit slip, you have a reminder of what they did.

Good Progress. Keep up the good work you are doing just fine!