HBU

HOUSTON BAPTIST
UNIVERSITY

Formal Clinical Teacher Evaluation

Observation W Regular CD Midterm J

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intllStart
Start Time
Time / nd Timi
Ignd Tim /D:o*fL
Duration 7Aroe/r)tn
Lesson Observer: D Cooperating Teacher \M Universitj
Universitj Supervisor CD Clinical Teacher

Clinical Teacher _ Yea fOifi- Semester OSpring

Fall U Sprin

Date i' Observation Start Time End Time 10 Duration /hr : S /n/
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Co ferences Prp-Cnnference Date tart-Ti e Wd fme Duraiion -

Post-Conference Date Start imej Q' End Time I ,* Duration

District Schoc

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The following clinical teacher evaluation form is divided into four do ains as adopted by the State Board of Education. These do ains
are Planning, Instruction, Learning Environment, and Professional Practice and Responsibilities. The Di ensions within each domain
ensure clinical teachers have the knowledge and skills to teach in Texas public schools. Please complete the form by checking the
appropriate bo . Use Not Applicable (NA) when the element is not observed or is irrelevant to the particular
setting/observation/evaluation.

SCALE: *1=Needs I provement 2=Developing *3=Proficient

* Requires w itten COMMENTS specifying observed, shared or recorded evidence if scoring 1 or 2.

Proficient is the aoal.

Needs
Developing Proficient
Improvement

DOMAIN 1: PLANNING - Evidence is apparent in the lesson plan. 1

1 1.1 Standards and Alignment: The teacher designs, organizes and implements clear, well-organized, sequential lessons that reflect |
| best practice, align with standards and are appropriate for diverse learners.
1.2 Data and Assessment: Th teacher uses formal and informal methods to measure student progress, then manages and
| analyzes student data to inform instruction.
1.3 Knowledge of Students: Through knowledge of students and proven practices, the 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 ad ust for student strengths and gaps in background knowledge, life experiences and skills </
| 1.4 Activities: The teacher plans engaging, flexible lessons that encourage higher-order thinking, ersistenc and achievement.
Questions encourage all students to engage in complex, higher order thinking yl
• Instructional groups based on student needs
• All students understand individual roles within instructional groups
• Activities, resources, technology, instructional materials aligned to instructional purposes

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DOM AIN 2: INSTRUCTION - Evidence is apparent in instruction and classroom. 1

Achieving Expectations: Th teacher su ports all learners in their pursuit of high levels of academic and social-emot 'onal success.
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• Fvidence that most students demonstrate mastery of objective -V

Ad resses students mistakes and follows through to ensure student mastery i
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• Conveys accurate content knowledge
• Intearates learning obiectives with other disciplines
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• Anticipates possible student misunderstandings ir i
. Accurately reflects how lesson fits within structure of discipline and TEKS f /+/l < _j) (7 G& r -
' Provides opportunitles for studentsio tise different types of thinking-(e.g., a alytical, praeticai/creafive &
research-based) / T
• Uses probing questions to clarify, elaborate learning / V
. Recognizes possible student misunderstandings and responds with an array of teachipg techniques to clarity
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. Asks remember, understand and apply level questions focusing on lesson objective and provoking questions
® Provides explanations that are clear /
• Uses verbal and written communication that is clear and correct \S
• Establishes classroom practices that pro ide fo/rpos) studgnts o co imunicate eff ctively with theii teacher
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» Adapts lesson to address individual needs of all students
. Reoularl rtonitors duality of student participation and performance <f t OP IIG j br
Recognizgs WSSf students become confused or disengaged and responds'lo studei it leai i ling or socio
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emotional needs
• Provides differentiated instructional methods and content to ensure students have opportunity to mastei
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® Utilize input from student in order to monitor an adjust instruction and activities (/
• Monitors student behavior and responses for engagement ancnlnaer tancJing I
• Adjusts instruction and activities to maintain student engagement and appropriate pacing of instruction for
time management
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DOMAIN 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom.

a 1 Classroom Environment, Routines and Procedures: The teacher organizes a safe, accessible and efficient das sroom. -7
• All procedures, routines and transitions are clear and efficient
students actively participate in groups, manage supplies and equipment with very limited teacher direction l/
• classroom is safe and orqanized to support learning objectives and is accessible to most students
? ? Man alna Student Behavior: The teacher establishes, communicates and maintains ciearexpeet atiensJpr stuc lent behlavior.
• Consistently implements the campus and/or classroom behavior management systefnof monitoring, / ; $
positive reinforcements of appropriate behavior, and appropriate responses to disrupttoe-behavtewn-a
proficient manner
• Most students meet expected classroom behavior standards
¦ r.lawoom Culture' The teQcher leads a tually respectful and collabora ive class of actively engaged learnei S. - .
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• Engages all students in relevant, meaningful learning
• Students work respectfully, individually and in groups i/
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DOMAIN 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES

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4.1 Professional Demeanor and Ethics: The teacher meets HB U and district expectations for attendance, rofessic mal ap,pearana
decorumprocedural, ethical, legal and statutory responsibilities.
® Rfthavfis in accordance with the Code of Ethics an Standard Practices fo Texas Educato s :
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• Meets all professional standards (e.g., attendance, professional appearance and behaviors)
® yot ates successfully for the needs of students in the classroom j/L
4.2 Goal Setting: The teacher reflects on his/her practice. /
> Rpts short- and long-term professional goals based on self-assessment, reflection and supervisor feedback -
• eets ail professional goals resulting in improvement in practice and student performance
4 3 Professional Development: The teacher enhances the professional community. __
• Collaboratively practices in all scheduled professional development activities, campus professional learning J
communities, grade- or subject-level team membership, committee membership or other opportunities j m
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4.4 School Community Involvement: The teacher demonstrates leadership with students, colleagues, and community members in the school, district
and communit through effecti e communication and outreach.
• Communicates the mission, vision and goals of the school to students, colleagues, parents and families C
• Contacts parents/guardians regularly regarding students academic and social/emotional groxyth
. Actively participates in all school outreach activities (fllo V f fl y ..

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REFLECTION jjL~4 h
Clinical teacher's greatest strength.
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Clinical teacher s greatest challenge.

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Clinical Teaching Packet 26

 Recommendations/Next SteBS/Goals , j)reJtou /
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Cooperating Teacher
Print Name Signal Date

University Supervisor /l/hjfv nE Eiemn ki / (J/I

Signature
TrintName Sicmpt m i Date

Clinical Teacher MihJd,7kt

Print Name/ Signature Date

Clinical Teaching Packet 32