HBU

HOUSTON BAPTIST
UNIVERSITY

Formal Clinical Teacher Evaluation

Observation E f Regul r D Midterm D Final Start Time/f End Time * / 1 Duration J /Q mi

Lesson Observer: D Cooperating Teacher B/Unlversity S pervisor Cl Clinical Teacher

Clinical Teacher N i l V«r5£|fl_ . S mester Fall [Q Spring

Date 20'~ Observation Start Time ft s' _ End Time < 16 Duration , /J .-JQjrmu
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Conferences: Pre-Conference Ddte Start Time E d Time Duration
t Tost-Conference
/Post-Conference Date
Date i * I & Start Time End. Timej j uration

District r f [ 1 (
Cooperating Teacher, A A OC i l ) eSubject/GradtSy ¦
Evaluator w /lA L >r<
The following clinical teacher evaluation form is divided into four do ains as a opte by the State Boar of Education. These omains
are Planning, Instruction, Lea ing Environ ent, and Professional Practice and Responsibilities. T e Dimensions within each omain
ensure clinical teachers have the knowledge and skills to teac in Texas public schools. Please complete the form by checking the
appropriate box. Use Not Applicable (NA) when the element is not observed or is Irrelevant to the particular
setting/obser ation/evaluation.

SCALE: *1=Nee s Improvement 2=Developing ~3=Proficient

* Requires v/ritten COMMENTS specifying observed, share or recor ed evidence if scoring 1 orZ
Proficient is the goal.

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

1 1.1 Standards and Alignment: Th teacher designs, organizes and implements clear, well-organized, sequ ntial lessons that reflect I
| best practice, align with standards and are appropriate for diverse lea ers.
I 1.2 Data and Assessment: The teacher uses formal and informal methods to mea ure Student progress, then manages and
| analyzes student data to inform instruction.
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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 adjust for student strengths and gaps in background knowle e, life experiences and skills si
j 1.4 Activities; The teacher plans engaging, flexible le sons that encourage higher-order thinking, persistence and achievement \
• Questions encourage all students to engage in complex, higher order thinking
• 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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COMMENTS:

Clinical Teaching Packet 18

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Integrates learning oblectives with other disciplines

Anticipates possible student misunderstandings
_ Accurately reflects how lesson fits within structure of dis'cipline and TFk.q
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Uses probing questions to clarity, elaborate learning
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Provides ?h
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that are clear faGUair,g orL!ggggII fcctive_and provoking questio
Uses verbal and written communication that is clear and rnrr»
Establishes classroom i
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Adapts lesson to address individual needs nf ail ct Honf./ M -
Reguladvmontosguaiity of sMirt i fcii nd performanc w

Provides ifferentiated instructional methods and content to en

what is being taught s~ L ure students have opportunity to master

Utilizes input from student in order to monitor and adju

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, .j-jt instruction and,activities
Momtors student beha ior and responses for engagement an u derstanriinn_ kt ti

COMMENTS

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 DOMAIN 3: LEARNI F Vircni Tiv/rE rT .

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• Behaves fn anprir anoA

4.2 Goal Setting. The teacher reflects on his/her practice. - 1

communities,
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or subfert-lS activities,
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_ and community through effective commumcatlona tl n Students coHea9ue °nd community members in th Tchool, district"

COMMENTS:
 REFLECTION

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ClinicaJ Teaching Pac et

21
 rs&con imen aiions/Next Sicps/Goals

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Universit Supervisorj (°. 1 ) I (° TI \l £/Q<\ :\ \7) JA
Prim Name' s-Y .
Sign'ature Date
Clinka Teacher Adn enn<2_ huth (xfijjj
Print Name signature
in Date
JTifatrh
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CIinicafTr--'--
'eaching Packet