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HBU

HOUSTON BAPTIST
UNIVERSITY

Formal Clinic l Teacher Evaluation

Observation Regular Midterm Fhtal


Fi al Start
StartTime
Time I Dura ion / hr-'. /(e /nm
Lesson Observer; C LJ

r /vYear
Clinical Teacher >
Cooperating
Coo erating Teacher C3 University
Teacher LSI Universit Supervisor LZI Clinical Teacher

2018 Semester Fall tF S ring


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Date Observation Start Time 4 : End Time uration / fir: J l? po?o
Conferences: Pre-Conference Date Start Ti e _ Duration.
Post-Co fe ence Date j Start Time i " End Time Duration JpuEru
District. Kn-
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, Scho l ble • .
Cooperating;Teacher-fcolt fUJ Subiecl Gr de Rp f iV) m 10?d
Evaluator 6 J V g f Signat Qtg g - t , A
The following clinical teac er evaluation form is divide into four domains as adopted by the State Board of Education. These o ains
are Planning, Instruction, Learning Environment, and Professional Practice and Responsibilities. The Dimensions within each omain
ensure clinical teachers have the knowledge and skills to teach in Texas public schools. Please complete the for by checking the
appropriate box. Use Not Applicable (NA) when the element is not observed or is irrelevant to the particular
setting/observation/evaluation.

SCALE; *1=Needs Improvement 2=Developing *3=Proficient

* Requires ritten COMMENTS specifying observed, shared or recorded evidence if scoring 1 or Z


Proficient is the goal,

Needs
Developing Proficient
Improvement

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


1.1 Standards and Alignm nt: The teacher designs, o ganizes and implements clear, well-organized, sequ ntial lessons that reflect
best ractice, align with standards and are appropriate for div r learners.
1.2 Data and Assessm nt The teacher uses formal a d infor al ethods to measur stud nt progress, then anages and
analyzes student data to inform instruction.
.3 Knowledge of Students: Through knowledge of stud nts and proven practices, the teacher ensures high levels of l arning,
social-emotional development an achievement for all students.
® Ail lessons connect to student prior knowledge and experiences v/
° All lessons adjust for student strengths and gaps in background kno ledge, life experiences and sk lls V/
I 1.4 Activities: The teacher plans ngaging, flexibl l ssons that encourage higher-order thinking, persistence and achievement.
s
Questions encourage all students to engage in co ple , higher order thinkinq V
• Instructional groups base on student needs 1/
® All stu ents understand individual rotes within instructional groups i
* Acti ities, resources, technology, instructional materials aligned to instructional ourooses P

COMMENTS;

Clinical Teaching Packet 23


DOMAIN 2: INSTRUCTION - Evidence
Achieving Expectations: The be ors In their pursuitof high
a PwSrlanr'A H-tof . i t * _. _ . ' - .
Evidence that most students demonstrate master of obiecfiup
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ddresses stu ents mistakes and followsThrough to ensure stu ent m , f 4-
_«_Proyi es student opportunity to take initiative of their own leamino -~ T
« Conveys accurate content knnwi rino
Integrates learning objectives with other disciplines ~ .\S
Anticipates possible student misunderstandings
Accurately reflects how lesson fits within structure of discinlins anri tpi q J/
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e zes possible student misunderstandings and responds with ah array rfti techni s to c rif

emot onal
"Provi nee s
esdifierentiated instructional method and contertto re stu ents ave o portunity to masteT

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COMMENTS

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Clinical Teaching Packet


DOMAIN 3: LEAR ING ENVIRONMENT - Evidence is apparent in the classroom.
3.1 Classroom Environment, Routines arid Procedures: the teacher organizesasafe ccessibl n fficien la s oonr
All procedures, routines an transitions are clear and efficient
Students actively participate in groups, manage supplies and equipment with ery limited teacher direction v-
Classroom is safe and organized to support learning objectives and is accessible to most students
3.2 Managing Student Behavior. The teacher establishes, communicates and maintains clear xpectations for student behavior
Consistently implements the campus and/or classroom behavior management syste of monitoring,
positive reinforcements of appropriate behavior, and appropriate responses to disruptive beha ior in' a
proficient manner
Most students eet expected classroom behavior standards
3.3 Classroom Culture: The teacher leads a mutually r spectful and collaborative class of actively engaged learners.
Engages all students in relevant, meaningful learning
« Students work respectfully, individually and in groups ~

DOMAIN 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES


4. Professional Demeanor and Ethics: The teacher meets HBU and district expectation for attendance, rofessional a pearance,
decorum, procedural, ethical, legal and statutory responsibilities.
Behaves in accordance with the Code of Ethics and Standard Practices for TexaTiducators
eets all professional standards (e.g., attendance, professional appearance and behaviors)
Advocates successfully for the needs of students in the classroom - C

4.2 Goal Setting: T e teach r reflect on his/her practice.


Sets short- and long-ter professional goals based on self-assessment, reflection and supervisor feedback
eets all professional goals resulting in i provement in practice and student perfor ance
_Pt ssiona De elopment: The teacher enhances the profes ional community.
Collaborati ely practices in all scheduled professional evelop ent activities, campus professional lea ing
9rai e~or subject-level team membership, committee membership or other opportunities
3
4.4 School Community Involvement: The teacher demonstrates leadership with students, colleagues, and community members in tf hooidistrict
and community through effective communication and outr ach.
Communicates the mission, vision and goals of the school to students, collea ues, parents and families
Contacts parents/guardians regularly regarding stu ents academic and socjal emotionai growth
emicandsi
* Actively participates in all school outreach activities
. ., --yv

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Clinical Teaching Packet


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REFLECTION

Clinical teacher's greatest strength.

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Clinical teacher s greatest challenge

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Clinical Teaching Packet


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Recommendafions/Next Steps/Goafs

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Signature Date

Clinical Teaching Packet


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