Keene State College

THE CLINICAL EXPERIENCE EVALUATION

Teacher Candidate _____________Tyrah Urie __________________________________ Clinical Experience Course _________________________
School ____________Child Development Center _______________________________ Subject/Level __________________ Mid-term/Final ______Final
_______________________

The purpose of this assessment is to obtain professional evaluation of the classroom performance of Keene State College Teacher Candidates at various points in their pre-service
training. The domains and elements are based on Charlotte Danielson’s framework (2007), and aligned with the INTASC standards, and NH DOE Standard Ed 610.02
Consideration should be given to the teacher candidate’s growth in each area, and to the feedback given on individual Clinical Observation forms. Candidate progress should be
evaluated based on where the individual is in the preparation program (e.g. initial methods or practicum, final clinical experience).

It is expected that most teacher candidates will demonstrate Progress Toward Meeting Standard (2) initially, and move to Meets Standard (3). It is rare that a candidate will
Exceed Expectations (4); this rating is only awarded in recognition of unusually outstanding performance. Does not meet standard (1) indicates a pattern of inadequate
performance or a lack of opportunity and should be based on feedback provided during observations and other meetings with the candidate.
(1, 2, 3, 4)* I. PLANNING AND PREPARATION Comments on the teacher candidate’s growth in the area of Planning
2 A. Demonstrates knowledge of content and pedagogy As the semester went on I found myself being able to be more knowledgeable in the content and
3 B. Demonstrates knowledge of students pedagogy but noticing that there were things I still wasn’t aware of, knowing that there is
2.5 C. Sets instructional outcomes immense room for improvement and learning. I see that my instruction and assessments have
2 D. Designs coherent instruction developed, grown and become much more fluent and natural to me. This last half of the semester
I found that creating lesson plans, assessing children, and my instruction had improved
2 E. Designs student assessments
immensely and with having the interests of the children, I can plan anything.
(1, 2, 3, 4)* II. THE CLASSROOM ENVIRONMENT Comments on the teacher candidate’s growth in the area of Classroom Environment
3 A. Creates a respectful and supportive learning I find that I am always looking to create a respectful, supportive and safe learning environment for
environment the children. I have been working on using positive child guidance language with the children since
3 B. Manages classroom procedures to ensure a safe the beginning and mid semester that now, it has become close to natural to me. I find that
learning environment sometimes I say things right off, reacting to the situation, before thinking of the positive thing to
3 C. Manages student behavior say in the moment. I think that this will come with more experience and time with children. My
abilities to manage child behavior has become very natural to me. I feel like I am almost a mom in
the sense that right off I am reacting to the children and supporting them in the best way that I can.
I think that because my confidence and knowledge has gained so much in this area, it is much
easier for me to handle definitely from practicum 1 and the beginning of student teaching but even
from the mid-semester point.
(1, 2, 3, 4)* III. INSTRUCTION Comments on the teacher candidate’s growth in the area of Instruction
2.5 A. Articulates instructional expectations I think that my instruction has come a long way since the beginning of student teaching. I still find
2 B. Uses a variety of instructional strategies my instruction could be more clear at times, but I think that I am getting what I want to say out,
3 C. Engages students in learning when I need to. I struggled with not being as specific still in the mid point of the semester and I
2.5 D. Uses appropriate assessment in instruction think that it is something I can improve on with more experience and time with young children.
3 E. Demonstrates flexibility and responsiveness
2 F. Uses developmentally appropriate technology to
design, implement, and assess learning experiences
(1, 2, 3, 4)* IV. PROFESSIONAL RESPONSIBILITIES Comments on the teacher candidate’s growth in the area of Professionalism
3 A. Incorporates feedback from professionals Being able to receive feedback from professionals and maintaining relationships is key to me. They
have all the knowledge, advice, and wisdom that will help us to be successful teachers in the future.
2.5 B. Maintains accurate records
Without their feedback we wouldn’t know what there was to work on to improve and there
3 C. Maintains relationships with colleagues, school,
wouldn’t be growth so I really value taking their feedback and doing the best I can do implement
and community
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 2.5 D. Engages in reflective practice and fix it. However, you need those relationships to be able to accept feedback and also to
communicate what is going on with the professionals. I think because I have become more
confident in myself, that communicating with adults has become very natural and easy for me. I
used to struggle with asking for help, asking questions, and instructing adults. But, the second half
of the semester I really stepped up and realized it was a crucial part of being a teacher and
collaborating with others. I can’t imagine going through this semester without the CT and adults in
the room.
*See attached rubric for detailed performance level descriptions.

________________________________________________________________ ___________________________________________________________________
Signature (Teacher candidate Date Signature (Cooperating Teacher or KSC College/Site Supervisor) Date

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DOMAIN I: PLANNING
AND PREPARATION
Sources of evidence could include unit/lesson plans, class observations, reflections, post- observation conferences
A. Demonstrates knowledge Candidate does not
of content and pedagogy
InTASC #4 Content Knowledge
NH DOE Ed 610.02.b.1 Content
Knowledge
B. Demonstrates knowledge Candidate does not
of students
InTASC #1 Learner Development
NH DOE Ed 610.02.a.1 Learning
Development
InTASC #2 Learning Differences
NH DOE Ed 610.02.a.2 Learner
Differences
C. Sets instructional
outcomes
InTASC #1 Learner Development
NH DOE Ed 610.02.a.1 Learner
Development
Keene State College
THE CLINICAL EXPERIENCE EVALUATION
Rubric
Does Not Meet Standard Progress Toward Meeting Meets Standard Exceeds Standard
(1) Standard (3) (4)
(2)
Candidate demonstrates a Candidate demonstrates Candidate demonstrates
demonstrate understanding of beginning understanding of the understanding of the central comprehensive understanding
the central concepts, skills, central concepts, skills, and concepts, skills, and structures and thorough mastery of the
and structures of the content structures of the content and of the content and relevant central concepts, skills, and
and relevant pedagogy that relevant pedagogy that make pedagogy that make the structures of the content and
make the discipline accessible the discipline accessible and discipline accessible and relevant pedagogy that make
and meaningful for learners to meaningful for learners to meaningful for learners to the discipline accessible and
assure mastery of the content. assure mastery of the content. assure mastery of the content. meaningful for learners to
assure mastery of the content.
Candidate demonstrates a Candidate demonstrates Candidate demonstrates
demonstrate knowledge of beginning knowledge of knowledge of students’ comprehensive knowledge of
students’ development; skills students’ development, skills development; skills and the range of students’
and abilities; prior and abilities that ensure an abilities; prior knowledge; development; prior knowledge;
knowledge; and/or personal inclusive and developmentally personal and cultural personal and cultural
and cultural backgrounds that appropriate learning backgrounds that ensure an backgrounds; skills and
ensure an inclusive and environment. inclusive and abilities that ensure an
developmentally appropriate developmentally appropriate inclusive and developmentally
learning environment. learning environment. appropriate learning
environment.
Candidate does not establish Candidate establishes Candidate establishes Candidate establishes
observable and measureable observable and measureable observable and measureable observable and measureable
goals and objectives that are goals and/or objectives that are goals and objectives that are goals and objectives that are
aligned with relevant not consistently aligned with consistently aligned with consistently aligned with
standards. relevant standards. relevant standards. relevant standards and
differentiated to meet student
needs.
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D. Designs coherent
instruction
InTASC #1 Learner Development
NH DOE Ed 610.02.a.1
Learner Development
InTASC #4 Content Knowledge
NH DOE Ed 610.02.b.1
Content Knowledge
InTASC #7 Planning for Instruction
NH DOE Ed 610.02.c.2 Planning for
Learning Facilitation
Candidate does not plan a
variety of learning activities
that are aligned with goals and
objectives, sequenced,
differentiated, and promote
the acquisition and application
of knowledge, skills, and
understanding in meaningful
ways.
Candidate plans learning
activities that are aligned with
goals and objectives, and
sequenced.
Candidate plans learning
activities that are aligned with
goals and objectives,
sequenced, differentiated, and
promote the acquisition and
application of knowledge,
skills, and understanding in
meaningful ways.
Candidate plans a variety of
learning activities that are
aligned with goals and
objectives, sequenced,
differentiated, and promote the
acquisition and application of
knowledge, skills, and
understanding in meaningful
ways.

E. Designs student
assessments
InTASC #6 Assessment
NH DOE Ed 610.02.c.1
Use of Assessment
DOMAIN II: THE
CLASSROOM
ENVIRONMENT
A. Creates a respectful and
supportive learning
environment
InTASC #3 Learning Environment
NH DOE Ed 610.02.a.3
Learning Environment
Candidate does not plan for
the use of assessment that
aligns with instructional
outcomes, engages learners,
monitors student progress, and
guides instructional decision
making.
Does Not Meet Standard
(1)
Sources of evidence could include class observations, reflections, post-observation conferences
Candidate does not create
respectful environments that
encourage positive social
interactions and support
individual and collaborative
learning.
Candidate plans for the use of Candidate plans for the use of Candidate plans for the use of
assessment that aligns with
instructional outcomes.
Progress Toward Meeting
Standard
(2)
Candidate creates respectful
environments by encouraging
positive social interactions.
assessment that aligns with multiple methods of
instructional outcomes, assessment that align with
engages learners, monitors instructional outcomes, engage
student progress, and guides learners, monitor student
instructional decision making. progress, and guide
instructional decision making.
Meets Standard Exceeds Standard
(3) (4)
Candidate creates respectful Candidate works with others to
environments that encourage create respectful environments
positive social interactions and that encourage positive social
support individual and interactions and support
collaborative learning. individual and collaborative
learning.

B. Manages classroom
procedures to ensure a safe
learning environment
C. Manages student
behavior
Candidate does not effectively Candidate inconsistently Candidate manages Candidate effectively manages
manage transitions, materials manages transitions, materials transitions, materials and transitions, materials and
and supplies, and routines. and supplies, and routines. supplies, and routines to supplies, and routines to
maintain momentum and maintain momentum and
utilize instructional time. maximize the use of
instructional time.
Candidate does not Candidate communicates some Candidate clearly Candidate clearly
communicate behavioral behavioral expectations for communicates behavioral communicates behavioral
expectations for students. students, but does not hold expectations for students and expectations for students and
them accountable as per holds them accountable as per consistently holds them
school/classroom policy. school/classroom policy. accountable as per
school/classroom policy.

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DOMAIN III:
INSTRUCTION
Sources of evidence could include lesson/unit plans, regular class instruction, class observations, reflections, post-observation conferences
A. Articulates instructional
expectations
B. Uses a variety of
instructional strategies
InTASC #8 Instructional Strategies
NH DOE Ed 610.02.c.3
Learning Facilitation Strategies
C. Engages students in
learning
InTASC #5 Application of Content
NH DOE Ed 610.02.b.2
Innovative Applications of Content
InTASC # 8 Instructional Strategies
NH DOE Ed 610.02.c.3
Learning Facilitation Strategies
D. Uses appropriate
assessment in instruction
InTASC #6 Assessment
NH DOE Ed 610.02.c.1
Use of Assessment
E. Demonstrates flexibility
and responsiveness
InTASC #5 Application of Content
NH DOE Ed 610.02.b.2
Innovative Applications of Content
Does Not Meet Standard Progress Toward Meeting
(1)
Candidate does not provide
clear directions and
procedures for students,
requiring repeated explanation
of expectations.
Candidate does not use a
variety of instructional
strategies beyond those
established by the cooperating
teacher.
Candidate does not engage
regularly with learners during
instruction.
Candidate does not use
developmentally appropriate
formative and/or summative
assessment during instruction.
Candidate does not adjust
lessons based on student
responses.
Standard
(2)
Candidate explains directions
and procedures at the outset of
the lesson, and provides
support examples.
Candidate uses a variety of
instructional strategies to
introduce and develop content
knowledge and skill.
Candidate engages learners
using questioning and problem
solving and is aware of the
pacing of the learning
experience.
Candidate uses
developmentally appropriate
formative and/or summative
assessment during instruction
to monitor student learning.
Candidate makes minor
adjustments during lessons
based on student responses.
Meets Standard Exceeds Standard
(3) (4)
Candidate explains lesson Candidate clearly explains
directions, procedures and lesson directions, procedures,
learning outcomes, provides and learning outcomes in a
support examples, and checks variety of ways, provides
for student understanding. differentiated support
examples, and checks for
student understanding.
Candidate uses a variety of Candidate uses a variety of
appropriate instructional appropriate, creative, and
strategies to introduce, challenging strategies to
develop and apply content introduce, develop and apply
knowledge and skill to meet content knowledge and skill to
the needs of all learners. meet the needs of all learners.
Candidate engages learners in Candidate engages learners in
instructional opportunities instructional opportunities
using strategies such as using strategies such as
questioning, application of questioning, application of
knowledge, critical thinking, knowledge, critical thinking,
and creative problem solving, creative problem solving,
and is aware of the pacing and differentiation, and grouping
timing of learning and manages the pacing and
experiences. timing of learning experiences.
Candidate uses a variety of Candidate uses a variety of
developmentally appropriate methods of developmentally
formative and/or summative appropriate formative and/or
methods of assessment to summative assessment to
monitor student learning, and monitor student learning, guide
guide planning and planning and instructional
instructional decision making. decision making, and engage
learners in the assessment
process.
Candidate makes adjustments Candidate makes substantial
during lessons based on adjustments during lessons
observation and provides based on observation and
responsive feedback to assessment, and provides
students. responsive feedback to
students.
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F. Uses developmentally
appropriate technology to
design, implement, and
assess learning experiences
DOMAIN IV:
PROFESSIONAL
RESPONSIBILITIES
A. Incorporates feedback
from professionals
InTASC #9 Professional Learning and
Ethical Practice
NH DOE Ed 610.02.d.1
Reflection and Continuous Growth
B. Maintains accurate
records
C. Maintains collaborative
relationships with
colleagues, school, and
community
InTASC #10 Leadership and
Collaboration
NH DOE Ed 610.02.d.2
Collaboration
D. Engages in reflective
practice
InTASC #9 Professional Learning and
Ethical Practice
NH DOE Ed 610.02.d.1
Reflection and Continuous Growth
Candidate does not use
developmentally appropriate
technology to design,
implement, and/or assess
learning experiences.
Does Not Meet Standard
(1)
Sources of evidence could include class observations, reflections, post-observation conferences
Candidate is not receptive to
feedback from professionals.
Candidate does not have a
system to maintain accurate
records.
Candidate does not maintain
mutually supportive and
cooperative relationships.
Candidate does not use
reflection and learner data to
analyze and guide
instructional decision making,
and adjust instruction.
Candidate uses
developmentally appropriate
technology to design,
implement, and/or assess
learning experiences as
indicated in the curriculum.
Progress Toward Meeting
Standard
(2)
Candidate accepts feedback
from professionals, but there is
little evidence to show how it is
incorporated into subsequent
lessons.
Candidate has a system to
maintain accurate records.
Candidate maintains cordial
relationships with colleagues
and within the school to fulfill
required responsibilities.
Candidate reflects on own
practice to analyze and guide
instructional decision making,
and adjust instruction.
Candidate uses
developmentally appropriate
technology to design,
implement, and assess
learning experiences that
actively engage students.
Meets Standard
(3)
Candidate is receptive to
feedback and incorporates
suggestions into subsequent
lessons.
Candidate has a system to
maintain accurate records and
uses learner data to inform
instruction.
Candidate maintains mutually
supportive and cooperative
relationships with colleagues,
within the school, and with the
community to fulfill required
responsibilities.
Candidate reflects on own
practice and uses evidence of
student learning to analyze
and guide instructional
decision making, and adjust
instruction.
Candidate uses
developmentally appropriate
technology to design,
implement, and assess learning
experiences that actively
engage students, in ways that
utilize the capacity of
technology to extend
interactive learning beyond
traditional approaches.
Exceeds Standard
(4)
Candidate seeks out feedback
and incorporates new ideas and
suggestions into subsequent
lessons.
Candidate has a system to
maintain accurate records and
uses learner data to inform and
differentiate instruction.
Candidate takes the initiative to
maintain mutually supportive
and cooperative relationships
with colleagues, within the
school, and with the
community.
Candidate initiates the use of
reflection and evidence of
student learning to analyze and
guide instructional decision
making, and adjust instruction.
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