HBU

HOUSTON BAPTIST
UNIVERSITY

Formal Clinic l Teacher Evaluation

Observation ¦IS Mh
Regular flfMidterm Final StariTime EndTi
D urafion _ ; rvn i n .
Lesson Observer: ffl ooperating Teacher University Supervisor Clinical Teacher

Cli ical Teacher MC to/1 hdh &

Year MIL Semester FaD Spring
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Conferences: P,..Co „„ Dat, i SMT,„e

District tit . . . s hool fotteu F)i r.

- Subject/Grade ..a. . ,
Eval ator

»iSSS by a» » 0-. These domains

ensure clinical teachers have the knowledge an sSs to teach in Te as oubli hnn? " 8 The Pimensions w«hln each domain

SCALE: *1=Needs Improvement 2=Developing Proficient

S SSengSMMENTS SPeCifVinS °bSerVed- Shared or recorded ev'dence if scoring f or 2.

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analyzes student data to inform instruction. ,nmrrnal m thods to measure student progress, then manage and

5/s of l a ing,
UHessons connect to student prior knowledge an exoeriennptt T f
pL liMs ust for stu ent stren.oths and gaps in background nov edonife experiencea an .kil
1.4 Activities: The teacher lans enaxninr, fiav;u /„», u.Z . 7. r* xPenences and skl!!g

; i : : - 'a ac wnijticA.myneroraerminKmo
. * Insiructional groups based on student needs 2
_Ali students understand individual roles within instructional gro ps \/
" gavities,
gj, resources,
u u iiaitechnology, mstructional
iiitaiBiiais materials aligned
aiignea to instructional ourposes
to instructional purposes "t/
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Clioioal Teaching Ha dbook-Fall 2017

45
 Needs
Developing Proficient
Improvement

| UUMA11N : JiNh I KDC I lUiN - Evidence is apparent in instruction and classroom 1

Mu/ievi y uyjeuLdiiuiit,. i im levchei supports all learners in their pursuit of high levels of academic and social-
emotional success.
• Evidence that most st dents demonstrate mastery bf bjective
• A dresses siuoents mistaKes an tollows through to ensure stud nt mastery
• Provides student opportunity to take initiati e of their own learning
* Conveys accurate content knowledge
/
v
• Integrates learnin objectives with other disciplines
• Anticipates possible student misunderstandings ~y
* Accurately reflects how lesson fits within structure of discipline and TEKS
• Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative &
research-based) y
• Uses probing questions to clarity, elaborate learning
• Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify
concepts
Asks remember, understand and apply level questions focusing on lesson obiective and orovo inn niip<5tinn
Provides explanations that are clear " " ~ - 1

• Uses verbal and written communication that is clear and correct

• Establishes ciassi oofl rac ces mat provide tor most students to communicate effectively with their teacher
and their peers
• Adapts lesson to address individual needs of all students -y.
• Regularly monitors quality of student participation and performance
• Kecogmzes when students become confused or disengaged and responds to student learning or socio-
r
emotional needs
• Provides differentiated instructional methods and content to ensure students have opportunit to aster
what is being taught
• utilizes input from student in order to monitor and adjust instruction and activities
y
• Monitors student behavior and responses for engagement and understanding
* Au|Usts nstruction and activities to aintain student enga e ent and appropriate pacing of instruction for
y
time management
/l * 11 . T 1

of it evx . iyp -fo C c n' rv - U j Tf l O.

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Cli ical Teachi g Ha dbook - Fall 2017

46
 *£>
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DOMAIN 3: LEARNING ENVIRONMENT Evidenc is apparent in the classroom.

Classroon' Environment Rou« nd edul teS aSasa ccSeSSS IS
• All procedures, routines and transitions are clear and efficient
Students actively participate in groups, manage supplies and equipment ith very limited teacher direction
7
Classroom is safe and organized to support learning objectives and is accessible to most students
Managing Student Behavior: The teacher establishes, communicates and mainta ns clear expectations for student beLvinr
a nncicton+K/
Consistently implements the campus and/or classroo behavior management system of monitorinq
positive reinforcements of appropriate behavior, and appropriate responses to disruptive behavior in' a
proficient manner n/
Most students meet ex ected classroom behavior standards 7
¦ Trie teacher leads a mutually respectful and collaborative class of actively engaged lea ers.
Engages all students in rele ant, meaningful lea ing
Students work respectfully, individually and in groups

COMMENTS Vpf i $> \)cL(/\ wM ULi C-{nr\E\~r mo l-h

Z Mcil e $cro~h> ClAjC C-l u i t iaX o nrz-

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| DOMAIN 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES

Zrnr70nal The teacher meets HBU and district expectations for attendance, professional appearance '
decorum, procedural, ethical, legal and tatutory responsibilities
* Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators r 1T
"V~
/
Meets aii professional standards (e.g., attendance, professional appearance and behaviors')
« Advocates successfully for the needs of students in the classroom
77
4.2 Goal Setting: The teacher reflects on his/her practice
7
* Se-S short~ and lon3-term professional goals based on self-assessment, reflection and supervisor feedback
ivieeis a proressionai goals i esultm in improvement in practice and student perfnrmanrp
/ 7
4.3 Professional Development: The teacher enhances the professional community
Culldboidlively ractices in all scheduled professional development activities, campus professional learning
communities, grade- or subject-level team membership, committee membership or other opportunities
r
4.4 School Community Involvement. The teacher d mon trates leadership with students, colleagues, and commur \ity metnbers
in the
school, district and community through effective communication and outreach
Communicates the mission, vision and goals ofthe school to students, colleagues, parents and families
S
Contacts aients/guardians regularly regarding students acade ic and social/emotional growth /
• Actively participates in all school outreach activities
.

COM ENTS:

Clinical Teaching Handbook - Fall 2017

47
 REFLECTION

'- AnKia jj M j l
kjbdL. '

Clinical teacher s greatest challenge

.H\u Hr\ 'f y J IaVI-Ha f(!n cr\, .

MMM / J rtsM . Caj Cs\Oiv i fA - c i la') j 0!
lA) -rt y W t jg-v W tk (A .rtiC ., \ A/ISA \ rr~
O M f \ i r i >Pn C A' v\Kre - D Jr

Clinical Teaciiing Handbook - Fall 2017 48

 Recommendations/Next Steps/Goals

L f ) c .o

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dtAAQ hVi .

Clinical Teaching Handbook - Fall 2017

49