Clinical Teacher Evaluation Report

Clinical Teacher Evaluation Report

DATE: ____________11/19/2015_____________ TIME: _____11:25 AM 12:30 PM____________

Observation #

__________3____________

CLINCIAL TEACHER: Cayce Tabor McCullock

SEMSTER & YEAR:

DISTRICT/CAMPUS: Allen ISD Marion Elementary

COOPERATING TCHR: Suzanne Graham

EVALUATOR (PRINT NAME): Barbara Salamone

SIGNATURE

Indicate Evaluators Title:

University Field Supervisor __X____

Cooperating Teacher ______

Fall 2015

________________
Clinical Teacher ______

The following clinical teacher evaluation form is divided into four domains as adopted by the State Board of Education. These domains are Planning,
Instruction, Learning Environment, and Professional Practice and Responsibilities. The Dimensions 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 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

4=Accomplished

**5=Distinguished

DOMAIN 1: PLANNING -

Distinguished

Accomplished

Proficient

Developing

ImprovementNeeds

**Requires written COMMENTS specifying observed, shared or recorded evidence if scoring 1=Needs Improvement or 5=Distinguished.
*Proficient is the goal.

Evidence is apparent in the lesson plan.

Standards & Alignment: The clinical teacher designs, organizes and implements clear, well-organized, sequential lessons that reflect best practice, align
with standards and are appropriate for diverse learners

All goals and lesson objectives aligned to TEKS

x

Integrated technology as applicable and appropriate

x

All materials and assessments sequenced and relevant to students

x

All materials provide appropriate lesson time and closure

x

All materials fit into broader unit and course objectives

x
Data & Assessment: The clinical teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to
inform instruction.

Formal and informal assessments monitor progress of all students.

x

Substantive and specific timely feedback given to students, families and other school personnel while maintaining
x
confidentiality
x

Analysis of student data connected to specific instructional strategies

Knowledge of Students: Through knowledge of students and proven practices, the clinical teacher ensures high levels of learning, social-emotional
development and achievement for all students.

All lessons connect to student prior knowledge and experiences

x

All lesson adjust for student strengths and gaps in background knowledge, life experiences and skills
x
Activities: The clinical teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

Questions encourage all students to engage in complex, higher order thinking

x

Instructional groups based on student needs

x

All student understand individual roles within instructional groups

x

Activities, resources, technology, instructional materials aligned to instructional purposes

x
COMMENTS: Every material used in this lesson was aligned to the TEKS objective addition of two-digit numbers. There were two large charts used
for teaching and student modeling. Charts were divided into quadrants. Each quadrant had an example of one of the four flexible strategies: 1-using a
hundreds chart 2- using a number line 3- using base ten blocks (visual symbols for the blocks) and 4- using expanded numbers. Plastic bags contained
all materials for Addition Strategies Bump. Independent and challenge worksheets were ready.

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DOMAIN 2: INSTRUCTION Evidence is apparent in instruction and classroom.

Distinguished

Accomplished

Proficient

Developing

ImprovementNeeds

Clinical Teacher Evaluation Report

Achieving Expectations: The clinical teacher supports all learners in their pursuit of high levels of academic and social-emotional success.

Sets academic expectations that challenge all students

x

Evidence that most students demonstrate mastery of objective

x

Addresses student mistakes and follows through to ensure student mastery

x

Provides student opportunity to take initiative of their own learning

x
Content Knowledge & Expertise: The clinical teacher uses content and pedagogical expertise to design and execute lessons aligned with state
standards, related content and student needs.

Conveys accurate content knowledge

x

Integrates learning objectives with other disciplines

x

Anticipates possible student misunderstandings

x

Accurately reflects how lesson fits within structure of discipline and TEKS
x

Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative & researchx
based)
Communication: The clinical teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

Uses probing questions to clarify, elaborate learning

x

Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify concepts.
x

Asks remember, understand and apply level questions focusing on lesson objective and provoking questions
x

Provides explanations that are clear

x

Uses verbal and written communication that is clear and correct

x

Establishes classroom practices that provide for most student to communicate effectively with their teacher and their
x
peers
Differentiation: The clinical teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Adapts lesson to address individual needs of all students

x

Regularly monitors quality of student participation and performance

x

Recognizes when students become confused or disengaged and responds to student learning or socio-emotional needs
x

Provides differentiated instructional methods and content to ensure students have opportunity to master what is being
x
taught.
Monitor & Adjust: The clinical teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.
x

Utilizes input from student in order to monitor and adjust instruction and activities.

Monitors student behavior and responses for engagement and understanding

Adjusts instruction and activities to maintain student engagement

COMMENTS: Monitor & Adjust cannot be marked due to a computer program glitch: The first two bullets are Proficient and the third is Accomplished.
Mrs. McCullocks instruction was clear, accurate, and aligned with state standards. She regularly monitored students participation and performance. At
least 17 of the 19 students responded to questions or modeled how to do the strategies. Two students needed further explanation of one of the
strategies. Cayce took them aside and worked through an example with the girls thinking aloud.

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Clinical Teacher Evaluation Report

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DOMAIN 3: LEARNING ENVIRONMENT Evidence is apparent in the classroom.

Classroom Environment, Routines & Procedures: The clinical teacher organizes a safe, accessible and efficient classroom.

All procedures, routines and transitions are clear and efficient

Students actively participate in groups, manage supplies and equipment with very limited teacher direction

Classroom is safe and organized to support learning objectives and is accessible to most students
Managing Student Behavior: The clinical teacher establishes, communicates and maintains clear expectations for student behavior.

Consistently implements the campus and/or classroom behavior system proficiently

Most students meet expected classroom behavior standards

Classroom Culture: the clinical teacher leads a mutually respectful and collaborative class of actively engaged learners.

Engages all students in relevant, meaningful learning

Students work respectfully individually and in groups

Distinguished

Accomplished

Proficient

Developing

ImprovementNeeds

Clinical Teacher Evaluation Report

x
x
x
x
x
x
x
x

COMMENTS: A variety of methods for transitioning and getting students attention were used: a student called classmates one at a time to quickly go to
the floor and sit in four rows facing the teacher; when it was time to move, Cayce said, Everyone give me five, stand, get in a circle and have a seat
crisscross. Mrs. McCullock tells students what she likesI will look for people taking turns. I am looking for the group that picks up game pieces,
puts them in the bag, and goes back to their desks. (They do this very quickly and quietly.) She asks students to practice their game voice and tells
them they did a good job.

DOMAIN 4: PROFESSIONAL PRACTICES & RESPONSIBILITIES

Professional Demeanor & Ethics: The clinical teacher meets SMU and district expectations for attendance, professional appearance, decorum,
procedural, ethical, legal and statutory responsibilities.

Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators
x

Meets all professional standards (e.g., attendance, professional appearance and behaviors)
x

Advocates successfully for the needs of students in the classroom

x
Goal Setting: The teacher reflects on his/her practice.

Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback
x

Meets all professional goals resulting in improvement in practice and student performance
x
Professional Development: The teacher enhances the professional community.

Collaboratively practices in all scheduled professional development activities, campus professional learning
x
communities, grade- or subject-level team membership, committee membership or other opportunities
School Community Involvement: The teacher demonstrates leadership with students, colleagues, and community members in the school, district and
community through effective communication and outreach.

Communicates the mission, vision and goals of the school to students, colleagues, parents and families
x

Contacts parents/guardians regularly regarding students academic and social/emotional growth

x

Actively participates in all school outreach activities

x
COMMENTS: (Comments in her reflections about this lesson indicated that Mrs. McCullock met with the parent of a new student to explain some of the
campus procedures and that the parent appreciated it.)

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Clinical Teacher Evaluation Report

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Clinical Teacher Evaluation Report

REFLECTION:
Clinical teachers greatest strength: Cayces greatest strengths in this observation were the planning and delivery of the lesson. Detailed, sequential
plans laid out teacher and student modeling for review of four flexible math strategies for two-digit addition. Mrs. McCullock used the Smartboard and a
large chart for her modeling piece. Student modeling was done using a new chart with examples of the four strategies. As the students explained to
their classmates what they were doing, Cayce interspersed questions and compliments during this part of the lesson. Mrs. McCullock introduced the
game Addition Strategies Bump using a student as her partner. Students played with a partner for 10 minutes and then did an independent activity
requiring the use of all four strategies. A challenge activity was available and all students wanted to do this. This effective lesson ran smoothly from
beginning to end.

Clinical teachers greatest challenge: Cayces greatest challenge is a very typical one for beginning teachers. As a first year teacher much time must be
spent simply learning the curriculum and developing plans and materials. This does not leave much time for finding and/or creating extensions for above
level students.

Recommendations/Next Steps/Goals: 1-In your reflection you mention things you would do if you had more time (a writing piece where students explain
how their favorite strategy works, intervention and enrichment activities, and having students create videos teaching a strategy). Add these ideas to your
unit notes that you save for next year or put them in a summer projects folder. 2- You always seem to take the district/campus curriculum suggestions
one step further. You often add technology, game, or visual pieces to capture students attention and keep them engaged. Continue to do this.

3-

Remember to mark in your plan book the real time that lessons took. If parts of the lesson did not work well, stick a post-it with some comments in the
plan notebook. Do the same for lessons that took much less time than anticipated.

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