HBU

HOUSTON BAPTIST
UNIVERSITY

Formal Clinical Teacher Evaluation

Observation S Regular Midterm Final Start TimeJ: 'fo ,,id Time Duration _ OP • 0

Lesson Observer: H Cooperating Teacher C University Supervisor ] Clinical Teacher

Clinical Teacher M K juIo. dohKh Year Ol% . Semester Fail Q Spring

Date Observation Start Time Jl'.SO End Time Duration f)0 : M-

Conferences: Pre-Conference Date t er> i fe ijh Start Time * 1 & End Time IP * Djiration 00 : 50
Post-Conference Date | * Start Time t 2jO End Time Duration TlO :

District /! - - b I School. ut6e)l lerY\gnfA

Cooperating Teacher Subject/GraA ¦enc-e
Evaluator .Adyi €DYYC Signature

The following clinical teacher evaluation form is di ided 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= eeds Im rove ent 2=Developing *3=Proficient

* Requires written COMMENTS specifying observed, shared or recorded evidence if scoring 1 or 2.

Proficient is the goal.

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"t ' ¦ DOMAIN 1: PLANNING - Evidence is apparent in the lesson plan. ]
1.1 Standards and Alignment: The teacher designs, organizes and implements clear, well-organized, sequential lessons that reflect
best practice, align with standards and are appropriate for diverse learners.
I 1.2 Data and Assessment: The teacher uses formal and informal methods to measure student progress, then manages and
| analyzes student data to inform instruction.
| 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 lU:iklF' (T S
» All lessons adjust for student strengths and gaps in background knowledge, life experiences and skills U
| 1.4 Activities: The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement |
® Questions encourage all students to engage in complex, higher order thinking
• Instructionargroups based on student needs
. • All students understand individual roles within instructional groups i/
• Activities, resources, technology, instructional materials aligned to instructional purposes SJTXCAOK fi

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 OMAIN 2: INSTRUCTION - Evidence is apparent in instruction and classroom. I
Achieving Expectations: The teacher su ports all learners in their pursuit of high levels of academic and social-emotional success.
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Evidence that most students demonstrate mastery of objective '
• Addresses students mistakes and follows through to ensure student mastery
. Provides student opportunity to take initiative of their own learning \f? AlffTt fk . ; I
• Conveys accurate content knowledge
• Intearates learning obiectives with other disciplines
• Anticipates possible student misunderstandings
• 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) . * . '
. Uses probing questions to clarify, elaborate learning . til/l &hS/l
• Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify
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. Ask's remember, understand and apply level questions focusing on lesson objective and provoking questions .3 y
. Provides explanations that are clear ty Tfi ))\r\{ . - 1
• Uses verbal and written communication that is clear and correct
. Establishes classroom practices that provide for most students to communicate effectively with their teacher
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• Adapts lesson to address individual needs of all students i V1 fO \ n
• Regularly monitors quality of student participation and performance
• Recognizes when students become confused or disengaged and responds to student learning or socio-
emotional needs /
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• Provides differentiated instructional methods anc contenU© ensure students hav(e opportunity to master
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• Utilizes input from student in order to monitor and adjust instruction ecM activities
• Monitors student behavior and responses for engagement and understanding X7
• Adjusts instruction and activities to maintain student engagement and appropriate pacing of instruction for
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COMMENTS
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DOMAIN 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom.

3 1 Classroo Environment, Routines and Procedures: The teacher organizes a safe, accessible and efficient classroom.
All procedures, routines and transitions are clear and efficient
• Students actively participate in qroups, manage supplies and equipment with very limited teacher direction -E
• 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 expectations for student behavior.
• Consistently implements the campus and/or classroom behavior management system of monitoring,
positive reinforc ments of aDorooriate behavior, and appropriate responses to disruptive behavior in a
proficient manner * P P Q
• Most students meet expected classroom behavior standards
3 3 Classroom Culture: The 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

COMMENTS
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DOMAIN 4: PROFESSIONAL PRACTICES AND RESPON IBILITIES |

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4.1 Professional Demeanor and Ethics: The teacher.meets HBU 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
® eets all professional standards (e.q., attendance, professional appearance and behaviors)
« Advocates successfully for the needs of students in the classroom .
1 4.2 Goal Setting: The teacher reflects on his/her practice.
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, Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback
Meets all professional goals resulting in improvement in practice and student performance
4.3 Professional Development: The teacher enhances the professional community.
® Collaboratively practices in all scheduled professional development acti ities, ca pus professional learning
communities, grade- or subject-level team membership, co mittee membership or other opportunities x/
4.4 School Co munity Involvement: The teacher demonstrates lead rship 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 1 \y
• Contacts parents/ouardians regularly regarding students' academic and social/emotional growth
® Actively participates in all school outreach activities u ;

COM ENTS:
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REFLECTION

Clinical teacher s greatest strength.

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Recommendations/Next Steps/Goals