Clinical Teacher Evaluation Report

Clinical Teacher Evaluation Report

DATE: _________10/16/2015________________ TIME: ____8:30 9:35 AM___________________

Observation #

_________2_____________

CLINCIAL TEACHER: Cayce Tabor McCullock

SEMSTER & YEAR: Fall 2015

DISTRICT/CAMPUS: Allen ISDMarion Elementary

COOPERATING TCHR: Suzanne Graham

EVALUATOR (PRINT NAME): Barbara Salamone

SIGNATURE

Indicate Evaluators Title:

University Field Supervisor ____X__

Cooperating Teacher ______

________________
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: Mrs. McCullock developed a well-organized, clear, and sequential lesson that aligned with TEKS and encouraged students to think
inferentially. The goal was to have students identify the setting of a story (place and timewhere & when). A Brainpop video introduced the objective.
Cayce then used a variety of engaging activities that included showing students pictures on book covers and having them tell the setting and the clues
used to make their decision; pictures on the smartboard for students to discuss and identify settings; and sentences on the board that she read aloud
and then had students tell the setting and also tell which of the clues helped the most.

Page 1

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.

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: Note: Monitor & Adjust cannot be marked due to computer program glitch. The first two bullets are Proficient, the third is
Accomplished. From the very beginning of the lesson, Mrs. McCullock regularly asked questioned that focused on the objective and allowed her to
continually monitor participation and performance.

Page 2

Clinical Teacher Evaluation Report

Page 3

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

COMMENTS: Cayce easily manages student behavior. Sometimes she uses teacher-student talk..class,class Yes. Yes If you can hear me, clap.
She also has students assist: While one St calls others to the carpet, another student reminds his peers of the carpet rules. Mrs. McCullock also
recognizes students doing the right thing. Thank you for raising your hand. I want to thank N, I, and G for already following directions! Do a quick
body check. Great job guys. If you need more time, thumbs up. L, I love how you are waiting patiently and quietly. Cayce also quickly and quietly
talked to 3 boys asking them to make a quick check of their choices for meeting expectations.

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: Mrs. McCullock continues to meet all SMU and Allen ISD expectations for professional and ethical behavior.

Page 4

Clinical Teacher Evaluation Report

Page 5

Clinical Teacher Evaluation Report

REFLECTION:
Clinical teachers greatest strength: Cayces greatest strengths in this particular lesson were in the planning and delivery of this creative lesson. She
sequenced mini-lesson segments that captured students attention from beginning to end of the 50 minutes. She smoothly integrated video clips,
pictures, objects (book covers), sentences on the smart board, the students independent work, and the exit card (closure) activity. Cayce modeled
extensively the core objective (the setting of a story tells where and when it takes places) using questions and prompts. She guided the students to
make inferences and to also use schema. Examples: with a picture of castle- so this is in Allen? Do you see anyone dressed like you? Do you ride a
horse to school? What are your clues that this is a rainforest? She offered students the opportunity to extend by trying to figure out the mood of the
setting.

Clinical teachers greatest challenge: This lesson was jam packed with relevant and successful instruction and student participation. Figuring out timing
and pacing while getting it all in was probably Cayces greatest challenge. Cayce recognized this and reflected afterward that this lesson could have
spilled over into the following day.

Recommendations/Next Steps/Goals: 1-Cayce, I recommend that you fine tune this lesson and post it on the internet for other teachers to use! 2-Your
format of the many mini-lessons using a variety of media fit this objective beautifully. There are probably other objectives in the second grade curriculum
that would also benefit from a similar format. 3-You mentioned a couple of times this semester that you would like to have some enrichment/remedial
assignments for some of your lessons. Check with your mentor to see if there is a particular objective coming up that would lend itself to your creating a
differentiated assignment or two.

Page 6

Clinical Teacher Evaluation Report

Page 7