Clinical Teacher Evaluation Report

Clinical Teacher Evaluation Report

DATE: _______02-11-2016_____________

TIME: __8:55 9:55 AM________________________

Observation #

CLINCIAL TEACHER: Cayce Tabor McCullock

SEMSTER & YEAR: Spring 2016

DISTRICT/CAMPUS: Allen ISD Marion Elementary

COOPERATING TCHR: Suzanne Graham

EVALUATOR (PRINT NAME): Barbara Salmone

SIGNATURE

Indicate Evaluators Title:

University Field Supervisor ____X__

Cooperating Teacher ______

______4_____________

________________
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. McCullocks integration of technology into her lesson increases student understanding and motivation. She incorporated pictures of
historical figures and other recognizable items that assisted students in the identification of the figures. She also created a review game that showed
picture clues and had students identify the historical figure. Students were highly motivated since they were able raise their hand as soon as they knew
the person. Some hands shot up on the first clue, others needed to see clues 2 or 3. Cayce also took the game a step further by asking them to explain
how a particular clue helped them, (critical thinking) For example, one clue was a yellow bird. A student said, That is a canary. The person is Amelia
Earhart because her airplane was called Canary.

________________

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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: A computer program glitch does not allow marking for this indicator. The first 2 bullets are Proficient and the 3rd bullet is Accomplished. In
this social studies lesson students matched historical figures photos, names and contributions. Using an anchor chart with critical information covered
up, Mrs. McCullock generated questions about the figures and students responded and/or generated questions of their own. This was done in large
group with students sitting on the floor. Cayce then presented in game format a series of picture clues on the white board for students to identify. She
then explained their independent seatwork cutting out historical figures names, pictures, and short paragraphs about their contributions to paste on
large paper. After this was completed students partnered and compared charts. The students were motivated and engaged and all showed mastery of
this objective. Mrs. McCullock is clear and concise in her communication with the children. She continually checked for understanding during whole
group work and circulated the room throughout the independence activity.

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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

COMMENTS: No time is wasted in this classroom. Mrs. McCullocks classroom is an inviting environment. She is very approachable. She smiles at
students and uses humor with them and they respond accordingly. She has clear expectations for her student behavior. Cayce gets their attention with
quick, effective techniques that include clapping patterns and statements such as eyes on me, thumbs up, give me five. She gives frequent praise to
learning success and appropriate behaviors. I like how you I love how M is sitting. Very good, you are really listening. She quickly and quietly
redirects when necessary. One child kicked the chair ahead of him. She made eye contact with him. He moved the chair away. She said, Thats a
better choice.

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: Cayce is very reflective concerning her teaching. When the students went to PE class, we sat down to discuss the observation. Cayce
immediately commented that she realized the cutting and pasting of so many pieces of paper could have been done differently for time efficiency. She
stated that she would adjust the schedule after PE so that she could continue to lesson and do the culminating activity. She also wrote about other
possible adjustments in her written reflection of this lesson.

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Clinical Teacher Evaluation Report

REFLECTION:
Clinical teachers greatest strength: Planning and Instruction are great strengths. You chunk your lessons into segments that allow you to motivate
students and sustain their attention. You move students effortless from large group gatherings on the carpet, to activities and games using a variety of
technologies, and then to small group or independent work, and often back to large group for closure and summarizing. You are very creative and your
lessons showcase this. The children enjoy the work! You also understand the optimal learning environment for 7 and 8 year olds. You encourage team
work and sharing. Students are busy and productive.

Clinical teachers greatest challenge: Second graders take a lot longer to complete lessons than we sometimes realize. Consider this when estimating
both the time needed for your instruction/modeling and the time needed for students to complete work. You will get there!

Recommendations/Next Steps/Goals: Continue to reflect about each lesson considering what went well and any possible future changes. Make a
written note of these. Take some of your new activities to a colleague and ask her how long she thinks it may take students to complete an assignment.

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Clinical Teacher Evaluation Report

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