Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________

Criteria

Exceptional

Acceptable

Unacceptable

(5 points)

(3.5 points)

(0 points)

Coherence

Standard(s) &
Objective(s)

Observer

Comments

Coherence Total Points: _____ 19/20

The objective(s)
is/are closely tied to
appropriate
standards and are
specific, measurable
and observable.

The objective(s) is/are

tied to appropriate
standards and are
somewhat specific,
measurable and
observable.

The objective(s) is/are

not closely tied to
appropriate standards
or are not specific,
measurable and
observable.

Objective is closely tied to standard

and is specific, measurable and
observable. 5

Congruency

All of the lesson

components are
highly congruent
with the standard(s)
& objective(s).

Most of the lesson

components are
congruent with the
standard(s) &
objective(s).

Few or none of the

All of the lessn components are highly
lesson components
congruent with standard and objective.
are congruent with the 5
standard(s) &
objective(s).

Sequencing

Breaks down
complex tasks into
appropriate
increments and
presents the
material clearly and
explicitly in a logical
sequence.

Breaks down complex

tasks and presents the
material in a
somewhat logical
sequence.

Does not break down Tasks are broken down in to

complex tasks or
appropriate increments and in logical
present the material sequence. 5
clearly in a logical
sequence.

Pacing

The lesson is well

paced and
transitions are
effective.

The lesson is fairly

well paced and
employs some
effective transitions.

The lesson is not well Pacing allows all students to access

paced or transitions the information. Transitions happen
are ineffective.
without disruption. It would be helpful
to have the estimated minutes on your
lesson plan. The pace for your little
group wa different from the other
group, which I think demonstrates your
differentiation. The majority of students
got a little antsy, so I think that you
could tighten this up just a bit. You
pulled it together, giving them direction
and four more minutes to complete
their tasks. Its very tough to monitor
both levels of students; you did a good

(Reading/Social Studies good way to

integrate two content areas).

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Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________

Observer

job but just need to tighten it up a bit. 4

Criteria

Exceptional

Acceptable

Unacceptable

(5 points)

(3.5 points)

(0 points)

Elements of Effective Instruction

Comments

Elements Total Points: 23.5 /25

Anticipatory Set Creative, engaging,

and highly effective
at focusing the
learners attention
and tapping prior
knowledge. It
requires active
participation from
learners and
includes a clear
statement of the
learning objective.

Effective at focusing
the learners attention
and tapping prior
knowledge. It requires
participation from
learners and includes
a statement of the
learning objective.

Not effective at
focusing the learners
attention and tapping
prior knowledge. It
does not require
participation from
learners or it does
notinclude a statement
of the learning
objective.

You specifically told students what

their goal for today was. I thought this
portion of your presentation was a
effective at focusing learners attention.
There was some participation from a
few students. I would suggest a more
rousing anticipatory set that every
student participates in and that grabs
not only attention but interest. 3.5

Teaching/Modeli Teacher clearly and

ng
explicitly
modelsexpected
learning outcomes
for the learners.

Teacher modelssome
expected learning
outcomes for the
learners.

Teacher does not

You clearly modeled a number of
modelexpected
concepts and words for students. Then
learning outcomes for you modeled learning outcomes.5
the learners.

Teaching/Input
You did a fantastic job of explaining
information for students so that they
could gain the concept and so that they
could use the process on their own.

Guided Practice Clear, concrete,

effective strategies
provide
opportunities for all
learners to
demonstrate
understanding with
support from the

Effective strategies
provide opportunities
for most learners to
demonstrate
understanding with
support from the
teacher.

Ineffective strategies
provide few
opportunities for
learners to
demonstrate
understanding with
support from the

Students seem to have no problem

asking you logistical questions prior to
the lesson itself. This tells me how
accessible you are and that students
are comfortable with you. You focused
on one group of readers and circulated
the room periodically to maintain order
and monitor progress. You supported

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Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________

teacher.

teacher.

Observer

all students this way. 5

Closure

Concise closure is
provided that
requires active
participation from
learners and
effectively reinforces
the learning
objective(s).

Closure is provided
Inadequate or missing
that requires some
closure.
participation from
learners and
reinforces the learning
objective(s).

You asked students to answer a

number of questions, including higher
order thinking questions in addition to
who, what, when, where questions.
Actually, here, you are modeling
sequencing and review of the story.
You introduced the solution portion
with a why question excellent.5 You
also asked stuents to shae examples
of loss, profit, and incentive what a
great way to help students really own
these words!

Independent
Practice

Instructions are
extremely clear and
anticipate
difficulties. Tasks
ensure that all
learners possess
the requisite
knowledge and
skills to succeed.

Instructions are
somewhat clear and
may anticipate
difficulties. Tasks
ensure that
mostlearners possess
the requisite
knowledge and skills
to succeed.

Instructions are
unclear or do not
anticipate difficulties.
Tasks do not ensure
that learners possess
the requisite
knowledge and skills
to succeed.

Reading journals. You prepped

students by reminding them they need
to use complete sentences in their
journals. You worte questions on the
board which they needed to answer in
their journals. You could have modeled
how to rephrase the question in the
answer, which was an expectation.5

Exceptional

Acceptable

Unacceptable

Comments

(5 points)

(3.5 points)

(0 points)

Criteria

Responsive Instruction

Check for
Understanding

Teacher uses
ongoing and varied
strategies to check
for understanding.

Responsive Instruction Points:

14______ /15

Teacher uses at least Teacher does not

one strategy to check check for
for understanding.
understanding.

You use primarily student writing to

check for understanding and you also
circulated the room to observe
discussions. You assessed charts that
the students use in their journals. Id
suggest you build in some hand
signals throughout your teaching/input
section to monitor students progress
throughout your presentation. You

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Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________

Observer

might use hand signals that are close

to the chest so that students wont be
embarrassed if they need further
clarification on something. Research
other techniques and practice
implementing them in other lessons. It
would be good to have these in your
tool box for nxt year. 4

Monitor and
Adjust

Teachercontinually
and effectively
adjusts instruction
as student needs
indicate.

Teacher adjusts
instruction as student
needs indicate.

Teacher does not

adjust instruction as
student needs
indicate.

You announced to students that their

previous work demonstrated to you
that they needed practice and review
and you began your lesson by doing
so. 5

Differentiation

Effectively meets
the needs of all
students by
differentiating
instruction to
accommodate for
varied abilities and
learning styles.

Attempts to meet the

needs of all students
by differentiating
instruction to
accommodate for
varied abilities and
learning styles.

Does not effectively

meet the needs of all
students by
differentiating
instruction to
accommodate for
varied abilities and
learning styles.

Your differentiation allows diverse

learners access to the material by a
wide variety of strategies. You not only
differentiate for input, but also for
student demonstration of learning.
Excellent. 5 You also differentiate for
reading levels.

Classroom Management

Relationships

Demonstrates
positive and
respectful
relationships with all
students.

Procedures and Runs an efficient

Routines
classroom; uses
effective classroom
management

Management Total Points: 10_____ /

10

Demonstrates
somewhat positive
and respectful
relationships with all
students.

Does not demonstrate Very positive and respectful

positive and respectful relationships with all students. 5
relationships with all
students.

Runs a somewhat
efficient classroom;
uses classroom
management

Does not run an

efficient classroom;
does not use effective
classroom

When you asked students to form

groups of three for reading, I observed
two troubling situations: one student
ran quickly to a group which formed a

Page 4 of 7

Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________

strategies to
eliminate disruptive
activity and
maximizes
instructional time.

strategies to minimize
disruptive activity and
makes good use of
instructional time.

management
strategies to minimize
disruptive behavior or
make good use of
instructional time.

Observer

split second before she arrived, so she

stood there, dejected. A second
student stood nearby, head down,
miserable look on her face. So, I would
suggest that you assign groups.
Students dont need this kind of
rejection as such an early age.
Otherwise, your students are
wonderfully attuned to the procedures
and routines. 5

Total Points out of 70:67

= ________ %

Additional Comments

I particularly appreciated the following:

1.Your openness to student questions and commets, validating their cognitive responses.
2. Your response to students often includes your questions that lead them to their own solution.
3. You allowed time for reading and you read to students.
4. Your positive relationship with all your students, and your ability to establish procedures and routines.
Suggestions:
1.
2.

Tighten up on monitoring your groups in other words, when working with a small group, make your
presence more obvious to your other students before they get antsy.
Vary the way you check for understanding have a lot more tools for doing this something to work on for
next year.

Great job! Your students are learning and that is the main objective! You are a wonderful teacher.

Page 5 of 7

Clinical Observation#2
Student Teacher _________Sabrina_____________
_Rossman__________________________

Date 4/27/16
Observer

Goals for Next Observation

The Student Teachers goals for areas needing improvement on the next clinical observation will be outlined below.
The goals should be focused on areas marked Unacceptable on this clinical observation.

Area(s) marked Unacceptable are:

A summary of the conversation between the Observer and the Student Teacher regarding the deficiency:

Actions the Observer will take to help address deficient area(s) are:

Actions the Student Teacher will take to address deficient area(s) are:

Page 6 of 7

Clinical Observation#2

Date 4/27/16

Student Teacher _________Sabrina_____________

_Rossman__________________________
Student Teacher Signature ___________________________________________________

Observer

Date

________________4/27/16

Observer Signature _Jayne Rossman_________________________________________Date 4/27/16_______________

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