Houston Baptist University Informal Clinical Teacher Evaluation Informal Evatuation # University Supervison D@ (Tyo, Campusiisp: Fort Benm (Sh Clinical Teacher. SHEE (a (Poy __ Cooperating Teacher: “be. PEER Now Grade/Assignment:_4itk Gennes 1 ceeca Date:__ Qik em 2o14 Circle Observation:/1 2 3 Circle Completed by: University Supervisor or Cooperating Teacher Start/End Time Observation: Total Time: E11 () Start/End Time Conference: Total Time: Look for ‘Notes/Comments , Domain 2: Instruction is academic expectations Smastery of learning object Address mistakes/follows-up “1 S initiative for learning S opportunity for learning initiative 22: Count, Knowledge & Expertise Conveys accurate content Integrates objective wiother ‘content Lesson accurately fits discipline Sopportunity to engage in HOTs 2.3: Comma Tasks probing questions to [| clarty/elaborate Address risunderstandingfellow-up ‘Written/verbal communication’-}5 Two-way communication | 24 Differentiation ‘Adapis forall student needs Reg. moniter performance/participate. Sdisengagement & T response Sopportunity to learn/master (Ginical Teaching Handbooks 113-2007 %Look for: Notes/Comments 25: Monitors & Adjuste {Uses S input to monitor & adjust For $ response for engage ‘and understanding ‘Adjust to maintain S ‘engagement i fae 7.0 Domain 3: Learning Environment 2. Environment. Routines, Procedures Routines, procedures, transitions clear S participate w/limited T direction Classroom sae, accessible for learning RAwus: 3.2: Managing Student Behavior ‘Claseroom/campus behavior system ‘Most S meet expectations 43.3: Classroom Culture Engages all meaning Slo es chp Students workin groups respedtally Goal: Student Reflection/Plan: Mora GO Ulu] Move a of Hol- the std le nebo LE HO ystarn thalcte- exnected ot He Q ‘Df. eng a eal stodents howl be efter ve- * Tak ng 2 oele Crd tan oe rte koocledor . “Also ha avita tarkehed Gor studeute cho Smteh wince early. Also hw afve shvlente CeleVery « Havina a Crotch ysttme foc shuexts te lek bEle ot We hoeet / mee I rest symbol « Cine Tsing Haba 1122017 a pba:Goal: Student Reflection/Plan: Ngege leew . Pes c ‘Cooperating Teacher Cooperating Teacher Date Print Name Genet fs ‘ q { I aN wh Wy OHH Ve A AGN rye Ma K\ University Supervisor ‘University Supervisor Print Name Signature Ske Rey Ginial Teacher Print Name (Cinical Teaching Handbook - 1-12-2017 38_ Houston Baptist University Informal Clinical Teacher Evaluation Informal Evaluation #_CO) University superior 0. Thug hy cmpunso: Tu hon | EL bo uch Ctnica tence OOD RAC coopens teacner ASD anc Gme/Asignnens, 2 pa 2/4 [ 2097] 0 Sesomerion + & 9” cima nt Spe Cen Teacher StarVEnd Time Observation: | {2.5L FFotat time eC) yn Starvind Time Conference: /J3D- Tota Time Look for: l Notes/Comments Domain 2: Instruction 2s Achieving Expectations Sets academic expectations ‘S mastery of learning objective ‘Address mistakes/fllows-up Sinitiative for lea S opportunity for learning Initiative 22: Cont. Knowledge & Expertise Conveys accurate content Integrates objective wlother content Lesson accurately fits discipline Sopportunity t: engage in HOTs 3: Communication Tasks probing questions to larify/elaborate Address smisunderstanding/follow-up Written/verbal communication ‘Two-way communication 24: Differentiation Maps oa ude ees [The nea fost & performance/participate fo Sdisengagement & T response Sopportunity tolearn/master (Cina TeactingHanboak = -EOI7 %Look for: ‘Notes/Comments ‘2S: Monitors 6 Adjusts 5 ‘Uses $input fo monitor & adjust For responce for engage and understanding Aajst to maintain S petthe 24 aludants ww asked Hog eengemet tase ole § Uses a Koved Domain 3: Learning Environment Ve tos anwt Wit dng Gute, hace ot Routines, procedures, [ i transitions dear S participate w/limited T aizection Classroom safe, accessible forleaming 32: Managing Student f Behavior & Classroorveampus behavior [= system Most Smee expectations Seetemes LN ad ll a aa ae ee Hous do WS fon Ell, have am engl satire { s * iL if Clinical Teaching Handbook ~ 112-2017 ”Student Reflection/Plan: Print N: PT aula ‘Cooperating Teacher nature Coa lion —~ TT \ Prin Nae Semis SUEELE gs) alike al¢l20n Clinical Teacher Clinical Teacher” Date Pris Name ane (Clini Teaching Handoock— 1-12-2017~ Houston Baptist University Informal Clinical Teacher Evaluation ref = Bu bad aig omen Gah campusitso:_S io Clinical Teacher: Grade/Assignment: Circle Observation: 1 2 Coopentag tae fer s Date: =e = Circle Completed bys University Supervisek or Cooperating starvind Time Observation: i) I rota times Stand Time Conference: Toul Tine Look for: Notes/Comments Domain 2: Instruction 2k. Achieving Expectations Seis academic expectations ‘mastery ofleaming objective Sinitiatve for learning opportunity for learning. initiative 22: Cont. Knowledge & Expertise ‘Conveys accurate content Integrates objective w/other content Lesson accurately fits discipline S opportunity to engage in Hots 2.3: Communication Tasks probing questions to clarify/elaborate Address misunderstanding follow-up Written verbal communication ‘Two-way communication 2: Differentiation “Adapts for all student neds Reg. monitor performance/participate. S disengagement & Tres Sopportunity to learm/master (Clini Teaching Handbook = -1-2017 q ‘Address mistakes/follows-up coer CURT LhAduch hy Sect 3-4 prablerns, tnthe ho ah he Best oslo id te uwve = dine a ua Ordu ts 4p Vid Dede faa Feat aad fy et Ne ple neprocictemion of the PrOeoaty MduAd Uigued aia! . Oe dak Dah ae isLook for: ‘Notes/Comments 2aiMonitors & Adjuste Uses Sinput to monitor & adjust For response for engage and understanding ‘Adjust to maintain engagement q ( ‘participate w/limited T cizection ‘Classroom safe, accessible forleaming 3.2: Managing Student Behavior CClassroom/camnpus behavior system ‘Most S meet expectations 33:Classroom Culture Tipe stots nat hohe oe Cipicle dens Engage ll meaninghl i 5 i rng 1 f Seater are respctl a peble Rado Aiivad oss Student workin groups : ta i = dau ue ivol of Oy OW Hac ug Jax Goal: Student Reflection/Plan: ei tease [ba wets nels fe yy - i; fa 2, ie es J ° ot 7 trier ‘ x cng { haus Covleag lisa Teaching Handbook = 1-12-2017Goal: Student Reflection/Plan: Peter Nguyi Pear eae ne Sing aes Date — Seman uck Oh abt 4.5.0) Iniversity Supervisor ‘University Supervisor T Date Pritt Name Sigmeere SHEE ayy Bos stk dpecl ror Clinical Teacher ‘Clinical Teacher Date Print Name Sigutere Cnc Teaching Handbook 1-12-2017 aHBU PNET Formal Clinical Teacher Evaluation oS padace PE eet cas see Creer Observation Starved: U'2.5-/:30 purations a Ry EVALUATOR (PRINT mai \ Wool SIGNATURE: Indicate Evaluator’s Titie: University Field Supervisor __ Cooperating Teacher __ Clinical Teacher. ‘The following clinics teacher evaluation form is vided int four demains as acopted by te Stale Board of Education. These domains ‘ae Planning Insructon, Learing Environment, and Profesional Practice ane Reaporsolites, The Dimensions winin cach comaln: ensure ine teachers have the knowledge and sls to teach in Texas public schels. Please complete the farm ty checking he Appropriate box Use Not Apaicabl (NA) when the element sno: cbeerved orf relevant to the parle Sotinglobservatonievalaton, SCALE: “f=Needs Improvement 2Developing “=Proficlent “Requires witten “COMMENTS” speching dbsorvd, shared or recorded evidence if scoring the goal DOMAIN 1: PLANNING - Evidence is apparent in the lesson plan. ‘Sandards & Algnmanl The cicalleacher designs Ogantees and MaTeMenes oar, weI-arganod, sequaral mesons Wat efor best practice, ali with standeds and are appropriate er diverse leamors, ‘Data & Assessment The cea each Uses fad Wal metodo MRGEUTE SAGER POGTERS, eR MATAGES ATT analyzes student data fo into instruction, ‘Krowiedge of Stators: Through knowledge af sadents and proven practices, We crToa eadher ensues hgh Tevas of earn, socihemotionsl development and achevernent or al students = Al lessons convict to sudart por knowledge and exparences = Al lessons aus or sudontstrengtis and gaps in backaround knowesbe, fe experiences and Bae Ties: The clcal teacher plans engaging, axe lessons that encourage higher-order inking, persistence 37d BEVevomeTL =_ Questions encourage all studers o engage in complex, Righer order fikeng + Insiructonal groups based on student needs {Al sda odertndndivival ros witn RSIS Gouge — i + Aces, rescues, ecmoogy,instctona materl les oavSioal BUpOREE i COMMENTS: {Cu } am W v ) links Teaching Handbook 16122017 38DOMAIN 2: INSTRUCTION ~ Evidence is apparet in instruction and classroom. Needs Inmproverent Developing Proficient “ehioving Expoctatane: The cnealieacher supports a karrers ther pursltof igh levels af academic and socal= ‘ematonal success. + Evidence thal ios sudenis dernonsiale mastery of SAI + Adresses stent mistakes and cllows trough to ensure student masieyy iS = Provides student oppartuniy fo ake iiave oftheir own learning = Conveye accurate content knowiedge = Integrates laring objectives win other dcipines = Aniipates possible student rieundorsiandngs = Accurately reflects how lesson fis win sructure of @acpin and TEKS ~ Provides opportunties fr stuceris o use dfrentypes of thinking (e.g, analyica,praccal, creative & research based) 7 Uses probing questions fo ary, Saberse eatin < NN hs + Recognizes posite slucent misundertendings and rospende wih an aay of leaching techniques To arly concepts Asks romaribor,undorsisva ana apply lve questions focusing on lesson objecive and rowing qeslone + Provides exianations thal ae clear = Uses verbal and writen communion tats clear ard cored + Estabanes claseroom prastoes hal prouge for most students to Commute feclvely wih the Teacher and their peers ‘Aapisiason to adarons alvdual needs of a stadenis = Regularly monitors quay of sudentparticpation and performance ‘Recognizes when students become confused or dsengaped and responds to Sden earnig O socie-=rvatonal ads ~+ Provides dffererilated rsucional malnods and content a ensure sludenis have oppoTtuniy Yo master whats being taught Ota input From Sudent mh Oe To ear and adjust netucton and eevee = Monto stent behavior and responses fer engagement and understanding Is + Adjusts insiucton and aciviies io meinsin sudont engagerient 0Developing Proffctent | u if i vvidence ts apparent in the classroom, 7, ac0s0o ae STOTT CESS DOMAIN: LEARNING ENVIRONMENT Clasaroam Einranmant Routes & Prossdures The GINGaT wacker OGaTIS | = Al provodures,rties and anstions are Gear and efiant + Students actively patcipate in groups, manage supples and equlpment with vey Imifed teacher sstecton = Classroom is ste and organized fo suppor learing cjecves and is accessible to mest suGents Zz “anoging Sadert Bohavior. The cinical teacher establsos, cormnunicates and Maivans Gear expectations To Gan DehaTar = Consistently miemenis tw campus andr classroom behavior atom proheenty eo = Most students moet expacted classroom behavior standards Classroom Cuatre™ The cific tachar Toads a mutual especial ahd colabratve Tass occa, angaged BATES 7 = Engages al suderts relevent meanhall leaning + Students work respecifly, inchidualy andin groups L PROFESSIONAL PRACTICES & RESPONSIBILITIES Ttestael Berean & ies: The cca lacher mets PBU Bnd TRIE er pOGaTa: Tr TTR, OTOSCOTAT appearance, decerum,rcowdual, thi, ogo ond slaty respansbaltes. * Behaveo in ecovance wih te Cade of Ethics nd Standard Pactea fer Teas EAI T = 7 Weis a pefesiona stands (e.g, etendane, prolesioal ppasranceandbohavon) I vA + Advocates suezessuly ore nods of stints inthe leseraom I [Se Satin Ta acer ees on For prose + Sets short ana ong erm proessional goals Based on SOT ASSosemonl Teach and SUpaNSOr T eocbacte [4 7 Moats all professional goals resuing n provement in precios and student performance ea [ Prsessional Developmont: The ieacher enfances the professional communi. ~ Callaboraivelypracires in al scheduled professional cavelopment aches, campus proeeaonel learming communities, grotk~ or Subjactevel team membershi, committee membership or other [uA pertunitios i [ Seto Community Trvtvavnt. The teacher demons ates ado Sip wih SaaRATS, COTeAgIS, ANG BOATTUNRY MetTORTS Re ‘choo, district and community through effective communication and eutreach. ‘+ Cammuniates the misson, elon and goals ofthe achoal to students, coleaqucs, parents and familos be + Contscis parerialguai@ars raga regarding sluderiw acodamic and socalemolonal Ow Z + Actively parcbates mal schoo outreach ation ‘COMMENTS: Cal Teaching Hanook 112-2017 aRecommendstionsNex Stepa/Goal: Peter N.9 uy) LF Soe ‘Cooperating Teacher ‘Cooperating Teacher — Date PamName omer Wah Node Cred er Qua il. Li University Supervisor ‘Univertity Supervisor ‘Date Prt Name feu Ske x Coy Sets 21th March 2017 ints Teaser Glaial Teacher Date Prim Name oe (Clin Teasing Handbook3, Formal Clinical Teacher Evaluation HBU UNIVERSITY Formal Clinical Teacher Evaluation came Fi term, ofa5) CIRCLE: Unley Superior or Conprating Tens pare: 2OL EP eu. Omervatin StarvEnd: V0 41:50 Duration: _SO mons ZOtT CONFERENCE TIME StartiEnd: 2% 4S gm to 32 006m Duration: ISP CLINICAL TEACHER: SWIZE LD. RN SEMESTER & YEAR: DISTRICT/CAMPUS:_fOR7 GED cooreratine Teacuer: Me. Geter. Nauar EVALUATOR (PRINT NAMB): Mg. Qete® NG@uGi_ SIGNATURE Indicate Evaluator’s Title: University Field Supervisor___Cooperating Teacher Mg. Clinical Teacher “Te following clinical teacher evehiation fern is divided into four domains as adopted bythe State Board of Education. These ee ere Sannng, Inston, Leaning Envronmert, and Professional Practice and Responses. The Dimensions vin cor fercan ensure singal teachers have the knowledge and sklls o teach n Texas pubic schools. Please complet the form by coo see goproarate box Use NotAppleable (NA) when the elements nat observed ois relevant othe particular setinglodservatonievaiuaion SCALE: ‘teNeeds Improvement __2Devaloping “3:Proficient Requires witton “COMMENTS” spectying observed, shared or recorded evidence if scaring {Needs Improvement or S=Proiclent ‘se goal, Needs DOMAIN I: PLANNING - Evidence is apparent in the lesson plan. “Sonar Rignmont Th etic teacher desis, organises ondimploments ar, wererganizod, soquentel lessons thal best practice align wth standarcs ar ere appropriate for vers eames Se SINE banter aes Toland ifrral trode To MtSIe HUGO OTTESS Wa ANEGES aNd ——_—| nates student dat infor instruction Treuaedge of Sten Through Krawtedpe of sidan and prove practices he cic eaaher ensures hgh eves of leaning, secarematonl development and achievement forall siden + Ai essons connect fo student prot Krewledge and experience = ATTescon aut fr Sudert stengtns and gape in background knowedgo, He experiences and eke = Saaama | Fichates The cinical teacher plans engaging. flexible lessons that encourage higher-order thinking, persistence > Gvestions Breourage all students fo engage in complex, higher order thinking [+ Instrsional groups based on student needs, = All students understand indvicual roles within instructional roups = TAativies, resources, technology, instutionel materials algned fo instructional purposes = Clinical Teaching in Math 7-12 Syllabus Spring 2017 Page 11 of 37‘COMMENTS: DOMAIN 2: INSTRUCTION — Evisence is apparent in instruction and cassroom. “7ahioving Expectations: The dncal teacher suppads al leamers nthe pursit of high levels of academic and social motional success. [+ Evidence that most sladenls demonstrate masiory of objective Needs Improvement Addresses sludants mistakes and folows through to ensure student masiery Te + Provides student opportu to take iat of thei own Fearing aes T_Conveys accurate content knowiedge Tr + intagrales learing objectives with other disapanes: = + Antiipates possible student misunderstanding pe 7 Aecuratly reflects how lesson fis within structure of Gisipine and TEKS : i + Provides opportunities for students to use cferent types of thinking (eg. anal, praca, creative & research- |_ basecn e (77 ses probing questions fo cary elaborate eaming t t = [OF ecagnizes possible student misundestandings and responds wih an aray of teaching wecwnigques to Carly | concepts Se “Asks remeniber, understand and apply evel questions focusing on lesson objective and provoking questions To ‘Uses verbal and witan communication that is Gear and cored ‘Eaiabishes daseroom pracices that provde for most students fo comvmunicale eMecively with their teacher and their peers = Provides explanations that are clear 7 Adapts lesson to address hdhidual nesde of al studenis Regularly monitors qualty of student participation and performance Recagnizee when students become confused or sengaged and responds fo student eaming or soco-emotional |___necds roves dforenlated insirucional methods and conient fo ensure Students have opportunity to master whats Deing taught ilizes Input fom Sudert n order fo monitor and adjust nstructon and acivibes Monitors student behavior and responses or engagement and understanding gusts instruction and aces to mainiain student engegement ‘COMMENTS: Clinical Teaching in Math 7-12 Syllabus Spring 2017 Page 12 of 37Needs ‘DOMAIN 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom. Classroom Envrenment: Routines & Procedures: The Girical easter Oigarizas a sale, accessble and effort asstoom. Developing ~All procedures, routines and Wanstions are Gear and efficient ‘Students acivaly particbaten groups, manage supplies and equipment wih very imiled teacher Sirecion a 7 Classroom is sale and organized to suppor leaming cbjecves and ls acossuble to most students = Tanaging Student Behavior. The cinical teacher esablshes, communicates and maitains loar expectations for student bahavior. 7 Consistently Implements the campus and/or classroom behavior system proficietly = = + Most students meet expected classroom behavior standards Glasereom Gulls: The cinical teacher loads a mutualy respectul and calaborave Gass of scively engaged Teamars + Engages al slodenis in relevant, meaningful earning COMMENTS: ‘Students work respeatuly, individually and in groups: iii DOMAIN 4: PROFESSIONAL PRACTICES & RESPONSIBILITIES Frafessionel Demeanor & Ennce: Th Glrical jeacher msels HBU and distal expectations for altanlance, professional anpearance, decorum, procedural, ethical, egal and statulory responses ‘= Behaves in accordance withthe Code of Ethics and Standard Pracices for Texas Educators = Meets all professional standards (e.g. attendance, professional appearance and behaviors) + Advocates successful for he needs of stugenis in the classroom Goal Setng: The teacher reflects on higher practice. rm professional goals basod on sel-assassment, riecion and supervisor 7 Meets al professional goals resuiing mh inproverTentin patios and student performance — Professional Development. The teacher enhances te professional communily > Colaboratvely pracices in all scheduled profesional development actives, campus professional learning eammunites, grade- or eubjec-ovel team membership, committee membership of other opportunities “Schoo! Community inalvement: The teacher demonstrates leedership wit students, coleagues, and commaniy members nthe ‘school, district and community through effective communication end outreach. > Communicates he mice, vision and goals ofthe echool to students, coleaguss, parsnts and 7 Contacts parentelgvardiane ragulanly regarding students” academic and socialemational gowh I I oS ‘Ralvely patcipates in all school outreach activites Clinical Teaching in Math 7-12 Syllabus Spring 2017 Page 13 of 37Gone at the Sart Actor Pap ALN, Students Bean more ebxeal Aret Preporect HF “adsesment- REFLECTION: Cinical teacher's greatest stengt:_ Iv fue “to teach ead he! ts the stuclents leac Clnical teacher's greatest challenge woh sloe guide, Clinical Teaching in Math 7-12 Syllabus Spring 2017 Page 14 of 37y Recommendations/Next StepsiGoals:_* C0. ae up Loe tall ded ae Cot nT be 6 ol Meet oe a ts . a f Ps cftld & iitve Ostidenia —chdiaee tack Behavior Femblés class cules eaMiredates ono {Be aE Vkderstond ie student's otiitudes as Ty a C2 teen, gece zoho a StP\| i Wi Ong th olves. . a Sake e To oq bse 2 Wes oe st (Peas include signatae and printed name below) Toparang Fa i ote 4latl20 University Supervisor Clinical Teacher Clinical Teaching in Math 7-12 Syllabus Spring 2017 Page 15 of 37