Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________
Criteria

Exceptional

Acceptable

Unacceptable

(5 points)

(3.5 points)

(0 points)

Coherence

Comments

Coherence Total Points: _20_____ /

20

Standard(s) &
Objective(s)

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 Objectives are closely tied to standard.

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

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 lesson components are highly
lesson components
congruent with standard and
are congruent with the objectives.
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 Complex tasks are broken down into
complex tasks or
increments and are presented logically.
present the material
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 is solid, methodical, and all

paced or transitions students remain engaged.
are ineffective.

Criteria

Exceptional

Acceptable

Unacceptable

(5 points)

(3.5 points)

(0 points)

Comments

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Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________
Elements of Effective Instruction

Elements Total Points: ___23___ /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.

Modeling

Teacher clearly and

explicitly
modelsexpected
learning outcomes
for the learners.

Teacher modelssome
expected learning
outcomes for the
learners.

Teacher does not

Teacher models writing the stps
modelexpected
together. Writes steps on board,
learning outcomes for elicited from hands-up students.
the learners.

Guided Practive Clear, concrete,

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

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
teacher.

Closure

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

Closure is provided
Inadequate or missing Teacher reviews and questions for
that requires some
closure.
student understanding. Closure could
participation from
be more explicit.
learners and
reinforces the learning
objective(s).

Independent
Practice

Instructions are
Instructions are
extremely clear and somewhat clear and
anticipate
may anticipate

Instructions are
unclear ordo not
anticipate difficulties.

Teacher elicits memory and says, we

have our hypothesis. What do we
need to do now? What is this
information that I collected? Data,
yes. Learners participate and
anticipate next steps.

Teacher talked and walked students

through scientific method and
experiment. She clarified Scientific
Method and steps, and Experiment
and steps.

Group work then 1:1. One minute to

write one thing you wold like to know

Page 2 of 6

Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________
difficulties. Tasks
ensure that all
learners possess
the requisite
knowledge and
skills to succeed.

Criteria

difficulties. Tasks
ensure that
mostlearners possess
the requisite
knowledge and skills
to succeed.

Tasks do not ensure more about (variation on KWL chart?)

that learners possess
the requisite
knowledge and skills
to succeed.

Exceptional

Acceptable

Unacceptable

(5 points)

(3.5 points)

(0 points)

Responsive Instruction

Comments

Responsive Instruction Points:

__13____ /15

Check for
Understanding

Teacher uses
ongoing and varied
strategies to check
for understanding.

Teacher uses at least Teacher does not

one strategy to check check for
for understanding.
understanding.

Group checks, 1:1 checks. You might

try some hand gestures to give you
whole group feedback.

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.

Great job taking the opportunity to

demonstrate that experiments dont
always agree with the hypothesis!

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.

Teacher helps one student who hasnt

finished hypothesis. Groups seem
heterogeneous, so this works for
brainstorming. I did not see any
explicit differentiation. This would
involve a special group that needs
support for example.

Classroom Management

Management Total Points:

Page 3 of 6

Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________
__10____ /10

Relationships

Demonstrates
positive and
respectful
relationships with all
students.

Procedures and Runs an efficient

Routines
classroom; uses
effective classroom
management
strategies to
eliminate disruptive
activity and
maximizes
instructional time.

Demonstrates
somewhat positive
and respectful
relationships with all
students.

Does not demonstrate Teacher smiles and is warm during

positive and respectful experiment. She guides models, and
relationships with all supports student efforts.
students.

Runs a somewhat
efficient classroom;
uses classroom
management
strategies to minimize
disruptive activity and
makes good use of
instructional time.

Does not run an

efficient classroom;
does not use effective
classroom
management
strategies to minimize
disruptive behavior or
make good use of
instructional time

Classroom runs very efficiently.

Managemetn strategies are subtle yet
work well for this group. No student
disruptions are noted.

Total Points out of 70:

66= ________ %

Additional Comments

Some strengths noted:

Classroom management and relationships with students excellent!

- pacing is excellent. It is moderate and appropriate to student abilities. They all stay engaged.
-Your preparation and planning are abundantly evident. Great work.
- Your anticipatory set is engaging and prepares students for the lesson.

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Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________

Suggestions:

Be explicit about closure, prior to beginning independent practice.

Provide differentiation of instruction based on data relatef to student achievement.
- Post and have students repeat and interpret lesson objectives.

Page 5 of 6

Clinical Observation#1

Date ____11/5/15__________

Student Teacher ___Sabrina S.___________________Observer

_____Rossman_____________________
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:

Student Teacher Signature ___________________________________________________

Date ________________

Observer Signature _______J Rossman_______________________________Date __11/5/15_______________

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