Domain 1: Planning -

CT TEACHING LESSON RUBRIC SPRING 2017

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Clinical Teacher ____________________________________________________________________________________________ Semester/Year_____________________________________________________________________________________________ District/Campus ____________________________________________________________________________________________ Lesson Subject/Title ________________________________________________________________________________________ Grade Level_______________________________________________________________________________________________ Mentor Teacher____________________________________________________________________________________________ FOR SUPERVISORS: Pre-conference Date time in/out ______________________________ (Box for supervisor to give feedback) Date of evaluation ______________________________ Time in and out of evaluation________________ Adapted from Texas Teacher Evaluation & Support System (T-TESS) a system design by educators to support teaches in their professional growth. Permission given by Tim Regal, TEA.

Accomplished

Proficient

Developing

Improvem

ent needed

Domain 1: Planning - <within the lesson plan> Instructional planning includes:


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Dimension1.1StandardsandAlignment:Theteacherdesignsclear,well-organized,sequentiallessonsthatreflectbestpractice,alignwithstandardsandareappropriatefordiverselearners.

StandardsBasis:1A,1B,3A,3B,3C

PotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses

Standards & Alignment: The clinical teacher designs and organizes lessons which include standards alignment, developmental sequence, and diverse learning styles to achieve student expectations through best practices.

● Lesson goals and objectives are aligned with TEKS

● Learning objective is stated in measurable terms and all activities are aligned.

● Activities are relevant and sequential to student learning

● Materials are appropriate for diversity of learners

● Appropriate time for lesson activities and closure is provided

● Lesson content correlates to goals for future learning

● Technology is integrated when appropriate and/or applicable

DISTINGUISHEDRareforIn-serviceTeachers.InstructionalPlanningIncludes:

ACCOMPLISHEDRareforTeachingCandidatesInstructionalPlanningIncludes:

PROFICIENTExpectationlevelformiddletoendofClinicalTeaching

Instructional

DEVELOPINGExpectationforpreandbeginningClinicalTeachersInstructionalPlanning

IMPROVEMENTNEEDEDInstructionalPlanningIncludes:

COMMENTS:


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PlanningIncludes:

Includes:

• Allrigorousandmeasurablegoalsalignedtostatecontentstandards.

• Allactivities,materialsandassessments that: o arelogically

sequencedo arerelevant

tostudents’priorunderstandingandreal-worldapplications

o integrateandreinforceconceptsfromotherdisciplines

o provideappropriatetimeforstudentwork,studentreflection,lessonandlessonclosure

o deepenunderstandingofbroaderunitandcourseobjectives

o areverticallyalignedtostatestandards

• Allmeasurablegoalsalignedtostatecontentstandards.

• Allactivities,materialsandassessmentsthat:o aresequencedo arerelevant

tostudents’priorunderstanding

o integrateotherdisciplines

o provideappropriatetimeforstudentwork,lessonandlessonclosure

o reinforcebroaderunitandcourseobjectives

o areverticallyalignedtostatestandards

o areappropriatefordiverselearners

• Allobjectivesalignedandlogicallysequencedtothelesson‘sgoal.

• Allgoalsalignedtostatecontentstandards.

• Allactivities,materialsandassessmentsthat:o aresequencedo arerelevantto

studentso provide

appropriatetimeforlessonandlessonclosure

o fitintothebroaderunitandcourseobjectivesareappropriatefordiverselearners.

• Allobjectivesalignedtothelesson’sgoal.

• Integrationoftechnologywhenapplicable.

• Mostgoalsalignedtostatecontentstandards.

• Mostactivities,materialsandassessmentsthat:o aresequencedo sometimes

provideappropriatetimeforlessonandlessonclosure• Lessons

wheremostobjectivesare aligned and sequenced to the lesson’s goal.

• Fewgoalsalignedtostatecontentstandards.

• Fewactivities,materialsandassessmentsthat:

o aresequencedo rarelyprovidetime

forlessonandlessonclosure• Lessons where

few objectives are aligned and sequenced to the lesson’s goal.


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o areappropriatefordiverselearners

• Objectives aligned and logically sequenced to the lesson’s goal, providing relevant and enriching extensions of the lesson

• Integration of technology to enhance mastery of goal(s).

Integrationoftechnologytoenhancemasteryofgoal(s).


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Dimension1.2DataandAssessment:Theteacherusesformalandinformalmethodstomeasurestudentprogress,thenmanagesandanalyzesstudentdatatoinforminstruction.StandardsBasis:1B,1F,2B,2C,5A,5B,5C,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata

Data & Assessment: The clinical teacher uses multiple forms of assessment to monitor student understanding of goals and objectives, analyzes the data to drive instruction, and plans future learning accordingly.

● Formal and informal assessment tools to monitor and measure student progress (formative and post assessments)

● Consistent, immediate feedback to students, families, and other school personnel to communicate student expectations while maintaining confidentiality

● Assessment data used to plan developmentally appropriate activities and strategies (pre-assessment)

DISTINGUISHEDRareforIn-serviceTeachers.

InstructionalPlanningIncludes:

ACCOMPLISHEDRareforTeachingCandidates


PROFICIENTExpectation

levelformiddletoendofClinicalTeaching


DEVELOPINGExpectationforpreandbeginningClinicalTeachers


IMPROVEMENTNEEDED


• Formalandinformalassessments

• Formalandinformalassessmentsto



• Fewformalandinformalassessments

COMMENTS:


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tomonitorprogressofallstudents,sharesappropriatediagnostic,formativeandsummativeassessmentdatawithstudentstoengagetheminself-assessment,buildawarenessoftheirownstrengthsandweaknessesandtracktheirownprogress.

• Substantive,specificandtimelyfeedbacktostudents,familiesandschoolpersonnelonthegrowthofstudentsinrelationtoclassroomandcampusgoalsandengageswithcolleaguestoadaptschool-wide

monitorprogressofallstudentsandincorporateappropriatediagnostic,formativeandsummativeassessmentsdataintolessonplans.

• Substantive,specificandtimelyfeedbacktostudents,familiesandotherschoolpersonnelonthegrowthofstudentsinrelationtoclassroomandcampusgoals,whilemaintainingstudentconfidentiality.

• Analysisofstudentdataconnectedtospecificinstructionalstrategiesanduseofresultstoreflectonhisorherteachingand

monitorprogressofallstudents.

• Consistentfeedbacktostudents,familiesandotherschoolpersonnelwhilemaintainingconfidentiality.

• Analysisofstudentdataconnectedtospecificinstructionalstrategies.

monitorprogressofmoststudents.

• Timelyfeedbacktostudentsandfamilies.Utilizationofmultiplesourcesofstudentdata.

tomonitorstudentprogress.

• Fewopportunitiesfortimelyfeedbacktostudentsorfamilies.Utilizationoffewsourcesofstudentdata.


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instructionalstrategiesandgoalstomeetstudentneedswhilemaintainingconfidentially.

• Analysisofstudentdataconnectedtospecificinstructionalstrategiesanduseofresultstoreflectonhisorherteachingandtomonitorteachingstrategiesandbehaviorsinrelationtostudentsuccess.

tomonitorteachingstrategiesandbehaviorsinrelationtostudentsuccess.


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Dimension1.3KnowledgeofStudents:Throughknowledgeofstudentsandprovenpractices,theteacherensureshighlevelsoflearning,social-emotionaldevelopmentandachievementforallstudents.StandardsBasis:1A,1B,1C,2A,2B,2CPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata

Knowledge of Students: Using researched based practices and through knowledge of student backgrounds, the clinical teacher ensures academic achievement and social-emotional development focusing on all students’ individual needs.

● Lessons connect to prior learning and background experiences of all students

● Lessons consider differentiation of learning and gaps in content knowledge, diverse life experiences, and assumed skills of all students









IMPROVEMENTNEEDED


• Alllessonsthatconnecttostudents’priorknowledge,experiences,interestsand

• Alllessonsthatconnecttostudents’priorknowledge,experiencesandfuture

• Alllessonsthatconnecttostudents’priorknowledgeandexperiences.

• Adjustmentsto

• Mostlessonsthatconnecttostudents’priorknowledgeandexperiences.

• Adjustmentsto

• Fewlessonsthatconnecttostudents’priorknowledgeandexperiences.

• Adjustmentsto

COMMENTS:


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futurelearningexpectationsacrosscontentareas.

• Guidanceforstudentstoapplytheirstrengths,backgroundknowledge,lifeexperiencesandskillstoenhanceeachother’slearning.

• Opportunitiesforstudentstoutilizetheirindividuallearningpatterns,habitsandneedstoachievehighlevelsofacademicandsocial-emotionalsuccess.

learningexpectations.

• Guidanceforstudentstoapplytheirstrengths,backgroundknowledge,lifeexperiencesandskillstoenhancetheirownlearning.

• Opportunitiesforstudentstoutilizetheirindividuallearningpatterns,habitsandneeds.

addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsofallstudents.

addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsofmoststudents.

addressstrengthsandgapsinbackgroundknowledge,lifeexperiencesandskillsoffewstudents.


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Dimension1.4Activities:Theteacherplansengaging,flexiblelessonsthatencouragehigher-orderthinking,persistenceandachievement.StandardsBasis:1B,1C,1D,1EPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata

Activities: The clinical teacher develops plans including differentiation of researched based practices facilitating student learning through higher order thinking strategies and promotes student engagement through clear, concise communication.

● Higher order thinking questioning techniques promote critical thinking discussions

● Cooperative learning groups based upon student needs and activity goals

● Learning groups facilitate student roles and responsibilities

● Activities, resources, technology connections, and other instructional materials are aligned with lesson goals and objectives









IMPROVEMENTNEEDED


• Opportunities • Questions • Questions • Questionsthat • Encourages

COMMENTS:


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forstudentstogeneratequestionsthatleadtofurtherinquiryandpromotecomplex,higher-orderthinking,problemsolvingandreal-worldapplication

• Instructionalgroupsbasedontheneedsofallstudents,andallowsforstudentstotakeownershipofgroupandindividualaccountability.

• Theabilityforallstudentstosetgoals,reflecton,evaluateandholdeachotheraccountablewithininstructionalgroups.

• Activities,resources,technologyand

thatencourageallstudentstoengageincomplex,higher-orderthinkingandproblemsolving.

• Instructionalgroupsbasedontheneedsofallstudentsandmaintainsbothgroupandindividualaccountability.

• Allstudentsunderstandingtheirindividualroleswithininstructionalgroupsandfacilitatesopportunitiesforstudentinputongoalsandoutcomesofactivities.

• Activities,resources,technologyandinstructionalmaterialsthatareallalignedto

thatencourageallstudentstoengageincomplex,higher-orderthinking.

• Instructionalgroupsbasedontheneedsofallstudents.

• Allstudentsunderstandingtheirindividualroleswithininstructionalgroups.

• Activities,resources,technologyandinstructionalmaterialsthatareallalignedtoinstructionalpurposes.

promotelimited,predictableorroteresponsesandencouragesomecomplex,higher-orderthinking.

• Instructionalgroupsbasedontheneedsofmoststudents.

• Moststudentsunderstandingtheirindividualroleswithininstructionalgroups.

• Activities,resources,technologyand/orinstructionalmaterialsthataremostlyalignedtoinstructionalpurposes.

littletonocomplex,higher-orderthinking.

• Instructionalgroupsbasedontheneedsofafewstudents.

• Lackofstudentunderstandingoftheirindividualroleswithininstructionalgroups.

• Activities,resources,technologyand/orinstructionalmaterialsmisalignedtoinstructionalpurposes.


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instructionalmaterialsthatareallalignedtoinstructionalpurposes,arevariedandappropriatetoabilitylevelsofstudentsandactivelyengagetheminownershipoftheirlearning.

instructionalpurposes,arevariedandappropriatetoabilitylevelsofstudents.


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Distinguished

Accomplished

Proficient

Developing

Improvem

ent needed

Domain 2: INSTRUCTION: Evidence is apparent in instruction and classroom

Dimension2.1AchievingExpectations:Theteachersupportsalllearnersintheirpursuitofhighlevelsofacademicandsocial-emotionalsuccess.StandardsBasis:1B,1D,1E,2A,2C,3B,4A,4D,5BPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata

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

● Persists with the lesson until there is evidence that most students demonstrate mastery of the objective

● Addresses student mistakes and follows through to ensure student mastery.

● Provides students with opportunities to take initiative of their own learning.



PROFICIENTExpectationlevelfor

DEVELOPINGExpectationforpreand

IMPROVEMENTNEEDEDInstructional

COMMENTS:


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middletoendofClinicalTeaching


beginningClinicalTeachersInstructionalPlanningIncludes:

PlanningIncludes:

• Providesopportunitiesforstudentstoestablishhighacademicandsocial-emotionalexpectationsforthemselves.

• Persistswiththelessonuntilthereisevidencethatallstudentsdemonstratemasteryoftheobjective.

• Providesopportunitiesforstudentstoself-monitorandself-correctmistakes.

• Systematicallyenablesstudentstosetgoalsforthemselvesandmonitortheirprogress

• Providesopportunitiesforstudentstoestablishhighacademicandsocial-emotionalexpectationsforthemselves.

• Persistswiththelessonuntilthereisevidencethatmoststudentsdemonstratemasteryoftheobjective.

• Anticipatesstudentmistakesandencouragesstudentstoavoidcommonlearningpitfalls.

• Establishessystemswherestudentstakeinitiativeoftheirownlearningand

• Setsacademicexpectationsthatchallengeallstudents.

• Persistswiththelessonuntilthereisevidencethatmoststudentsdemonstratemasteryoftheobjective.

• Addressesstudentmistakesandfollowsthroughtoensurestudentmastery.

• Providesstudentsopportunitiestotakeinitiativeoftheirownlearning.

• Setsacademicexpectationsthatchallengemoststudents.

• Persistswiththelessonuntilthereisevidencethatsomestudentsdemonstratemasteryoftheobjective.

• Sometimesaddressesstudentmistakes.

• Sometimesprovidesopportunitiesforstudentstotakeinitiativeoftheirownlearning.

• Setsexpectationsthatchallengefewstudents.

• Concludesthelessoneventhoughthereisevidencethatfewstudentsdemonstratemasteryoftheobjective.

• Allowsstudentmistakestogounaddressedorconfrontsstudenterrorsinawaythatdiscouragesfurthereffort.

• Rarelyprovidesopportunitiesforstudentstotakeinitiativeoftheirownlearning.


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overtime. self-monitor.

Dimension2.2ContentKnowledgeandExpertise:Theteacherusescontentandpedagogicalexpertisetodesignandexecutelessonsalignedwithstatestandards,relatedcontentandstudentneeds.StandardsBasis:1A,1C,1E,1F,2C,3A,3B,3CPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata

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 in multiple contexts.

● Integrates learning objectives with other disciplines

● Anticipates possible student misunderstanding.

● Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research based).









IMPROVEMENTNEEDED


• Displaysextensivecontentknowledgeofallthesubjectssheorheteaches

• Conveysadepthofcontentknowledge

• Conveysaccuratecontentknowledgein

• Conveysaccuratecontentknowledge.

• Sometimes

• Conveysinaccuratecontentknowledgethat

COMMENTS:


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andcloselyrelatedsubjects.

• Integrateslearningobjectiveswithotherdisciplines,contentareasandreal-worldexperience.

• Consistentlyanticipatespossiblestudentmisunderstandingsandproactivelydevelopsteachingtechniquestomitigateconcerns.

• Consistentlyprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).

• Sequencesinstructionthatallowsstudentstounderstandhowthelessonfitswithinthestructureofthe

thatallowsfordifferentiatedexplanations.

• Integrateslearningobjectiveswithotherdisciplinesandreal-worldexperiences.

• Anticipatespossiblestudentmisunderstandingsandproactivelydevelopsteachingtechniquestomitigateconcerns.

• Regularlyprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).

• Sequencesinstructionthatallows

multiplecontexts.

• Integrateslearningobjectiveswithotherdisciplines.

• Anticipatespossiblestudentmisunderstandings.

• Providesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).

• Accuratelyreflectshowthelessonfitswithinthestructureofthedisciplineandthestatestandards.

integrateslearningobjectiveswithotherdisciplines.

• Sometimesanticipatespossiblestudentmisunderstandings.

• Sometimesprovidesopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).

leadstostudentconfusion.

• Rarelyintegrateslearningobjectiveswithotherdisciplines.

• Doesnotanticipatepossiblestudentmisunderstandings.

• Providesfewopportunitiesforstudentstousedifferenttypesofthinking(e.g.,analytical,practical,creativeandresearch-based).


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discipline,thestatestandards,relatedcontentandwithinreal-worldscenarios.

studentstounderstandhowthelessonfitswithinthestructureofthedisciplineandthestatestandards.

Dimension2.3Communication:Theteacherclearlyandaccuratelycommunicatestosupportpersistence,deeperlearningandeffectiveeffort.StandardsBasis:1D,1E,2A,3A,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;studentgrowthprocesses;analysisofstudentdata

Communication: The clinical teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

● Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.

● Recognizes students’ misunderstandings and responds with an array of teaching techniques to clarify concepts.

● Provides explanations that are clear and uses verbal and written communication that is clear and correct.

● Asks, remembers, understands and applies level questions that focus on the objective of the lesson and provokes discussion

COMMENTS:


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● Uses probing questions to clarify and elaborate learning.










IMPROVEMENTNEEDED


• Establishesclassroompracticesthatencourageallstudentstocommunicatesafelyandeffectivelyusingavarietyoftoolsandmethodswiththeteacherandtheirpeers.

• Usespossiblestudentmisunderstandingsatstrategicpointsinlessonstohighlightmisconceptionsandinspireexplorationanddiscovery.

• Providesexplanationsthatareclearandcoherent

• Establishesclassroompracticesthatencourageallstudentstocommunicateeffectively,includingtheuseofvisualtoolsandtechnology,withtheteacherandtheirpeers.

• Anticipatespossiblestudentmisunderstandingsandproactivelydevelopstechniquestoaddressobstaclestolearning.

• Providesexplanations

• Establishesclassroompracticesthatprovideopportunitiesformoststudentstocommunicateeffectivelywiththeteacherandtheirpeers.

• Recognizesstudentmisunderstandingsandrespondswithanarrayofteachingtechniquestoclarifyconcepts.

• Providesexplanationsthatareclearandusesverbalandwrittencommunicationthatisclearandcorrect.

• Leadslessonswithsomeopportunityfordialogue,clarificationorelaboration.

• Recognizesstudentmisunderstandingsbuthasalimitedabilitytorespond.

• Usesverbalandwrittencommunicationthatisgenerallyclearwithminorerrorsofgrammar.

• Asksrememberandunderstandlevelquestionsthatfocusontheobjective

• Directslessonswithlittleopportunityfordialogue,clarificationorelaboration.

• Issometimesunawareoforunresponsivetostudentmisunderstandings.

• Usesverbalcommunicationthatischaracterizedbyinaccurategrammar;writtencommunicationthathasinaccuratespelling,grammar,punctuationorstructure.

• Rarelyasks


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andusesverbalandwrittencommunicationthatisclearandcorrect.

• Asksquestionsatthecreative,evaluativeand/oranalysislevelsthatrequireadeeperlearningandbroaderunderstandingoftheobjectiveofthelesson.

• Skillfullybalanceswaittime,questioningtechniquesandintegrationofstudentresponsestosupportstudent-directedlearning.

• Skillfullyprovokesandguidesdiscussiontopiquecuriosityandinspirestudent-ledlearningofmeaningfulandchallengingcontent.

thatareclearandcoherentandusesverbalandwrittencommunicationthatisclearandcorrect.

• Asksquestionsatthecreative,evaluativeand/oranalysislevelsthatfocusontheobjectiveofthelessonandprovokethoughtanddiscussion.

• Skillfullyusesprobingquestionstoclarify,elaborateandextendlearning.

• Provideswaittimewhenquestioningstudents.

• Asksremember,understandandapplylevelquestionsthatfocusontheobjectiveofthelessonandprovokediscussion.

• Usesprobingquestionstoclarifyandelaboratelearning.

ofthelessonbutdolittletoamplifydiscussion.

questions,orasksquestionsthatdonotamplifydiscussionoraligntotheobjectiveofthelesson.


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Dimension2.4Differentiation:Theteacherdifferentiatesinstruction,aligningmethodsandtechniquestodiversestudentneeds.

StandardsBasis:1C,1F,2A,2B,2C,3C,4A,5A,5C,5DPotentialSourcesofEvidence: Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata

Differentiation: The clinical teacher differentiates instruction, aligning methods and techniques to diverse student needs.

● Adapts lessons to address individual needs of all students.

● Regularly monitors the quality of student participation and performance.

● Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught

● Recognizes when students become confused or disengaged and responds to student learning or social/emotional needs.










IMPROVEMENTNEEDED


• Adaptslessonswithawidevarietyofinstructionalstrategiesto

• Adaptslessonstoaddressindividualneedsofallstudents.

• Adaptslessonstoaddressindividualneedsofallstudents.

• Adaptslessonstoaddresssomestudentneeds.

• Sometimes

• Providesone-size-fits-alllessonswithoutmeaningfuldifferentiation.

COMMENTS:


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addressindividualneedsofallstudents.

• Consistentlymonitorsthequalityofstudentparticipationandperformance.

• Alwaysprovidesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.

• Consistentlypreventsstudentconfusionordisengagementbyaddressinglearningand/orsocial/emotionalneedsofallstudents.

• Regularlymonitorsthequalityofstudentparticipationandperformance.

• Regularlyprovidesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.

• Proactivelyminimizesstudentconfusionordisengagementbyaddressinglearningand/orsocial/emotionalneedsofallstudents

• Regularlymonitorsthequalityofstudentparticipationandperformance.

• Providesdifferentiatedinstructionalmethodsandcontenttoensurestudentshavetheopportunitytomasterwhatisbeingtaught.

• Recognizeswhenstudentsbecomeconfusedordisengagedandrespondstostudentlearningorsocial/emotionalneeds.

monitorsthequalityofstudentparticipationandperformance.

• Sometimesprovidesdifferentiatedinstructionalmethodsandcontent.

• Sometimesrecognizeswhenstudentsbecomeconfusedordisengagedandminimallyrespondstostudentlearningorsocial/emotionalneeds

• Rarelymonitorsthequalityofstudentparticipationandperformance.

• Rarelyprovidesdifferentiatedinstructionalmethodsandcontent.

• Doesnotrecognizewhenstudentsbecomeconfusedordisengaged,ordoesnotrespondappropriatelytostudentlearningorsocial/emotionalneeds.


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Dimension2.5MonitorandAdjust:Theteacherformallyandinformallycollects,analyzesandusesstudentprogressdataandmakesneededlessonadjustments.StandardsBasis:1D,1F,2B,2C,3B,4D,5C,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;studentgrowthprocesses;analysisofstudentdata

Monitor & Adjust: The clinical teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.

● Consistently invites input from students in order to monitor and adjust instruction and activities.

● Adjusts instruction and activities to maintain students’ engagement.

● Monitors student behaviors and responses for engagement and understanding.










IMPROVEMENTNEEDED


• Systematicallygathersinputfromstudentsinordertomonitorandadjustinstruction,activitiesorpacingtorespondto

• Utilizesinputfromstudentsinordertomonitorandadjustinstruction,activitiesandpacingtorespondtodifferencesin

• Consistentlyinvitesinputfromstudentsinordertomonitorandadjustinstructionandactivities.

• Adjusts

• Sometimesutilizesinputfromstudentsinordertomonitorandadjustinstructionandactivities.

• Adjustssome

• Rarelyutilizesinputfromstudentsinordertomonitorandadjustinstructionandactivities.

• Persistswith

COMMENTS:


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differencesinstudentneeds.

• Adjustsinstructionandactivitiestomaintainstudentengagement.

• Usesdiscreetandexplicitchecksforunderstandingthroughquestioningandacademicfeedback.

studentneeds.• Adjusts

instructionandactivitiestomaintainstudentengagement.

• Continuallychecksforunderstandingthroughpurposefulquestioningandacademicfeedback.

instructionandactivitiestomaintainstudentengagement.

• Monitorsstudentbehaviorandresponsesforengagementandunderstanding.

instructionwithinalimitedrange.

• Seesstudentbehaviorbutmissessomesignsofdisengagement.

• Isawareofmoststudentresponsesbutmissessomecluesofmisunderstanding.

instructionoractivitiesthatdonotengagestudents.

• Generallydoesnotlinkstudentbehaviorandresponseswithstudentengagementandunderstanding.

• Makesnoattemptstoengagestudentswhoappeardisengagedordisinterested.


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Distinguished

Accomplished

Proficient

Developing

Improvem

ent needed

Domain 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom:

Dimension3.1ClassroomEnvironment,RoutinesandProcedures:Theteacherorganizesasafe,accessibleandefficientclassroom.StandardsBasis:1D,4A,4B,4C,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata

Environment, Routines and 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.

● The classroom is safe and organized to support learning objectives and is accessible to most students.




InstructionalPlanning

DEVELOPINGExpectationforpreandbeginningClinicalTeachersInstructionalPlanningIncludes:


COMMENTS:


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Includes:• Establishesand

useseffectiveroutines,transitionsandproceduresthatprimarilyrelyonstudentleadershipandresponsibility.

• Studentstakeprimaryleadershipandresponsibilityformanagingstudentgroups,supplies,and/orequipment.

• heclassroomissafeandthoughtfullydesignedtoengage,challengeandinspirestudentstoparticipateinhigh-levellearningbeyondthelearningobjectives.

• Establishesanduseseffectiveroutines,transitionsandproceduresthatsheorheimplementseffortlessly.

• Studentstakesomeresponsibilityformanagingstudentgroups,suppliesand/orequipment.

• Theclassroomissafe,invitingandorganizedtosupportlearningobjectivesandisaccessibletoallstudents.

• Allprocedures,routinesandtransitionsareclearandefficient.

• Studentsactivelyparticipateingroups,managesuppliesandequipmentwithverylimitedteacherdirection.

• Theclassroomissafeandorganizedtosupportlearningobjectivesandisaccessibletomoststudents.

• Mostprocedures,routinesandtransitionsprovidecleardirectionbutothersareunclearandinefficient.

• Studentsdependontheteachertodirecttheminmanagingstudentgroups,suppliesand/orequipment.

• Theclassroomissafeandaccessibletomoststudents,butisdisorganizedandcluttered.

• Fewproceduresandroutinesguidestudentbehaviorandmaximizelearning.Transitionsarecharacterizedbyconfusionandinefficiency.

• Studentsoftendonotunderstandwhatisexpectedofthem.

• Theclassroomisunsafe,disorganizedanduncomfortable.

• Somestudentsarenotabletoaccessmaterials.


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Dimension3.2ManagingStudentBehavior:Theteacherestablishes,communicatesandmaintainsclearexpectationsforstudentbehavior.StandardsBasis:4A,4B,4C,4DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata

Managing Student Behavior: The clinical teacher establishes, communicates, and maintains clear expectation for student behavior.

● Consistently implements the campus and/or classroom behavior system proficiently.

● Most students meet expected classroom behavior standards









IMPROVEMENTNEEDED


• Consistentlymonitorsbehaviorsubtly,reinforcespositivebehaviorsappropriatelyandinterceptsmisbehaviorfluidly.

• Studentsand

• Consistentlyencouragesandmonitorsstudentbehaviorsubtlyandrespondstomisbehaviorswiftly.

• Moststudents

• Consistentlyimplementsthecampusand/orclassroombehaviorsystemproficiently.

• Moststudentsmeetexpectedclassroombehaviorstandards.

• Inconsistentlyimplementsthecampusand/orclassroombehaviorsystem.

• Studentfailuretomeetexpectedclassroombehaviorstandards

• Rarelyorunfairlyenforcescampusorclassroombehaviorstandards.

• Studentbehaviorimpedeslearninginthe

COMMENTS:


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theteachercreate,adoptandmaintainclassroombehaviorstandards.

know,understandandrespectclassroombehaviorstandards.

interruptslearning.

classroom.

Dimension3.3ClassroomCulture:Theteacherleadsamutuallyrespectfulandcollaborativeclassofactivelyengagedlearners.StandardsBasis:1E,1F,3B,4C,4D,5A,5B,5DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata

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.









IMPROVEMENTNEEDED


• Consistentlyengagesall

• Engagesallstudentswith

• Engagesallstudentsin

• Establishesalearning

• Establishesalearning

COMMENTS:


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studentswithrelevant,meaningfullearningbasedontheirinterestsandabilitiestocreateapositiverapportamongststudents.

• Studentscollaboratepositivelyandencourageeachother’seffortsandachievements.

relevant,meaningfullearning,sometimesadjustinglessonsbasedonstudentinterestsandabilities.

• Studentscollaboratepositivelywitheachotherandtheteacher.

relevant,meaningfullearning.

• Studentsworkrespectfullyindividuallyandingroups.

environmentwheremoststudentsareengagedinthecurriculum.

• Studentsaresometimesdisrespectfulofeachother.

environmentwherefewstudentsareengagedinthecurriculum.

• Studentsaredisrespectfulofeachotherandoftheteacher.

Distinguished

Accomplished

Proficient

Developing

Improvem

ent needed

Domain 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES

Dimension4.1ProfessionalDemeanorandEthics:Theteachermeetsdistrictexpectationsforattendance,professionalappearance,decorum,procedural,ethical,legalandstatutoryresponsibilities.StandardsBasis:6B,6C,6D

PotentialSourcesofEvidence:Conferencesandconversationswiththeteacher;formalobservationsandwalkthroughs;classroomartifacts;analysisofstudentdata;dailyinteractionwithothers

COMMENTS:


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Professional Demeanor and Ethics: The clinical teacher meets LU expectations for attendance, professional appearance, and decorum, procedural, ethical, legal, and statutory responsibilities.

● Behaviors are in accordance with the code of Ethics and Standard Practices for Texas Educators.

● Meets all professional Standards (e.g., attendance professional appearance and behaviors).

● Advocates for the needs of students in the classroom.









IMPROVEMENTNEEDED


• BehavesinaccordancewiththeCodeofEthicsandStandardPracticesforTexasEducators.

• Modelsallprofessionalstandards(e.g.,attendance,professionalappearanceandbehaviors)acrossthecampusand


• Modelsallprofessionalstandards(e.g.,attendance,professionalappearanceandbehaviors)withinthe


• Meetsallprofessionalstandards(e.g.,attendance,professionalappearanceandbehaviors).

• Advocatesfor


• Meetsmostprofessionalstandards(e.g.,attendance,professionalappearanceandbehaviors).

• FailstomeettheCodeofEthicsandStandardPracticesforTexasEducators.

• Meetsfewprofessionalstandards(e.g.,attendance,professionalappearanceandbehaviors)orviolates


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districtforeducatorsandstudents.

• Advocatesfortheneedsofallstudentsintheclassroomandcampus.

classroom.• Advocatesfor

theneedsofallstudentsintheclassroom.

theneedsofstudentsintheclassroom.

legalrequirements.

Dimension4.2GoalSetting:Theteacherreflectsonhis/herpractice.StandardsBasis:5D,6A,6B

PotentialSourcesofEvidence:Goal-settingandprofessionaldevelopmentplan(GSPD);conferencesandconversationswiththeteacher,includingtheend-of-yearconference;analysisofstudentdata

Goal Setting: The clinical teacher reflects on his/her practice

● Sets short and long-term professional goals based on self-assessment, reflection and supervisor feedback.

● Meets all professional goals resulting in improvement in practice and student performance.





DEVELOPINGExpectationforpreandbeginningClinicalTeachersInstructionalPlanningIncludes:


• Consistentlysets, • Setssomeshort- • Setsshort-and • Setsshort-term • Setslowor

COMMENTS:


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modifiesandmeetsshort-andlong-termprofessionalgoalsbasedonself-assessment,reflection,peerandsupervisorfeedback,contemporaryresearchandanalysisofstudentlearning.

• Implementssubstantialchangesinpracticeresultinginsignificantimprovementinstudentperformance.

andlong-termprofessionalgoalsbasedonself-assessment,reflection,peerandsupervisorfeedback,contemporaryresearchandanalysisofstudentlearning.

• Meetsallprofessionalgoalsresultinginimprovementinpracticeandstudentperformance.

long-termprofessionalgoalsbasedonself-assessment,reflectionandsupervisorfeedback.

• Meetsallprofessionalgoalsresultinginimprovementinpracticeandstudentperformance.

goalsbasedonself-assessment.

• Meetsmostprofessionalgoalsresultinginsomevisiblechangesinpractice.

ambiguousgoalsunrelatedtostudentneedsorself-assessment.

• Meetsfewprofessionalgoalsandpersistsininstructionalpracticesthatremainsubstantiallyunimprovedovertime.


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Dimension4.3ProfessionalDevelopment:Theteacherenhancestheprofessionalcommunity.StandardsBasis:3A,6A,6B,6CPotentialSourcesofEvidence:Goal-settingandprofessionaldevelopmentplan(GSPD);conferencesandconversationswiththeteacher,includingtheend-of-yearconference;analysisofstudentdata;dailyinteractionwithothersTheprofessionalcommunityfortheclinicalteacherincludemembersofthecourse,mentors,schoolpersonnel,andLUinstructorandsupervisors.

Professional Development - The clinical teacher enhances the professional community academic community

● Collaboratively participates in all scheduled professional development activities, campus professional learning communities, grade-or subject-level team membership, committee membership or other opportunities

● Participates in all course activities.





PROFICIENT

ExpectationlevelformiddletoendofClinicalTeaching




IMPROVEMENTNEEDED


• Leadscolleaguescollaborativelyinandbeyondtheschooltoidentifyprofessionaldevelopmentneedsthrough

• Leadscolleaguescollaborativelyinandbeyondtheschooltoidentifyprofessionaldevelopmentneedsthrough

• Collaborativelypracticesinallscheduledprofessionaldevelopmentactivities,campus

• Engagesinmostscheduledprofessionaldevelopmentactivities,professional

• Engagesinfewprofessionaldevelopmentactivities,professionallearningcommunitiesor

COMMENTS:


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detaileddataanalysisandself-reflection.

• Seeksresourcesandcollaborativelyfostersfacultyknowledgeandskills.

• Developsandfulfillstheschoolanddistrictimprovementplansthroughprofessionallearningcommunities,grade-orsubject-levelteamleadership,committeeleadershiporotheropportunitiesbeyondthecampus.

detaileddataanalysisandself-reflection.

• Seeksresourcesandcollaborativelyfostersfacultyknowledgeandskills.

• Developsandfulfillstheschoolanddistrictimprovementplansthroughprofessionallearningcommunities,grade-orsubject-levelteamleadership,committeeleadershiporotheropportunitiesbeyondthecampus.

professionallearningcommunities,grade-orsubject-levelteammembership,committeemembershiporotheropportunities.

learningcommunities,committee,grade-orsubject-levelteammeetingsasdirected.

committeestoimproveprofessionalpractice.


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Dimension4.4SchoolCommunityInvolvement:Theteacherdemonstratesleadershipwithstudents,colleagues,andcommunitymembersintheschool,districtandcommunitythrougheffectivecommunicationandoutreach.StandardsBasis:2A,2B,4A,4D,5B,6B,6C,6DPotentialSourcesofEvidence:Conferencesandconversationswiththeteacher,includingtheend-of-yearconference;classroomartifacts;studentdata;dailyinteractionwithothers

School Community Involvement - The clinical teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach

● Contacts parents/guardians regularly regarding students’ academic and social/emotional growth.

● Actively participates in all school outreach activities.

● Communicates the mission, vision and goals of the school to students, colleagues, parents, and families.









IMPROVEMENTNEEDED


• Systematicallycontactsparents/guardiansregardingstudents’

• Systematicallycontactsparents/guardiansregardingstudents’academicand

• Contactsparents/guardiansregularlyregardingstudents’academicand

• Contactsparents/guardiansinaccordancewithcampuspolicy.

• Attendsmost

• Contactsparentsgenerallyaboutdisciplinarymatters.

COMMENTS:


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academicandsocial/emotionalgrowththroughvariousmethods.

• Initiatescollaborativeeffortsthatenhancestudentlearningandgrowth.

• Leadsstudents,colleagues,familiesandcommunitymemberstowardreachingthemission,visionandgoalsoftheschool.

social/emotionalgrowththroughvariousmethods.

• Joinscolleaguesincollaborativeeffortsthatenhancestudentlearningandwelfare.

• Clearlycommunicatesthemission,visionandgoalsoftheschooltostudents,colleagues,parentsandfamilies,andothercommunitymembers.

social/emotionalgrowth.

• Activelyparticipatesinallschooloutreachactivities

• Communicatesthemission,visionandgoalsoftheschooltostudents,colleagues,parentsandfamilies.

requiredschooloutreachactivities.

• Communicatesschoolgoalstostudents,parentsandfamilies.

• Attendsfewrequiredschooloutreachactivities.

Post Interactive Conference Date_____________________________________________ Time in/out ______________________________________________ Comments

Documents

Domain 1: Planning -