Observations

Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Coherence				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 not closely tied to appropriate standards or are not specific, measurable and observable.	5 Obj: Explain how the rainforest is simar to the deciduous forest habitat.
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 lesson components are congruent with the standard(s) & objective(s).	5 Students are engaged in listening to information about rainforests. Asked to compare to deciduous forests during checks for understanding. Independent practice requires students to write sentences draw a picture of what they learned about rainforests and compare them to deciduous forest.
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 or present the material clearly in a logical sequence.	5 Students listen to reading about Rainforests. Ms. Moran uses pictures and hand motions to explain different characteristics of Rain Forests. Then students are asked to write sentences and draw pictures of what they learned.
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 paced or transitions are ineffective.	5 Transistions- introductions,listening to reading, independent practice, closure. All transistions smooth and fast.
Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Elements of Effective Instruction				Elements Total Points: ____22__ /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 not include a statement of the learning objective.	4 Use of emojies cards to find partner. Ms. Moran reviewed yesterday’s content and asked questions. Vocbulary reviewed by students looking at the words on cards and teacher asking questions. Students given preview about lesson and told what to look for during video presentation.
Modeling	Teacher clearly and explicitly models expected learning outcomes for the learners.	Teacher models some expected learning outcomes for the learners.	Teacher does not model expected learning outcomes for the learners.	5 Use of document camera to demonstate how the students were to write their sentences.
Guided Practice	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.	5 During guided practice students are on the carpet. Ms Moran asked questions for comprehension. Students called on individually to answer questions.
Closure	Concise closure is provided that requires active participation from learners and effectively reinforces the learning objective(s).	Closure is provided that requires some participation from learners and reinforces the learning objective(s).	Inadequate or missing closure.	4 Students called back to the carpet after independent practice. Students called on to name the habitats. There was not enough time in schedule for a complete closure.
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 most learners 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.	4 The assignment was appropriate and engaged all learners. Teacher modeled what the expectation was for assignment after the students started working. Not all were listening.
Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Responsive Instruction				Responsive Instruction Points: ___13.5___ /15
Check for Understanding	Teacher uses ongoing and varied strategies to check for understanding.	Teacher uses at least one strategy to check for understanding.	Teacher does not check for understanding.	5 Teacher made frequent checks for understanding and used several strategies- Turn to your partner and discuss, throw the stuffed animal, asked students to throw to next person to answer.
Monitor and Adjust	Teacher continually and effectively adjusts instruction as student needs indicate.	Teacher adjusts instruction as student needs indicate.	Teacher does not adjust instruction as student needs indicate.	5 Teacher kept track of time during lesson. Technology not working so Ms. Moran easily transistioned to present material in a different way. (By reading from a picture book)
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.	3.5 Circulated the room during independent practice and assisted students as needed.
Classroom Management				Management Total Points: __10____ /10
Relationships	Demonstrates positive and respectful relationships with all students.	Demonstrates somewhat positive and respectful relationships with all students.	Does not demonstrate positive and respectful relationships with all students.	5 Teacher has developed a positive rapport with the class. She smiled and was positive during the lesson. She encouraged students to do their best.
Procedures and Routines	Runs an efficient classroom; uses effective classroom management strategies to eliminate disruptive activity and maximizes instructional time.	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	5 The class is extremely well behaved and Ms. Moran had control over class. When a student got wiggly, she redirected quietly and efficiently by simply stating student’s name. Instruction was not interrupted.
				Total Points out of 70: 65.5 = ____94____ %

Additional Comments

Great job on the lesson, Christina. You were enthusiastic, warm and friendly with the students. You held them to high expectations by using high level, academic vocabulary.

Goals for Next Observation

The Student Teacher’s 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 _________________________________________________________ Date _________________

Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Coherence				Coherence Total Points: ______ /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 not closely tied to appropriate standards or are not specific, measurable and observable.	I can count to 120 in unit form using only tens and ones. I can represent numbers to 120 as tens and ones on the place value chart.
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 lesson components are congruent with the standard(s) & objective(s).	Guided practice at carpet with counting and modeling. Workbook page requires students to independently practice concepts from guided practice. Review at the end of lesson congruent with lesson focus.
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 or present the material clearly in a logical sequence.	All students know what to do when instructions given.
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 paced or transitions are ineffective.	Carpet, seatwork, exit ticket, closure and review well paced. High levels of engagement.
Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Elements of Effective Instruction				Elements Total Points: ______ /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 not include a statement of the learning objective.	Fluency practice/application problem. 1 more, 1 less, 10 more, 10 less
Modeling	Teacher clearly and explicitly models expected learning outcomes for the learners.	Teacher models some expected learning outcomes for the learners.	Teacher does not model expected learning outcomes for the learners.	Usies promethean to display slides for the lesson in sequence. Models place value chart on white board.
Guided Practice	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.	Content displayed on Promethean. Say Ten Way. Students at carpet using white boards. Students share strategies.
Closure	Concise closure is provided that requires active participation from learners and effectively reinforces the learning objective(s).	Closure is provided that requires some participation from learners and reinforces the learning objective(s).	Inadequate or missing closure.	Exit tickets based on lesson serve as an effective check for understanding. Students then play a math game after they complete their exit ticket.
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 most learners 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.	Students at seats completing a workbook page based on the lesson. Students have few problems as teacher circulates and provides support as needed.
Criteria	Exceptional (5 points)	Acceptable (3.5 points)	Unacceptable (0 points)	Comments
Responsive Instruction				Responsive Instruction Points: ______ /15
Check for Understanding	Teacher uses ongoing and varied strategies to check for understanding.	Teacher uses at least one strategy to check for understanding.	Teacher does not check for understanding.	Choral responses, white boards, exit ticket at end of lesson.
Monitor and Adjust	Teacher continually and effectively adjusts instruction as student needs indicate.	Teacher adjusts instruction as student needs indicate.	Teacher does not adjust instruction as student needs indicate.	When students mis count teacher stops and redirects and clarifies directions. Prompts as needed. As students finish they are directed to get with another student to review answers.
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.	One student (IEP) gets a separate worksheet to complete based on learning needs. Students are contually prompted and assisted individually. A variety of activities throughout the lesson provide opportunities for varied learning abilities and styles. White boards, independent practice sheet, partner review, math game.
Classroom Management				Management Total Points: ______ /10
Relationships	Demonstrates positive and respectful relationships with all students.	Demonstrates somewhat positive and respectful relationships with all students.	Does not demonstrate positive and respectful relationships with all students.	Students behavior indicates they like Ms Moran and want to please her. Ms. Moran is firm, but pleasant and friendly. Redirects off task students in a kind way saying please and thank you. Offers to play math game with students who do not have a partner.
Procedures and Routines	Runs an efficient classroom; uses effective classroom management strategies to eliminate disruptive activity and maximizes instructional time.	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	Transitions from carpet to seatwork is quick and students know what to do. No disruptive behavior evident. Students engaged in learning from the start to finish of the lesson.
				Total Points out of 70:70/70 = __100______ %