Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Coherence Coherence Total Points: 18.5/20

Standard(s) & The objective(s) The objective(s) is/are The objective(s) is/are 5
Objective(s) is/are closely tied to tied to appropriate not closely tied to
appropriate standards and are appropriate standards
standards and are somewhat specific, or are not specific,
specific, measurable measurable and measurable and
and observable. observable. observable.

Congruency All of the lesson Most of the lesson Few or none of the 5
components are components are lesson components
highly congruent congruent with the are congruent with the
with the standard(s) standard(s) & standard(s) &
& objective(s). objective(s). objective(s).

Sequencing Breaks down Breaks down complex Does not break down 5
complex tasks into tasks and presents the complex tasks or
appropriate material in a present the material
increments and somewhat logical clearly in a logical
presents the sequence. sequence.
material clearly and
explicitly in a logical
sequence.

Pacing The lesson is well The lesson is fairly The lesson is not well 3.5
paced and well paced and paced or transitions
transitions are employs some are ineffective. Bogged down on guided practice part
effective. effective transitions. of lesson which resulted in off-task
behavior. Lesson plan was for 8
minutes; it was a 15+ minute activity.

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 Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Elements of Effective Instruction Elements Total Points: 23.5 /25

Anticipatory Set Creative, engaging, Effective at focusing Not effective at 5

and highly effective the learners attention focusing the learners
at focusing the and tapping prior attention and tapping
learners attention knowledge. It requires prior knowledge. It
and tapping prior participation from does not require
knowledge. It learners and includes participation from
requires active a statement of the learners or it does not
participation from learning objective. include a statement of
learners and the learning objective.
includes a clear
statement of the
learning objective.

Modeling Teacher clearly and Teacher models some Teacher does not 5
explicitly models expected learning model expected
expected learning outcomes for the learning outcomes for
outcomes for the learners. the learners.
learners.

Guided Practice Clear, concrete, Effective strategies Ineffective strategies 5

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

Closure Concise closure is Closure is provided Inadequate or missing 5

provided that that requires some

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 Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

requires active participation from closure.

participation from learners and
learners and reinforces the learning
effectively reinforces objective(s).
the learning
objective(s).

Independent Instructions are Instructions are Instructions are 3.5

Practice extremely clear and somewhat clear and unclear or do not
anticipate may anticipate anticipate difficulties. Not clear to all students; more explicit
difficulties. Tasks difficulties. Tasks Tasks do not ensure directions needed
ensure that all ensure that most that learners possess
learners possess learners possess the the requisite
the requisite requisite knowledge knowledge and skills
knowledge and and skills to succeed. to succeed.
skills to succeed.

Criteria Exceptional Acceptable Unacceptable Comments

(5 points) (3.5 points) (0 points)

Responsive Instruction Responsive Instruction Points

12/15

Check for Teacher uses Teacher uses at least Teacher does not 3.5
Understanding ongoing and varied one strategy to check check for
strategies to check for understanding. understanding. Continue to scan room for engagement
for understanding. and facilitate more responses from a
wider variety of students.

Monitor and Teacher continually Teacher adjusts Teacher does not 5

Adjust and effectively instruction as student adjust instruction as
adjusts instruction needs indicate. student needs 4T. stopped during guided practice to
as student needs indicate. redirect and provide more instructions.
indicate.

Differentiation Effectively meets Attempts to meet the Does not effectively 3.5
the needs of all needs of all students meet the needs of all
students by by differentiating students by
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 Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

differentiating instruction to differentiating Attempts to meet the needs of all

instruction to accommodate for instruction to students but needs to plan for more
accommodate for varied abilities and accommodate for differentiation for students who are
varied abilities and learning styles. varied abilities and both below expectations and way
learning styles. learning styles. above.

Classroom Management Management Total Points: 10/10

Relationships Demonstrates Demonstrates Does not demonstrate 5

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

Procedures and Runs an efficient Runs a somewhat Does not run an 5

Routines classroom; uses efficient classroom; efficient classroom;
effective classroom uses classroom does not use effective
management management classroom
strategies to strategies to minimize management
eliminate disruptive disruptive activity and strategies to minimize
activity and makes good use of disruptive behavior or
maximizes instructional time. make good use of
instructional time. instructional time

Total Points 64/70:

91%

Additional Comments

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 Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

Lia,

Great job again!

As we discussed, continue to work towards engagement of all students, scanning, proximity and constantly CFU to
decide how to monitor and adjust as you go.

Goals for Next Observation

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Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

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Clinical Observation #4 Date 05/11/2017

Student Teacher Lia Melcher Observer Laurie Dagostino

Student Teacher Signature ___________________________________________________ Date ________________

Observer Signature _________________________________________________________ Date _________________

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