Elliottob 4

FINAL Clinical Observation #4
Date ______________
Student Teacher _________________________
Criteria
Exceptional
Acceptable
Unacceptable
(5 points)
(3.5 points)
(0 points)
Observer ___________________________
Coherence
Standard(s) &
Objective(s)
4
Comments
Coherence Total Points: 19 /20
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.
#8 Perceive and analyze work

Identify and compare perspetives that
influence theatrical work in a greater
context.
The objective is buried in directions for

guided practice not written or clearly
communicated to the students, which
sets the framework for the class and
connects the activities.
Congruency
5
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).
Uses anticipatory set to elicit

responses regarding which play
affected, them mostnot necessarily
the one they liked the best. ST tied
that to understanding of articles.
Ties articles to their personal
experiences. Ties to closure angain,
analysis of what they read.
Sequencing
5
Pacing
5
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.
Read article first for general

understanding--ciicleunderline
reread or continue reading adds
highlightersfinal to summarize and
tie to own experience
The lesson is well

paced and
transitions are
The lesson is fairly

well paced and
employs some
The lesson is not well Anticipatory set and roll finished by

paced or transitions 8:20--2 minutes for transition, 10
are ineffective.
minutes to read article. Still reading
Page 1 of 6
Date ______________
Student Teacher _________________________
effective.
Criteria
effective transitions.
Observer ___________________________
8:42--students engaged
Exceptional
Acceptable
Unacceptable
(5 points)
(3.5 points)
(0 points)
Elements of Effective Instruction
Comments
Elements Total Points: 24/25
Anticipatory Set Creative, engaging,

and highly effective
at focusing the
4
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.
Modeling
Teacher models some

expected learning
outcomes for the
learners.
Teacher does not

model expected
learning outcomes for
the learners.
Students get articles and highlighters.

Gives direction--Read for general
sense circle any word phrase or
concept you dont understand, and
underline things that are interesting or
stands ourgives example of what to
highlight (brain hemispheres -detail).
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
Students read and ST circulates to

answer questions.
Teacher clearly and

explicitly models
expected learning
outcomes for the
learners.
Guided Practive Clear, concrete,

effective strategies
provide
5
opportunities for all
learners to
demonstrate
understanding with
Not effective at
focusing the learners
attention or tapping
prior knowledge. It
does not require
participation from
learners or it does not
include a statement of
the learning objective.
Combines role with anticipatory set

and review. Gives positive energetic
feedback- students are focused as
they are giving each other feedback on
the plays they performed. ST interacts
giving feedback and extending student
knowledge aka Jack Nicholson.
Need to state the objective--see notes.

Loved the activity--only thing lacking
was the clearly stated objective. The
objective is fundamental to the
structure of the class.
Read again or continue reading

highlight main ideas in one color, and
details in another gives example of
Page 2 of 6
Date ______________
Student Teacher _________________________
support from the

teacher.
Closure
5
Independent
Practice
5
Criteria
teacher.
Monitor and
right and left hemispheres of brain.
Concise closure is
provided that
requires active
participation from
learners and
effectively reinforces
the learning
objective(s).
Closure is provided
Inadequate or missing The yellow slip is used as exit ticket
that requires some
closure.
participation from
What is your opinion?
learners and
reinforces the learning
Is the authors POV valid?
objective(s).
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 work independently on task

and teacher circulates to answer
questions. This is always a blur
between when it is guided and when it
is independent. Independent tends to
be what they are going to do outside of
class--which I have no way to observe.
Exceptional
Acceptable
Unacceptable
Comments
(5 points)
(3.5 points)
(0 points)
Do you want to know more?
Responsive Instruction
Check for
Understanding
Observer ___________________________
Teacher uses
ongoing and varied
strategies to check
for understanding.
Responsive Instruction Points: 15 /

15
Teacher uses at least Teacher does not

one strategy to check check for
for understanding.
understanding.
Teacher continually Teacher adjusts

and effectively
instruction as student
Teacher does not

adjust instruction as
Reiterates and engages students as

they explain their favorite plays. Write
down three words that come to mind do you have the jist? Do you have any
questions? Do you need clarity?
Student (Kadisha) comes in late so ST

goes back up to the top of roll and
Page 3 of 6
Date ______________
Student Teacher _________________________
Adjust
5
Differentiation
5
Observer ___________________________
adjusts instruction
as student needs
indicate.
needs indicate.
student needs
indicate.
includes her seamlessly.
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
learning styles.
Does not effectively

meet the needs of
students by
differentiating
instruction to
accommodate for
learning styles.
ST spends extra time trying to elicit

response from SPED student and
actually gets a response from him.
Kudos-artful handling of this student
who is highly volatile, as I witnessed in
the first observation. Gives a variety of
articles for interest and complexity--ets
students choose.
Classroom Management
Relationships
5
Demonstrates
positive and
respectful
relationships with all
students.
Management Total Points: 9 /10
Demonstrates
somewhat positive
and respectful
students.
Does not demonstrate

positive and respectful
students.
Meets and greets students as they

come into the classroom. Hearty
Good Mornings. ST talks with
students individually on a myriad of
subjects. ST notices one student is
down and makes a comment as well
as cheers him up. Students were
engaged in talking about the play.
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
Keeps class moving regardless of

students attitudeshas talkers move,
has students remove headphones.
Takes cell phone. Lots of ssshhhs.
Procedures and Runs an efficient

Routines
classroom; uses
effective classroom
management
4
strategies to
eliminate disruptive
activity and
maximizes
instructional time.
If you dont come to get an article you

will be given one. You have two
minutes.
Circulates and answers questions.
NOTE: Student Teachers who receive any Unacceptable ratings on Clinical

Observation #4 will not receive credit for Student Teaching, regardless of point
standing in the course.
Total Points out of 70:

= ________ %
Page 4 of 6

Student Teacher _________________________
Date ______________
Observer ___________________________
Additional Comments
As always it is a pleasure to be a part of your class Good luck!
Page 5 of 6

Student Teacher _________________________
Date ______________
Observer ___________________________
Student Teacher Signature ___________________________________________________
Date ________________
Observer Signature _________________________________________________________
Date _________________
Page 6 of 6

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FINAL Clinical Observation #4

Student Teacher _________________________

Coherence Total Points: 19 /20

The objective(s) is/are

The objective(s) is/are

#8 Perceive and analyze work

The objective is buried in directions for

All of the lesson

Most of the lesson

Few or none of the

Uses anticipatory set to elicit

Breaks down complex

Does not break down

Read article first for general

The lesson is well

The lesson is fairly

The lesson is not well Anticipatory set and roll finished by

FINAL Clinical Observation #4

Student Teacher _________________________

Elements of Effective Instruction

Elements Total Points: 24/25

Anticipatory Set Creative, engaging,

Teacher models some

Teacher does not

Students get articles and highlighters.

Students read and ST circulates to

Teacher clearly and

Guided Practive Clear, concrete,

Combines role with anticipatory set

Need to state the objective--see notes.

Read again or continue reading

FINAL Clinical Observation #4

Student Teacher _________________________

support from the

right and left hemispheres of brain.

Students work independently on task

Do you want to know more?

Responsive Instruction Points: 15 /

Teacher uses at least Teacher does not

Teacher continually Teacher adjusts

Teacher does not

Reiterates and engages students as

Student (Kadisha) comes in late so ST

FINAL Clinical Observation #4

Student Teacher _________________________

includes her seamlessly.

Attempts to meet the

Does not effectively

ST spends extra time trying to elicit

Management Total Points: 9 /10

Does not demonstrate

Meets and greets students as they

Does not run an

Keeps class moving regardless of

Procedures and Runs an efficient

If you dont come to get an article you

NOTE: Student Teachers who receive any Unacceptable ratings on Clinical

Total Points out of 70:

FINAL Clinical Observation #4