Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

Criteria Exceptional Acceptable Unacceptable Comments

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

Coherence Coherence Total Points: __20____ /

20

Standard(s) & The objective(s) The objective(s) is/are The objective(s) is/are Yes.
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 Yes
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
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 Nice pace to move the students into
paced and well paced and paced or transitions the week. Sounds like there were a
transitions are employs some are ineffective. couple of performances so recapping
effective. effective transitions. those experiences helps them develop
their skills to move forward.

Criteria Exceptional Acceptable Unacceptable Comments

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 Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

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

Elements of Effective Instruction Elements Total Points: __24____ /25

Anticipatory Set Creative, engaging, Effective at focusing Not effective at Circle discussion to reflect of where
and highly effective the learners attention focusing the learners students are at personally and in their
at focusing the and tapping prior attention or tapping craft.
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 Good job asking students to provide
participation from learning objective. include a statement of specific examples or information.
learners and the learning objective.
includes a clear
statement of the
learning objective.
Costumes are not a right; a priviledge.
Yes important to understand.

Modeling Teacher clearly and Teacher models some Teacher does not Anxiety about audience. How to handle
explicitly models expected learning model expected anxiety with different audiences.
expected learning outcomes for the learning outcomes for
outcomes for the learners. the learners.
learners.

Guided Practive Clear, concrete, Effective strategies Ineffective strategies No musicgood adaption
effective strategies provide opportunities provide few
provide for most learners to opportunities for Dance w/o music
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. Warm up and stretching
teacher.

Closure Concise closure is Closure is provided Inadequate or missing You can comment on your closure in
provided that that requires some closure. your observation reflection
requires active participation from
participation from learners and
learners and reinforces the learning
effectively reinforces objective(s).
the learning
objective(s).

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 Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

Independent Instructions are Instructions are Instructions are Talk about upcoming performaces.
Practice extremely clear and somewhat clear and unclear or do not
anticipate may anticipate anticipate difficulties.
difficulties. Tasks difficulties. Tasks Tasks do not ensure
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.
4

Criteria Exceptional Acceptable Unacceptable Comments

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

Responsive Instruction Responsive Instruction Points:

___13___ /15

Check for Teacher uses Teacher uses at least Teacher does not Checking temposome taking a stroll,
Understanding ongoing and varied one strategy to check check for pick up the tempo.
strategies to check for understanding. understanding.
for understanding.

Monitor and Teacher continually Teacher adjusts Teacher does not Adjust for lack of music.
Adjust and effectively instruction as student adjust instruction as
adjusts instruction needs indicate student needs
as student needs indicate.
indicate. 4.

Differentiation Effectively meets Attempts to meet the Does not effectively

the needs of all needs of all students meet the needs of all
students by by differentiating students by
differentiating instruction to differentiating
instruction to accommodate for instruction to
accommodate for varied abilities and accommodate for
varied abilities and varied abilities and
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 Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

learning styles. learning styles learning styles.

4.

Classroom Management Management Total Points: __9____ /

10

Relationships Demonstrates Demonstrates Does not demonstrate

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

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
4.

Total Points out of 70: 66/70

= ____94____ %

Additional Comments

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 Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

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:

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 Clinical Observation #2 Date __11/7/16__

Student Teacher B. Loya Observer ___Beth Slaine_______

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 _________________

Page 6 of 6