____Formative _____Summative

Loyola University Chicago

Sequence 7 Clinical Evaluation

Teacher Candidate Observer

Molly Curtin Joseph Peila
Class Period School
Sauganash
Classroom Teacher Grade/ Content Area
D’Amico

Adapted from Danielson Framework for Teaching, edTPA Tasks and Rubrics, and Illinois Professional Teaching Standards
RATING FOR CURRENT OBSERVATION IS IN YELLOW; NOT RATED THIS OBSERVATION IS GRAY
Component Accomplished Proficient Needs Improvement

PLANNING
Demonstrates Knowledge of Candidate demonstrates knowledge Candidate demonstrates knowledge Candidate demonstrates little to no
Content of the relevant content standards as of the relevant content standards. knowledge of relevant content standards
well as how these standards relate Candidate demonstrates knowledge and no understanding of the disciplinary
Danielson: 1a to other disciplines. Candidate of the disciplinary way of reading, way of reading, writing, and/or thinking
edTPA Rubric: 1 demonstrates extensive knowledge writing, and/or thinking within the within the subject area Teacher
IPTS: 2I, 2K, 3Q of the disciplinary way of reading, subject area. Candidate demonstrates little understanding of
EU: 3, 6 writing, and/or thinking within the demonstrates accurate prerequisite knowledge important to
subject area. Candidate understanding of prerequisite student learning of the content/skill
demonstrates deep understanding knowledge important to student
of prerequisite knowledge learning of the content/skill.
important to student learning of the .
content/skill.

Demonstrates Knowledge of Plans reflect a range of effective Plans reflect a range of effective Plans reflect little or no understanding of the
Pedagogy pedagogical approaches suitable for pedagogical approaches suitable for range of pedagogical approaches suitable
student learning of content/skills student learning of content/skills for student learning of content/skills being
Danielson: 1a being taught and anticipate student being taught taught.
 ____Formative _____Summative
edTPA Rubric: 1 misconceptions.
IPTS: 2I, 2K, 3Q
EU: 3, 6

Demonstrates Knowledge of Candidate justifies why learning Candidate justifies why learning tasks Candidate justifies learning tasks with
Students tasks are appropriate using are appropriate using examples of limited attention to students prior academic
examples of students’ prior learning students’ prior learning or examples learning or limited to no attention to
Danielson: 1b and examples of of personal/cultural/community personal/cultural/community assets
edTPA Rubric: 2,3 personal/cultural/community assets
IPTS: 1H, 1I, 1J, 2P, 3K, 5M, 8S assets. Candidate’s justification is
EU: 1, 7 supported by principles from
research and/or theory

Selects Developmentally Learning objectives are standards Learning objectives are standards Learning objectives are not standards based,
Appropriate Goals, Standards based, clear, measurable, and based, clear, measurable, and aligned are unclear or not measurable. Candidate
and Objectives aligned to methods of assessment. to methods of assessment. Candidate fails to sequences and align standards based
Candidate sequences and aligns sequences and aligns standards objectives to build toward deep
Danielson: 1c standards based objectives to build based objectives to build toward understanding and, authentic application
IPTS: 3O toward deep understanding and deep understanding.
EU: 3,4, meaningful, authentic application

Selects Appropriate Material Candidate’s materials support deep Candidate’s materials support Candidate’s materials is not related to the
understanding of objectives and are understanding of objectives and are objectives or are developmentally
IPTS: 3Q developmentally appropriate. developmentally appropriate. . inappropriate. Materials were developed,
EU: 6 Materials were well developed to Materials were well developed but but could not be understood by others and
an extent that they could be need refinement to make them not very comprehensive.
understood and used by other understandable or useable by other When technology could be used to support
teachers. teachers student learning, it is absent or superficial
Technology is employed to Technology, if appropriate, is
effectively support student learning employed to support student
needs and understanding learning needs
Designs Instruction with Candidate coordinates in-depth Candidate coordinates knowledge of Candidate fails to coordinates knowledge of
 ____Formative _____Summative
Appropriate Sequence, Scope, knowledge of content, students and content, students and resources to content, students and resources to design
and Coherence. resources (including technology) to design lessons. Tasks are cognitively lessons. Tasks are aimed at the entire class.
design lessons. Tasks are challenging, yet accessible, and are There is little to no evidence of scaffolding,
Danielson: 1d cognitively challenging, yet designed for groups of students. appropriate pacing or differentiation. The
edTPA Rubric: 1 accessible, for students and require There is evidence of scaffolding and lesson is not sequenced effectively.
EU: 6 students to provide evidence of the lesson is sequences and paced
their reasoning. There is evidence appropriately
of scaffolding and differentiation for
all students and the lesson is
sequences and paced appropriately.
Plans Assessment to Monitor The assessments provide multiple The assessments provide evidence to The assessments provide limited evidence to
and Support Student Learning forms of evidence to monitor monitor student progress toward monitor student progress toward developing
student progress toward developing developing understanding. The plan understanding. The plan for student
Danielson: 1e understanding. The plan for student for student assessment is aligned assessment is not aligned with the
edTPA Rubric: 5 assessment is aligned with the with the standards-based learning standards-based learning objectives
IPTS: 2K, 4N, 7K, 7N standards-based learning objectives objectives identified for the lesson. identified for the lesson.
EU: 4, 7 identified for the lesson. Assessment adaptations required by
Assessment adaptations required by IEP or 504 plans are made. Failure to adapt the assessments as required
IEP or 504 plans are made. The by IEP or 504 plans is an automatic zero
assessments allow individuals with
specific needs to demonstrate their
learning.

Identifies and Supports The candidate identifies vocabulary The candidate identifies vocabulary The candidate identifies vocabulary (and/or
Language Demands (and/or symbols) and additional (and/or symbols). Attention to symbols) but fails to mention additional
language demand(s) (e.g. syntax additional language demand(s) (e.g. language demand(s) (e.g. syntax and/or
edTPA Rubric: 4 and/or discourse) associated with syntax and/or discourse) is superficial discourse). The plans include little to no
IPTS: 2Q, 3Q, 6J, 6L, 6M, 6Q the lesson. The plans include The plans include general support for support for use of vocabulary.
EU: 3,6 targeted support for use of use of vocabulary and the additional
vocabulary and the additional language demand(s)
language demand(s)
THE CLASSSROOM ENVIRONMENT
Creates a Respectful and Patterns of classroom interaction, Patterns of classroom interaction, Candidate provides a learning environment
Supportive Learning both between the candidate and between the candidates reflect that serves primarily to control student
Environment students and among students, are rapport and respect. The net result behavior.
highly respectful, reflecting genuine of interactions is that of academic
Danielson: 2a caring. The net result of interactions and professional connections
 ____Formative _____Summative
edTPA Rubric: 6 is that of academic and personal between students and adults.
IPTS: 1K, 3H, 4I, 4J, 4K, 4L, connections between students and
4O, 5M adults.
EU: 1,7, 9
Engages Students in Learning The candidate creates a classroom The candidate creates a classroom The candidate fails to create a classroom
and Responsibility culture that reflects a shared belief culture that communicates the culture that reflects the importance of
in the importance of learning, importance of learning, learning, perseverance, and hard work.
Danielson: 2b perseverance, and hard work. perseverance, and hard work. Students have limited engagement in the
edTPA Rubric: 7 Students are engaged in the Students are engaged in the learning learning task because of a teacher centered
IPTS: 4N, 5I, 5L, 5S learning task that deepens and task that develops their classroom
EU: 1,7 extends their understanding. understanding. Students assume
Students assume responsibility for responsibility for their work.
high quality work.

Manages Classroom Effective classroom routines and Effective classroom routines and Classroom routines and procedures are
Procedures and Time procedures maximize instructional procedures with minimal loss of insufficient to prevent the loss of
time. The candidate orchestrates instructional time. The candidate instructional time. The candidate attempts
Danielson: 2c the environment so that students directs the environment so that to direct the environment but students fail
IPTS: 4K, 4L, 4M, 5R contribute to the management of students contribute to the to take it upon themselves to manage
EU: 9 instructional grouping, transitions, management of instructional instructional grouping, and/or the handle
and/or the handling of materials. grouping, transitions, and/or the materials without disruptions. Transitions
Students follow classroom handling of materials with little are neither quick nor smooth. Students
procedures without the candidate’s disruption. With minimal prompting require continual prompting to follow
prompting and guidance students follow procedures.
classroom procedures without the
candidate’s prompting

Manages Student Behavior Students follow established Most students follow established There is inconsistent implementation of
standards of conduct and self- standards of conduct and self- standards so some students’ behaviors
Danielson: 2d monitor their behaviors. monitor their behaviors. Candidates challenge the standard of conduct. The
IPTS: 4I, 4J, 4K, 4L, 44O, 4P, 4Q Candidates monitoring of student monitor student behaviors against candidate is inconsistent with the use of
EU: 9 behaviors is subtle, proactive and established standards of conduct. positive framing and redirecting odf student
preventative. Candidate uses Candidate uses positive framing to behavior. Candidate tries, with uneven
positive framing to model and model and reinforce appropriate. results, to monitor student behavior. The
reinforce positive behavior. Candidate’s response to students’ candidates response to inappropriate
 ____Formative _____Summative
Candidate’s response to students’ inappropriate behavior is consistent, behavior is inconsistent and is sometimes
inappropriate behavior is sensitive proportionate, and respectful to disrespectful
to individual student needs and students.
respects students’ dignity.

INSTRUCTION
Communicates Clearly and Candidate clearly communicates Candidate communicates learning Candidate fails to communicate learning
Accurately learning objectives. Candidate objectives. Candidate guides objectives or the learning objective is
guides students to articulate the students to understand the relevance unclear. Candidate does little to guide
Danielson: 3a relevance of the objective(s). of the objective(s). students to understand the relevance of the
IPTS: 5L, 6J objective(s).
EU: 2 Candidate clearly Candidate clearly explains directions
explains directions and procedures, and procedures, and anticipates Candidate explains directions and
and anticipates possible student some possible student procedures, but sequencing and/or
misunderstanding. Candidate’s misunderstanding. Candidate’s transitions are uneven. Candidate’s
explanation of content is thorough, explanation of content is mostly explanation of content is mostly accurate,
accurate, and clear enabling accurate, and clear enabling students and clear enabling students to develop some
students to develop a conceptual to develop a understanding of understanding of content. Connections to
understanding of content making content, and attempts to make their interest, knowledge and experience
connections to their interest, connections to their interest, are not attempted. Vocabulary may be
knowledge and experience. knowledge and experience. developmentally inappropriate.
Vocabulary is developmentally Vocabulary is developmentally
appropriate. appropriate.

Deepens Student Learning Candidate elicits and builds on Candidate elicits student responses Candidate asks primarily surface –level
student responses to develop related to the development of questions and evaluates student response as
Danielson: 3b understanding. Candidate understanding. Candidate’s correct or incorrect OR candidate does most
edTPA Rubric: 8 facilitates interaction among questions leads students through a of the talking and students provide few
IPTS: 2K, 2M, 25K, 5L, 5S, 6S students so they can evaluate their single path of inquiry where answers responses. Questions may be
EU: 3,6 own ability to understand and are seemingly pre-determined with developmentally inappropriate. Few
apply. Candidate uses a variety of few high level or open-ended students are listening and responding to
low- and high-level open-ended questions. Questions are asked with questions.
questions to challenge students limited “wait time”
 ____Formative _____Summative
cognitively, advance high level
thinking and discourse.
Uses Evidence to Evaluate and Candidate fully integrates formative Candidate sometimes integrates Candidate fails to integrate formative
Change Teaching Practice assessment into instruction and formative assessment into instruction assessment into instruction and superficially
uses it to monitor progress and and uses it to monitor progress and monitors progress and check understanding.
Danielson: 3d, 3e check for understanding. Students check for understanding. Few Students do not engage in self- and peer-
edTPA Rubric: 10 self- and peer-assess and monitor engage in self- and peer-assessment. assessment. Candidate provides general or
IPTS: 1H, 3J, 5J, 5P, 7J their progress. Candidate provides Candidate provides general feedback unclear feedback that does not advances
EU: 4,6 individualized feedback that is that does not advances learning learning
accurate, specific, and advances
learning.

Professional Responsibilities
Feedback and Reflection on Candidate can make an accurate Candidate can describe whether or Candidate cannot clearly describe whether
Student Learning assessment of the lesson’s not the lesson was effective but does or not the lesson was effective nor describe
effectiveness and the extent to not describe the extent to which it the extent to which it achieved the
Danielson: 4a which it achieved its objective and achieved the objective(s) or impact objective(s) or impact on student learning.
IPTS: 9I, 9K, 9S its impact on student learning, on student learning. Candidate can Candidate cannot offer general suggestions
EU: 1 citing many specific examples and offer general suggestions for for improving the lesson or future similar
evidence. Candidate can offer improving the lesson or future similar lessons
specific alternative practices, lessons
complete with probable success of
each aspect of practice could have
on this or future similar lessons.

Growing and Developing Candidate initiates opportunity for Candidate participates in opportunity Candidate sometimes participates in
Professionally professional growth and makes a for professional growth and makes an opportunity for professional growth and
systematic effort to enhance effort to enhance content knowledge makes little effort to enhance content
Danielson: 4d content knowledge and pedagogical and pedagogical skills. Candidate knowledge and pedagogical skills.
IPTS: 9K, 9O, 9P, 9Q skills. Candidate invites meetings attends meetings and participates in Candidate attends most meetings and
EU: 3 and initiates collaborations with collaborations with colleagues. participates in collaborations with
colleagues. Candidate accepts Candidate accepts collegial support colleagues. Candidate sometimes does not
collegial support and feedback from and feedback from colleagues and value collegial support and feedback from
colleagues and supervisors. supervisors. Candidate exhibits colleagues and supervisors. Candidate fails
 ____Formative _____Summative
Candidate is a role model of professional responsibility in at times to exhibits professional
professional responsibility in attendance, punctuality, responsibility in attendance, punctuality,
attendance, punctuality, confidentiality, and relationship with confidentiality, and relationship with
confidentiality, and relationship colleagues colleagues
with colleagues

Comments:

This was a well-planned and executed lesson! You have developed a nice rapport with your students and have begun to understand the procedures and routines
put into place by the mentor teacher. You had a good grasp of the appropriate pace for the lesson and you asked good questions, probing for additional
information as necessary.

Suggestions to implement next time:

 Make sure that you are managing the students who call out (or talk aloud to themselves) during the lesson. Make sure they know from the start of the
lesson that they must raise a hand and wait to be called upon before answering. Respond to students who talk to themselves aloud when working or
who get out of their seats and come to you to ask for help. What does your mentor teacher do to limit these behaviors before they occur and how does
she respond when they do occur?

 Consider ways that you can elevate yourself in the eyes of the students so that they see you as a teacher (not a student). I recommend that you dress up
a bit – limit jeans or other informal clothing. In addition, limit your use of “You Guys” and “Basically” when addressing students. Being more formal in
your approach will go a long way to helping them perceive you – and you perceive yourself – as a professional.

 Don’t tell students you are going to “give them a handout.” The usual response is “Awwwww!” To their credit (and yours), students did not respond that
way. Instead, explain how they are going to have the chance to show what they know and if they have achieved the objective of the lesson.

 Continue to think through your lesson presentation. Use the section of your plan (“Procedures”) to write your specific steps in the presentation and then
use the steps you wrote as you work through the lesson. Include any specific statements you want to make about instructions or lesson content, etc.
 ____Formative _____Summative

Signature of Teacher Candidate______________________________________________________________ Date____________

Signature of Faculty Coach __________________________________________________________________ Date ___________

Signature of Mentor Teacher________________________________________________________________ Date ___________

GRADING SCALE

This evaluation form should be used to document the formative and summative evaluations of Sequence 7 interns in a way that is developmental in nature
increasing in expectation and rigor as candidates gain more exposure and practice in their assigned classroom setting. The following scale will allow for the
flexibility in grading and the modifications necessary when certain indicators cannot be observed at a certain time or within a particular lesson. It should be
understood that expectations and rigor increase with each subsequent evaluation. Within each evaluation at least 12 of the 17 indicators must be assessed,
determining grades as follows:

Evaluation Data Grade Range

If of the indicators assessed… 66-100% were identified as a combination of proficient and 95-100%
accomplished teaching (with at least 15% Accomplished)
If of the indicators assessed… 66-100% were identified as proficient teaching 80-95%
(with less than 15% Accomplished and no more than 34% Needing
Improvement)
If of the indicators assessed… 66-100% were identified as a combination of proficient teaching or in 70-79%
need of improvement (with 35-69% Needing Improvement)
If of the indicators assessed… 66-100% were identified as teaching in need of improvement (70% or 69% and below
more Needing Improvement)
 ____Formative _____Summative

Sample Scoring Guide:

Indicators Assessed Accomplished Proficient Need Improvement Score Range Possible Score
12 3 (25% of 12) 9 (75% of 12) 0 95-100% 95%
1 (8% of 12) 9 (75% of 12) 2 (17% of 12) 80-95% 90%
0 8 (66% of 12) 4 (33% of 12) 80-95% 80%
0 5 (42% of 12) 7 (58% of 12) 70-79% 75%
1 (8% of 12) 1 (8% of 12) 10 (83% of 12) 69% and below 60%