Clinical Evaluation: MAE Reading
Name:
Evaluator:
Date:
NBPT Standards
IRA Standards
Exceeds Expectations
Meets Expectations
Marginal Performance
Does not Meet
Expectations
IX. Reading:
Accomplished Reading/LA
teachers use their
knowledge of the reading
processes, language
development, texts and
ongoing assessment to
advance literacy, develop
strategic readers, promote
an appreciation of reading
as vital to lifelong learning,
and create effective
instruction to that readers
can negotiate, inquire
about, and construct
meaning across the
curriculum.
1.4- Demonstrate
knowledge of the major
components of reading
(phonemic awareness,
word identification and
phonics, vocabulary and
background knowledge,
fluency, comprehension
strategies, and
motivation) and how they
are integrated in fluent
reading.
Lesson exhibits specific
attention to one or more
of the components,
clearly illustrating and
conveying to students the
role of this (these)
components in overall
reading.
Lesson exhibits attention
to one or more of the
components, illustrating
the role of this (these)
components in overall
reading.
Lesson exhibits minimal
attention to one or more
of the components,
connection between
component(s) and
connected reading is
ambiguous.
Lesson does not exhibit
attention to one or more
of the components; there
is no visible connection
between component(s)
and connected reading.
I. Knowledge of
Learners: draw on
knowledge of learning and
child development theories
and their relationships with
students to acquire
knowledge of their
students….and use this
information to inform
teaching and learning
practices.
2.1.- Use instructional
grouping options as
appropriate for
accomplishing given
purposes.
Candidate articulates a
clear and well-founded
rationale for grouping
decisions made within
the lesson being
observed.
Candidate articulates an
adequate rationale for
grouping decisions made
within the lesson being
observed.
Candidate's rationale for
grouping decisions made
within the lesson being
observed is ambiguous
and/or lacks
research/theoretical
support.
Candidate does not have
a supported or logical
rationale for grouping
decisions made within
the lesson being
observed.
VI. Instructional Decision
Making: set informed and
purposeful goals for
students, develop
meaningful learning
opportunities and interact
effectively with students
while extending to them
increasing responsibility
for their own learning.
2.2- Use a wide range of
instructional practices,
approaches, and methods,
including technologybased practices, for
learners at differing
stages of development
and from different
cultural and linguistic
backgrounds.
Candidate articulates a
clear and well-founded
rationale for researchsupported methods used;
instructional
approaches/methods are
explicitly differentiated
to meet the needs of
students with varying
abilities, languages,
interests, and cultural
backgrounds.
Candidate articulates a
rationale for researchsupported methods used;
instructional
approaches/methods are
differentiated to meet the
needs of students with
varying abilities,
languages, interests, and
cultural backgrounds.
Candidate's rationale for
methods used is
ambiguous and/or not
well-supported by
research; instructional
approaches/methods are
minimally differentiated
to meet the needs of
students with varying
abilities, languages,
interests, and cultural
backgrounds.
Candidate does not have
a research-supported
rationale for instructional
approaches/methods
used; candidate does not
differentiate to meet the
needs of students with
varying abilities,
languages, interests, and
cultural backgrounds.
Comments
Comments
Not Observed
Score
Clinical Evaluation: MAE Reading
Name:
NBPT Standards
IRA Standards
Evaluator:
Date:
Exceeds Expectations
Meets Expectations
Marginal Performance
Does not Meet
Expectations
Candidate articulates
developmentally and
socially appropriate
reasons for materials
chosen; Materials
strongly address the
developmental,
linguistic, cultural, and
social needs of all
students.
Candidate articulates
developmentally and
socially appropriate
reasons for materials
chosen; Materials address
the developmental,
linguistic, cultural, and
social needs of all
students.
Candidate's reasons for
choosing materials
address development and
social needs of students
with some ambiguity.
Materials address the
developmental,
linguistic, cultural, and
social needs of some
students.
Candidate does not have
developmentally or
socially appropriate
reasons for choosing
materials; Materials do
not address the
developmental,
linguistic, cultural, and
social needs of many of
the students.
Candidate explicitly
draws on formal and
informal assessment data
to inform lesson
objectives, procedures,
and assessment for all
students.
Candidate draws on
formal and/or informal
assessment data to
inform lesson objectives,
procedures, and
assessment for all
students.
Candidate vaguely
connects lesson plans to
assessment information.
Candidate does not
connect lesson plans to
assessment information.
Comments
V. Instructional
Resources: Select, adapt
and create a rich and varied
collection of instructional
resources; regularly
involve students in
…creating and selecting
resources; engage students,
teachers, parents and other
adults from the community
to enrich instruction.
2.3- Use a wide range of
curriculum materials in
effective reading
instruction for learners at
different stages of
reading and writing
development and from
different cultural and
linguistic backgrounds.
VII. Assessment: Use a
range of formal and
informal assessment
strategies to shape
instructional decisions,
monitor student progress,
encourage student selfassessment, and gather
information to report to
various audiences.
3.3- Use assessment to
plan, evaluate, and revise
effective instruction that
meets the needs of all
students, including those
at different
developmental stages and
different cultural and
linguistic backgrounds.
Comments
Comments
Not Observed
Score
Clinical Evaluation: MAE Reading
Name:
Evaluator:
Date:
NBPT Standards
IRA Standards
Exceeds Expectations
Meets Expectations
Marginal Performance
Does not Meet
Expectations
I. Knowledge of
Learners: draw on
knowledge of learning and
child development theories
and their relationships with
students to acquire
knowledge of their
students….and use this
information to inform
teaching and learning
practices.
4.1-Use students'
interests, reading
abilities, and
backgrounds as
foundations for the
reading and writing
program.
Classroom literacy
program clearly reflects
specific abilities and
interests of students in
the class, as evidenced in
material choices, class
environment, established
routines, and grouping
decisions.
Classroom literacy
program reflects abilities
and interests of students
in the class, as evidenced
in material choices, class
environment, established
routines, and grouping
decisions.
Classroom literacy
program somewhat
reflects abilities and
interests of students in
the class; evidence of
attention to ability and
interest is minimal in
material choices, class
environment, established
routines, and/or grouping
decisions.
Classroom literacy
program does not visibly
reflect abilities and
interests of students in
the class; there is little to
no evidence of attention
to ability and interest in
material choices, class
environment, established
routines, and/or grouping
decisions.
Candidate clearly
articulates purpose of and
selects consistently and
widely from classroom
and school resources to
maximize the abilities,
interests, culture and
language of all students.
Candidate articulates
purpose of and makes
ongoing use of classroom
and school resources to
address the abilities,
interests, culture and
language of all students.
Candidate's articulation
of purpose for choosing
classroom/school
resources is vague;
Candidate draws on a
minimal number of
classroom and school
resources to address the
abilities, interests, culture
and language of most
students.
Candidate does not
adequately articulate
reasons for choosing
particular materials.
Comments
V. Instructional
Resources: Select, adapt
and create a rich and varied
collection of instructional
resources; regularly
involve students in
…creating and selecting
resources; engage students,
teachers, parents and other
adults from the community
to enrich instruction.
4.2- Use a large supply of
books, technology-based
information, and nonprint
materials representing
multiple levels, broad
interests, and cultural and
linguistic backgrounds.
Candidate does not
adequately draw on
classroom/school
resources to address the
abilities, interests, culture
and language of
students.
Comments
IX. Reading; X. Writing:
use knowledge of
reading/writing processes,
language development,
writing development, and
ongoing assessment
to….provide genuine
opportunities for students
4.3- Model reading and
writing enthusiastically
as valued lifelong
activities.
Candidate is consistent
and explicit in
demonstrating reading
and writing for real
purposes. Classroom
environment reflects
enthusiasm for reading
and writing across
contexts.
Candidate demonstrates
reading and writing for
real purposes. Classroom
environment reflects
enthusiasm for reading
and writing across
contexts.
Candidate minimally
demonstrates reading
and writing for real
purposes. Classroom
environment reflects
some acknowledgment
that reading and writing
are meaningful, crosscontextual activities.
Candidate does not
demonstrate reading and
writing for real purposes.
Classroom environment
does not reflect a
perspective of reading and
writing as
meaningful/cross-context
activities.
Not Observed
Score
Clinical Evaluation: MAE Reading
Name:
NBPT Standards
IRA Standards
to read/write for a variety
of purposes and audiences.
IV. Learning
Environment: establish
with their students a caring,
supportive, inclusive,
challenging, democratic
and safe learning
community in which
individuals take
intellectual, social and
emotional risks and work
both independently and
collaboratively.
Comments
4.4- Motivate learners to
be lifelong readers.
Comments
Evaluator:
Date:
Exceeds Expectations
Candidate has
implemented specific,
research-based strategies
for fostering motivation
among all readers.
Meets Expectations
Candidate's instruction
and classroom
environment reflect
efforts to motivate all
readers.
Marginal Performance
Candidate's instruction
and classroom
environment reflect
minimal efforts to
motivate all readers.
Does not Meet
Expectations
Candidate's instruction and
classroom environment do
not reflect efforts to
motivate all readers.
Not Observed
Score