stin Teacher Program – Austin College
ATP Field Supervisor - L
esson Evaluation Form
This instrument helps to provide feedback to Interns/Clinicals as they work with individuals, a small group or the entire class. The
Intern/Clinical may also choose to use it as a self-evaluation tool.
To the Field Supervisor: Please highlight at least one area of reinforcement and refinement.
Assign Begin Date:
Assign End Date:
DOMAIN 1: PLANNING
Evidence is apparent in the instructional lesson plan, classroom observations.
Standards & Alignment: The Intern/Clinical designs, organizes and implements a clear, well-organized lesson that reflects best practice, aligns
with standards and are appropriate for diverse learners
1.1 Lesson goals and objectives align to TEKS
1.2 Helps students establish learning intentions for success (Intern/Clinical plan measures to help students attain success)
1.3 Activities, materials and assessments are relevant to students' prior understanding and real-world
1.4 Activities, materials and assessments provide time for lesson and lesson closure
1.5 Activities, materials and assessments deepen the broader unit and course objectives
1.6 Activities, materials and assessments are appropriate for diverse learners
1.7 Integrated technology is applicable (when appropriate)
Data & Assessment: The Intern/Clinical uses formal and informal methods to measure student
1.8 Formal and informal assessments monitor progress of all students
Knowledge of Students: Through knowledge of students and proven practices, the Intern/Clinical ensures high levels of learning, social-
emotional development and achievement for all students.
1.9 Lesson connects to student prior knowledge and experiences
1.10 Lesson provides opportunities for students to utilize their individual learning patterns, habits and needs
Activities: The Intern/Clinical plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.
1.11 Questions encourage all students to engage in complex, higher order thinking
1.12 Instructional groups configured to meet student needs
1.13 Students understand individual roles within instructional groups
1.14 Activities, resources, technology, and instructional materials align to instructional purposes