Evaluation 3 Jolene Armstrong Elm 590

CLINICAL PRACTICE EVALUATION 3
Jolene Armstrong 20386597

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Master of Education in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________
ELM-590 1/11/2018 4/25/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Mark Denman Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Illinois
SCHOOL STATE:
Alissa Wright
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Judith Kelly
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 150 points 100.00 %
25.00 2,500.00 2,500.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 150 0 0 0 0 0
150

InTASC Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her
100
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100 1.00
student growth and development.
Comments
Jolene understands the various needs of her students. She takes these needs into account while planning her instruction.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies 1.00
for making content accessible to English language students and for evaluating and supporting their
100
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
Jolene works very hard to differentiate her instruction to meet the needs of every student.


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100 1.00
environment.
Comments
Jolene communicates effectively with all students while instructing. She actively engages each student and maintains their attention. She is able to create an inclusive
environment in which all students feel respected.


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100 1.00
their content area.
Comments
Jolene uses a variety of resources to ensure that all the students’ needs are being met.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 100 1.00
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
This standard is satisfied in full.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 100 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make 1
appropriate modifications in assessments or testing conditions especially for students with disabilities and
100
language learning needs.
Comments


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 100 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Comments


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 100 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
100 1.00
and helping students to question).
Comments


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
observation, information about students, and research) to evaluate the outcomes of teaching and learning
100 1.00
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 100 1.00
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 100 1.00
enact system change.
Comments
Jolene cares about her students and will go the extra mile to ensure their needs are being met. She is committed to this internship and to pedagogical excellence.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
100.00 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU
Faculty Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the
evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor

Judith Kelly Date
Mar 24, 2018
E-Signature Judith Kelly (Mar 24, 2018)
2017 Evaluation 3 RUBRIC
Teacher Candidate (Last Name, First Name, GCU Student ID

M.I.)
20386597
Armstrong, Jolene
Teacher Candidate’s Home or Cell Phone Teacher Candidate’s Email
217-260-6535 Joarmstrong4@yahoo.com
School Name/District School Address, City, State, Zip Code
Mark Denman Elementary 930 Colfax Danville, IL 61832
Danville Dist. 118
Cooperating Teacher (Last Name, First Grade Level/Subject

Name)
1st Grade
Wright, Alissa
GCU Supervisor (Last Name, First Name) GCU Supervisor’s Home or Cell Phone
Kelly, Judith 561-386-8487
GCU Supervisor’s Email
Judithdkelly1@gmail.com
InTASC Scoring Guide:

.87 to 1 - TARGET: The performance is constantly observed of the teacher candidate and consistently
exceeds expectations for a student teacher.
.80 to .86 - ACCEPTABLE: The performance is frequently observed of the teacher candidate and meets
expectations for a student teacher.
0 to .79 - UNACCEPTABLE: The performance of the teacher candidate is contrary to the standard and
does not meet the expectations for a teacher candidate.
NOT APPLICABLE: The performance of the teacher candidate did not involve the standard.
Standard 1: Student Development
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and that enables each student to advance and accelerate his
or her learning
0 to .79 .80 to .86 .87 to 1.00 Score/Level

NOT APPLICABLE
UNACCEPTABLE ACCEPTABLE TARGET
.86
Teacher candidates collaborate with families, communities, colleagues, and other professionals to
promote student growth and development.

NOT APPLICABLE
.86
Comments:
Standard 2: Learning Differences
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning
strengths and needs and create opportunities for students to demonstrate their learning in different
ways.

NOT APPLICABLE
.82
Teacher candidates incorporate language development tools into planning and instruction, including
strategies for making content accessible to English language students and for evaluating and
supporting their development of English proficiency.

NOT APPLICABLE
Teacher candidates access resources, supports, specialized assistance and services to meet particular
learning differences or needs.

NOT APPLICABLE
.86
Comments:
Standard 3: Learning Environments
Teacher candidates manage the learning environment to actively and equitably engage students by
organizing, allocating, and coordinating the resources of time, space, and students’ attention.

NOT APPLICABLE
.82
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
environment.

NOT APPLICABLE
.86
Comments:
I continue to see improvements in Jolene’s management of the class. The suggestions I have given her she is
incorporating such as waiting until she has the attention of all the students before continuing on with the
lesson. Again, I think the more experience she has the more improvement she will have in this area.
Standard 4: Content Knowledge
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to
familiar concepts, and make connections to students’ experiences.

NOT APPLICABLE
.84
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility
and relevance for all students.

NOT APPLICABLE
.86
Teacher candidates create opportunities for students to learn, practice, and master academic
language in their content area.

NOT APPLICABLE
.86
Comments:
Standard 5: Application of Content
Teacher candidates engage students in applying content knowledge to real-world problems through
the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

NOT APPLICABLE
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that
expand their understanding of local and global issues and create novel approaches to solving
problems.

NOT APPLICABLE
Comments:
Standard 6: Assessment
Teacher candidates design assessments that match learning objectives with assessment methods and
minimize sources of bias that can distort assessment results.

NOT APPLICABLE
Teacher candidates work independently and collaboratively to examine test and other performance
data to understand each student’s progress and to guide planning.

NOT APPLICABLE
.86
Teacher candidates prepare all students for the demands of particular assessment formats and makes
appropriate modifications in assessments or testing conditions especially for students with disabilities
and language learning needs.

NOT APPLICABLE
.86
Comments:
Standard 7: Planning for Instruction
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate
strategies and accommodations, resources, and materials to differentiate instruction for individuals
and groups of students.

NOT APPLICABLE
.86
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple
ways to demonstrate knowledge and skill.

NOT APPLICABLE
.86
Teacher candidates plan for instruction based on formative and summative assessment data, prior
student knowledge, and student interest.

NOT APPLICABLE
.86
Comments:
Standard 8: Instructional Strategies
Teacher candidates vary his or her role in the instructional process (e.g., instructor, facilitator, coach,
audience) in relation to the content, purpose of instruction, and student needs.
NOT APPLICABLE
.83
Teacher candidates engage students in using a range of learning skills and technology tools to access,
interpret, evaluate, and apply information.

NOT APPLICABLE
.83
Teacher candidates ask questions to stimulate discussion that serves different purposes (e.g., probing
for student understanding, helping students articulate their ideas and thinking processes, stimulating
curiosity, and helping students to question).

NOT APPLICABLE
.86
Comments:
Standard 9: Professional Learning and Ethical Practice
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g.,
systematic observation, information about students, and research) to evaluate the outcomes of
teaching and learning and to adapt planning and practice.

NOT APPLICABLE
.86
Teacher candidates actively seek professional, community, and technological resources, within and
outside the school, as supports for analysis, reflection, and problem solving.

NOT APPLICABLE
.86
Comments:
Standard 10: Leadership and Collaboration
Teacher candidates use technological tools and a variety of communication strategies to build local
and global learning communities that engage students, families, and colleagues.

NOT APPLICABLE
.83
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment,
and to enact system change.

NOT APPLICABLE
.84
Comments:
Although much time hasn’t passed since my last evaluation, I continue to see improvements in Jolene’s
classroom management and overall approach to teaching lessons each day. She has a genuine love for what
she is doing and has built relationships with the students in our classroom. I am pleased with the progress she
has made since she has joined our classroom.

Evaluation 3 Jolene Armstrong Elm 590

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CLINICAL PRACTICE EVALUATION 3

Jolene Armstrong 20386597

Master of Education in Elementary Education

ELM-590 1/11/2018 4/25/2018

Mark Denman Elementary School

FOR COURSE INSTRUCTORS ONLY:

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Jolene Armstrong 20386597

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Jolene Armstrong 20386597

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

Teacher Candidate (Last Name, First Name, GCU Student ID

Teacher Candidate’s Home or Cell Phone Teacher Candidate’s Email

Mark Denman Elementary 930 Colfax Danville, IL 61832

Danville Dist. 118

Cooperating Teacher (Last Name, First Grade Level/Subject

Kelly, Judith 561-386-8487

GCU Supervisor’s Email

InTASC Scoring Guide:

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

Standard 2: Learning Differences

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

Standard 3: Learning Environments

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

Standard 4: Content Knowledge

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level

Standard 5: Application of Content

0 to .79 .80 to .86 .87 to 1.00 Score/Level

0 to .79 .80 to .86 .87 to 1.00 Score/Level