Points %: Program

CLINICAL PRACTICE EVALUATION 3
Sydney Ormiston 20284512

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Master of Education in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________
ECH-685 3/22/2018 5/16/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Riviera Christian School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Oregon
SCHOOL STATE:
Karen Lane
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Candace Pelt
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 191.46 points 95.73 %
15.00 1,500.00 1,436.00 200
0
0
200
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 0 0 0
200

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
95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 97 1.00
student growth and development.
Comments
In discussion with Sydney and her MT, she has a definite command of her individual students and their learning needs. She greeted families and parents as they entered the
room and answered questions about assignments and supports easily.


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 95 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 0.00
for making content accessible to English language students and for evaluating and supporting their
development of English proficiency.
✔
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 0.00
learning differences or needs.
Comments
In discussions prior tot he observation, Sydney shared a plan to meet the unique interactions of each learner during the spelling review. She had a plan to include the proficient
spellers in the lesson modeling. As students worked, she supported each learner to find appropriate entry points and techniques for tricky words.


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 0.00
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
0.00
environment.
Comments


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 0.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 90 1.00
their content area.
Comments
An opportunity for growth in Sydeny's development is in the area of accountable talk ad partner language. Her mastery of the content is clear throughout the lesson and
her interactions of design and execution of the review.


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 85 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 0.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Spelling review does not lend itself in isolation to this standard. However, Sydeny did a great job of sharing where the words surface in the student's experience and world.


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 95 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 95 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 0
appropriate modifications in assessments or testing conditions especially for students with disabilities and
language learning needs.
Comments
The pre-assessment design was to review the material prior tot he assessment. This allows students the opportunity to understand their errors and begin to practice where
they need additional work prior tot he test.


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 95 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 99 1.00
knowledge, and student interest.
Comments
A area for Syndey to continue to expand is to think through multiple pathways. She practiced partner talk during the observation today. It was a great use of getting all
students actively involved in the task.


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, 0.00
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, 0.00
and helping students to question).
Comments
Turn and Talk was introduced today in the observations, ensuring 100% accountable academic talk. It was a great example of Syndey's sills in multiple instructional strategies
for all learners.


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
In discussions with Sydney and her CT, it is clear she is professional, courteous, and kind as a guest teacher. Her Ct shared her willingness and diligence in palnning the
lessons and working to ensure every student's needs are met.


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 0.00
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 90 1.00
enact system change.
Comments
Sydney was able to plan for lessons understanding the unique learning needs of each student. He rplan for students modeling and review indicates her knowledge of both
where students are as learners as well as where they need to grow.

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:
95.73 %
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

Candace Pelt Date
May 7, 2018
E-Signature Candace Pelt (May 7, 2018)
Sydney Observation #3
As students entered the classroom, T greeted them and directed them to get their
folders and papers to start the day. On the board, directions were posted for
students to begin tasks as they entered the room. These included “1. New jobs,
seats, hand wash 2. Write spelling words in cursive”.
As students started the warm- up, T walked the classroom and shared the two-
minute warm up and transition. Students wrote spelling words from their spelling
packet. Most students began working quickly with little direction. A few students
needed reminded of the task, and they proceeded quickly. It is clear with the quick
redirection that T has established a good routine and rapport with the class. They
quickly changed behavior and began the academic task. Her tone is friendly and
calm making the class inviting for all learners.
Calendar review, T had one student read the calendar, and then the class chorally
repeated the calendar. (This seems more appropriate for younger students or
earlier in the year; by the end of third grade think through transfer and transition
skills they will need for success in future grades). Class routines included the
pledge, prayer, and class jobs.
T- started the lesson with asking students (designated) to pass out the papers for
the review. T also reminded students to take out a “fun” writing utensil. This was
clearly a portion students enjoyed. T began the review; students wrote the word
and then turned to share with their neighbor. Once they were done T selected one
student to write the word on the board. A great use of turn and talk!!! Well done.
This pattern was repeated throughout the lesson.
It is clear you have command of the class and routines; I enjoyed watching you work
with the class. It is clear they appreciate you and your teaching. You have an easy
manner and style that they seem pleased to work with.

Points %: Program

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Points %: Program

Загружено:

Авторское право:

Доступные форматы

CLINICAL PRACTICE EVALUATION 3

Sydney Ormiston 20284512

Master of Education in Early Childhood Education

ECH-685 3/22/2018 5/16/2018

Riviera Christian School

FOR COURSE INSTRUCTORS ONLY:

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Sydney Ormiston 20284512

InTASC Scoring Guide

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

Sydney Ormiston 20284512

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Sydney Ormiston 20284512

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

Вам также может понравиться