Elm490-Firsteval - 636718809093291446

CLINICAL PRACTICE EVALUATION 1
Aubrey Goddard 20366281

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/13/2018 11/25/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Bud Beasley Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Jessica Lara
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Catherine Tully
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 80.5 points 80.5 %
10.00 1000 805 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 79
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
The Cooperating Teacher reports that she has observed the student teacher progressing on engaging all students during whole group instruction using strategies such as pair-share; providing
"think" time; using popsicle sticks with names to randomly call on students; allowing time for table talk; and teaching note-taking. The student teacher has administered and scored Developmental
Reading Assessments (DRA's) and QSIs, elementary spelling inventories, and she has created instructional grouping in math and reading based on District and school assessments. Students
with special needs are given additional support in order to be successful. The student teacher clearly communicates expectations before lessons and is growing in her ability to reinforce
Respect for
expectations the Diversity
in a positive ofobserved
way. She was Othersrepeating directions as needed, and turning a mistake into a learning opportunity in a small group. Her
Score
words and actions show No Evidence
that she
Teacherall
believes candidates should
students can begiven
learn sensitive to individual
the proper learning and the social needs of students and embrace the cultural diversity of
support.
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 81 1.00
establish relationships characterized by respect and rapport.
Evidence
The Cooperating Teacher reports that the student teacher has created positive and respectful relationships with fellow educators, administrators, parents, and other community members of all
diversities. She is comfortable providing information and assistance for families through the Class Dojo, an online communication platform, and through collaboration on the weekly class newsletter.
She has participated in and collaborated with the multidisciplinary team at Individualized Educational Planning (IEP) meetings. Through her active involvement with Professional Learning
Communities (PLCs), Multi-Tiered System of Support (MTSS), and staff meetings at her school, the student teacher seeks new information and is open to learning new things. During observation, it
was noted that the student teacher allowed students to use different strategies to solve math problems and varied her levels of assistance according to student needs.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 78 1.00
Evidence
According to the observations of the Cooperating Teacher, this student teacher has consistently exercised appropriate standards of confidentiality and professional integrity before/after and during
IEP, MTSS, parent, and staff meetings. In professional conversations, the student teacher exhibits an astute understanding about the importance and impact of educational recommendations. She
reportedly maintains an open mind during data-based decision-making meetings and is very thoughtful in her consideration. As the student teacher is beginning to take the lead in the classroom, she
is very concerned with the creation of a safe learning environment for students that is respectful and positive. Through observation, it is apparent that she is becoming increasingly aware of student
actions, both positive
Professional and negative, and responds accordingly. Monitoring an entire class at one time is a developing skill.
Conduct Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 82
Evidence 1.00
The Cooperating Teacher relays that the student teacher practices sound judgment and ethical behavior through holding all students to the same standards of behavior recognizing/rewarding
positive actions and applying pre-established consequences for negative actions that are aligned with the classroom management plan. She understands the need for fairness in grading based on
student needs and modifications/accommodations and will be expanding her role in grading soon. She also exercises sound judgment/ethical behavior as she moves through the school day
interacting with family members over Class Dojo, communicating with parent/community volunteers, helping with classroom/school projects. Through professional conversations, it has been noted
that the student teachers' main concern is always for the welfare of students. During direct observation, it was evident that the student teachers' appearance, actions and demeanor were
professional and in line with the school setting.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 83
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
The student teacher asks for feedback after each lesson/activity that she leads, according to her Cooperating Teacher. She engages in an analysis of the strengths and weaknesses of her lessons
and strives for improvement, planning ways to implement the lesson better. The student teacher maintains a personal reflection journal for this purpose and also uses it to record mini-goals for
herself. The student teacher was observed taking notes during the time she was conducting small group instruction in math and reportedly reviews her notes prior to the next lesson to revise plans
according to student needs and understanding. The student teacher's active involvement and participation in various staff meetings and training on site, and the relationships she has built, and is
building,
Curiosityalso allow her to engage in professional discourse about her practice on a regular basis and she takes advantage of those situations to growScore
professionally. No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
75
Evidence
The student teacher varies grouping strategies in lessons and allows students "wait" time according to observations of the Cooperating Teacher. She will begin incorporating more real-world
examples, discovery-based lessons, and having students generate, research, present, and/or reflect on open-ended questions/problems as the semester progresses and she will begin to focus on
asking questions at all levels and on following up student comments with probing questions to increase their understanding and expand their ability to express their ideas/opinions.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
79 1.00
Evidence
The student teacher keeps her word and follows through on commitments as reported by her Cooperating Teacher, including arriving to all duties on time and always being well-prepared. She
arrives on time in the morning and and stays until the lead teacher leaves and she attends and participates in all meetings/events before and after school. She completes classroom responsibilities as
directed. Students can count on the student teacher to follow through and do what she says she will do which is gradually building a trusting relationship.
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 85
Evidence
The student teacher knows each student by name and engages in active listening as she interacts with students. She is reportedly very kind toward students, offering help to students who are hurt
or upset, easily extending praise, greeting students individually with a smile and a "good morning" when they enter the classroom and giving students hugs or high fives when they go home. The
Cooperating Teacher remarked that the student teacher consistently takes time to listen to students who have a disagreement, and then helps them to work it out which builds trust and positive
relationships and helps students develop skills in conflict resolution. The student teacher has also been able to successfully teach some social-emotional learning lessons in the classroom which are
a great support for students in terms of community-building and also have many benefits academically.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 78 1.00
Evidence
The student teacher demonstrates a realization of the positive impact of community involvement and servant leadership by her communication with parents/families through Class Dojo, an online
platform, and by contributing to the weekly classroom newsletter. She attended Meet the Teacher and Back to School events. According to her Cooperating Teacher, she is an active listener and a
good communicator in staff meetings and other professional events which shows that she values others and what they have to say. In conversation, it has been ascertained that the student teacher
understands the importance of relationships and is striving to develop and maintain personal relationships with her students and also to foster personal relationships between students. She is
learning to provide clear expectations for students and then consistently adhere and model them so that students are encouraged to meet and exceed them and understand that expectations will
Dedication
remain consistent.
Score No Evidence
Teacher candidates should be committed to the profession of teaching and learning.
85
1.00
Evidence
The student teacher is a very active participant in the teaching process in her classroom, and she consistently demonstrates positive interactions with all members of the school community. Her
Cooperating Teacher reports she is working hard to develop/present lessons that are differentiated and highly engaging to maximize learning for all students. The Cooperating Teacher indicates
that the student teacher is diligent and takes initiative in meeting all classroom responsibilities. A specific example of her dedication is when she and her Cooperating Teacher realized that the group
of students in the class were not responding to the classroom management plan from prior years. Together, they differentiated the plan to meet the needs of this particular group of students.
Another example of dedication is that the student teacher is reflective. She observes the Cooperating Teacher closely and takes notes. She asks questions before/after her lessons modifying them
according to feedback.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

80.5 %
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 E-Signature Date

Catherine Tully
Catherine Tully (Sep 3, 2018) Sep 3, 2018

Elm490-Firsteval - 636718809093291446

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

Elm490-Firsteval - 636718809093291446

Загружено:

Авторское право:

Доступные форматы

CLINICAL PRACTICE EVALUATION 1

Aubrey Goddard 20366281

Bachelor of Science in Elementary Education

ELM-490 8/13/2018 11/25/2018

Bud Beasley Elementary School

FOR COURSE INSTRUCTORS ONLY:

Aubrey Goddard 20366281

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Aubrey Goddard 20366281

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Aubrey Goddard 20366281

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Aubrey Goddard 20366281

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Aubrey Goddard 20366281

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Aubrey Goddard 20366281

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Вам также может понравиться