Clinical Practice Evaluation 1 Encrypted

CLINICAL PRACTICE EVALUATION 1
Sidney Rascon 20263192

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Arts in English for Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-490 8/27/2018 12/16/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Glendale High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Carol Good
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Jeff Martin
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 91.7 points 91.7 %
10.00 1000 917 100
0 0 0 0 0 0 0 0 0 0 0 0 100 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. 92
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. )
Sidney consistently expects students to achieve the goals set in the course. In addition to explaining the daily goal, she also posts it on the board for students to see. Using guidance, her
expectations are realistic for the grade level she is currently responsible for instructing.
Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
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 90 1.00
establish relationships characterized by respect and rapport.
Evidence
Sidney strives to embrace the diversity in her classroom, many times customizing instruction to include aspects/interests of the students. For instance, when instructing a specific sentence
structure, she prompts the students to provide the details included, such as: food they like, sports they play, etc. Moreover, Sidney does not lose her temper when frustrated instead she continues
to respectfully address the issues that arise in the class.


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. 90 1.00
Evidence
Sidney is learning the value of rubrics and consistency in grading. She understands the need for confidentiality and strives to ensure the test is a fair assessment of each student’s abilities.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
Sidney is a positive role model to her students as she models the behavior she expects to receive in return from the students.


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. 92
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
After each class, Sidney reflects on what went well and what needs adjustment in her lesson. Together we discuss options to help refine the rough spots or clarify issues that went unnoticed by
her. These discussions lead to immediate implementation in her next instruction.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
Encouraging active inquiry is difficult with the current curriculum, yet she has managed to add it to aspects such as vocabulary assignments.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
90 1.00
Evidence
Sidney does not disguise her responses to students with ambiguous words.
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. 97
Evidence
Sidney excels in this area, showing students a consistent friendliness and warmth. She begins by greeting students at the door, having small conversations with students to build a caring
relationship with them.


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. 91 1.00
Evidence
Sidney understands the value of advocating for what a student needs to be most successful in a course as she has been involved as we reassessed SPED student placements in R180 classes and
discussed recommendations and reasoning for students.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93
1.00
Evidence
Sidney spends a vast amount of time preparing for her instruction. Not only is she writing lesson plans and creating assignments as needed, but she is also completing the assignments prior to
using them with students. This dedication to the process and instruction shows not only in her execution of the lesson but also in how she approaches her instruction itself.

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

91.7 %
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

Dr Jeffrey H. Martin
Dr Jeffrey H. Martin (Sep 18, 2018) Sep 18, 2018

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CLINICAL PRACTICE EVALUATION 1

Sidney Rascon 20263192

Bachelor of Arts in English for Secondary Education

SEC-490 8/27/2018 12/16/2018

Glendale High School

FOR COURSE INSTRUCTORS ONLY:

Sidney Rascon 20263192

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Sidney Rascon 20263192

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Sidney Rascon 20263192

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Sidney Rascon 20263192

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Sidney Rascon 20263192

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Sidney Rascon 20263192

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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