Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Brienne Snyder 20368813

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/27/2018 12/9/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Vestaburg Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Michigan
SCHOOL STATE: ___________________________________
Amy Johnston
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Betty McClintic
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
134.4 points
EVALUATION 3 TOTAL
POINTS 89.60 %
25.00 2,500.00 2,240.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
150 0 0 0 0 0 0
150

Interstate Teacher Assessment and Support Consortium (InTASC) 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 standard 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 standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 90
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
92
student growth and development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
As students are editing and revising their Realistic Fiction writing, Brienne has been able to conference with students. She assesses their individual needs and can help each
one in a 1:1 conference. The questioning process helps students realize ways to rework their writing to make it easier to understand.
Brienne has been using partnering approaches to encourage peer help, peer learning, peer corrections and peer commendations. Students appear to enjoy this method of
working together and progressing toward a goal of a completed proofread story. Brienne verbally encourages and mentors each of these partner groups daily after whole
group instruction.
Brienne also took part in preparing and administering parent-teacher conferences. She was able to talk with parents about their child's strength and areas of concern.


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
90
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 90
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 90 1.00
learning differences or needs.
Evidence
Brienne is quite adept at helping students with learning needs. She demonstrates an awareness and natural understanding for seeing a need and trying to find the extra time
required to help and encourage struggling students.
Brienne is motivated and creative about bringing in extra resources from the internet to meet different learning needs.
For a Social Studies lesson about physical characteristics in America, Brienne found a slide show with the song ,"America the Beautiful" on YouTube.
The students then could point out the physical characteristics they saw.
Having the visuals, the music background and interesting venue created intensified interest and cemented the understanding of physical versus man-made characteristics of
our country.


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
88
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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 89
environment.
Evidence
Brienne has been working on getting and maintaining student attention by reminding students of the expectations and keeping the lesson moving. She is working on
having less down time. The daily plan and process of continuously engaging students will be practiced, tested and experienced as Brienne continues to take over the
school day completely.
Brienne will be accepting the challenge of the 'what comes next' scene especially for students who may finish first or need a longer time to complete.
Brienne is prepared with lesson plans and equipment/resources needed prior to a lesson. Brienne is working on improving a keen awareness of student attention; taking
time to quietly redirect if a behavior or distraction is noted.
Brienne demonstrates a kind respect and attentiveness to student requests, questions and suggestions. She will patiently reword, repeat or revise instructions individually
in order to meet an individual's needs.
Brienne Snyder
TEACHER CANDIDATE NAME______________________________ 20368813
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 89 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 89 1.00
their content area.
Evidence
Brienne is becoming aware of the importance of linking prior concepts to new concepts. Accessing prior knowledge by practicing vocabulary, review and questioning
students prior to a lesson is key to becoming an effective leader of instruction. Making connections with previous lessons, prior knowledge with new concepts will
accentuate Brienne's well planned lesson plans. There may be a need to stop, listen to student's question or incorrect responses; then address these appropriately
without interrupting the flow of the planned lesson.
Brienne often thoughtfully and effectively prepares supplementary resources to make her lessons more meaningful and concrete for student understanding.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 90
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 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Brienne helps with the 'Morning Meeting Circle' where teachers and students talk about problems within the classroom or school and how together, we can be a
part of solving these problems.
The class is currently helping administration with issues at recess by researching games and equipment that teachers and students could possibly make, build or
buy that would give students more opportunities to play.
While writing realistic fiction and re-working all six writing areas during 'partner editing'; Brienne has incorporated thought processes that allow students to inquire
just how realistic each story is and novel approaches to creative thinking.
Differing perspectives are observed being accepted by Brienne.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 88 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 88 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
appropriate modifications in assessments or testing conditions especially for students with disabilities and
89 1
language learning needs.
Evidence
Brienne reviews the concepts of a unit before an assessment. She has created assessments for reading designed towards a realistic fiction book the class was reading.
From the assessment Brienne saw that one of the questions was missed by 88 percent of the students.
Brienne then scheduled a review of that question's content with the entire class.
Brienne has experienced assessments, data collection and analysis in a limited manner. She has been allowed to design assessments for reading skills taught.
Brienne is familiar with and evidently utilizes adaptations to assist students with IEP's or special accommodation needs.
Brienne works with cooperating teachers to assure that these accommodations are acceptable or recommended.


evaluations)
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 89 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 89 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 89 1.00
knowledge, and student interest.
Evidence
Brienne prepares and adjusts lessons as she thinks about what would help students learn.
She often draws out the student's prior knowledge when starting her lesson and works to grab the student's interests.
Brienne familiarizes herself with each learning objective and follows cooperating teacher's lead in finding appropriate ways to plan, enhance and present a specific lesson
Brienne offers suggestions, -new approaches that demonstrate her own curiosity, awareness of student's interest and making concepts more interesting and visual.
Brienne has experienced assessments, data collection and analysis .

Brienne confers, receives recommendations/suggestions and challenges from Cooperating Teacher.


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 90 1.00
in 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, 89 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, 88 1.00
and helping students to question).
Evidence
Brienne is improving abilities and skills for the instructional process. Brienne starts by giving the 'first good instruction' for whatever she is teaching.
Brienne then involves the students and has them talk through the concepts they are learning {talk about their thinking }.
Next, she walks around and guides students who might be having some difficulties or questions to get clarity.
Finally, she watches them perform what they have learned.
Brienne is learning to ask questions to stimulate discussion and curiosity in many aspects of the classroom- including Morning Meeting Time, school recess issues, and
everyday lessons/curriculum concepts.
There may be essential times to stop, listen to student's question or incorrect responses; then address these appropriately without interrupting the flow of the planned lesson.
Brienne naturally follows a flow of leading a lesson, accepting intervention from cooperating teacher, acting as a facilitator, assistant or lead instructor throughout


evaluations)
Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
90
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 90
the school, as supports for analysis, reflection, and problem solving.
Evidence
Brienne helps analyze the data from classroom assessments. From the data, cooperating teacher and student intern make a plan together to determine who needs a lesson
retaught and who is ready to go on to the next concepts.
Brienne works with fellow teachers. She is currently teaching daily Social Studies lessons for two 4th grade classrooms; thus making plans together with other staff.
This coordination of time, planning and addressing student behaviors allows Brienne the opportunity to view, experience and meet the challenges of multiple student needs.


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 92
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.
Evidence
During Morning Meeting time, Brienne listens to the students when they have a concern or need that they feel strong about.
Brienne helps to implement ideas in the classroom to make the students feel they are heard and that their voice matters.
An example of this: Several students didn't like how the chairs in the classroom library were being treated.
Students were encouraged to give suggestions to solve the problem.
Students presented a rule with consequences.
Brienne helped implement this process. Students are satisfied with this collaborative effort of problem solving and are following the rules.
Observation Date- 11/6/2018


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

89.60 %
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

Betty McClintic
Betty McClintic (Nov 8, 2018) Nov 8, 2018

Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Brienne Snyder 20368813

Bachelor of Science in Elementary Education

ELM-490 8/27/2018 12/9/2018

Vestaburg Elementary School

FOR COURSE INSTRUCTORS ONLY:

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Brienne has experienced assessments, data collection and analysis .

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Observation Date- 11/6/2018

Brienne Snyder 20368813

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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