Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Tr'Kia Grant 20449280

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 9/6/2018 12/19/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Dutchtown Elementary
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Christine Placide
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Clarence Jackson
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 91.2 points 91.2 %
10.00 1000 912 100
0 0 0 0 0 0 0 0 100 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. 90
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. )
Teacher candidate is very supportive and has realistic expectations when dealing with the students. She encourages students and always gives them a positive comment when they are
successful or are making good effort and attempts.
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 92 1.00
establish relationships characterized by respect and rapport.
Evidence
Teacher candidate has proven that she is a part of the working community by interacting with fellow teachers and staff. She has also contributed with the daily duties around the school. She is
always asking questions and is always finding a way to solve problems should they arise.


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
We are confident that teacher candidate will always maintain the appropriate confidentiality when discussing assessment, sensitive information, and practices. Their is a great sense of trust between
the teacher candidate and cooperating teacher.
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
Teacher candidate is absolutely a role model within the school community Students are very comfortable, yet respectful, to the teacher candidate. Students often seek advice or comfort from her.


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
Teacher candidate's professional practices right on track. She is always seeking for ways to improve in the profession. She regularly communicates with her co-operating teacher, teachers on the
grade, and others in the school. She is constantly seeking a broad perspective o teaching and the various ways to better teach students.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
When reviewing with the students that teacher candidate has been given to review materials with, she is always finding ways to motivate them and challenge them. She will then have a
conversation with her cooperating teacher for reassurance that it was done with fidelity.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
92 1.00
Evidence
Teacher candidate has always shown she operates with integrity. She is honest and trustworthy. She has never given a reason not to trust her word or action in or around the students.
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. 92
Evidence
Teacher candidate is very warm and friendly towards all the students in the class. She is kind and loving to all students, staff and parents.


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. 90 1.00
Evidence
Teacher candidate inquires about what's going on in the school and shows interest of being a part of any activity if needed
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
92
1.00
Evidence
Teacher candidate began with a knowledge and commitment to the profession of teaching and learning. Her opinions and suggestions are welcomed in the class. She utilizes her knowledge and
skills to help all students succeed. She is an asset to the students and the school community. Her dedication is admirable.

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

91.2 %
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

Clarence Jackson
Clarence Jackson (Sep 25, 2018) Sep 25, 2018

Clinical Practice Evaluation 1 - Signed

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Tr'Kia Grant 20449280

Master of Education in Elementary Education

ELM-590 9/6/2018 12/19/2018

FOR COURSE INSTRUCTORS ONLY:

Tr'Kia Grant 20449280

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Tr'Kia Grant 20449280

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Tr'Kia Grant 20449280

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Tr'Kia Grant 20449280

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Tr'Kia Grant 20449280

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Tr'Kia Grant 20449280

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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