Clinical Practice Evaluation 2 - Single Placement Encrypted 1

CLINICAL PRACTICE EVALUATION 2S
Stephanie Wilson 20454280

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/10/2019 4/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
E.K. Key Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Louisiana
SCHOOL STATE: ___________________________________
Rebecca Vaussine
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Thail Pete
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 88.24 points 88.24 %
25 2,500.00 2206 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0

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 performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard 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.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 90 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 95
student growth and development. 1.00
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. )
Ms. Wilson is the teacher of an autistic class. All of the students have IEPs that must be followed daily. In order to develop the IEP meeting are held that include parents,
school personnel working with students, professionals when necessary. The program of the student is reviewed and revised as the student progress.
The classroom Ms. Wilson contain students first through fifth grade. She attends trainings and weekly PLC meetings


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 92 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
for making content accessible to English language students and for evaluating and supporting their 92 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 95 1.00
differences or needs.
Evidence
Many resources are utilized in the classroom. The candidate must differentiate to reach the wide variety of learning styles in this class of students with autism. Technology with
special programs are provided for students to increase and develop new skills. Student objectives in each subject for each grade level are posted for students. Specialized
assistance is provided for the students by the school system based on need.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 90 1.00
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
92
1.00
environment.
Evidence
The candidate is aware of the activities of the students within the classroom as they move from one activity to another. Students are taught individually while others are
assigned appropriate activities to increase their skills.
As the class began she was working with one student who was deescalating from a meltdown. This particular student uses a trampoline to calm herself and together with
the teacher sing songs to calm herself.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 80 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 92 1.00
content area.
Evidence
These students have limited skills but within the classroom. Materials and technology are provided to assist in improving their skills. While working with one student the
paraprofessional monitors and assist other students. The teacher uses visuals, technology, and models instruction as needed.
Before beginning a lesson with a student Ms. Wilson states the objectives, goals, and procedures. Materials are prepared ahead of time and ready for the lesson.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 87 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 80 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Some students in this classroom can read and recognize new materials when presented to them. They are able to do math and read new stories and apply what was gained
from the reading to questions presented both verbally and on worksheets.
These students have a difficult time applying knowledge to the present situations they are in so global issues and novel approaches by the student are minimal.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 79
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 90 1
language learning needs.
Evidence
Assessments for Ms. Wilson's students are designed for the autistic student. She works daily to prepare the students to be able to complete tests recommended for these
students. Ms. Wilson use data from Scantron, Successmaker, ZEARN Math, and RAZ-Plus Kids to monitor progress and plan lessons.


evaluations)
teaching. teaching.
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 80 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 85 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 85 1.00
knowledge, and student interest.
Evidence
A skill is taught then the student is tested to discover if the skill was achieved by the student. Example: word recognition- student is given a word and asked to identify it in a
reading, the word is also defined. Students taught based on ability levels. Some students can read and complete worksheets designed to measure learning others need
teacher direction throughout the entire lesson. Skills were taught using manipulatives, readings, worksheets, and technology.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 85 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, interpret, 85 1.00
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,
85
1.00
and helping students to question).
Evidence
Ms. Wilson met all of the above standards while working with students both individually and in pairs. The use of technology has been stated in previous standards. Probing is
the only way some students responded.


evaluations)
teaching. teaching.
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., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 93
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 93 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
The candidate works closely with other teachers in the school and resource teachers provided by the school system to provide needed services to her special needs students.
The class room is resource rich and organized so the materials are easily accessed by the students.
The candidate is frequently asking questions about pedagogy, resources, and technology to both co-workers and outside agencies.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 90 1.00
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 93 1.00
enact system change.
Evidence
The candidate use technology as a reinforcement tool for the students. They were practicing their math skills as a means of reinforcing the math taught by the candidate.
Her methodology changes based on the needs, grade level, and ability of the student.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 93 1.00
Evidence
The candidate was able to describe why each student's educational needs differed. It was demonstrated as she worked with each student. She used different methods with
each as necessary. She is vocal in her advocacy for students with disabilities and constantly learning new information to apply t teaching.

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

88.24 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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

Thail Pete
Thail Pete (Mar 1, 2019) Mar 1, 2019

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CLINICAL PRACTICE EVALUATION 2S

Stephanie Wilson 20454280

Master of Education in Special Education

SPD-590 1/10/2019 4/24/2019

E.K. Key Elementary School

FOR COURSE INSTRUCTORS ONLY:

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Stephanie Wilson 20454280

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Stephanie Wilson 20454280

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Stephanie Wilson 20454280

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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