Points 90.04: Clinical Practice Evaluation 2S

CLINICAL PRACTICE EVALUATION 2S
Alonso Gonzalez 20484934

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

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

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
San Luis Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Patricia Toledo
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Norma Sanchez
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 90.04 points 90.04 %
25 2,500.00 2251 100
0
0
0
0
0
0
0 0 0 0 0 0 0 100 0 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’ 95 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 90
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. )
Mr. Gonzalez Lesson was Student-Centered.
Lesson:
1. Sustained students’ attention
2. Provide opportunities for student-to-student interaction
3. Induced student curiosity and suspense
4. Provided students with choices
Mr. Gonzalez participates on all clusters, PLC, parent teacher conferences, PTOs, Literacy Nights, and other community events to promote community/Parent/Student/Teacher
partnerships.
Students are accounted for properly. Students who need extra support on the assignment were given extra time or were paired with someone who would support them and their
needs. Lesson began with a teacher example, moved to working together on the assignments then finally working individually in order to show understanding of material and be
able to provide support to those who needed it.


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 95 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 90 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 85 1.00
differences or needs.
Evidence
Mr. Gonzalez:
*consistently organizes the content so that it is personally meaningful and relevant to students.
*develops learning experiences where inquiry, curiosity, and exploration are valued.
*regularly reinforces and rewards effort.
Mr. Gonzalez:
*Scaffolds learning for the ELLs.
*uses strategies such as: repetition, think-pair-share, visuals, physical representation, vocabulary analysis, dialogue to enhance his lessons and increase mastery.
Instructions were adapted to students needs. Different approaches were taken during the lesson in order to see students understanding of the material. Specific vocabulary was


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, 95 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
90
1.00
environment.
Evidence
Mr. Gonzalez:
*Welcomes all members and guests.
*Is organized and understandable to all students.
* Has supplies, equipment, and resources are easily and readily accessible.
* Displays student work that frequently changes.
* Arranged to promote individual and group learning.
Mr. Gonzalez demonstrates:

*Teacher-student interactions demonstrate caring and respect for one another.
* Students exhibit caring and respect for one another.
* Teacher seeks out and is receptive to the interests and opinions of all students.
* Positive relationships and interdependence characterize the classroom.


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 90 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 88 1.00
content area.
Evidence
Mr. Gonzalez:
*Learning objectives are:
» Consistently connected to what students have previously
learned; » Know from life experiences; and
» Integrated with other disciplines.
* Expectations for student performance are clear, demanding, and high.
* State standards are displayed and referenced throughout the lesson.
*There is evidence that most students demonstrate mastery of the objective.
Different resources were used during the lesson. Discussions, multiple choice questions, and short responses were used in the lesson in order to give everyone different
opportunities to learn the content in different ways. Different level questioning was also used in order to push student.


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 90 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 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Mr. Gonzalez:
*focuses in current real world situations
*selects topics in which students are interested in
*creates debates respecting students point of views
The lesson was explained in a way that the students could relate to them and make connections to it. Challenging yet interesting questions were asked to keep student on
task while also allowing the teacher to see students understanding of the material.


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 90
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 90 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 88 1
language learning needs.
Evidence
Mr. Gonzalez:
*Assessment plans:
* Are aligned with state content standards;
* Have clear measurement criteria;
* Measure student performance in more than three ways (e.g., in the form of a project,
experiment, presentation, essay, short answer, or multiple-choice test);
* Require extended written tasks;
*Attends Data Analysis Meetings
*Plans lessons to close gaps


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 88 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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 90 1.00
knowledge, and student interest.
Evidence
Mr. Gonzalez:
* Teacher sets high and demanding academic expectations for every student.
* Teacher encourages students to learn from mistakes.
* Teacher creates learning opportunities where all students can experience success.
* Students take initiative and follow through with their own work.
* Teacher optimizes instructional time, teaches more material, and demands better performance from every student.
Planning was done with peer teachers as well as the teacher’s mentor. We looked at different levels of questioning as well at different articles until the ones appropriate for
our levels was identified. Data from previous summative were used to identify the area of need.


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 90 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, 95 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,
88
1.00
and helping students to question).
Evidence
Mr. Gonzalez:
*became the facilitator as he allowed students to justify their point of view
*allows students to lead
*allows opportunity for differentiation
*allows students to apply the information learned and later apply it by defending their position
*questions student to take them to a higher level of thinking
Students were engaged in discussions with the teacher where he put himself in their shoes and explained their opinion. He also asked questions to challenge their counters
arguments.


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 90
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 88 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Mr. Gonzalez:
:Consistently meets all professional standards (e.g.,attendance, professional appearance and behaviors).
*Prior to the lesson teachers met up with the mentor teacher in order to analyze areas of need, The standard being covered was identified as an area of need, this led to the
choosing of the article that was used in class as well as the assessments that were used to show understanding of the material.


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 88 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 90 1.00
enact system change.
Evidence
Mr. Gonzalez:
*participates in various meetings in which decision making takes place
*was part of the creation of the vision for our school and was always looking out for students
*advocates for changes that will benefit students and parents
*contacts parents as needed
*participates in sports activities and as the yearbook advisor
Technology was used in the lesson in order to show a vide and listen to an audio about the topic. These videos were used in order to create a visual representation of what
the topic focused on.

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. 90 1.00
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. He is a pillar at San Luis Middle School and takes his role seriously. In addition, he has taken on another responsibilities within the
school. Responsibilities that give our students opportunities to be exposed to sports, yearbook, and other extra curricular activities.

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

90.04 %
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
Norma Sanchez (Mar 14, 2019) Mar 14, 2019

Points 90.04: Clinical Practice Evaluation 2S

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CLINICAL PRACTICE EVALUATION 2S

Alonso Gonzalez 20484934

Master of Education in Secondary Education

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

San Luis Middle School

FOR COURSE INSTRUCTORS ONLY:

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Mr. Gonzalez demonstrates:

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Alonso Gonzalez 20484934

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Alonso Gonzalez 20484934

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Alonso Gonzalez 20484934

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Norma Sanchez (Mar 14, 2019) Mar 14, 2019

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