Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
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:
135 points
EVALUATION 3 TOTAL
POINTS 90.00 %
25.00 2,500.00 2,250.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 150 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
90
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. )
Mr. Gonzalez Lesson was focused on the students.
Lesson:
1.Involved different levels of thinking
2.Created a comfortable environment
3.Allowed students to interact
4.Covered different areas of dept of knowledge


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
Mr. Gonzalez:
1.Consistently organized content to students’ levels
2.Made content relatable and created curiosity in between the students
3.Rewarded students on their efforts while also providing supportive feedback


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
90
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 90
environment.
Evidence
Mr. Gonzalez:
1.Creates a welcoming environment for all
2.Maintains an organized class
3.Provides supplies, and resources for students that are easy to obtain and use
4.Classroom set up allows for both individual or group work
Alonso Gonzalez
TEACHER CANDIDATE NAME______________________________ 20484934
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 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 90 1.00
their content area.
Evidence
Mr. Gonzalez:
1.Displays learning objective for all to see
2.Explains and discusses students’ expectations
3.Creates connections between objective and students in order to create a better learning experience


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
Mr. Gonzalez:
1.Uses topics which students can connect to and relate to in order to gain better understanding of content being covered
2.Uses material that is up to date/current
3.Pushes student thinking with different questioning strategies
The lesson allowed students to work with one another while covering different thinking and questioning strategies. The task was challenging but this kept student
engaged and focused. This allowed Mr. Gonzalez to gain an understanding for student understanding in his class.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 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 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
90 1
language learning needs.
Evidence
Mr. Gonzalez:
1.Uses topics which students can connect to and relate to in order to gain better understanding of content being covered
2.Uses material that is up to date/current
3.Pushes student thinking with different questioning strategies
The lesson allowed students to work with one another while covering different thinking and questioning strategies. The task was challenging but this kept student engaged
and focused. This allowed Mr. Gonzalez to gain an understanding for student understanding in his class.
Mr. Gonzalez:
1.Assessment aligned with both the daily objective and state content standard
2.Is clear and can be completed and evaluated


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 90 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 90 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:
1.Used different teaching strategies in order to allow students to reach their learning goal
2.High and demanding expectations were set as well as analyzed as a class
3.Teacher allowed students to take initiative after showing understanding of material
4.Time is used wisely in order to cover material and allow students to show mastery of the content being covered.


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, 90 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, 90 1.00
and helping students to question).
Evidence
Mr. Gonzalez:
1.Allowed students to apply what they learned in different ways
2. Gave students time for analysis and discussion on the topic being covered
3.Allowed students to lead the lesson and explain their understanding of material
4.Facilitated material before allowing students to work individually/partners


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
Mr. Gonzalez:
Consistently meets with both his master and mentor teachers to analyze data and state standards. These meetings allow him to focus on areas of need and how to cover the
material in a different manner. The standards being covered was one that was chosen after analyzing data results. Once identified different resources were used to obtain the
ones that best suite the lesson being covered.


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 90
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
Mr. Gonzalez:
1.Consistently participates in various meets to help with his teaching, the community, and parent teacher relationships
2.He seeks what he believes will be best for our students
3.Advocates change that will lead to educational progress
4.Participates in sports and as the yearbook advisor
5.Has pushed for a more technological environment at school by incorporating it when possible in his lesson (videos, audios, images, ect.)

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

90.00 %
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
Norma Sanchez (Apr 8, 2019) Apr 8, 2019

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

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

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

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Norma Sanchez (Apr 8, 2019) Apr 8, 2019

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