Haynes Natalie - Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Natalie Haynes 20405633

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Sarah Ashton
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Taelor Jones
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 92.8 points 92.8 %
25 2,500.00 2320 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 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 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. )
Natalie uses multiple modalities to teach content such as visual, auditory, kinesthetic and tactile.
She incorporates students’ interests when planning lessons and designs innovative lesson plans that meet the diverse needs of every student. She works on differentiating
instruction as needed.
Natalie assesses and adjusts learning based on student’s performance.
She also communicates with parents/guardians on a regular basis.


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 93 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 93 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 93 1.00
differences or needs.
Evidence
Natalie observes and monitors all students’ learning patterns to determine what type of instructional strategies are most effective.
She provides opportunities for students to learn in multiple ways through the use of manipulatives and multisensory activities.
She incorporates multiple formative assessments for students to display learning and growth and plans for students to listen, speak, read and write throughout lessons.
Natalie provides visuals throughout lessons to help make connections and focuses on introducing academic vocabulary terms in all content areas.


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, 92 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
Natalie designates appropriate amounts of time and resources for learning activities and allows opportunities for movement throughout lessons.
She incorporates small group/partner activities or discussion throughout lessons and uses hands-on materials such as whiteboards, manipulatives, or technology.
Natalie always provides opportunities for students to share opinions, views, and ideas.


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 92 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 their 93 1.00
content area.
Evidence
Natalie utilizes technology such as a projector/LCD screen, document camera, iPods, tablets, computers, or other electronic devices to enhance learning. She models
correct usage of academic language and provides opportunities for students to listen, respond, and participate in activities that involve academic language.


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 92 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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Natalie creates assessments that align directly with learning objectives and utilizes rubrics when appropriate to minimize bias.
She grades assessments fairly and impartially and assesses learning objectives in a variety of ways to ensure students fully understand
the content.


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 92
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 92 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 92 1
language learning needs.
Evidence
Natalie Designs lessons that build upon and practice previous learning, leading to students mastering skills and concepts.
She sequences activities appropriately within a lesson.


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 93 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 93 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93 1.00
knowledge, and student interest.
Evidence
Natalie also provides multiple ways for students to demonstrate learning such as using whiteboards, filling out a graphic organizer, playing a game or other hands-on activity,
verbally sharing with a partner or group, writing a short summary, or creating a slide show presentation.
She also analyzes formative and summative assessment data in planning for instruction to identify what skills students have mastered, what skills students still need to learn
and any learning gaps.


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 93 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, 93 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,
93
1.00
and helping students to question).
Evidence
Natalie instructs the skills and expectations within the lesson.
She facilitates and guides the students to meet the lesson objections during group/independent work.
She coaches students as they practice new skills by offering feedback
She also observes students practicing, presenting, or collaborating with others on new learning while also staying visible and available to students.


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
Natalie uses consistent assessments whether informal or formal, and observations to evaluate learning outcomes and plan for future instruction.
She evaluates information from student’s cumulative files to employ accommodations, behavior strategies, and learning strategies in instruction.
She also asks the Cooperating teacher questions for support, feedback, and guidance.


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 93 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
Natalie continues to build learning communities with colleagues by meeting regularly with grade level/subject team to collaborate on instruction and participating in school-wide
professional development.
She fully understands the needs of each student in the class and acts as an advocate when needed to make sure these needs are met and finds appropriate learning styles
for each individual learner.

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. 95 1.00
Evidence
Natalie tracks and analyzes pre and post-assessment data.
She uses assessment data to guide instruction.
Makes connections from student teaching to STEP assignments.

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

92.8 %
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

Dr. Tae'lor Jones
Dr. Tae'lor Jones (Oct 3, 2019) Oct 3, 2019

Haynes Natalie - Clinical Practice Evaluation 2

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CLINICAL PRACTICE EVALUATION 2S

Natalie Haynes 20405633

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Sundance Elementary School

FOR COURSE INSTRUCTORS ONLY:

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Natalie Haynes 20405633

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Natalie Haynes 20405633

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Natalie Haynes 20405633

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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