Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Alyssa Strable 20121220

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-485 8/19/2019 10/13/2019

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Erin Piwinski
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Rachel Keller
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
188.8 points
EVALUATION 3 TOTAL
POINTS 94.40 %
25.00 2,500.00 2,360.00 200
200
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 0 0 0
200

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 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
95
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. )
Alyssa it is evident in your instruction and delivery of your lessons that you work in a collaborative manner with your mentor teacher to ensure your lessons are meeting the
needs of your learners in your classroom. The lesson I observed was appropriate for your learners. A variety of instructional strategies were used to ensure the individual
needs of the students were addressed in your lesson.


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
95
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 95
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 95 1.00
learning differences or needs.
Evidence
The phonics lesson you developed provided all students in the classroom the opportunity to be successful in mastering the learning objective. Connections to previous
learning was used to help students make connections to new learning. During your instruction, you consistently restated rules and questioned students to ensure the focus
remained on how to identify if the sound was long or short and what observations of the word were made to lead to their understanding. The lesson started with whole group
while incorporating partner discussions. Once the guided practice of the lesson was taught, the students were partnered with a student to complete a worksheet. Visuals were
used in your lesson and students also had white boards to demonstrate their understanding. This is an effective way to assess students understanding as well as keep them
engaged in your instruction. During partner work, you walk around and support students as needed.


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
95
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 95
environment.
Evidence
You are a true role model for your students. Your demeanor in the classroom is calm and friendly. It is evident you enjoy the students and care about their success.
Students were engaged in the lesson. They follow expectations given and demonstrate respect for each other as well as the teachers in the classroom. Students are
aware of the expectations of the classroom and demonstrate positive behavior. Distractions are handled without drawing attention to the students. You demonstrate a
sense of caring for your students in how you talk with them and help them problem solve.
Alyssa Strable
TEACHER CANDIDATE NAME______________________________ 20121220
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 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 95 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
Technology was used in the lesson to provide students with visuals. Prior to the delivery of your lesson, you connected what students would be learning to what was
previously learned. T support student understanding, you restated spelling rules as you walked students through the task. At the end of the lesson, you engaged the
students in a whole group activity of checking their worksheets. As the students were called on to share their answers, you asked questions so that students could
articulate how and why they grouped their words the way they did.


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
Continue to work with your mentor teacher to ensure you are creating lessons that help students bring their understanding of how the objectives learned can be
used outside of the learning environment.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 95 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 95 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
During your lesson, you incorporated a variety of assessments to ensure students were understanding the objectives of the long and short vowels along with the spelling
pattern for each type of syllable they were learning. The students worked with long and short vowel sounds and a spelling test was planned at the end of the week to assess
students ability to apply the sound spelling patterns in writing.


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 95 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 95 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 95 1.00
knowledge, and student interest.
Evidence
As noted above, a variety of instructional strategies were used in the lesson. Assessments were used throughout the lesson to ensure the students could apply the sound
spelling patterns to given words.


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) 95 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, 95 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, 95 1.00
and helping students to question).
Evidence
Alyssa you consistently demonstrate an understanding of the importance of incorporating a variety of instructional resources in your lesson to support learning. Questioning
was used throughout your lesson to monitor learning.


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
95
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
Alyssa you are reflective in the delivery of your lessons. As you are teaching, it is evident you are reflecting on what the students are learning and making necessary changes
as needed to ensure students are engaged. When you observe the students have grasped the concept, you move on to the next state of the learning process.


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 95
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 95 1.00
enact system change.
Evidence
Alyssa you provide your students with a safe welcoming learning environment. The students seem so comfortable in the classroom. They view you as their teacher and
demonstrate kindness and respect for you. The learning environment you have established with your mentor is calm and engaging. The procedures are clear for students and
routines are created to ensure the learning environment is conducive for all learners in the class.

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

94.40 %
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

Rachel D. Keller
Rachel D. Keller (Sep 14, 2019) Sep 14, 2019

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Alyssa Strable 20121220

Bachelor of Science in Early Childhood Education

ECH-485 8/19/2019 10/13/2019

Vistancia Elementary School

FOR COURSE INSTRUCTORS ONLY:

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Alyssa Strable 20121220

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

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Alyssa Strable 20121220

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Alyssa Strable 20121220

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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