Eval 2

CLINICAL PRACTICE EVALUATION 2S
Kaitlyn Lankford 20552820

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 9/9/2019 12/22/2019

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Kathy Shady
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ami Adkins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 89.12 points 89.12 %
25 2,500.00 2228 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’ 88 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. )
Feedback attached


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 88 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 88 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 88 1.00
differences or needs.
Evidence
Feedback attached


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, 88 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
Feedback attached


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 88 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 88 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90 1.00
content area.
Evidence
Feedback attached


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 88 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 88 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Feedback attached


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 88
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 88 1
language learning needs.
Evidence
Feedback attached


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 86 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 88 1.00
knowledge, and student interest.
Evidence
Feedback attached


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 92 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, 90 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,
92
1.00
and helping students to question).
Evidence
Feedback attached


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 92 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Feedback attached


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 92 1.00
enact system change.
Evidence
Feedback attached

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
Feedback attached

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

89.12 %
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

Ami E. Adkins
Ami E. Adkins (Nov 17, 2019) Nov 17, 2019
Clinical Practice Evaluation 2 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards.
Please consider how the teacher candidate has performed in relation to the following standards.
Standard 1: Student Development
1.1 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 learning.
1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student
growth and development.
FS Comments: Kaitlyn adjusted the lesson to review the math concept in response to students’ confusion. She provided
support to students as needed during independent practice work. She asked comprehension questions throughout to
gauge student understanding. She asked for student input to gauge students’ base knowledge.
CT Comments: Kaitlyn collaborates with other 5th grade teachers about planning and pacing. She also attends trainings
with the 5th grade team. Kaitlyn has been following our district curriculum in Math, ELA and Science. As she starts to
take over she will be developing supplemental activities to support students’ learning. Previously she has been using
activities/resources that I have introduced her to.
Standard 2: Learning Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 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 strategies for
making content accessible to English language students and for evaluating and supporting their development of English
proficiency.
2.3 Teacher candidates access resources, supports, specialized assistance and services to meet particular learning
differences or needs.
FS Comments: Kaitlyn had a student model working out the math problem on the board while the rest of the class was
working it out interpedently to model problem solving strategy. Kaitlyn used partner talk with a talking prompt to allow
students to express ideas and responses to the lesson. She consistently used academic terminology to expand students’
academic vocabulary base.
CT Comments: She has been following the curriculum provided by our district. As she is taking over she will be
developing her own lessons and differentiating to meet student’s needs. Kaitlyn introduces vocabulary during her ELA
and Math lessons. Many of the vocabulary words are modeled and displayed for students to access.
Standard 3: Learning Environments

3.1 Teacher candidates manage the learning environment to actively and equitably engage students by 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 responsiveness
to the cultural backgrounds and differing perspectives students bring to the learning environment.
FS Comments: Kaitlyn used strategies to keep the class on task and focus. Kaitlyn positioned herself on student level to
best support them. She demonstrates awareness of the importance of student interaction with the learning to support
engagement.
CT Comments: Kaitlyn is still adjusting her instruction to make sure all students are engaged at all times. There are still
times when students are not focused on the lesson while she is teaching. They will be having side conversations or
reading books during her lesson. Kaitlyn has made an effort to establish a relationship with all students in the
classroom. She will ask them questions and talk about their lives outside the classroom.
Standard 4: Content Knowledge

4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts,
and make connections to students’ experiences.
© 2018. Grand Canyon University. All Rights Reserved.
4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance
for all students.
4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their
content area.
FS Comments: Kaitlyn frontloaded the lesson objectives and gave an introduction example to set up the expectations.
Kaitlyn referenced prior lesson to reinforce math concepts. Kaitlyn used academic language in the content and
referenced computing strategies.
CT Comments: Many of our ELA, Science and Math lessons include partner and group work so students have a
multitude of opportunities to practice academic language with peers and whole class. Many of the lessons include
hands on activities so students can put their learning into practice with their peers.
Standard 5: Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their
understanding of local and global issues and create novel approaches to solving problems.
FS Comments: Kaitlyn used some real-world examples. She recognized when students made cross-content and prior
knowledge connections.
CT Comments: Our ELA program (Scholastic) pilot integrated Social Studies into our readings so students were taught
about Cesar Chavez, and other Hispanic customs through novels and short stories. Students create Project Based
Learning projects based on real life issues (bullying, hurricanes, etc). Students have a choice of how theya re going to
answer the Big question and show their learning.
Standard 6: Assessment
6.1 Teacher candidates design assessments that match learning objectives with assessment methods and 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
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 language learning needs.
FS Comments: Kaitlyn asked students to explain why they could not reduce fraction anymore. Kaitlyn circulated the
room to observe students during independent work to monitor and gauge understanding. She consistently had students
explain their thinking and reasoning and problem solving to gauge their understanding.
CT Comments: Assessments given have been through our required curriculum. Kaitlyn does grade and record data of
student work. Each question is then analyzed to determine where students need additional support. Weekly writing is
also graded and recorded in the online grading program. Kaitlyn will review information with students prior to an
assessment through modeling or games.
Standard 7: Planning for Instruction

7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and
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
demonstrate knowledge and skill.
7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student
knowledge, and student interest.
FS Comments: Kaitlyn asked students to use their math journals to create personal resource for self-directed learning.
Kaitlyn used the board to list math terms for student reference. Kaitlyn concluded the lesson with a review of key
points, using students to explain their understanding of the lesson. She plans to incorporate additional modeling into
lessons and opportunities for student-led learning.
CT Comments: Kaitlyn spends a lot of time planning her weekly and daily lessons. She takes the time to be sure that
she understand the concept and lesson she is going to deliver. Lessons need to be engaging for all students, so they are
all focused. This will help eliminate side conversations and the distractions.
Standard 8: Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 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, 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, and helping students
to question).
FS Comments: Kaitlyn allowed multiple students to add input before adding teacher input during direct instruction with
new math concepts. She used a student strategy to share out with the whole class to expand all students’ strategies
(factor rainbow). Kaitlyn used questioning and prompts to encourage students making cognitive connections in the
content: “I want to know what you’re thinking when I put this on the board.” She reviewed the independent practice
work and gave suggestions for completing it.
CT Comments: Many times throughout the day Kaitlyn will act as a instructor modeling a lesson, or a facilitator as
students work in small groups or with a partner. She becomes part of the audience as students share their writing or
work. Students use a variety of mediums in their learning, paper and pencil, technology integration, etc.
Standard 9: Professional Learning and Ethical Practice

9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
observation, information about students, and research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem solving.
FS Comments: Kaitlyn Reflects post-lesson on any challenges and makes note of areas of improvement to increase
student learning in future instruction. She is open to suggestion and contributes to a co- teaching partnership with her
cooperating teacher. She is consistent in professional communication.
CT Comments: Kaitlyn has been planning the day with collaboration from me for the past several weeks. She has been
following along in the curriculum that has been provided. As she begins her take over process she will begin adding
additional supplemental activities for students to engage in their learning. She works with 5 th grade colleagues to help
pacing for the week, especially when there is a change in the week such as heat day, assembly etc.
Standard 10: Leadership and Collaboration

10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and 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 enact
system change.
FS Comments: Kaitlyn’s CT notes that she is open to feedback and incorporates suggestion. Kaitlyn has put effort into
building a relationship with a difficult student with special needs in the classroom.
CT Comments: Kaitlyn uses Google Classroom as a vehicle for lesson and technological resources. In Google
classroom students have choices of activities to complete. This gives the students independence to make choices that
meet their needs. They are also working at their level in the amount of time they need.
Grand Canyon University: Impact on Student Learning

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.
CT Comments: Kaitlyn understands her role in student’s learning. She works hard to develop lessons that meet the 5 th
grade standards. She uses assessments in Math to guide her future lessons and to review if needed. She will be taking
what she learns about student’s needs throughout their ELA lessons to implement small group instruction during
Guided Reading.

Areas of Focus for Growth:
- Increase circulation through room while not using technology to better monitor on / off-task students and promote
attention. *Consider teacher positioning for greatest visual access of all students.
- Provide explicit instructions at the onset of transitions. *Continue to respond with consistency to student
behaviors.
- Practice strategies for balancing student participation and engaging reluctant participators.
- Incorporate differentiation for higher level students at the challenge level.
- Incorporate real-world connections to the content for relevancy.
- Use strategies for pacing and staying on track with lesson outline.
CT Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement

• Thorough planning. • Time management with • Adjust the schedule to help her
Having notes of what you lessons and transitions timing stay on track. Count
want to do and say continues to be an are of down for transitions.
throughout your lesson. growth for Kaitlyn. Rewarding students when they
are ready but the time music
• Building a relationship • Student stops/countdown ends.
with the students. You engagement/talking over
know the students and their you and other students • Differentiate activities so
outside interests. students are all engaged. This
• Follow Through. When will help eliminate the
• Having the students you say you are going to distractions. Possibly give
participate in modeling and do something you need to students a task wile they wait
having them explain their follow through with it. when you have a student
thinking to their peers Students will not trust you modeling. Set the standards
otherwise. that only one student is
• Giving the kids various supposed to be speaking at a
opportunities to share their time. Walk around while
knowledge (partners, students are working
sharing whole group, using independently or partner
Promethean) sharing.
• As we have discussed to make

sure you have the follow
through whether in be in a
lesson or classroom
management. Assign seats for
those students who are having
the side conversations, talking
out, talking during
independent work, etc.

Reflections on Teaching: Kaitlyn L
Evaluation #1
Pre-observation
1. Identify 1 - 2 specific areas of focus for your observation (see eval form criteria: choose areas of
challenge, not strength).
I think the one area that is possibly my biggest challenge is using the professional dispositions in my teaching.
Although I believe I am stable in most areas, it is hard for me to recognize whether I am lacking some of them.
For instance, curiosity; I am unsure if I am promoting this enough or encouraging it enough or even supporting
it. I feel as though sometimes my questions and discussion becomes closed-ended and discussions end
quickly.
2. Explain briefly:
a. An insight related to your student teaching experience thus far.
One insight I have had thus far is that teaching is much more than the lesson planning and the standing
in front of the class talking role. Although I have always "known" this, I have now truly experienced it and my
respect for this field has grown.
b. Something you’ve learned through a recent Professional Development or personal research.
I think the largest thing that I have recently come to learn is that students want to learn, but they want to
have fun too.This can simply be by allowing them to share a fun story they have or giving them the time to tell
you something about themselves. Students like to feel important for more reasons than just "doing well" in
school.
c. A success you’ve experienced in the classroom.
One HUGE success that I have experienced recently was my ability to teach math! I have always been
so, so terrible in math and I was most anxious during these lessons. The past week, I was put into a position
where I did not have a choice but to teach it and I actually came to love seeing the students understand the
work. I loved that I could see that "light-bulb" come on in their heads and the way that I knew I had truly taught
them something.
d. A challenge you’ve experienced in the classroom.
My largest challenge yet has been my timing. I believe I am getting better at it, but I struggle with timing
a lot and judging what should be a priority and what should not. I also struggle with "early-finishers" because I
automatically just want to say "Ok you're done, great! Read a book!" but I need to take into consideration
before hand what they can do if they complete the work I ask them to do in class.
e. A question or concern related to your student teaching experience.
I don't think I have any questions or concerns as of right now. I think my CT is a great support system
and she answers my questions regularly. She even allows me to text her on the weeks if I have any questions
regarding the upcoming week or lessons we will be teaching.
3. How often are you meeting with your Cooperating or Mentor Teacher for planning and feedback? Well, we
discuss planning at least twice a day during the week considering our hour of prep time in the mornings and
our lunch break is 45 minutes as well, which allows us to discuss planning and my work. We sometimes
discuss after school as well, so it just depends on the day, mostly.
Post-observation
- What did I learn about my *strengths* after this evaluation?
I believe I learned that some things that may not work for other educators, may work for me when
considering my own personality. You mentioned in our discussion that I have a calm demeanor and
while I enjoy having fun with my students; I am not a loud, chipper person. I do believe that showing
students learning can be fun without getting crazy can play a positive role.

How can I use this knowledge to help me be successful in the classroom? I think I can mostly use this
knowledge to find creative ways to have fun with my students without it becoming a rally and riot
situation but allows me the opportunity to expand my ideas and thoughts.

- What did I learn about my *challenges* after this evaluation?
I think my largest challenge I am having and what I noticed most after my evaluation and discussion was
my ability to ask questions and pre-planning for the unexpected.

How can I use this knowledge to help me be successful in the classroom?
Overall, this knowledge will allow me to look further ahead and prepare for the various possibilities
that may occur. I now realize that I need to be digging deeper and finding more opportunity for
open-ended conversation to engage discussion between myself and students and students and students.

- What gets in the way of me doing my best in this placement?
I think what gets in my way the most is my own anxiety. I have always struggled with being afraid of
making mistakes in front of others and displeasing others. I think I am my own worst enemy at times.

- What gives me a feeling of satisfaction in my work as a student teacher?
When my students thank me, when my students treat me with respect, when they get excited to see
me each day and when I can see the small light-bulb above their heads light up as I am teaching a new
concept; these are a few of many ways I feel satisfaction as a student teacher.

- How do I feel about myself as a student teacher and about the work that I am completing?
I feel as though I doubt myself, but I am afraid I am not excelling as I should be. Sometimes I feel like I
should be more involved but my CT reminds me that my initiative is good. I also feel like I ask too many
questions at times; but I also am a firm believer that asking questions and getting it right is better than
assuming and getting it wrong. As for my classwork, I am concerned that I am not following along well
enough in the online course in coordination with my practicum time. I am currently discussing an area
of confusion with my professor and hoping it is cleared up soon.

- An area of focus I plan to work on going forward is implementing more creative and fun ways for
my students to learn. I think because I am so focused on understanding material and adjusting to the
curriculum that I rely too much on the teacher's guides and am unable to find the part of me that can
adjust it and give it my own pop. I am hoping with time and adjustment, this will get better.
Evaluation #2
Pre-observation
1. Identify 1 - 2 specific areas of focus for your observation (see eval form criteria: choose areas of
challenge, not strength). Area 1 - Learning Differences Area 2 - Learning Environments. I believe these 2 areas
are currently my largest obstacle.
2. Explain briefly:
a. An insight related to your student teaching experience thus far.
- It is not always going to go exactly as planned and there is no reason to over-stress this. It takes time to
understand and know your students, but once you know them better, adjusting lessons and work in the
moment becomes much easier.
b. Something you’ve learned through a recent Professional Development or personal research.
- One thing that I have learned recently through Professional Development is that it is alright to ask for help or
lean on others. The other grade level teachers have been a huge part of my success and I believe Kathy has
been detaching herself from me to challenge me to problem solve rather than ask her for the solution.
c. A success you’ve experienced in the classroom.
- A success that I have experienced is my ability to judge my students progress. This has helped me to adjust
both during the lesson and before and after.
d. A challenge you’ve experienced in the classroom.
- My largest challenge still seems to be my engagement and management. I know these things take time and it
is something that I will have to try what works and what doesn't to find the best routines not only for myself but
for my students as well.
e. A question or concern related to your student teaching experience.
- Sometimes I feel discouraged about my own abilities when I miss an important aspect of the procedures in
my CT's classroom but I remind myself that I am human too and it was simply a mistake.
3. How often are you meeting with your Cooperating or Mentor Teacher for planning and feedback?
Kathy and I work together throughout the week to discuss my progress and it is mostly informal
Post-observation
What did I learn about my *strengths* after this evaluation? I think the largest strength that I
recognized after this evaluation is my ability to turn a situation around.. In the beginning, my students
were very confused and I needed to find a way to say, "Ok, let's think about it this way instead.."
Which I feel used to be one of my largest challenges.
How can I use this knowledge to help me be successful in the classroom? This can help me be
successful in many ways in the classroom because having a backup plan and improvising is always a
great ability.
- What did I learn about my *challenges* after this evaluation? After this evaluation, I realized
how low my ability is to differentiate the instruction. This is an issue for both my low and high kids and
I now recognize how vital this is and how it is affecting my students.
How can I use this knowledge to help me be successful in the classroom? This will help me to
gain experience modifying and accommodating students who truly need it and challenging those who
are beyond grad level. This will also challenge me to continue learning ways I can improve this.
- Which students do I feel gained the most from the lesson? Why? I felt most of my students
gained as much as possible from this lesson.While I felt the concepts were fairly simple for many, I
still have my low kids who struggle mostly with math. As with any lesson, I asked questions to gain an
understanding of their understanding. This helped me because I was able to prompt discussion and I
saw that even my usual students who do not "get it," were "getting it."
- Which students did not seem to be fully engaged in the lesson? Why? I believe my higher
level kids were less engaged because the lesson was fairly simple compared to the difficulties that
have been seeing recently. I do believe this was the day before my high kids asked me if I could find
them more challenging work.
- What can I do differently to reach all students? I am going to ensure I am pre-planning

challenging things for my high kids and preparing to implement the correct supports my low kids
need.
- An area of focus I plan to work on going forward is ... my differentiation.
Evaluation #3
Pre-observation
Post-observation
Evaluation #4
Pre-observation
Post-observation

Eval 2

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Eval 2

Загружено:

Авторское право:

Доступные форматы

CLINICAL PRACTICE EVALUATION 2S

Kaitlyn Lankford 20552820

Bachelor of Science in Elementary Education

ELM-490 9/9/2019 12/22/2019

Village Elementary School

FOR COURSE INSTRUCTORS ONLY:

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Kaitlyn Lankford 20552820

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Kaitlyn Lankford 20552820

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Kaitlyn Lankford 20552820

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 4: Content Knowledge

Standard 5: Application of Content

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

Standard 9: Professional Learning and Ethical Practice

Standard 10: Leadership and Collaboration

Grand Canyon University: Impact on Student Learning

© 2018. Grand Canyon University. All Rights Reserved.

Strengths Opportunities for Growth Suggestions/Ideas to Implement

• As we have discussed to make

© 2018. Grand Canyon University. All Rights Reserved.

- ​What can I do differently to reach all students?​ I am going to ensure I am pre-planning

- An area of focus I plan to work on going forward is ...​ my differentiation.

Вам также может понравиться

- What can I do differently to reach all students? I am going to ensure I am pre-planning

- An area of focus I plan to work on going forward is ... my differentiation.