Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Gina Peebles 20076644

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 9/5/2019 12/18/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Davis Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Texas
SCHOOL STATE: ___________________________________
Clarice Caldwell
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Beverly Still
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 95.32 points 95.32 %
25 2,500.00 2383 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 96
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. )
Student Development
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “1.1 G. Peebles create developmentally
appropriate instruction at individual student’s zone of proximal development. She uses pre assessments, end of unit assessments and daily CFU to adjust instruction as well as
to determine individual student strengths and needs. Mrs. Peebles differentiates lessons to accommodate IEPs, ELL, 504, GT and general education student to advance and
accelerate each students learning. 1.2 Mrs. Peebles collaborates with families in parent conferences and has actively participated in community outreach events with parents,
families, colleagues and other professionals at meet the teacher night, open house, home coming football event, red ribbon awareness activities and social emotional team
building to promote student growth and development.” Ms. Peebles’ Standard 1 (Please see attached document.)


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 95 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 95 1.00
differences or needs.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “2.1 Mrs. Peebles designs adapts and delivers
instruction based on state TEKS. Mrs. Peebles develops lessons with multiple opportunities for check for understands so she may adjust her lessons as needs during delivery.
These lessons allow students to demonstrate their learning in various ways. Examples include interactive journals, hands on lab investigations, using technology with Nearpod,
edusmart, and individual student choice projects based on TEKS presented and peer projects such as Public Service announcements. 2.2. Mrs. Peebles incorporates reading
and vocabulary strategies into her lessons to strengthen all levels of reading. At the beginning of every lesson Mrs. Peebles sets a content objective, language objective and
social objects. All students choral read and unpack this goal (Please see attached document.)


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, 96 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
96
1.00
environment.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “3.1 Mrs. Peebles actively monitors the
learning environment using various techniques such as positive praise to encourage on task behavior, calling students by their names which holds them accountable and
makes them part of the learning family, setting and maintaining classroom expectations, using seating assignments, creating a various work stations within the classroom,
and using Gradual Release of Responsibility - I do, we do, you do approach. 3.2 Mrs. Peebles incorporates real world community examples in lessons and has encouraging
posters throughout the room. She also uses pictures and memes reflective of various students’ cultural backgrounds within lesson ppt or projects demonstrating she
communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness (Please see attached document)


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 96 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 their 95 1.00
content area.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “4.1 Mrs. Peebles stimulates student’s
prior knowledge of content before and builds on student’s experiences during lesson. If students lack knowledge of concept she creates activity to build on before teaching
new concept. She uses real world relevance daily linking new concepts to familiar concepts, and uses analogies orally and written in student’s journals such as an electron
is like ____ because____. 4.2 Mrs. Peebles uses use supplementary resources such as visual, audio, audiovisual, realia and technologies such as Nearpod lessons,
edusmart, and STEMscopes, effectively to ensure accessibility and relevance for all students. 4.3 Mrs. Peebles create opportunities for students to learn, practice, and
master academic language in their content area by reading, writing, speaking and listen several (Pleases see attached document.)


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 95 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 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “5.1 Mrs. Peebles engages students by
using science knowledge with real-world problems by asking open-ended higher-order questions relating students’ environmental situations using a variety of source
information. For example, we are currently in Reporting Category 2: Force and Motion. We have begun the unit with the concept of speed, the formula to find speed how to
analyze speed graphs and identify changes in motion. Mrs. Peebles include who, how, why, various careers and industries use speed such as airlines, fast food chains, and
on a student level getting to school so they are not tardy and how vehicles have a MPH and KPH on their speedometers. 5.2 Mrs. Peebles facilitates students’ who are
creating public service announcements focusing on global warming. First students had to research what global (Please see attached document.)


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 96
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 96 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 95 1
language learning needs.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “6.1 Mrs. Peebles creates assessments aligns to
TEKS, learning objectives. Mrs. Peebles exposes students to a wide range of resources providing exposure to content students would not otherwise have in various forms. She
minimizes cultural bias by having assessments vetted by our team and accepts feedback focusing on learning outcomes for student success. 6.2 Mrs. Peebles independently
analyzes data of each students’ pre and post-assessments. She created a data chart for her overall class performance as well as one for students to track their own growth and
set goals for future success. Mrs. Peebles collaborates within her department to track and understand each student’s progress to determine her lesson plan effectiveness and if
the material needs to be revisited. 6.3 Mrs. Peebles prepares all students for (Please see attached document.)


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 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 in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “7.1 Mrs. Peebles creates a unit plan
outlining major concepts and misconceptions. She unpacks the learning objectives; researches data driven strategies and incorporates accommodations for all leaners from
GT to Special Education. She allows for several opportunities for students to master concepts daily so they may apply it to future learning and cross content. 7.2 Mrs. Peebles
develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skills by utilizing direct instruction, practicing, and rigor
example levels of DOK questions, and knowledge application by planning an overarching framework unit plan for instruction. 7.3 Mrs. Peebles plans and adjusts instruction
based on formative and summative assessment data, prior knowledge, and student interest. Mrs. (Please see attached document.)


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 95 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,
95
1.00
and helping students to question).
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “8.1 Mrs. Peebles is highly capable of
varying her role in the classroom. She transitions between audience member, co-teacher, coach, facilitator, and instructor whenever necessary and without delay. Ensuring to
meet the needs of each student. 8.2 Mrs. Peebles uses a variety of teaching techniques, learning skills and incorporates technology in her lessons to engage the students’
interest. For example, Mrs. Peebles uses technology to interpret, deliver, and evaluate lessons to encourage her students.8.3 Mrs. Peebles asks depth of knowledge 1, 2, 3,
and 4 level questions to stimulate discussion and connect prior knowledge using a constructivism approach. In addition Mrs. Peebles encourages students and allows time for
them to explore/research and discuss. Mrs. Peebles utilizes student group (Please see attached document.)


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 95
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 96 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “9.1 Mrs. Peebles has collaborated with the
SPED team, ESL teacher, our partner teacher, the CIC, the SIMS Clerk, the Data Clerk, the Attendance Clerk and many other coworkers to analyze student habits, address
behavioral issues, discuss social-emotional needs, create cross-content instruction, fine-tune schedules, plan extra-curricular activities, analyze data, and sit in on parent
meetings. 9.2 Mrs. Peebles has attended and participated in professional development with colleagues addressing critical conversations. Mrs. Peebles has also watched
SAISD Board of Trustees meetings live stream to learn about the operations at a district level. Mrs. Peebles also accesses different educational websites such as edusmart,
Nearpod, study.com, and teachers pay teachers to search for additional educational input for her (Please see attached document.)


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 96 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 95 1.00
enact system change.
Evidence
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this standard includes “10.1 Mrs. Peebles has created a strong
relationship with students and encourages them, so they feel comfortable with her. She uses technological tools and a variety of communication strategies to build local and
global learning communities that engage students, families, and colleagues by accessing the Davis Middle School Cougar University webpage to learn about Exit Ticket
Exemplars, the Faculty Handbook, Lesson Plan Clinics, Region 20 SPED, T-TESS Rubrics, and TxGradebook esources. 10.2 Mrs. Peebles advocates to meet the need of
the students by participating in after school tutoring, ordering supplies with partner teachers, conducting inventory checks of classroom technology and supplies to strengthen
the learning environment, and supports her mentor teacher in getting supportive and educational applications (Please see attached document.)

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. 99 1.00
Evidence
I fully understand that I have an impact on the students and their ability to learn and retain information. This begins with Step 1; knowing my school and community. I have
become much more acclimated to this environment. I will admit that when I first came into this school, I was a bit like a fish out of water. I tend to look on the bright side and
trust the students. I have not lost my optimism; however, I have learned to err on the side of practicality and healthy skepticism when approached by a student that
approaches me with a reason of why they cannot complete their work.
The next STEP standard is writing standards-based objectives and the learning goal. I have become very familiar with the TEKS. I have learned to strictly align my lessons,
CFUs, and other assessments with the TEKS. Mrs. Caldwell has taught me that the assessment must be aligned to the standards that you were taught or the data that you
receive from the tests is (Please see attached document.)

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

95.32 %
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. Beverly Still
Dr. Beverly Still (Oct 31, 2019) Oct 31, 2019
Peebles, Gina Marie 20076644 Master of Education in Secondary Education
San Antonio ISD R. J. Davis Middle School 8
Clarice Caldwell August 22, 2019 Beverly Still
8/22 – 8/26 – 9/2 – 9/9 – 9/16 – 9/23 – 9/30 – 10/7 – 10/14 – 10/21 – 10/28 – 11/4 – 11/11 – 11/18 – 11/25 – 12/2 – 12/9 –
8/23 8/30 9/6 9/13 9/20 9/27 10/4 10/11 10/18 10/25 11/1 11/8 11/15 11/22 11/29 12/6 12/13
X DH X X X X DH X X DH
X X X X X X X X X DH
X X X X X X X X DH
0 0 1 0 0 0 0 1 0 0 0 5
Peebles_Gina Eval 2
Student Development
As in Ms. Caldwell’s (Ms. Peebles’ cooperating teacher) feedback, evidence of Ms. Peebles’ capability with this
standard includes “1.1 G. Peebles create developmentally appropriate instruction at individual student’s zone of
proximal development. She uses pre assessments, end of unit assessments and daily CFU to adjust instruction as
well as to determine individual student strengths and needs. Mrs. Peebles differentiates lessons to accommodate
IEPs, ELL, 504, GT and general education student to advance and accelerate each students learning. 1.2 Mrs.
Peebles collaborates with families in parent conferences and has actively participated in community outreach events
with parents, families, colleagues and other professionals at meet the teacher night, open house, home coming
football event, red ribbon awareness activities and social emotional team building to promote student growth and
development.” Ms. Peebles’ Standard 1 scores are 95 and 96: Distinguished (usually reserved for master Teacher
Candidates). The performance of the Teacher Candidate consistently exceeds this standard and all expectations for
a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard includes the
following: Uses multiple modalities to teach content such as visual, auditory, the lab, in particular, was kinesthetically
engaging; incorporates students’ interests (hands-on lesson involving observed chemical reactions was high interest
and high impact) when planning lessons; delivers innovative lesson plans (chemistry lab: reactions) that meet the
diverse needs of every student differentiating instruction as needed. As she continues her to finalize her coursework
and her clinical placement, Ms. Peebles may want to consider ways in which she can communicate regularly with
students’ families.
Learning Differences
standard includes “2.1 Mrs. Peebles designs adapts and delivers instruction based on state TEKS. Mrs. Peebles
develops lessons with multiple opportunities for check for understands so she may adjust her lessons as needs
during delivery. These lessons allow students to demonstrate their learning in various ways. Examples include
interactive journals, hands on lab investigations, using technology with Nearpod, edusmart, and individual student
choice projects based on TEKS presented and peer projects such as Public Service announcements. 2.2. Mrs.
Peebles incorporates reading and vocabulary strategies into her lessons to strengthen all levels of reading. At the
beginning of every lesson Mrs. Peebles sets a content objective, language objective and social objects. All students
choral read and unpack this goal and revisit it several times throughout the lesson to reinforce content vocabulary
and ownership of TEKS and learning. Mrs. Peebles allows beginner ELL students to use google translate and
provides content in both home language as well as English, providing students several turn and talk opportunities
with peers to develop English proficiency and content knowledge. 2.3 Mrs. Peebles access resources from region 20,
Lead forward, various teaching resource sites and teacher generated activities to meet differences and needs of
instruction for students. Mrs. Peebles also seeks support in planning focusing on specialized assistance and services
to meet particular learning differences or needs in planning sessions with general education content teachers, special
education teachers, ESL facilitator, and instructional coaches to insure all students needs are met to ensure learning
success” Ms. Peebles’ Standard 2 scores are 95, 95, and 95, or Distinguished (usually reserved for master Teacher
following: Designs and delivers instruction that incorporates multiple learning styles, especially significant since many
of the students test at below grade-level reading; incorporates multiple formative assessments for students to display
learning and growth, Ms. Peebles monitored the students throughout the entire lesson, anecdotally ensuring their
ability to access the information and complete the written assignments; plans for students to listen, read, and write
throughout lessons, also, students were encouraged to share their ideas and predictions regarding the chemical
reactions they were observing and recording; provides visuals throughout lessons to help make connections, slides
included images and text; focuses on repeated use of academic vocabulary terms, as on PowerPoint - uses content
vocabulary to read, write, listen and speak within small groups to make and justify claims - uses educational
technology tools, including a Smart Board to engage students. As she transitions into her future role as a classroom
teacher of record, Ms. Peebles will continue to expand her already considerable abilities to observe and monitor all
students’ learning patterns to determine what type of instructional strategies are most effective for each student.
Learning Environment
standard includes “3.1 Mrs. Peebles actively monitors the learning environment using various techniques such as
positive praise to encourage on task behavior, calling students by their names which holds them accountable and
makes them part of the learning family, setting and maintaining classroom expectations, using seating assignments,
creating a various work stations within the classroom, and using Gradual Release of Responsibility - I do, we do, you
do approach. 3.2 Mrs. Peebles incorporates real world community examples in lessons and has encouraging posters
throughout the room. She also uses pictures and memes reflective of various students’ cultural backgrounds within
lesson ppt or projects demonstrating she communicate verbally and nonverbally in ways that demonstrate respect for
and responsiveness to the cultural backgrounds and differing perspectives students in the learning environment. Ms.
Peebles’ Standard 3 scores are 96 and 96: Distinguished (usually reserved for master Teacher Candidates). The
performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher
Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard includes the following:
appropriate amounts of time designated for learning activities; e.g., note-taking, labs, discussion; students worked
collaboratively with others at their lab tables; hands-on materials such as Ziploc bags, salt, pennies; multiple
opportunities for students to explain what they were observing, and to predict/explicate reactions; everything needed
for this lesson on chemical reactions had been prepped ahead of time; PowerPoint slides were ready to be displayed;
students were reminded, frequently, of the paramount need for safety in lab activities; Ms. Peebles circulated
throughout the classroom during the lesson, monitoring and encouraging students. “Success Expectations,” were
projected on a slide. As she advances both her coursework and her clinical placement, Ms. Peebles can consider
strategies for refocusing students, such as walking to the front of the classroom, establishing a “commanding
presence,” and using an authoritative (and occasionally louder) voice.
Content Knowledge
standard includes “4.1 Mrs. Peebles stimulates student’s prior knowledge of content before and builds on student’s
experiences during lesson. If students lack knowledge of concept she creates activity to build on before teaching new
concept. She uses real world relevance daily linking new concepts to familiar concepts, and uses analogies orally
and written in student’s journals such as an electron is like ____ because____. 4.2 Mrs. Peebles uses use
supplementary resources such as visual, audio, audiovisual, realia and technologies such as Nearpod lessons,
edusmart, and STEMscopes, effectively to ensure accessibility and relevance for all students. 4.3 Mrs. Peebles
create opportunities for students to learn, practice, and master academic language in their content area by reading,
writing, speaking and listen several times throughout lessons.” Ms. Peebles’ Standard 4 scores are 96, 95, and 95:
Distinguished (usually reserved for master Teacher Candidates). The performance of the Teacher Candidate
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of
Ms. Peebles’ facility with this standard includes the following: instruction demonstrated in-depth content knowledge;
projected images established authenticity; connected lesson to previous learning (lesson about train); reiterated
academic vocabulary; e.g., reactions, property, throughout lesson, and provided opportunities for students to listen,
respond, and participate in activities that involve academic language – explicit, numbered lab directives included on
PowerPoint. While all of the activities associated with the lesson were ideally aligned with the learning objectives,
KWL (Know, Want to Know, Learned) charts may be beneficial in other lessons.
Application of Content
standard includes “5.1 Mrs. Peebles engages students by using science knowledge with real-world problems by
asking open-ended higher-order questions relating students’ environmental situations using a variety of source
information. For example, we are currently in Reporting Category 2: Force and Motion. We have begun the unit with
the concept of speed, the formula to find speed how to analyze speed graphs and identify changes in motion. Mrs.
Peebles include who, how, why, various careers and industries use speed such as airlines, fast food chains, and on a
student level getting to school so they are not tardy and how vehicles have a MPH and KPH on their speedometers.
5.2 Mrs. Peebles facilitates students’ who are creating public service announcements focusing on global warming.
First students had to research what global warnming is and the impact it is having on our community such as drought
and extreme weather. Then students expanded the impact to a global level. They are now in the process of creating
PSA to make others aware of the local and global effects and how we as individuals and a global community can
make a change.” Ms. Peebles’ Standard 5 scores are 94 and 96: Distinguished (usually reserved for master Teacher
following: content learning is frequently associate with hands-on learning, i.e., lab, especially when associated with
opportunities for students to reflect on learning, as Ms. Peebles’ students were encouraged to do. Students learned
that oxidation, one of the reactions observed in the student labs, was evinced in the Statue of Liberty. Students
learned that apples that darken due to air are also affected by oxidation. As she continues to add to her instructional
strategies, something Ms. Peebles can add to her repertoire of methods for establishing connections, or relevance, to
students’ lives beyond the classroom.
Assessment
standard includes “6.1 Mrs. Peebles creates assessments aligns to TEKS, learning objectives. Mrs. Peebles exposes
students to a wide range of resources providing exposure to content students would not otherwise have in various
forms. She minimizes cultural bias by having assessments vetted by our team and accepts feedback focusing on
learning outcomes for student success. 6.2 Mrs. Peebles independently analyzes data of each students’ pre and
post-assessments. She created a data chart for her overall class performance as well as one for students to track
their own growth and set goals for future success. Mrs. Peebles collaborates within her department to track and
understand each student’s progress to determine her lesson plan effectiveness and if the material needs to be
revisited. 6.3 Mrs. Peebles prepares all students for the demands of specific assessment formats by utilizing the “Do
Now” moves into the gradual release of responsibility (I do, We do, and You do) through the flow of the lesson to the
“Exit Ticket” within the daily lesson. Mrs. Peebles differentiates the lessons prior to execution taking IEPs, BIPs,
504s, and ELL learners into account.Ms. Peebles’ Standard 6 scores are 96,96, and 95: Distinguished (usually
reserved for master Teacher Candidates). The performance of the Teacher Candidate consistently exceeds this
standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with
this standard includes the following: she has garnered considerable experience with assessment, reporting
involvement with “unit test, and reporting category one grades being due all at the same time as my data for the pre-
assessment (the initial STAAR test)”: throughout the lab (observed lesson), Ms. Peebles continually monitored the
students, looking for evidence that the students understood not only the physical manifestations associated with the
lab, but also the catalysts for the changes; queries to students were ideally designed as checks for understanding;
discusses student, class, and grade level data with colleagues [to analyze learning – exit tickets aligned with learning
objectives. Ms. Peebles continues to add to her experience and her expertise; as she does, she will become even
more proficient with analyzing assessment results to identify patterns within the whole class, groups, and individuals.
Planning for Instruction

standard includes “7.1 Mrs. Peebles creates a unit plan outlining major concepts and misconceptions. She unpacks
the learning objectives; researches data driven strategies and incorporates accommodations for all leaners from GT
to Special Education. She allows for several opportunities for students to master concepts daily so they may apply it
to future learning and cross content. 7.2 Mrs. Peebles develops appropriate sequencing of learning experiences and
provides multiple ways to demonstrate knowledge and skills by utilizing direct instruction, practicing, and rigor
example levels of DOK questions, and knowledge application by planning an overarching framework unit plan for
instruction. 7.3 Mrs. Peebles plans and adjusts instruction based on formative and summative assessment data, prior
knowledge, and student interest. Mrs. Peebles has learned about her students’ interests and plans breaks during
instruction for the students to identify and discuss the content in relation to their personal experiences. For example,
she used San Antonio legend of the Ghost Tracks to teach balanced and unbalanced force. Students were hooked
on the lesson and had vast experience for them to build on for future lessons. Ms. Peebles’ Standard 7 scores are 95
and 95: Distinguished (usually reserved for master Teacher Candidates). The performance of the Teacher Candidate
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of
Ms. Peebles’ facility with this standard includes the following: chooses appropriate strategies, accommodations
(some of the students are below grade reading level), resources, and materials to help each student to be successful
in meeting their learning goals; designs lessons that build on and practice previous learning, e.g., the periodic table,
leading to students mastering skills and concepts; instructional sequencing ideal. While perhaps not entirely
appropriate for the observed lesson, assigning student presentations can be an effective strategy for cementing
knowledge and skills and heightening student interest in subjects such as chemistry.
Instructional Strategies
standard includes “8.1 Mrs. Peebles is highly capable of varying her role in the classroom. She transitions between
audience member, co-teacher, coach, facilitator, and instructor whenever necessary and without delay. Ensuring to
meet the needs of each student. 8.2 Mrs. Peebles uses a variety of teaching techniques, learning skills and
incorporates technology in her lessons to engage the students’ interest. For example, Mrs. Peebles uses technology
to interpret, deliver, and evaluate lessons to encourage her students.8.3 Mrs. Peebles asks depth of knowledge 1, 2,
3, and 4 level questions to stimulate discussion and connect prior knowledge using a constructivism approach. In
addition Mrs. Peebles encourages students and allows time for them to explore/research and discuss. Mrs. Peebles
utilizes student group discussion, collaboration, and teamwork to stimulate growth of knowledge using content
language and accountable talk between students. In addition to these strategies, she also plans independent practice
into the lesson to solidify the learning process, and conducts multiple CFUs as the lesson progresses. Ms. Peebles’
Standard 8 scores are 95, 95, and 95: Distinguished (usually reserved for master Teacher Candidates). The
performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher
Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard includes the following: she
varies her role throughout the lesson: instructor – instructs skills and expectations, facilitator – guides the students to
meet lesson objectives, coaches – provides feedback as students practice new skills, audience – observes students
practicing and collaborating on new learning while also staying visible and available to students; uses sentence
stems, “This is an example of a chemical [reaction]”; students are required to annotate test questions for credit; turn
and talk “What happens to the substances involved in a chemical change?”; projected “Accountable Talk” that
included verbs “notice, think, wonder, and “how” and “why” and “curiosity – I wonder” questions; provided appropriate
wait time for all questions – “do now” on PowerPoint slide (turn and talk about lab safety) minimizes lost instructional
time. The optimal path for Ms. Peebles is the one she is currently following: working closely with her cooperating
teacher, Ms. Caldwell, working with campus specialists, such as another special educator who provides in-class
support for designated students, the Instructional Specialist, the Librarian, the Behavior Implementation Specialist,
and the Counselor. Importantly, Ms. Peebles continues to engage and interact with secondary students toward the
end of understanding how best to motivate, inspire, and teach them.
Professional Learning and Ethical Practice
standard includes “9.1 Mrs. Peebles has collaborated with the SPED team, ESL teacher, our partner teacher, the
CIC, the SIMS Clerk, the Data Clerk, the Attendance Clerk and many other coworkers to analyze student habits,
address behavioral issues, discuss social-emotional needs, create cross-content instruction, fine-tune schedules,
plan extra-curricular activities, analyze data, and sit in on parent meetings. 9.2 Mrs. Peebles has attended and
participated in professional development with colleagues addressing critical conversations. Mrs. Peebles has also
watched SAISD Board of Trustees meetings live stream to learn about the operations at a district level. Mrs. Peebles
also accesses different educational websites such as edusmart, Nearpod, study.com, and teachers pay teachers to
search for additional educational input for her lessons. Mrs. Peebles has asked multiple colleagues for constructive
criticism, and opinions about the educational process to further her understanding of the teaching field.” Ms. Peebles’
Standard 9 scores are 95 and 96: Distinguished (usually reserved for master Teacher Candidates). The performance
of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during
student teaching. Evidence of Ms. Peebles’ facility with this standard includes the following: works with Ms. Caldwell
(cooperating teacher) for support, feedback, and guidance; analyzes assessment data and individually and with
others to evaluate the outcomes of instruction; uses consistent assessments, either formal or informal. She has
participated in professional development. Additionally, Ms. Peebles is completing both the required coursework and
the required clinical placement associated with her teaching certification. As defined in the Model Code of Ethics for
Educators (MCEE), Ms. Peebles operates according to the following protocols: “Advocating for equitable educational
opportunities for all students; accepting the responsibilities, performing duties and providing services corresponding
to the area of certification, licensure, and training of one’s position; reflecting upon and assessing one’s professional
skills, content knowledge, and competency on an ongoing basis; and Committing to ongoing professional learning.”
In the future, Ms. Peebles will continue to be an asset to the teaching and learning profession.
Leadership and Collaboration

standard includes “10.1 Mrs. Peebles has created a strong relationship with students and encourages them, so they
feel comfortable with her. She uses technological tools and a variety of communication strategies to build local and
global learning communities that engage students, families, and colleagues by accessing the Davis Middle School
Cougar University webpage to learn about Exit Ticket Exemplars, the Faculty Handbook, Lesson Plan Clinics, Region
20 SPED, T-TESS Rubrics, and TxGradebook esources. 10.2 Mrs. Peebles advocates to meet the need of the
students by participating in after school tutoring, ordering supplies with partner teachers, conducting inventory checks
of classroom technology and supplies to strengthen the learning environment, and supports her mentor teacher in
getting supportive and educational applications on technology for student learning. Ms. Peebles’ Standard 10 scores
are 96 and 95: Distinguished (usually reserved for master Teacher Candidates). The performance of the Teacher
Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching.
Evidence of Ms. Peebles’ facility with this standard includes the following: - Ms. Peebles consistently ensures that her
students have the resources and opportunities to support learning - finds appropriate learning styles for each
individual learner - researches modifications and accommodations to help each student succeed. In addition, as she
works through the final processes associated with her teaching credentials, Ms. Peebles currently is, and will
continue to, act as an advocate for all learners, including learners with differences.
Impact on Learning – 99
I fully understand that I have an impact on the students and their ability to learn and retain information. This
begins with Step 1; knowing my school and community. I have become much more acclimated to this environment. I
will admit that when I first came into this school, I was a bit like a fish out of water. I tend to look on the bright side
and trust the students. I have not lost my optimism; however, I have learned to err on the side of practicality and
healthy skepticism when approached by a student that approaches me with a reason of why they cannot complete
their work.
The next STEP standard is writing standards-based objectives and the learning goal. I have become very
familiar with the TEKS. I have learned to strictly align my lessons, CFUs, and other assessments with the TEKS. Mrs.
Caldwell has taught me that the assessment must be aligned to the standards that you were taught or the data that
you receive from the tests is useless (St. Arnauld, et al., 2016). We use a variety of assessment techniques. 
We embed assessments and CFU’s into the lesson as we go. Our CFU’s are usually informal. Some
examples include having students stand (popcorn) after they read and annotate paragraphs. Another is they are
asked to sit if something is false or stand if it is true. They work well in the moment to find out if we can move forward
with our lesson or if we need to re-teach.
Formal examples include the beginning of our day with our “do now” and we circle the room to check their
work. At the end of our daily lesson, we have an exit ticket that directly aligns with the standard our lesson was based
on. We also do daily work in the student’s science journals and check them weekly. The journals are a lot of grades,
we put the daily work inside them, so it is a lot of extra work for myself and my mentor teacher, but it does seem to
make it much easier when a student misses a day and needs to make up work.
The final STEP that I am learning about this week in my class is STEP 3; assessment and data literacy.
Mrs. Caldwell and I have chosen to use our beginning of the year STAAR test as the “pre-test” that the class requires
for this week’s assignment. She strongly believes that it will be good for me to compare the data from the STAAR test
to the end of unit test that we are conducting on Thursday and Friday this week. I am excited to see some concrete
evidence of how much the students have improved. I also look forward to learning about the additional STEPs in the
future.
PLEASE NOTE:
Ms. Caldwell includes the following overall feedback:
Strengths
Ownership- G. Peebles has taken control and ownership of all teaching responsibilities.
Teaching Strategies’ G. Peebles knows students individual needs and uses varied learning strategies to ensure
student success
Integrity- G. Peebles models integrity in all aspects of work through her interactions with colleagues
Science Content Knowledge- G. Peebles has a strong understanding of science content in multiple areas of
science, and provides real-world examples to increase relevance for students.
Learning Environment- G. Peebles creates an engaging safe learning environment where students lead and own
their learning.
Opportunities for Growth
Strategies - Continue to develop an understanding of strategies to support diverse student populations as new
delivery strategies are constantly changing with new research and data
Questioning – Continue to practice DOK level of guiding questions to support students in locating information,
owning their learning
Suggestions/Ideas to Implement
Refer to ELPS for Science focusing on various SIOP, and add streamlined vertical alignment of TEKS by using Stem
scopes.

Clinical Practice Evaluation 2

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CLINICAL PRACTICE EVALUATION 2S

Gina Peebles 20076644

Master of Education in Secondary Education

SEC-590 9/5/2019 12/18/2019

Davis Middle School

FOR COURSE INSTRUCTORS ONLY:

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Gina Peebles 20076644

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Gina Peebles 20076644

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Clarice Caldwell August 22, 2019 Beverly Still

Planning for Instruction

Leadership and Collaboration

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