Alaina Meek Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Alaina Meek 20557145

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/9/2020 4/22/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Seven Oak Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Oregon
SCHOOL STATE: ___________________________________
Judy Peters
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Nesa Sasser
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
128.22 points
EVALUATION 3 TOTAL
POINTS 85.48 %
25.00 2,500.00 2,137.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
0
0
0
0
0 150 0 0
150

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 85
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
85
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. )
Alaina uploaded several videos that also embedded a welcome message and she then proceeded to introduce the lesson on fractions.


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
85
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 85
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 85 1.00
learning differences or needs.
Evidence
Alaina's mock lesson was appropriate for at home digital learning. She leaned on students' familiarity with cooking and familiar items such as a candy bar and kitchen cooking
utensils.


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
85
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 85
environment.
Evidence
Alaina used her personal kitchen environment with tools to ensure that students are familiar with
1/2 and 1/4 sued a candy bar to illustrate.
Used the candy bar is not equal portions. She cut each pieces into 4th
1-4th, 2-4ths, 3-4ths and 4-4ths.
Si there is something ls other tan a candy bar
she sued a donut to illustrate fractions in circular equal pieces. She cut in four parts. This is particularly important because students will relate to tangible items
Alaina Meek
TEACHER CANDIDATE NAME______________________________ 20557145
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 87 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 87 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 87 1.00
their content area.
Evidence
no issues here. Sh was fluent in her understanding the misconceptions that students may encounter.
She used items that the students were familiar with to illustrate fractions She used the lenses of several items. Alaina drew a measuring cup on paper and marked the
measure on the 2 dimensional drawing.
She used a detailed agenda for the lesson today; Agenda attendance, journal entry, lesson on equivalent factions, exit ticket and fluency question on Quizlet.
She made the lesson interesting. Good job. on teaching everything on the agenda.She demonstrated appropriate content expertise by accurately identifying explaining
adapting and enhance key concepts of the lesson and using academic language, She embedded appropriate use prerequisite knowledge in the lesson.


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 85
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 85 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
videos illustrated an engaging lesson. Rhetorical questions crossed between high mid and low level because checking for understanding could have been difficult.
and reminded the students are the concepts that they had previously learned.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 85 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 85 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
85 1
language learning needs.
Evidence
She was not able to check for understanding, but her pacing was functional and effective. She was through in her lesson and used repetition.
Questions were place at the end of the Region 10 video to check for understanding. She uses several lesson concepts to ensure that most learning styles were given in the
lesson.


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 87 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 87 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 87 1.00
knowledge, and student interest.
Evidence
"Using fractions in everyday life"


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) 85 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, 85 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, 85 1.00
and helping students to question).
Evidence
Alaina used a spectrum of strategies and they were all engaging; she used 2 dimensional figures, cooking, kitchen items. repetition to ensure that the points were driven
adequately.The lesson was simple enough for students to pick up on and she could have expanded if needed
region 10 video. She used follow up question that she either made up or were from Region 10 to check for understanding. She used the appropriate amount of questioning
teaching and I am sure if the students were present, they would all be engaged.


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
85
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 85
the school, as supports for analysis, reflection, and problem solving.
Evidence
She has students view a short video about equivalent fractions from Region 10 to reiterate the lesson. She is currently the teacher of record on her campus, so she is in
compliance with campus and district expectations.


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 85
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 85 1.00
enact system change.
Evidence
The skill set is definitely present here. Her tone and presence in the video let me know that she is an advocate for students and uses tools available to strengthen the learning
environment.
Alaina is proficient and on target. Feedback given on 4/11/2020

Opportunities for growth: The 4th video just needs to be longer with the mock lesson. Because no students are present the lessons tend to conclude quickly.Use the option to
cover another objective.

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

85.48 %
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

Nesa Sasser Hartford
Nesa Sasser Hartford (Apr 11, 2020) Apr 11, 2020

Alaina Meek Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Alaina Meek 20557145

Master of Education in Special Education

SPD-590 1/9/2020 4/22/2020

Seven Oak Middle School

FOR COURSE INSTRUCTORS ONLY:

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Alaina Meek 20557145

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

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Alaina Meek 20557145

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Alaina is proficient and on target. Feedback given on 4/11/2020

Alaina Meek 20557145

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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