Clinical Practice Evaluation 2 - Dual Placement Encrypted 1

CLINICAL PRACTICE EVALUATION 2D
Dawn Means 20211793

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

PROGRAM: _________________________________________________________________________________________________________________________
ECH-485 1/4/2021 2/28/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Roosevelt Charter Academy

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Colorado
SCHOOL STATE: ___________________________________
Christina Markle
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Talitha Couture
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 265.8 points 88.6 %
25 2,500.00 2215
0
300
0
0
0
0
0 0 0 0 0 0 0 0 0 0 0
300
0 0 0 0 0 0 0 0 0
0
Dawn Means 20211793

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)
0 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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 88
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 88
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. )
1.1 Dawn's instruction was planned to incorporate students' interests (connection to Pete the Cat), and needs through her use of manipulatives, physical representation of the
concept of subtraction as well as through her repeated use of and check-ins regarding the content-specific vocabulary. She incorporated multiple modalities to teach to her
students' strengths (anchor charts, algorithm on white board, finger counting, manipulatives, kinesthetic activity). Opportunity for growth- How can you challenge students that
require less repetition? 1.2 Dawn has had the opportunity to speak with families before and after school which has allowed her to establish positive relationships and, at times,
discuss student progress. She plays an active role in the grade level team and collaborates with support staff to promote student growth. Opportunity for growth- Create
opportunities for intentional collaboration with families to discuss progress, concerns, goals, etc.
Dawn Means 20211793


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 84
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 90
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. 92
Evidence
2.1 Dawn provides opportunities for students to learn in multiple ways through the use of manipulatives and multisensory activities. She varies her assessment forms so that
students can demonstrate their learning and growth. Opp. for growth- Use obs. data to monitor and adjust in the moment. Differentiate student products to reflect their strengths
and needs. 2.2 Dawn provides visual and hands-on learning opportunities through manipulatives and kinesthetic activities to support her ELL students. She models the use of the
academic vocabulary and provides multiple opportunities for her ELL students to use the vocabulary in context.2.3 Dawn teaches a large number of ELL students and has been
intentional about her collaboration with the CLDE teacher to best serve this population. She has conducted her own research as well, focusing on effective strategies to teach
vocabulary and represent content in a visual and hands-on manner.
Dawn Means 20211793


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 90
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 84
backgrounds and differing perspectives students bring to the learning environment.
Evidence
3.1 Dawn manages the learning environment by designing appropriate amounts of time and resources for learning activities. She plans opportunities for movement
throughout lessons to boost engagement. She uses hands-on materials such as whiteboards and manipulatives. She draws attention to students that are modeling the
expectations as a form of positive reinforcement. Opportunity for growth- Utilize a whole class attention getter and signal for release to maintain each students' full attention.
3.2 Dawn demonstrates a respect for the differing perspectives of her students by providing opportunities for students to share opinions, views, and ideas. She is equitable in
the time and attention that she gives each of her students and engages in respectful interactions with each one. Opportunity for growth- Facilitate differing perspectives
among students and teach tolerance. Utilize multicultural literature in the classroom.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 88
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
92
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 92
Evidence
4.1 Dawn reviewed the previous day's vocabulary and instruction prior to delivering the new instruction. She supported students' review of the academic vocab through
questioning. She connected the new learning using a familiar picture book to model the concept of subtraction. Opportunity for growth- Allocate time for partner/group
brainstorming before teaching new content. 4.2 Dawn supplements her planning and instruction using I-Station, extended learning centers and TPT. She utilizes books,
videos and manipulatives to ensure accessibility and relevance for students. 4.3 Dawn models the correct usage of academic language, utilized anchor charts with the
academic vocab for quick reference and support and provides opportunities for students to listen, respond, and participate in activities that involve academic language.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 90
(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 88
and global issues and create novel approaches to solving problems.
Evidence
5.1- Dawn taught an interdisciplinary unit studying presidential figures and their contributions. The unit included facts about each president’s life, discussions about the
important things each man did as president, books and videos were utilized as well. Kindergarteners were asked, “What they would do if they were president.” Students were
asked to think critically about the important parts of a president’s job and then relate that to what they would do as president. The unit included discussion, writing and
illustrating of their ideas. Opportunity for growth- How can this fit within a larger theme? --Leadership, honor, responsibility, etc.5.2 – Dawn expanded students' cultural
perspectives through a study of Martin Luther King Jr and how he fought for the equal rights of all people. They discussed the similarities and differences of the students in
the classroom and the fact that differences are not license for poor treatment. Problem solving?
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 92
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 92
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 92
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
6.1 Dawn creates assessments that align directly with learning objectives, grades assessments fairly and impartially and collects data from all students to minimize bias.
6.2Dawn collaborates with her MT when looking at data to identify strengths and weaknesses. Together they create a plan to improve student achievement.
6.3 Dawn will modify tests by shortening the length of a test and the content given is on the level of the differentiated group. For example, one group tests on math fact to 10
and another on the facts of 5. Dawn pulls students who need a 1-1 or small group environment when testing. She provides additional time for her ELL and below grade level
students.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 89
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 87
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 88
interest.
Evidence
7.1 Instructional levels are determined by the formal and informal data. Dawn takes that information and places the students into leveled groups that support their needs.
Dawn collaborates with her MT to establish proficiency goals as well as to plan interventions to support students' attainment of these goals. Content is differentiated based on
the group's proficiency level. 7.2 Dawn utilizes a gradual release model to sequence the learning experience for her students. Throughout, students are able to demonstrate
their understanding by way of manipulatives, questioning, algorithm work, and on their fingers. Opportunity for growth- Explicitly connect each activity as you go to make the
learning more concrete. 7.3 Dawn makes her lessons high interest to the students through her use of familiar characters (Pete the Cat) and kinesthetic activity. She uses
observational, formative and summative assessment forms to determine student proficiency levels and to guide her planning.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 87
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 88
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 88
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
8.1 Instructor- Dawn used an anchor chart to teach vocabulary. She modeled subtraction for the students with a visual, manipulatives and kinesthetic activity. Facilitator- Dawn
used questioning to gauge understanding and had students model the strategy using their fingers. Opportunity for growth- Incorporate a collaborative discussion and hold each
student accountable for participating in the guided practice. Coach- Dawn provides one-on-one support during independent practice as needed. She provides timely and
relevant feedback. Audience- Dawn seeks to understand her students and uses their responses to gauge understanding. 8.2 Dawn engages students in a range of learning
skills (identification, recall, application). Opp. for growth- How can you challenge the students using evaluation?8.3 Dawn asks questions at the beginning of a lesson to spark
curiosity and poses questions throughout to boost engagement.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 87
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 88
analysis, reflection, and problem solving.
Evidence
9.1 Dawn administers formal and informal assessments. She uses checklists at centers to document students' attainment of the skills. She collaborates with her MT to identify
gaps in student understanding and discusses strategies for meeting student learning needs. Opportunity for growth- Set aside time to collaborate with other building
professionals (SPED, CLDE, etc.) to plan for accommodations/modifications that may benefit students.
9.2 Dawn looks at the data in the class be it formal or informal and bases her lessons, centers, small groups and 1-1 pull-out instruction on this data. She seeks input from her
MT and web resources to support her problem-solving. Dawn is reflective of her practice and is continually seeking ways to improve her instruction.
Dawn Means 20211793


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 83
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. 88
Evidence
10.1 Dawn communicates with families via written notes, in-person conversations, texts, phone calls and emails. She engages the students in collaborative activities and
morning meetings to build classroom community. Opportunity for growth- How have you been able to establish a community with other building professionals/colleagues?
10.2 Dawn utilizes a variety of web resources to supplement the district-provided curriculum. This has allowed her to provide engaging, hands-on learning experiences to
benefit this group of students.
Dawn Means 20211793

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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. 88
Evidence
Dawn tracks and analyzes pre and post assessment data as part of her STEP assignment. She uses assessment data to guide instruction.
Dawn Means 20211793

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

88.6 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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

Talitha Couture
Talitha Couture (Feb 26, 2021 16:28 MST) Feb 26, 2021

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CLINICAL PRACTICE EVALUATION 2D

Dawn Means 20211793

Bachelor of Science in Early Childhood Education

ECH-485 1/4/2021 2/28/2021

Roosevelt Charter Academy

FOR COURSE INSTRUCTORS ONLY:

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Dawn Means 20211793

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Dawn Means 20211793

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Dawn Means 20211793

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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