Nelson Amy - Elm 490 Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Bachelor of Science in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________
ELM-490 2/12/2018 5/27/2018

COURSE: ________________________________________START DATE: END DATE:________________________
The Classical Academy- East Campus

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Colorado
SCHOOL STATE:
Stacey Rogers
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Talitha Couture
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 135.26 points 90.17 %
24.00 2,400.00 2,164.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
150 0 0 0 0 0 0
150
Amy Nelson 20358397

InTASC Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her
82
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 94 1.00
student growth and development.
Comments
1.1 Ms. Nelson's clinical teacher notes that Amy frequently brings in real world examples that support the connections and relationships that students are able to make with the
text. This is particularly important given the fact that this piece of historical fiction that the students are reading takes place during the Revolutionary War time period. During the
lesson, however, all questions observed were lower level, focusing on knowledge and comprehension. One area of improvement that we discussed was having more rigorous
questions provided for the students ahead of time in order to deepen the discussion following the reading of the text.
1.2 Ms. Nelson participates in weekly team meetings where she collaborates with other professionals on planning, student growth and interventions.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 83 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 0.00
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 87 1.00
learning differences or needs.
Comments
2.1 During the course of this lesson students were given the opportunity to participate in whole group discussion, small group, partner share as well as independent writing in
order to demonstrate their learning in different ways. The delivery of instruction was not differentiated to reflect different learning needs. Instead, all students were reading the
same text and responding to the same questions.
2.2 There are no English language students in this particular class.
2.3 Ms. Nelson pairs students of varying skill levels as a system of support. There are no students on READ Act plans or IEP's that would require special services.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
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
100 1.00
environment.
Comments
3.1 Ms. Nelson continues to foster a positive, respectful learning environment. She continually moves about the room monitoring student work and engagement. She utilizes
her proximity to students which allows her to reengage students non-verbally as needed so as not to interrupt the flow of her teaching. Her instruction is smooth and timely
with little to no 'dead time'. Transitions are effective and students are quick to retrieve the necessary materials. She utilizes a seating chart to support students' visual and
focusing needs.
3.2 Ms. Nelson's clinical teacher notes that she is open to and inclusive of different perspectives presented by students. When Amy is teaching she is warm and friendly with
all students. Their participation in the class is a testament to the relationship that she has built with the students.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 87 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 88 1.00
their content area.
Comments
4.1 Ms. Nelson is purposeful in her planning and lesson delivery. She began this lesson with a vocabulary introduction to support students' comprehension of the text. She
focused on the time period explicitly by asking the students how much time had passed in the setting since they last read. She also framed the students' thinking by having
them focus on the characterization they had already completed for various characters. Lastly, she connected the events of the story to students' everyday lives by having
them discuss, "What they expect to find when they return home from a vacation."
4.2 Ms. Nelson is bound tightly to the curriculum and reading material required by The Classical Academy.Students are not permitted to access the use of technology in
the classroom until the fifth grade. During this lesson, the students each had a copy of the novel, literature journals and Ms. Nelson used the white board for whole group
discussion.
4.3 Academic language noted in comments for 4.1
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 87 1.00
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 87 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Ms. Nelson had the students process how they would feel/react given the circumstances they read about in the novel.
While it was not observed in this lesson, Ms. Nelson's clinical teacher notes that she frequently has the students create real life solutions to the characters' problems. The
novel read in class is a piece of historical fiction that connects to the Revolutionary War topics covered in their Social Studies curriculum.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 87 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 94 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 1
appropriate modifications in assessments or testing conditions especially for students with disabilities and
82
language learning needs.
Comments
6.1 The Classical Academy requires the use of their formative assessments for literature. During the course of this lesson, Ms. Nelson's learning objective focused on
student-generated questions. Students were to write these on sticky notes and discuss them in their partnerships. These will be collected later with feedback provided to
students by Ms. Nelson via their literature journals.
6.2 Formative and summative assessment is analyzed collaboratively in grade level teams.
6.3 Questioning during this lesson was low-level which was contradictory of what Ms. Nelson's learning objective was asking of students (Create their own higher-level
questions). However, Ms. Nelson's clinical teacher notes that she recently held a Socratic Seminar that focused on deeper, more rigorous questions. Modifications for
learning disabilities and English language learning needs are not applicable for this population of students.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 85 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 97 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 94 1.00
knowledge, and student interest.
Comments
Accommodations utilized include chunking information, reduced problems, teacher proximity, partner reading/discussions, fluency support. For this particular lesson, students
were also tasked with generating their own higher-level thinking questions.
7.2 The lesson was scaffolded well beginning with vocabulary introduction, connections were made with previous readings and character work, students moved into the
reading of the text (done a variety of ways-choral, partner, whole group), ,clarifying questions were asked throughout, and finally, students were asked to produce their own
questions.
7.3 Data analysis completed collaboratively. Literature journals and observational data are used to plan for instruction.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 98 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, 87 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,
87 1.00
and helping students to question).
Comments
8.1 ms. Nelson delivered direct instruction, facilitated discussions, coached students as they partner read and was attentive to their reasoning. She balanced and moved
through the various roles seamlessly.
8.2 Learning skills included defining vocabulary, creating questions, reading fluently, making predictions, and comprehending text.
8.3 Ms. Nelson questioned students frequently and had them create their own questions. Students participated in discussion throughout the lesson.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

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
94 1.00
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 95 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Ms. Nelson utilizes a variety of research-based testing materials to inform her instruction including, but not limited to, Dibels, McCall Crabbs, Morrison McCall and Jerry
Johnson. She observes student as they are working, providing immediate feedback. She also utilizes journal work and unit assessments to inform her planning and instruction.
She works collaboratively with building interventionists and students' families to meet the learning needs of the students.
Amy Nelson 20358397


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 87 1.00
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 87 1.00
enact system change.
Comments
TCA limits technology at the elementary level. Ms. Nelson utilizes, to the full extent, what is available to her.
She communicates with families and is an advocate of student needs.
Amy Nelson 20358397

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
90.17 %
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

Talitha Couture Date
Apr 27, 2018
E-Signature Talitha Couture (Apr 27, 2018)
Evaluation #3: In-Class Observation Notes
Amy Nelson (20358397)
April 26, 2018 (2:40-3:25)
Learning Target: Students will be able to formulate one or two higher-level thinking questions based on
the text.
2:40- Vocabulary defined- Four words written on the board. Students provide examples/synonyms of
the word. Students write teacher-provided definition in lit journals. Students then offer sentences using
the word.
2:45- Students move their seats so that they’re sitting in a circle. Each student takes out their copy of
the book, Students move their seats so that they’re sitting in a circle. Each student takes out their copy
of the book, Fever, 1793. Amy references the sticky note they’ve been given and instructs them to write
down their question on it as they read.
“How much time has passed since our last chapter?”- Students respond
“I want you to think about characterization as we read. What do you know about characterization?”-
Student provides an explanation.
“Remember when we did the character analysis on Aunt Polly?”
“What do you expect to find when you come back from vacation?”- Students share responses
2:50- Amy selects a student to read aloud as others follow along in their books. Students take turns
reading (teacher selected).
2:57- “I’m going to stop you…” Clarifying question asked- Student responds. Amy partners students off.
They discuss the condition of the room in the book.
Students come together at Amy’s signal. Amy calls on a couple of students to share the findings of their
conversation.
Student asks- “Who turned over all the tables?”- Several students respond to the question.
3:02- Read aloud and choral reading resumes. Students with green shirts are selected to choral read.
“Green shirts, I’m only hearing Zach. Zach, you’re banned for now. Other green shirts, I need to hear you
reading louder.”
3:10- “What do you think about that last paragraph?”- Several students respond with their thoughts.
3:15- Ch. 18- Partner read- “I want you to read together like we do whole group.”- Amy circulates during
this time, monitoring and providing feedback to students as they read.
3:21- “I’m going to have you stop. I heard several of you discussing the questions that you wrote. You’ll
need to read the rest at home (5 pages). For now, take out your planners.” – Directions given as to what
to write in the planners. “Take a moment to reflect on your job and how you did today.”
Students begin to clean up for school dismissal.

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CLINICAL PRACTICE EVALUATION 3

Amy Nelson 20358397

Bachelor of Science in Elementary Education

ELM-490 2/12/2018 5/27/2018

The Classical Academy- East Campus

FOR COURSE INSTRUCTORS ONLY:

Amy Nelson 20358397

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Amy Nelson 20358397

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Amy Nelson 20358397

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

Amy Nelson (20358397)

April 26, 2018 (2:40-3:25)

“Remember when we did the character analysis on Aunt Polly?”

Students begin to clean up for school dismissal.

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