Clinical Practice Evaluation 2 - Single Placement Part 1 - Signed

CLINICAL PRACTICE EVALUATION 2S
Kayce Mccain 0704709

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/27/2018 12/9/2018

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Lara Linnen
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Carrie O'Donnell
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 95.76 points 95.76 %
25 2,500.00 2394 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 100 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 95
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. )
Mrs. Linnen stated that Kayce is extremely reflective about her teaching and seeks new ways to assist students if she notices they are struggling with a concept. An example is
the students were learning about angles in math and since this is an abstract concept after the first lesson Kayce brought in straws and Cue Tips to have students use to create
the different types of angles and Mrs. Linnen noted that this approach really helped students develop an understanding.


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 92 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
Kayce utilizes the Smartboard and collaborative learning structures. The feedback I provided today was to really focus on using more visuals for content specific vocabulary as
that would be helpful for students who were not familiar or who had not mastered the content vocabulary as it relates to the lesson and activity.


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, 95 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
95
1.00
environment.
Evidence
Kayve is encouraging and even if a student's response is not correct, she will say things like, "I see what you are thinking because ________and ___________ are similar."
Kayce has all materials ready and transitions from direct teaching, to guided support, and independent practice with ease.


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 98 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
Kayce has information about the current lesson up where students can access it. She used the Smartboard to review and informally assess students' understanding. She
also had direct and guided instruction in her lesson followed by a partner activity, where students were responsible for completing their own assignment, but were able to
discuss the meaning of key words associated with informational text.


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
This is standard is evidenced through the materials and way that Kayce presents new information as well as content that has been taught prior. Kayce seeks new ways to
help students make connections from what they are learning to the world around them.


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 95
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 95 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
During our meeting after the observation, Kayce discsussed how she makes a note of what students are struggling with and approaches the concepts and content in a
different way based on these observations. Kayce and Mrs. Linnen also discussed the ways formative assessments are used continuously and how Kayce adapts future
instruction and practice activities.


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
Kayce reviews student work, pays attention to student responses, and their interactions with one another. She uses partner activities in purposeful ways to make sure that
students work with another student that they can learn with and from.


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 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, interpret, 98 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,
98
1.00
and helping students to question).
Evidence
Kayce moves from direct instruction to facilitator so naturally. Her planning and forethought in her lessons is evidence of this. She uses technology in ways that not only
present information but also assesses student learning. Kayce has a great way of building upon student responses or asking for further explanation so students can clarify
thinking or extend their initial response. This was evidenced in a students response about what how a diagram is a "visual representation with labels to help you understand
each part of the image." She praised him for such an articulate response and helped the other students make a connection to what the student had said in reference to a
picture of a flower they had all seen.


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 100
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 95 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Kayce and Mrs. Linnen collaborate daily and Mrs. Linned stated that Kayce is always reflecting on her teaching and how she can make content clearer and in engaging ways.
Kayce displays a reflective and analytical nature. She looks for ways to teach concepts from multiple perspectives which helps struggling students and is also engaging to the
other students in the classroom.


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 95 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
Kayce was an active participation in parent-teacher conferences. She is also working with Mrs. Linnen on Student Council. She has made a concerted effort to be a part of
the school community outside of the classroom through her involvement in the conferences and supporting Mrs. Linnen on Student Council. This demonstrates to staff and
parents that Kayce is engaged in the school as a whole, not just the classroom during the school day.

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. 100 1.00
Evidence
Kayce is doing amazing. She displays all of the professional dispositions in her interactions with students, staff, and parents. She seeks to improve and assist students in
creative ways. Last but not least, she is always kind and calm and this creates a classroom environment that is calm, where students are free to take risks, and know that they
are supported.

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

95.76 %
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

Carrie A. O'Donnell
Carrie A. O'Donnell (Oct 3, 2018) Oct 3, 2018

Clinical Practice Evaluation 2 - Single Placement Part 1 - Signed

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CLINICAL PRACTICE EVALUATION 2S

Kayce Mccain 0704709

Bachelor of Science in Elementary Education

ELM-490 8/27/2018 12/9/2018

Spectrum Elementary School

FOR COURSE INSTRUCTORS ONLY:

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Kayce Mccain 0704709

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Kayce Mccain 0704709

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Kayce Mccain 0704709

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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