CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________

ELM-590 8/15/2019 11/27/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Anthony Traina Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

California
SCHOOL STATE: ___________________________________

Grit Walther
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Catheryn Reardon
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 96 points 96 %
10.00 1000 960 100
0 0 0 0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 90
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He communicates clearly with all students, and sets expectations that are realistic and support student success. He is very warm and engaging, and the students have a clear appreciation and
respect for him as their teacher.

CT Comments: use of high vocabulary for all students, for example plural of vertex, review of prior academic vocabulary provide learning target at the beginning of the lesson (finding volume w/
Respect
unit cubes) for the Diversity of Others Score No Evidence
Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 95 1.00
establish relationships characterized by respect and rapport.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He is a very enthusiastic and supportive teacher who treats students equally no matter what their cultural background or demographic is. His room is very democratic in atmosphere and all students
have a voice.

CT Comments: additional support for S who cannot read to provide access to text, smile and head nod to provide encouraging feedback for insecure student
 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 95 1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He implements lessons which includes all learners, and promotes student engagement. There is a diversity of learners in the class, and he differentiates the curriculum to meet those needs.

CT Comments:quiet voice to redirect disruptive students, use of signal to stop blurting student-+ polite redirection

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 100
Evidence 1.00
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He sets a good example of respect for his students, and requires the same from them. He enforces the rules using positive reinforcement techniques, and his energy and enthusiasm is contagious.
The students have a clear appreciation and admiration for him as their teacher.

CT Comments.polite, respectful communication wl student, professional attire

 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this 1.00
disposition and all
expectations for a Teacher
Candidate during student
teaching.

Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 90
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He is a reflective practitioner who is always examining what worked and what did not when planning lessons. He works diligently with his CT, and is always seeking ways to improve his teaching
and implementation of curriculum.

CT Comments: student teacher recognised multiple situations where students showed good response to his teaching, ST also reflected on a situation where he felt his directions were unclear and
the cause of confusion among students
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He encourages active inquiry through the design of his lessons, and with engaging activities. The students were actively engaged in this lesson that I observed, and he has a good command of their
attention through the use of manipulatives.

CT Comments: effective use of manipulatives (linking cubes) to create open-ended products

 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100 1.00

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He models honesty and integrity through his class management techniques and how he interacts with the students.
CT Comments: ST showed integrity the whole time,

Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 100
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He conveys a warm and engaging enthusiasm that is contagious, and the students clearly appreciate and respect him. This is also reinforced through his class management techniques.

CT Comments:ST built a positive relationship to students, students are greeted at the door each morning, ST learned the names of the students to approach them individually, ST shows respectful
behavior towards all students and staff
 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 100 1.00

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
He understands the important role that community plays in education, and promotes helping others and the importance of student roles in the classroom.

CT Comments: ST ensured that all students have needed materials, even if the student did not bring required materials,

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
100
1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
This teacher candidate is enthusiastic about teaching, and demonstrates a lifelong love for learning.
CT Comments:ST prepared each lesson with master teacher, incor
 CLINICAL PRACTICE EVALUATION 1

Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:

96 %
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

Catheryn Reardon
Catheryn Reardon (Sep 3, 2019) Sep 3, 2019