Ashantym Evaluation 3 Dms

CLINICAL PRACTICE EVALUATION 3
Ashanty Martinez 20344719

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Gina Alves
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ami Adkins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
137.88 points
EVALUATION 3 TOTAL
POINTS 91.92 %
25.00 2,500.00 2,298.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
150 0 0 0 0 0 0
150

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 92
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
92
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. )
Feedback attached


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
92
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 92
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 92 1.00
learning differences or needs.
Evidence
Feedback attached


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
92
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 94
environment.
Evidence
Feedback attached
Ashanty Martinez
TEACHER CANDIDATE NAME______________________________ 20344719
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 92 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 92 1.00
their content area.
Evidence
Feedback attached


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 92
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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Feedback attached


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 92 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 92 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
92 1
language learning needs.
Evidence
Feedback attached


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 92 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 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Feedback attached


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) 92 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, 92 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, 90 1.00
and helping students to question).
Evidence
Feedback attached


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
92
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 90
the school, as supports for analysis, reflection, and problem solving.
Evidence
Feedback attached


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 92
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 92 1.00
enact system change.
Evidence
Feedback attached

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

91.92 %
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

Ami E. Adkins
Ami E. Adkins (Nov 16, 2019) Nov 16, 2019
Clinical Practice Evaluation 3 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 3 again focuses on the InTASC standards. Please consider how the teacher candidate has
performed in relation to the following standards.
Standard 1: Student Development
1.1 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 learning.
1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student
growth and development.
FS Comments: Ashanty pointed out text clues for students who missed the vocab review at the beginning of the lesson:
“It’s in parentheses.”
CT Comments: Ashanty creates reviews in Math and Social Studies where students interact and use academic language.
Their scores are increasing.
Standard 2: Learning Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 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 strategies 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 learning
differences or needs.
FS Comments: Ashanty incorporated literacy instructional strategies to support language development in all students
during the Social Studies lesson: inference via text clues, partner discussion of ideas, looking back in the text for
evidence, whole group review and discussion, finger tracking the text. Ashanty led the class in choral reading of the
lesson’s essential question to reinforce. Ashanty used engaging visual images to accompany text definition of new text
vocabulary. Ashanty used video and media to engage students in the social studies lesson. She gave students options to
follow the video from the text on the screen or their personal newsletter.
CT Comments: Ashanty continues to create and update the vocabulary walls for math and social studies. She has the
students use a math vocab packet for terms, definitions, and pictures.
Standard 3: Learning Environments

3.1 Teacher candidates manage the learning environment to actively and equitably engage students by 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 environment.
FS Comments: Ashanty reminded students to use a ‘hand gesture’ to indicate if they want to share out. She reminded
students of respectful listening while their peers were speaking. “Zero voice level.” She practices participation equity
strategies: hands raised, cold calling.
CT Comments: Ashanty uses time appropriately. During math and social studies everything is time and there is no
down time for students of expectations, so they are focused and engaged.
Standard 4: Content Knowledge

4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts,
and make connections to students’ experiences.
4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance
for all students.
4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their
content area.
© 2018. Grand Canyon University. All Rights Reserved.
FS Comments: Ashanty opened the lesson with an essential question connected to the learning intention. She
frontloaded new vocabulary words in the text. Ashanty led students in a preview of the informational text using pictures
and headings to gather input and infer the content using literacy clues.
CT Comments: Ashanty pulls in prior knowledge asking what they have done previously. She refers to the vocab daily.
She has high expectations, making students use academic vocabulary. They reflect on their learning in multiple ways.
Standard 5: Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their
understanding of local and global issues and create novel approaches to solving problems.
FS Comments: She connected the content to students’ by asking them to share personal examples.
CT Comments: Ashanty asks many questions to get the students thinking about real world connections. For example, in
math she asks them, “Why are you learning this?” or “Why do you need to know/learn this?” The students make many
connections to life.
Standard 6: Assessment
6.1 Teacher candidates design assessments that match learning objectives with assessment methods and 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
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 language learning needs.
FS Comments: Ashanty implemented random review to hold students accountable for doing the review work after
direct instruction lesson. Students are being held accountable and rising to the occasion and having better test scores.
Ashanty circulated during partner talk to listen and support productive talk.
CT Comments: Continuing with our district’s math focus, Ashanty has been modifying our pre-tests and math tests. She
has continued with the math vocab packet, and Formative Loop monitoring.
Standard 7: Planning for Instruction

7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and
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
demonstrate knowledge and skill.
7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student
knowledge, and student interest.
FS Comments: Ashanty created original materials to better support students’ academic gains: kahoot review quiz,
teacher guided cross-word puzzle. She plans to change the seating to increase student engagement and participation
during group and partner work.
CT Comments: Ashanty plans daily and weekly. We discuss her ideas throughout the day and week. She uses multiple
strategies to reach all students.
Standard 8: Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 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, 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, and helping students
to question).
FS Comments: Ashanty gave students a task to keep them focused on the SEL video. – students responded well to this
challenge. Partner talk was employed to discuss inferences. Ashanty conducted a whole group review and reflection

after the SEL lesson. Ashanty repeated key information from the text and asked students to share where they found key
information in the text. She modeled looking back in the text for evidence.
CT Comments: Ashanty has the students work on math and social studies curriculum and technology for both. They use
Prodigy, Math Facts, Studies Weekly, and Kahoot for review.
Standard 9: Professional Learning and Ethical Practice

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 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 analysis, reflection, and problem solving.
FS Comments: Ashanty engages in reflection on teaching to grow her instructional skill sets and problem solve student
issues.
CT Comments: Ashanty attends all staff meetings and trainings. She uses the data and info provided to plans, reflect,
and problem solve.
Standard 10: Leadership and Collaboration

10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and 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 enact
system change.
FS Comments: Ashanty incorporates new ideas and resources learned from professional developments into her
teaching. She engages with staff and families to support student needs.
CT Comments: Ashanty uses Class Dojo to communicate with families. She writes character cards to communicate with
students as to whether or not they are meeting expectations. She also makes phone calls to parents to have open
communication.
Areas of Focus for Growth

- Continue to increase student input: i.e. allow students to lead more of the learning.
- Raise the rigor of questions. *See resources provided for higher level question frames.
- Continue to use strategic questions to promote deeper thinking in the content and critical connections.
- Continue to practice whole class management strategies; use verbal and non-verbal cues for attention, use specific
directions.
CT Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement

- Positive attitude - Attend an SST and an IEP - Put current
- Great with students (SST will be on 10/23) grading/assignments page
- Strives to be the best on top to make it easier to
teacher get to/access
- Asks questions
- Takes feedback
- Makes adjustments
- Has high expectations
- Team player

Reflections on Teaching: Ashanty M
Evaluation #1
Pre-observation
Areas of focus that I believe I need to work on are Advocacy, I need to believe more in myself so I can be more
successful in my student teaching. Another would be Reflection, I need to be able to recognize and be
thoughtful when teaching, recognize signs when students are not understanding the lesson so that I can
reteach it.
I have noticed that when the teacher is teaching the lesson up on the board and expecting the students to
write what she is writing there are many of them who are not doing the assignment therefore, I believe we need
to constantly be walking around the room to make sure they are following along.
A big success I believe is getting an ELL student talking, she is very quite but never speak up, I have built a
good relationship with her and I finally got her to say a short sentence in English.
A challenge would be, having to do things the exact same way as my cooperating teacher, I respect her and
value what she is doing for me, but I do not always agree with her strategies, but I follow them.

I communicate daily with my cooperating teacher, we plan everything together, she gives me feedback
everyday.
Post-observation
What did I learn about my *strengths* after this evaluation? How can I use this knowledge to help me be successful in
the classroom?
I learned that I do have many areas of strengths were I thought I did not, this can help me be more confident in what I
do.
- What did I learn about my *challenges* after this evaluation? How can I use this knowledge to help me be
successful in the classroom?
I learned that my biggest challenge is believing in myself, I did better than I expected. I need to start believing than I can
do it so I can help my students be more successful.
- What gets in the way of me doing my best in this placement?
I believe that my fear of doing things wrong can get in the way of doing the best in this placement.
- What gives me a feeling of satisfaction in my work as a student teacher?
That the students are actively participating in class, and that they know what we are doing and why we are doing it. That
they can verbally explain how to solve a problem, or find a solution, rephrase, compare anything.
- How do I feel about myself as a student teacher and about the work that I am completing?
It feels great, its all I have ever wanted, it is a great experience and I look forward of having a class of my own.
- An area of focus I plan to work on going forward is ...
Once again believing in myself, I know I can do this and I need to stop fearing that I will do things wrong. I need to be
fully aware that there will be good days and bad days in where I need to reflect on my teaching strategies and find ways
to improve.
Evaluation #2
Pre-observation
One of the areas focus in my observation I believe should be Application of Content. Standard 5, I believe
that I have a difficult time making clear to the students how they can relate what they are learning to
real-world problems.
A success I have experienced in the classroom is that I am able to ask questions to my cooperating teacher,
I asked her if I could do something different fro the chapter review, make it a project and she said yes. I know
this could be a hit and crash, but she has faith in me. I am still working in my communication skills with my
colleagues. I do feel more comfortable speaking to them and asking for advice. I arrive early every day
therefore, I collaborate on a daily basis with my cooperating teacher. We plan the following week ahead, talk
about science experiments, we sit a see if we have all the materials needed and we also plan fundraising for
field trips.
Post-observation
After the second evaluation I believe that my biggest strength is having plenty of classroom experience, I
believe that it has paid off working as an aide and being exposed to so many classrooms. I can use this to my
benefit to know the do's and don'ts in the classroom.
Challenges in this evaluation was having to change the lesson plan that I had written, I like to be organized and
have a visual in what I am doing, but the lesson plan had to modified to accommodate the students needs.
I do believe that the lesson was successful, it was their first time doing group work and presenting in to their
classmates.
I believed that the students that gained the most were the ones speaking for their group, next time I do this I
will give each student a role in their group just to have more involved.
The students that were least engaged were the ELLs, I believe because of the language barrier, I will continue
to work with them and try to have them working more in groups so that they can feel comfortable to talk in
front of everyone.
An area that I need to focus on is classroom management, I have the biggest problem with students to stop
playing with their pencils, hands, arms, pencil boxes, erasers, etc.... I tried a point rewarding system, but I
believe it did not work as I expected.

Evaluation #3
Pre-observation
The one thing I wanted to focus on classroom management, it has improved a lot since I started, but I believe
that I need to work on it more. I noticed that the more I am prepared for the students the better they do in class,
the more focused they are, and they get better grades. We had a professional development day last week, and I
learned different strategies to help students write. A success that I continue to experience is my ELLs, they
have been doing awesome, participating in class, speaking in English, and trying improving their test scores. A
challenge continues to be grasping everyone's attention, having them to keep their eyes on me when I giving a
lesson. I continue to meet daily with my cooperating teacher, I do the planning on my own, but I share it with
her so we are both on the same page.

Post-observation
Each evaluation has opened my eyes to things that I did not acknowledge about myself, I do realize that I am to
hard on myself and that I want a perfect classroom. Now I realize that I will not have one, that there will be
great days where everything flows easily and there will be days that I will have many challenges.

One of the strengths I have learned about myself is that I have enthusiasm for teaching, I enjoy it every day. I
even had my cooperating teacher say that she thinks that go above and beyond in things I do to prepare for the
class, but I honestly do not believe I do. I believe that my students deserve the best education they could have
and if I can facilitate it for them that makes me feel great.

A challenge that I have in the classroom is balancing the needs of my students, I forget that some need extra
help, I also forget some are early finishers and that I need to have things prepared for them.

The students that I feel that gain more from the lesson are the students that I call on more because they have
to be active participants in the class, they are frequently called on so they pay more attention.

The students that seemed not be fully engaged are the ones that hardly participate even if they are being called
on, they tend to stay quiet and hardly raise their hand at all.

Something that I can do differently that would help my students is change their assigned seats, and change the
seating layout of the classroom, I would love to rearrange the classroom I am in. I believe that making group
seating have a big space in front of the class where we could gather on the floor or pull our chairs to the front,
for classroom conversations would be awesome for the learning experience.

An are that I would like to focus is asking more rigorous questions to have students critically thinking, to think
outside the box. This has also been a challenge for me because I tend to ask these types of questions and
answer them myself.
Evaluation #4
Pre-observation
Post-observation

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CLINICAL PRACTICE EVALUATION 3

Ashanty Martinez 20344719

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Campo Elementary School

FOR COURSE INSTRUCTORS ONLY:

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Ashanty Martinez 20344719

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

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Ashanty Martinez 20344719

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Ashanty Martinez 20344719

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 4: Content Knowledge

Standard 5: Application of Content

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

© 2018. Grand Canyon University. All Rights Reserved.

Standard 9: Professional Learning and Ethical Practice

Standard 10: Leadership and Collaboration

Areas of Focus for Growth

Strengths Opportunities for Growth Suggestions/Ideas to Implement

© 2018. Grand Canyon University. All Rights Reserved.

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