Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Cheyenne Golding 20187818

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 1/30/2020 5/13/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Blake Primary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Brie Gonzales
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judy Selberg
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
140.75 points
EVALUATION 3 TOTAL
POINTS 93.83 %
24.00 2,400.00 2,252.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
150
0
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 93
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
93
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. )
Cheyenne is following the guidelines put out by the school district during Covid19 virtual instruction - Requirements from district: contact parents, create many forms of
contact Contact parents about report cards, attachments and work packets Create Facebook page for classroom. She meets with her team via zoom and goes over the
weekly calendar. The lesson I observed via video - listening to a fantasy story about a crocodile and a crocodile bird, emphasizing questioning related specifically to who,
what, where, when, why and how. She scaffolds and chunks this lesson, beginning with extended modeling for two of the- who and when. The classroom consists of
varying levels of readers and she groups them to allow each to have a face partner.


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
93
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 0.00
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 93 1.00
learning differences or needs.
Evidence
This lesson actively engaged students with a focused variety of activities - visualizing and connecting what they know to what they are learning in reading the story in the
anthology. Also used smart board, doc cam, whiteboard and anchor chart. She planned the lesson so that special needs students could complete modified lessons and they
also received extra support as she circulated and observed. Spent extra time and re-modeled reading for context clues related to how the bird and the crocodile help one
another (the essential theme and question). Provides many positive focused comments as students discuss, respond and summarize.


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
95
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 95
environment.
Evidence
Routines establish grouping strategies that allow students to share answers an questions within their groups and with partners. She uses the smart board to specify
paragraphs for students to focus. Cheyenne also has students write questions and answers on their desk (rather than a white board) which works very well in the lessons
I have observed and in this one. She also provides discussion opportunities for students in large group after the small group/partner activity and then a journal entry of
three sentences related to the learning objective and a review of grammar and punctuation. Supplements the District curriculum to bring context and meaningful
experiences to the daily lesson plans. Has a great way of finding activities and tie ins to texts, quizzes and benchmark activities that help students to understand concepts
and vocabulary to which they may not have connections and/or experiences. Always tries to provide personal examples and experiences as well.
Cheyenne Golding
TEACHER CANDIDATE NAME______________________________ 20187818
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 95 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 95 1.00
their content area.
Evidence
Lesson scaffolds on the concepts that animals work together. The story is a fantasy about a crocodile and a crocodile bird that engages students in the concept and
theme. She ties reading to ask and answer questions with the focus on students being able to ask questions using the sentence starters who, what where, when , why
and how. Cheyenne uses technology and district materials with ease and appropriately, infusing her teacher voice and skills into the lesson (smart board, anthology,
individual white boards, writing in guided practice on their desks, and anchor chart). She uses the anchor chart to review the strategy of asking and answering questions
using the key words. For those that need further modeling/instruction/prompting, Cheyenne models and uses sentence stems via whiteboard and smart board.


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 93
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 93 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Taught the learning objective (making connections and visualizing using activities and discussion examples from and for students that enabled students to grasp
the use of questioning through vocabulary/sentence starters. Did a great job especially with text to world and incorporated discussions about self to story and
developing questioning skills to learn, grow and demonstrate mastery and an understanding of the process of questioning and response.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 93 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 93 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
93 1
language learning needs.
Evidence
Works with grade level colleagues to plan and implement District assessments and uses data to drive instruction and plan activities that meet the goals and benchmarks.
Each part of her lesson transitioned with a formative assessment observation/activity and she also used that data to move forward or re-teach/re-explain/re-model.As
formative assessment for the activities in this lesson, she has students write a reflection in their journal. Students are to write three sentences on questions they had
throughout the story. They must also answer the questions they ask in complete sentences and with proper punctuation. Students finally chose one question using a
sentence stem and write the answer in full sentences.


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 93 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 93 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93 1.00
knowledge, and student interest.
Evidence
Followed the GCU format for lesson planning and brought the curriculum requirements for reading/language arts in second grade into the lesson plan with resources provided
by the curriculum company as well as outside resources she brought into the lesson. This lesson scaffolds upon previous anthology lessons related to the elements of an
article/story/essay.


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) 95 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, 95 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, 95 1.00
and helping students to question).
Evidence
Facilitated, participated in and motivated students to group discuss, present, ask critical questions related to the essential question for the lesson observed and required
students to use the academic vocabulary in writing, listening and speaking. The range of learning activities engaged students of all learning modalities, abilities and interests,
putting much of the discussion into context and connecting it to what they knew and experienced. Cheyenne focused on providing opportunities for students to practice critical
thinking skills related to making predictions, and an assessment that asked students to choose one question beginning with the sentence starters and then answer the
question using context clues found in-the story. Closure was excellent - writing in full sentences and large group discussion related to the focus, essential question and
learning objectives.


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
95
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
During post conference with supervisor asked important questions and reflected about what went well and what needed more work/experience. Works with colleagues and
mentor to improve instruction and to understand how data can drive instruction and delivery methods. She says that the purpose of her lessons must be to help all her students
get what they need. That's why she says that they are allowed to work together as a class to achieve common learning goals. She understands the importance of modifications
and adaptations that meet the needs of special needs students. Brings her GCU class knowledge to her classroom and to team meetings and faculty workshops. Provides
input and takes advice and critiquing to heart making changes as appropriate.


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 93
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 93 1.00
enact system change.
Evidence
Gives her best to teaching and learning. Uses Dojo to communicate with parents and as a reward system for her students. Supplements the District curriculum to bring context
and meaningful experiences to the daily lesson plans. Has a great way of finding activities and tie ins to texts, quizzes and benchmark activities that help students to
understand concepts and vocabulary to which they may not have connections and/or experiences. Always tries to provide personal examples and experiences as
well.11.Follows the District guidelines for formative and summative assessments and uses that data to drive instruction in collaboration with grade level teachers,
administrators, mentor and academic coaches. Brings her GCU experiences and knowledge to her classroom, her planning and development routines and to her colleagues
during prep time, lunch time and staff meetings.

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

93.83 %
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

Judy Selberg
Judy Selberg (Apr 5, 2020) Apr 5, 2020

Points %: Clinical Practice Evaluation 3

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Points %: Clinical Practice Evaluation 3

Caricato da

Copyright:

Formati disponibili

CLINICAL PRACTICE EVALUATION 3

Cheyenne Golding 20187818

Master of Education in Elementary Education

ELM-590 1/30/2020 5/13/2020

Blake Primary School

FOR COURSE INSTRUCTORS ONLY:

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Cheyenne Golding 20187818

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

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Cheyenne Golding 20187818

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Potrebbero piacerti anche