CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________

ELM-490 9/14/2020 1/10/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Manaugh Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Colorado
SCHOOL STATE: ___________________________________

Robbin Lewis
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Shelby Thomas
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 82 points 82 %
10.00 1000 820 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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. 82
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. )
Kendra showed this as she worked with the class in a whole group lesson on beginning letter sounds.

Respect 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 82 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. )
Kendra was great at working with all the kids and was really working the whole group with sounds and to not side out one child or another. She really embraced the culture of the class.
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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.

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. 82 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. )
The exercise she did with the kids' on learning beginning sounds helped all students and she was fair with all students.

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 82
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. )
Kendra was very positive and worked great with the kids.
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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. 82
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. )
Kendra works a lot with her fellow co-workers and her principal to get better knowledge and for deeper teaching strategies.

Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
82
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. )
Kendra helped the kids by redoing the sounds if there wasn't enough participation and she would model the sounds and have the kids say it again until they all said it together.
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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.

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
82 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. )
Kendra uses positive words and was encouraging to the students.

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. 82
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. )
Kendra seems very comfortable in front of the class and the kids respond well to her.
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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.

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. 82 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. )
Kendra is working on learning the culture of native Americans so she can better understand several of her students who come from the reservation.

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
82
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. )
Kendra is enjoying her teaching and is very professional about it.
 CLINICAL PRACTICE EVALUATION 1

Kendra Gapp 20556200

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:

82 %
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

Shelby Thomas
Shelby Thomas (Oct 10, 2020 10:59 MDT) Oct 10, 2020
 GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 9/2018

Teacher Candidate: Kendra Gapp

Grade Level: Kindergarten
10.07.2020
Date:
Pre-literacy skills
Unit/Subject: First Sound Fluency
Instructional Plan Title:
I. PLANNING
Lesson Summary:
This lesson is to help the students build their skills and recognize the first sound they hear in a word and is done
during the pre-literacy skills of the phonics lesson.

Classroom and student factors:

There are seventeen students in the classroom. One of which has an IEP and limits the student’s ability to be in the
general education classroom. There are other students that we are working toward identify and getting them the
services, they need. Many come from families that require government assistance.
Standard(s): Lesson Objective:
RF.K.2.D- Isolate and pronounce the initial, medial The students will be able to isolate and produce the first
vowel, and final sounds (phonemes) in three- sound of words.
phoneme (consonant-vowel-consonant, or CVC)
words. (CDE, 2020)

Lesson Focus Question (Big Idea of the Lesson):
What is the first sound?
Focus Question Possible Answers (for teacher
planning only – what is the big idea that students
should get out of the lesson?):
Students should be able to hear a word and produce only
the first sound.

Anticipation of Common Misconceptions/Challenges:

Many of the students are struggling to isolate and produce the first sound. They will say either the whole word or
producing an incorrect first sound.

Key Vocabulary: Differentiation:

First sound. I will model making the first sound and the students will
repeat. Helping them to hear and learn to isolate the first
sound of the words presented. .

Probing Questions:

Materials:

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