CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Mathematics for Secondary Education

PROGRAM: ______________________________________________________________________________________________________________________

SEC-490 1/8/2018 4/29/2018

COURSE: ________________________________________START DATE: END DATE:________________________

Gilbert Christian High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Arizona
SCHOOL STATE:

Derek Chisum
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________

Susan Bejarano
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 99.2 points 99.2 %
10.00 1000 992 100
0 0 0 0 0 0 0 0 0 0 0 0 100 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

High Expectations Score N/A

Teacher candidates should believe that all students could learn and should set and support realistic expectations
for student success. These expectations should be communicated in positive ways. 1.00
99

Comments
Ms. Missel provides foundational support to students to scaffold instruction and ensures students are successful.

Respect for the Diversity of Others Score N/A

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 99 1.00
community members with courtesy and civility and establish relationships characterized by respect and
rapport.
Comments
•Interacting with a supportive, encouraging tone of voice and demeanor creates a student friendly learning environment. Engaging students in conversational dialogue supporting the learning objective is
a means to decrease learning apprehension and reinforces a positive learning experience.
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Fairness Score N/A

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
and exercise fairness in all areas including assessment.
99 1.00

Comments
Candidate ensures students receive equal time and support.

Professional Conduct Score N/A

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model
within their community.
100 1.00

Comments
•Providing individual support to learners and checking comprehension allows “reluctant” learners to receive support privately and not highlight lack of mastery/knowledge
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Reflection Score N/A

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 1.00
continual improvement.
99

Comments
Candidate is reflective of strengths of lesson and areas of reflection.

Curiosity Score N/A

Teacher candidates should promote and support curiosity and encourage active inquiry.
99 1.00

Comments
Candidate demonstrates inquiry into effective instruction and best strategies to support learners.
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Honesty Score N/A

Teacher candidates should model integrity by their words and actions.
99 1.00

Comments
Ms. Missel demonstrates honesty on a daily basis and in her interactions will all stakeholders.

Compassion Score N/A

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 1.00
100

Comments
Ms. Missel demonstrates understanding and compassion to support student well being.
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable Target
80 to 86 87 to 100
The disposition is frequently The disposition is constantly
observed through the performance observed through the
of the teacher candidate and meets performance of the teacher
expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Advocacy Score N/A

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the
welfare of others in the educational setting.
99 1.00

Comments
Ms. Missel understands the impact of community and parental engagement in the success of students.

Dedication Score N/A

Teacher candidates should be committed to the profession of teaching and learning.
99 1.00

Comments
Strengths:
•Interacting with a supportive, encouraging tone of voice and demeanor creates a student friendly learning environment. Engaging students in conversational dialogue supporting the learning objective is
a means to decrease learning apprehension and reinforces a positive learning experience.
•Positive reinforcement: Good. Keep going. At least you…., You’re right. Good, you guys got it. That’s good, that’s the hardest part.
•Informally assessing mastery by engaging students in dialogue
•Classroom management: warmup activity dictates engagement and content review, raising hands, providing timeline expectations of work to be completed
•Answering questions and providing supporting explanations to individual students and use of proximity
•Allowing students to respond with thought processes.
•Providing “agenda” of having to complete four problems within class time is respectful of learners and provides a timeline to increase focus and task completion
•Modeling problem sol
 CLINICAL PRACTICE EVALUATION 1

Miranda Missel 20199382

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
99.2 %
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
Susan Bejarano
Susan Bejarano (Feb 12, 2018)
Date
Feb 12, 2018
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

CANDIDATE NAME: Miranda Missel

COURSE: SEC590 START DATE: Jan. 11 END DATE: Apr. 25, 2018

COOPERATING SCHOOL NAME: Gilbert Christian High School

TEACHER MENTOR NAME/SIGNATURE/DATE: Derek Chisum

GCU FACULTY SUPERVISOR NAME/SIGNATURE/DATE: Susan Bejarano

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

High Expectations Score N/A

Teacher candidates should believe that all students could learn and should set and support realistic expectations
99
for student success. These expectations should be communicated in positive ways.

Comments

Respect for the Diversity of Others Score N/A

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the 99
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 establish relationships characterized by respect and
rapport.
Comments
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Fairness Score N/A

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
99
and exercise fairness in all areas including assessment.

Comments

Professional Conduct Score N/A

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model 100
within their community.

Comments
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Reflection Score N/A

Teacher candidates should recognize that reflection combined with experience leads to growth as a
99
professional. Educators should be thoughtful about their professional practice, critically examine it, and seek
continual improvement.

Comments

Curiosity Score N/A

Teacher candidates should promote and support curiosity and encourage active inquiry. 99

Comments
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Honesty Score N/A

Teacher candidates should model integrity by their words and actions. 99

Comments

Compassion Score N/A

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their 100
relationships with others while providing intellectual, emotional, and spiritual support.

Comments
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Advocacy Score N/A

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the
99
welfare of others in the educational setting.

Comments

Dedication Score N/A

Teacher candidates should be committed to the profession of teaching and learning. 99

Comments
 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME STUDENT NUMBER

INSTRUCTIONS
Please review the "Total Scored Percentage” for accuracy and add any optional attachments before completing the "Agreement and
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Signature"
Supervisor or by GCU staff.

TOTAL SCORED
PERCENTAGE

AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Principal Mentor and
Principal Candidate. The GCU Faculty Supervisor and Principal Mentor 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 Date

Sample
E-Signature