Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2
Emerson Ferguson 20388138

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Master of Education in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________
ELM-590 1/11/2018 4/25/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Warden Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Washington
SCHOOL STATE:
Denise McCaffery
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Mary McConnell
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2
TOTAL POINTS 92.59 points 92.59 %
17.00 1,700.00 1,574.00 100
0
0
0
0
0
0
0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0

InTASC 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 performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 86
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100 1.00
student growth and development.
Comments
"The learning activities Emerson engaged his students in during the lesson observed included a review of figurative language and specific work on homophones. The
homophone work required students to hear sentences read aloud and determining which of a choice of 2 or 3 homophones was the correct spelling of the word. This required
student to apply previous learning to a new situation.
"Emerson and his teammates work closely together on behalf of their students. For instance, in the lesson observed, Emerson was working with students from another
teacher's class as well as with his own students because the other teacher was testing some, but not all, students in her class.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 86 1.00
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
80 1.00
development of English proficiency.
✔
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 0.00
learning differences or needs.
Comments
"Emerson provides innovative learning experiences to promote students engagement. Because Emerson finds ways to engage students in interesting activities, students do
more than "sit and git" so instruction addresses many different students' learning needs. However, his lessons are typically designed for all his students without specifically
addressing the learning needs of individual students.
"In the lesson observed, students focused on specific homophones, thereby increasing students' understanding of words in context. However, because of the nature of the
learning task, it was difficult for students to know if they/how they identified the correct word. Emerson is encouraged to think through all aspects of his lesson design to ensure
students are clear about the words they are learning.


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 90 1.00
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
80 1.00
environment.
Comments
"Emerson uses a banking rewards' system in his class to honor his students appropriate behavior and hard work. Students earn "bucks" which can be spent on prizes from
the treasure box. As a result, students are typically well behaved.
"Emerson prides himself on developing meaningful learning experiences for his students. However, there are occasions when the lesson activities are not fully developed.
Because of this, students aren't clear about expectations so can tend to be somewhat off-task.
"Emerson is usually very positive and encouraging, but at times when students aren't behaving appropriately, he makes somewhat disrespectful comments to the students.
He is encouraged to be cognizant of how his words impact students.


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

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
✔ 0.00
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100 1.00
their content area.
Comments
"Emerson has indicated that he is committed to designing lessons that appeal to his students. As a result he seeks out resources to help make his lessons relevant to all
his students.
"In the lesson observed, Emerson was working with students on homophones. In this lesson, students were engaged in applying previous learning to engage in this higher
order thinking activity.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

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
✔ 0.00
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
"Emerson's homophone lesson was based on a Bingo game. In order to achieve a Bingo, students had to select the correct form of the word as used in a sentence which
Emerson read to them. Students had to understand the meaning of the word as used and then select the correct form of the word.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

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
✔ 0.00
Teacher candidates work independently and collaboratively to examine test and other performance data to 86 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
language learning needs.
Comments
✔ 0
"Emerson's Mentor Teacher has indicated that Emerson and his PLC review data regularly. However, Emerson's students have not shown significant growth from one testing
period to the next. Emerson is encouraged to carefully examine assessment data to determine what his students need and to provide additional practice and/or reteaching
with the identified skills and knowledge.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 80 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 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 86 1.00
knowledge, and student interest.
Comments
"Emerson designs engaging lessons, but activities are typically designed to be the same for all students rather than considering individual students' strengths or needs.
"Emerson understands the necessity of connecting learning from one learning experience to another. In the lesson observed, it was clear that this lesson was one part of a
series of lessons. This lesson focused on applying what students had previously learned.
"Emerson develops his lessons based on student interest and prior student knowledge. Students seem to enjoy the lesson activities and want to do well.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
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, 100 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,
0.00
and helping students to question).
Comments
"Emerson takes on different roles in relation to what learning experiences he is having students engage in. At times he delivers direct instruction while at other times he
facilitates what students are learning in small groups or individually. His various roles change as activities change.
"Every day bring new learning experiences for students in Emerson's class. He provides creative approaches to help students access new learning, applying what has been
learned, and to evaluating understanding.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning
100
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
"Emerson meets regularly with his PLC to review data and discuss lesson planning and design. Together the team makes decisions about how best to meet the needs of
students in their classes.
"Emerson seeks out resources to help him develop meaningful lessons. He is also very reflective following the delivery of a lesson. He is very open to ideas and suggestions to
improve his teaching.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

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
✔ 0.00
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to
enact system change. ✔ 0.00
Comments

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:

92.59 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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
Mary McConnell
Mary McConnell (Mar 6, 2018)
Date
Mar 6, 2018

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CLINICAL PRACTICE EVALUATION 2

Emerson Ferguson 20388138

Master of Education in Elementary Education

ELM-590 1/11/2018 4/25/2018

Warden Elementary School

FOR COURSE INSTRUCTORS ONLY:

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Emerson Ferguson 20388138

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Emerson Ferguson 20388138

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

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