Clinical Practice Evaluation 3 Encrypted - 18

CLINICAL PRACTICE EVALUATION 3
Frances Savala-Track 20156966

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Bachelor of Science in Elementary Education and Special Education

PROGRAM: ______________________________________________________________________________________________________________________
SPE-448NB 2/26/2018 4/29/2018

COURSE: ________________________________________START DATE: END DATE:________________________
The Aces-Peoria
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Arizona
SCHOOL STATE:
Amy Stec
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Teri Beardsley
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 188.88 points 94.44 %
25.00 2,500.00 2,361.00 200
0
0
0
0
0
0
0
0
0
0
0
0
200 0
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0 0 0 0 0 0 0
200

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
89
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 90 1.00
student growth and development.
Comments
Frances's lesson was aligned with IEPs, standards, curriculum and lesson objectives, She presented a lesson that helped students master the skills and progress to higher
levels. As Frances continues with the takeover of the classroom, she will have more practice developing lessons that align with the elements above. She does collaborate well
with her cooperating teacher, and the other staff members involved in the students' teams.


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 98 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 1.00
for making content accessible to English language students and for evaluating and supporting their
100
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 90 1.00
learning differences or needs.
Comments
As Frances continues in her student teaching, she will gather strategies and ideas to use that help her meet the academic and in this setting, the behavioral needs of students.
Today, she did use visuals. It is suggested that she incorporate multiple modalities in her lesson, so that she can address the learning styles of all students. Giving students a
variety of ways to demonstrate skills, will help them apply what they have learned, in different contexts. The visuals and examples of word meanings, will help students who are
ELL or have lower vocabularies, strengthen and increase their vocabularies. Frances uses all resources available in the classroom and if needed, school.


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 95 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
100 1.00
environment.
Comments
Frances did well engaging the students. She used visuals, and tied the lesson into real life. It is suggested that lessons, if possible, have interactive elements. Incorporating
all modalities into lessons and providing a variety of ways for students to practice skills, will further engage. Frances did circulate the room to make sure all students were on
task and understanding. It is suggested that she use a method for calling on students, so all get a chance to participate. She is very respectful toward students, and is aware
that diversity needs to be addressed when planning, and when communicating with students and families.


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 100 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 100 1.00
their content area.
Comments
Frances did well tying the lesson into real life. The lesson was tied into the use of coupons at the grocery store. The children really enjoyed the topic and were motivated
by it. They applied previously learned math skills, such as adding , subtracting and regrouping. Students were given multiple opportunities to figure out the amounts of the
purchases once coupons were applied. It is suggested that Frances take the initiative to find materials she can use with students. This could include materials within the
classroom, the school, and from outside sources, as well. Content vocabulary was reinforced throughout the lesson.


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 100 1.00
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 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Frances did well tying the lesson into real life. The lesson was tied into the use of coupons at the grocery store. The children really enjoyed the topic and were motivated by
it.If possible, have students work in partners or small groups, so that they can gain the social skills needed when working with others.


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 90 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 90 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 1
appropriate modifications in assessments or testing conditions especially for students with disabilities and
100
language learning needs.
Comments
As Frances continues in her student teaching, she will have more opportunities to develop assessments that will determine students' progress, and inform and evaluate
instruction. She does go over data obtained from assessments with her cooperating teacher, when planning, and when determining if adjustments in instruction and
materials are needed. All lessons are geared towards helping students gain skills targeted on their IEPs, the school curriculum, standards, and mandated assessments.


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 90 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 90 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 90 1.00
knowledge, and student interest.
Comments
As Frances continues in her student teaching, she will gather strategies and ideas to use that help her meet the academic and in this setting, the behavioral needs of
students. Today, she did use visuals. It is suggested that she incorporate multiple modalities in her lesson, so that she can address the learning styles of all students. Giving
students a variety of ways to demonstrate skills, will help them apply what they have learned, in different contexts. As Frances gets more experience presenting lessons, she
will plan lessons that take students from lower to higher levels of skills. Lessons are based on targeted IEP goals and objectives, as well as standards, and school curriculum.


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 90 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, 97 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,
97 1.00
and helping students to question).
Comments
Frances will be taking on more roles as she enters full take over of the class. She is using all materials available in the classroom. It is suggested that she take the initiative to
seek materials outside of the classroom setting, that she can use with students. Students today, did have multiple opportunities to apply math skills previously learned. It is
suggested that Frances incorporate open ended questions whenever possible, so that students are encouraged to think at higher levels.


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
observation, information about students, and research) to evaluate the outcomes of teaching and learning
90 1.00
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 90 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Frances reflects daily with her cooperating teacher, to gain feedback regarding her lessons. She takes feedback well, and is willing to incorporate suggestions made. It is also
suggested that she seek feedback from other professionals on campus as well. This can include related service providers.


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 100 1.00
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 95 1.00
enact system change.
Comments
Frances realizes that it takes a team to educate children. This can include teachers, students, families, related service providers, administration, the community, etc. It is
suggested that she bring students' needs to the attention of her cooperating teacher, if applicable.

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:
94.44 %
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

Teri L. Beardsley Date
Apr 13, 2018
E-Signature Teri L. Beardsley (Apr 13, 2018)

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CLINICAL PRACTICE EVALUATION 3

Frances Savala-Track 20156966

Bachelor of Science in Elementary Education and Special Education

SPE-448NB 2/26/2018 4/29/2018

FOR COURSE INSTRUCTORS ONLY:

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Frances Savala-Track 20156966

InTASC Scoring Guide

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

Frances Savala-Track 20156966

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Frances Savala-Track 20156966

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

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