CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________

EED-480NB 3/12/2018 5/6/2018

COURSE: ________________________________________START DATE: END DATE:________________________

Wright Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

California
SCHOOL STATE:

Genevieve Garcia
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________

Linda Byrd-Rider
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 185.92 points 92.96 %
25.00 2,500.00 2,324.00 200
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0
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0
200

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0
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0
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200
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 94 1.00
student growth and development.
Comments
Kristina seeks the help of our school librarian in order to prep for an open house animal report. Together, they pulled books that were at the right reading level for each student.
Kristina shared with other students in her online classes her daily teaching activities and received positive feedback or suggestions on how to reach all students. Kristina sat in
on her first parent conference for students who are at risk on 3/1. This conference was over an hour long, was a new student who is far below grade level and an IEP speech
student. It was intense but necessary. Kristina and I seeks feedback from school psychologist who tested said student and we had questions on the psych report and final
results and IEP team recommendations. We also had a conversation with learning director who suggested we ask for a meeting with the school psychologist.
Kristina attended Grade Level Meetings where discussions were shared on students who were having behavior or academic concerns on specif
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 95 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
93
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 94 1.00
learning differences or needs.
Comments
Kristina has begun to research online resources (Teachers Pay Teachers, Pinterest) which have supported the weekly curriculum she is delivering. Kristina had to seek the help
of our registered nurse in order to be sensitive to the needs of new student who was not coming to school bathed, had dirty fingernails, etc. Kristina is seeking the help of a high
school teacher who has a student that is training a guide dog. Current weekly curriculum essential question is how do animals help others? Kristina seeks the advice of Kinder
teacher, administration, speech therapist and collaborates with her cooperating teacher (Mrs. Garcia) in order to meet the needs of students.
Kristina develops lessons where students are learning through sharing, partner games, whiteboards, practice book, drawing, etc.
Kristina teaches ELD to the 24 students that are in first grade and come into the classroom during the last 30 minutes of school. She uses the district adopted ELD curriculum.
Kristina’s m
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 91 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
94 1.00
environment.
Comments
Kristina continues to refine and respond to the challenges in the classroom with management of students. She collaborates and shares with cooperating teacher the
challenges of the day and is actively listening to the advice of her cooperating teacher. Kristina is doing a better job of waiting until all students are eyes on her/pencils down,
quiet, enforcing the rules with no warnings and consequences for those students who are breaking the rules of the school or classroom.
Transitions are frequent, literature circles (boy/girl seating), desk to carpet and vice/versa, are frequent and appropriate.
Kristina is fair but firms. Kristina is challenged with the lack of responsibility of daily homework being turned in and has had to step up consequences and even cancel the
Easter Egg Hunt. Fortunately, students took her seriously and work was completed.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 94 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 92 1.00
their content area.
Comments
Kristina did a very good job of activating prior learning by asking lots of questions and connecting prior learned lessons/reading to new material and making text
connections/differences. Kristina had a really good Anticipatory Set in her 3rd evaluation by showing a video of Coco the gorilla, reviewing vocabulary (oral vocabulary
and High Frequency Words), activating prior knowledge, and connecting everything back to essential question. Kristina took more opportunity to teach digitally by
accessing the curriculum digitally, getting student IPADS work activities into student To Do Lists. When reading clinician and Instructional aide push in, they follow
Kristina’s lesson plans by reteaching oral vocabulary and high frequency words and having students use words in creating sentences orally and in writing. Kristina
continues to use videos, computer, projector and screen, books, IPADS, textbooks, worksheets, and practice book to keep students interested and curriculum relevant.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 94 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 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Theme 4 – Week 3: Our essential questions focused on how do humans keep animals safe and how our effect on the environment leads to survival and/or damage to
animals.
Kristina had students enter a discussion on endangered species (why is it happening and why we need to help animals and how to save them and how animals help us)
Discussed service animals (dogs especially) and read the story several times on how a family raises a service dog.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 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
90
language learning needs.
Comments
Kristina used the following Evaluation Assessment Rubrics:
Observation of student engagement in choral reading, oral and written comprehension questions, circulating around the room to observe students interacting and on task,
work completion. In addition, Kristina engaged in the following assessments to guide daily planning/prepping: Student IPADS-assigning the weekly assessment
Student weekly spelling test Student weekly fluency Fridays assessment (drives reading groups)
Accelerated Reader-optional way to challenge high readers Reflex Math-supplement online resource students are required to participate in on a weekly that help in the
memorization of addition/subtraction/fact family Rocket Math-daily math test of addition/subtraction
High Frequency Words-ability to read Common Formative Assessment-Chapter 5 Math
Currently, Kristina evaluates more closely results and work of 3 students who have difficulty achieving/meeting the standards.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 94 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 95 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.
Comments
Kristina continues to tap into the technology piece of the curriculum, does a really good job of reviewing previously learned material, especially oral vocabulary and high
frequency words, search videos to engage student learning or to close a lesson, track print whether students are choral or echo reading.
Kristina made use of the various ways to differentiate instruction knowing that the learning levels of the students are wide. There is a student in the classroom who had been
identified as falling on the spectrum and he was so excited to learn about gorillas and where they live. Kristina chose him several times and he did a great job answering
questions.
Kristina did a good job of challenging all students, even the high learners by looking for similarities and differences between texts read.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 95 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, 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,
94 1.00
and helping students to question).
Comments
Daily Journal Writing allows students who finish their writing to be the author and share their writing. In this situation, Kristina becomes the audience and gets the opportunity
to listen to student writing. Listen for possible mini-lessons for next days lesson.
Students are given To Do Lists on student IPADS on ConnectEd and are asked to access the activities that engage them in material just taught, these are extension activities
that attend to precision and mastery.As a facilitator, Kristina engages students in cooperative learning activities and pair sharing/comprehension activities, allowing students to
work together to get a common answer.Kristina does her best to stimulate discussion with these students. As much as they love to talk, when its time to talk about the
curriculum, sometimes no one knows the answer! Kristina does a good job of probing and scaffolding, reviewing and tapping into prior material, asking why and wondering
questions. Soon, students pair share and b
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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 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
92 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
Kristina has been taking attendance and has access information to student information and will take the time to check as why students are absent.
She can also check to see if students have a history of discipline issues.
Kristina collaborated with a 1st/2nd grade teacher to learn how to assign IPAD student To Do Lists. Kristina also listened in on the behavior issues this same teacher is having
with several students in her classroom and offered suggestions on how to change behavior.
Kristina has been given the opportunity to view the following confidential student information and discuss with cooperating teacher: Report Cards, CFA’s, New Student Info
(cum and reaching to former 1st grade teacher), Psychological Report, Cums, Technological resources: Internet videos, songs, Daily refection takes place with cooperating
teacher, reflection of lesson videotaped, Retired teacher contact almost on a daily basis
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

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
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 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 95 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 90 1.00
enact system change.
Comments
Kristina accesses/reads email to communicate to administration and/or other teachers or even her professor at GCU.
Created a short memo on use of Reading Logs for spring break, upcoming Open House
Open House on March 21 from 5 – 6. Kristina attended and met many of the student parents.
Kristina stands at door daily to meet/greet say goodbye to students and make contact with parents and form important bond/trust with parents/guardian
Kristina communicates to parents and answers questions regarding homework, fluency, AR
Kristina communicates with Resource Teacher on IEP student
Kristina communicates with Speech Pathologist on student who recently qualified for speech services.
 CLINICAL PRACTICE EVALUATION 3

Kristina Flores 20216731

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:
92.96 %
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

Linda Byrd Date
Apr 3, 2018
E-Signature Linda Byrd (Apr 3, 2018)