Elm490clinical Practice Evaluation 2 - Single Placement

CLINICAL PRACTICE EVALUATION 2S
Aubrey Goddard 20366281

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/13/2018 11/25/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Bud Beasley Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Jessica Lara
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Catherine Tully
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 85.28 points 85.28 %
25 2,500.00 2132 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 86 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 86
student growth and development. 1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
The Cooperating Teacher reports that the student teacher uses multiple instructional strategies. For instance, when teaching math, she models problems on the active board,
shows a short video to ensure understanding, and then guides students through problems. Next, she gives students time for independent practice, pulling aside struggling
students to work with her. Even before the lesson, the student teacher predicts which students will need to be monitored and will likely need extra help. Prior observation, an
understanding of each student's developmental level, and pre-assessment results are taken into consideration. The student teacher collaborates with colleagues by keeping
accurate Tier 2 and Tier 3 minutes on students in her intervention group daily. These minutes identify strengths and areas for improvement. In addition, she participates in a
grade level Professional Learning Community and all training offered. She communicates daily with families on Class Dojo.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 84 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 83 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 82 1.00
differences or needs.
Evidence
Evidence of this standard is demonstrated by the student teacher engaging in a practice of observing and monitoring student learning patterns prior to lessons taught. She
reflects on her lesson plans and tries to make predictions about what misconceptions might be made by students so that she can adjust her lessons and avoid confusion. Multiple
strategies are given for solving problems and she is quick to differentiate when she sees students struggling with concepts or breezing through their work. The student teacher
has been observed using the following technique for introducing the new concept of compensation. She models the concept, has the students discuss it, and then has them
practice it. It is also noted that she uses the correct academic vocabulary during her teaching, identifying math strategies by their academic name and definition. Academic
vocabulary and definitions are posted in the classroom to support language development.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 84 1.00
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.
Evidence
The student teacher is working hard to improve the active engagement of students by trying out a wider range of strategies including pair-share, table talk, and random
selection of students to respond to questions she asks in class. She has also caught on to using proximity to pull students back in who are not paying attention. Trying out
different grouping strategies and giving opportunities for movement are other ways she uses to increase engagement and promote better understanding.For instance, she
frequently uses whole group to introduce new concepts, small groups to ensure understanding and clarify misconceptions, and independent work to practice. The student
teacher has students rotate through centers during the math block and during the ELA period. She plans appropriate activities for centers for each level, monitors behavior at
centers, and works with a small group herself. One area for growth is pacing.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 90 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 87 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 85 1.00
content area.
Evidence
During formal observation, students were invited to use whatever strategy they wished to solve math problems. Thus students were guided to link the current task to prior
knowledge of various math strategies taught such as compensation, break apart, the 100s chart and using a number line. The student teacher utilizes all of the many
technological resources in the classroom. She is developing a good level of proficiency in using the Smart Board, Elmo, computers, iPads, and all the online programs
used at Beasley Elementary School including Reflex, Envision Math, Infinite Campus, PowerPoint, Freckle, and Raz Kids. For instance, the student teacher is currently
working with students on various types of addition and subtraction problems. She teaches an explicit strategy each day and then gives students time to learn, practice, and
master each of them. Students use the program Reflex to practice fluency in adding and subtracting and other math games to practice each of the new strategies.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 90 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 85 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
The student teacher is currently teaching a social studies unit on 9/11 and a science unit on solids. These units are both conducive to teaching students across multiple
content areas. Writing, reading and math are integrated into the special topic. The student teacher is very comfortable with this and able to adjust learning activities and bring
all subject areas together in a neat and concise way. The social studies topic is one that prompts a lot of discussion about real world problems and diverse social and cultural
perspectives, as well as promoting an understanding of some local and global issues from 2001 up to current times. Students are engaged and interested and this serves to
motivate them in their multidisciplinary assignments.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 90
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 85 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 83 1
language learning needs.
Evidence
Pre- and post-assessments are created by the student teacher for math lessons and other subject areas. She uses rubrics to ensure her grading is fair and appropriate and
that she has made an effort to minimize bias and maximize impartial judgement. She creates learning objectives that are measurable and makes sure that students
understand what it is they are to learn and why. The assessments she creates are used to monitor student understanding and plan future instruction. She engages in a
process of analyzing assessment results, and identifying learning patterns and any misconceptions that were unintentionally conveyed. The student teacher also customizes
her assessments by employing mandated accommodations/modifications for special education students and by providing extra challenging questions for those students who
need to demonstrate their knowledge at a higher level.


evaluations)
teaching. teaching.
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 86 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 85 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 87 1.00
knowledge, and student interest.
Evidence
The student teacher prepared detailed lesson plans for the lesson that was formally observed that identified the content standard, objective, essential understanding, prior
knowledge, vocabulary, materials, activities, step-by-step directions, and assessments. She routinely identifies student needs and plans for individual and group instruction.
She uses daily plans for her guided reading groups She monitors student progress through taking running records and uses the information to identify needs. She keeps daily
notes to be aware of student reading levels and she selects books for students at their instructional level. She also shows evidence of this standard by sequencing learning
activities logically within lessons. She uses the sequence of modeling, guided practice, and independent practice. To allow students multiple ways to demonstrate learning,
while at the same time maximizing student engagement/participation, she uses technology tools, think time, and pair-share among others.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 84 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, interpret, 85 1.00
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,
84
1.00
and helping students to question).
Evidence
The student teacher facilitates/guides students to meet lesson objectives. She is working on incorporating the gradual release of responsibility by encouraging students to do
the work while she serves as a facilitator of the lesson(s). During the introduction of a new lesson, the student teacher used questioning to stimulate curiosity and find out what
students already knew about the topic of 9/11. For example, in social studies, she asked the question, "How did the citizens of America and the world unite after the tragedy of
9/11?" Most students needed to do research to answer the question posed. The student teacher provided them with sources to use to answer this initial question. To further
grow, the student teacher should continue to work on varying her role and allow students to be the teacher and the ones asking questions at times. She can also learn more
about questioning strategies so that she is comfortable with asking questions at all levels to promote higher level thinking.


evaluations)
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score No Evidence

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 and 87
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 84 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
The student teacher uses formative and summative assessment to drive her instruction. For instance, she takes running records during guided reading to glean information
and be better equipped to identify the individual needs of her students. She plans according to these identified needs. She seeks out books of high interest that fit the
instructional levels of students. The student teacher frequently asks for guidance/support from her Cooperating Teacher and she is happy to receive feedback and suggestions
on the lessons she delivers and how to improve. She can grow further by reaching out for support from other professionals in the building, observing in their classrooms, and
asking them for feedback on her teaching. This will allow her to see different perspectives and familiarize her with additional strategies, different ways to set up the classroom
environment, and additional ideas for improving student engagement. There are also numerous online resources available for teachers.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 90 1.00
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 80 1.00
enact system change.
Evidence
The student teacher creates a weekly newsletter to send home for families each Friday. In the newsletter, weekly objectives are listed, upcoming events are indicated, and
(when appropriate) personal reminders are given. She is engaged with daily communications with family members on Class Dojo, which is an online behavior management
program. The student teacher has participated in parent-teacher conferences. She is part of the local learning community with colleagues by her active participation in weekly
Professional Learning Communities (PLCs) where she works with other teachers to plan, research, and advance student success.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 85 1.00
Evidence
The student teacher takes her coursework seriously and understands that educators bear the responsibility for student achievement and school success. She is able to
connect her coursework to her student teaching and she works hard at both. Her positive attitude and openness when it comes to accepting feedback is evidence of her
understanding that formative and summative assessment of her performance during her professional semester is an important part of making sure that her impact as an
educator is as beneficial as it can be for the many students she will come in contact with during her career. My professional interactions with her further supports her
proficiency in this category.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

85.28 %
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 Date

Catherine Tully
Catherine Tully (Oct 21, 2018) Oct 21, 2018

Elm490clinical Practice Evaluation 2 - Single Placement

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CLINICAL PRACTICE EVALUATION 2S

Aubrey Goddard 20366281

Bachelor of Science in Elementary Education

ELM-490 8/13/2018 11/25/2018

Bud Beasley Elementary School

FOR COURSE INSTRUCTORS ONLY:

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Aubrey Goddard 20366281

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Aubrey Goddard 20366281

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Aubrey Goddard 20366281

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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