Clinical Practice Evaluation 4 - FOR FEEDBACK PURPOSES ONL Y"

Formative Feedback Worksheet

* Thisform is not to be accepted byfaculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCu.
Clinical Practice Evaluation 4 is a summative evaluation pertaining to:
• GCU's Professional Dispositions
• InTASC Standards
• Specialized Professional Associations (SPA) Standards
• Overall Feedback *please note the Overall Feedback section is located under the SPA Standards.
Please consider how the teacher candidate has performed in relation to the following standards.
Printing Directions: Before printing, please expand all sections you have entered information in under SPA Standards
including the Overall Feedback section, in order to print all information you have enteredfor your teacher candidate.

Teacher candidates should believe that all students could learn and should set and support realistic expectations for
student success. These ex ectations should be communicated in ositive wa s.

Res ect for the Diversi of Others

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 community members with
courtes and civili and establish relationshi s characterized b res ect and ra ort.
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Fairness
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and
exercise fairness in all areas includin assessment.
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Professional Conduct
Teacher candidates should exercise soundjudgment and ethical behavior. They should be a positive role model within
their communi .

Comments:

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Com assion
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while rovidin intellectual, emotional, and s iritual su ort.

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

Dedication
Teacher candidates should be committed to the
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1.1 Teacher candidates create developmentally appropriate instruction that takes into account individual students'
stren hs, interests, and needs and enables each student to advance and accelerate his or her learnin .
1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student
owth and develo ment.

Standard 2: Learnin Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student's diverse learning strengths and
needs and create 0 ortunities for students to demonstrate their learnin in different wa s.
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 development of English
roficienc .
2.3 Teacher candidates access resources, supports, specialized assistance and services to meet particular learning
differences or needs.
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3.1 Teacher candidates manage the learning environment to actively and equitably engage students by organizing,
allocatin ,and coordinatin the resources of time, s ace, and students' attention.
3.2 Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness
to the cultural back rounds and differin ers ectives students brin to the learnin environment.
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4.1 Teacher candidates stimulate stud t fl ti .
and make connections to students' en .re ec Ion on pnor content knowledge, link new concepts to familiar concepts
ex enences. '
4.2 all
for Teacher candidates use supplementary resources and technologles
students. . effectively
. to ensure accessibility and relevance

4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their
content area.

~.1 T~ac?e~ candidates engage students in applying content knowledge to real-world problems through the lens of
interdisci hna themes (e. ., financialliterac ,environmentalliterac ).
5.2 Teache~candidates facilitate s~dents' ability to develop diverse social and cultural perspectives that expand their
understandm of local and lobal Issues and create novel a roaches to solvin roblems.
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Standard 6: Assessment
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 Teacher candidates work independently and collaboratively to examine test and other performance data to
understand each student's ro ess and to uide lannin .
6.3 Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate
modifications in assessments or testin conditions es eciall for students with disabilities and Ian ua e learnin needs.
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for Instruction
7.1 Teacher candidates plan how to achieve each student's learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and rou s of students.
7.2 Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to
demonstrate knowled e and skill.
7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student
knowled e, and student interest.
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Standard 8: Instructional Strate ies
8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in
relation to the content, u ose of instruction, and student needs.
8.2 Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret,
evaluate, and a I 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, and helping students
to uestion.
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9.1 Independently and in collaboration with colleagues, teacher candidates use a variety?f data (e.g., ~ystematic
observation, information about students, and research) to evaluate the outcomes ofteachmg and learnmg and to adapt
lannin and ractice.
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 9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem solving.

Standard 10: Leadership and dollaboration

10.1 Teacher can~i?ates use technological tools and a variety of communication strategies to build local and 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 enact
system change.
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Specialized Professional Associations (SPA) Standards J )
Please use the chart below to determine the required SPA standardsfor your teacher candidate's program of study.
Click on the dropdown arrows of the blue headings to view and complete the required SPA standards. If your teacher
candidate's program is not included in the chart, the evaluation of the SPA standards are not required.
Dance National Association of Schools of Dance (NASD)
Early Childhood National Association for the Education of Young Children (NAEYC)
Early Childhood and Early Childhood National Association for the Education of Young Children (NAEYC)
Special Education Council for Exceptional Children (CEC)
Elementary Association of Childhood Education International (ACEI)
Elementary (ESL Emphasis) Association of Childhood Education International (ACEI)
Teachers of English to Speakers of Other Languages (TESOL)
Elementary and Association of Childhood Education International (ACEI)
Special Education Council for Exceptional Children (CEC)
Music National Association of Schools of Music (NASM)
Secondary - Business National Business Education Association (NBEA)
Secondary - English National Council of Teachers of English (NCTE)
Secondary - History National Council for the Social Studies (NCSS)
Secondary - Math National Council of Teachers of Mathematics (NCTM)
Secondary - Physical Education Society of Health and Physical Educators- America (SHAPE)
Secondary - Science National Science Teachers Association (NSTA)
Special Education Council for Exceptional Children (CEC)
Theatre National Association of Schools of Theatre (NAST)

Dance Placements: National Association of Schools of Dance (NASD) Standards

Early Childhood Placements: National Association for the Education of Young Children (NAEYe) Standards
Special Education Placements: Council for Exceptional Children (CEC) Standards
Elementary Placements: Association for Childhood Education International (ACEI) Standards
Elementary ESL: Teachers of English to Speakers of Other Languages crESOL) Standards
Music Placements: National Association of Schools of Music (NASM) Standards
Business Placements: National Business Education Association (NBEA) Standards
English Placements: National Council of Teachers of English (NCTE) Standards
History Placements: National Council for the Social Studies (NCSS) Standards
Math Placements: National Council of Teachers of Mathematics (NCT'l\r1)Standards
Physical Education Placements: Society of Health and Physical Educators (SHAPE) Standards
Science Placements: National Science Teachers Association (NST A) Standards
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