Professional Documents
Culture Documents
California
SCHOOL STATE: ___________________________________
Alison Jax
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Pherby Higgins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
180.9 points
EVALUATION 3 TOTAL
POINTS 90.45 %
20.00 2,000.00 1,809.00 200
0
0
0
0
0
0
200
0
0
0
0
0
0 0
0
0 0 0 0 0 0 0
200
CLINICAL PRACTICE EVALUATION 3
✔
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 0.00
learning differences or needs.
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. )
Travis plans for students to listen, write, and speak throughout the lesson. He provides visuals throughout the lesson and continually uses the language of the discipline. He
also incorporated a BINGO game into the latter part of the lesson to have students demonstrate their understanding in a different way.
CLINICAL PRACTICE EVALUATION 3
Stacy Logan
TEACHER CANDIDATE NAME______________________________ 20244506
STUDENT NUMBER____________________
✔
5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 0.00
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 0.00
their understanding of local and global issues and create novel approaches to solving problems.
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. )
This is something that still needs to be addressed by Travis. He delivers the curriculum as intended, but he should try to find a way to make it relevant for the
students in real life.
CLINICAL PRACTICE EVALUATION 3
✔
7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 0.00
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.
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. )
There was no evidence of differentiation in this lesson, nor should there have been. These students are the cream of the crop and don't require it. The curriculum is
sequenced appropriately and Travis is following the sequence as planned out by the department. Travis' lesson ended with a game of knowledge using a BINGO format with
"prizes" for BINGO winners. He calls on students randomly, incorporates pair share, and independent practice.
CLINICAL PRACTICE EVALUATION 3
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. )
Travis uses much technology in this placement for his teaching, as well as for communication with students and families.
CLINICAL PRACTICE EVALUATION 3
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