CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Master of Education in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________

ELM-590 1/11/2018 4/25/2018

COURSE: ________________________________________START DATE: END DATE:________________________

Lake Grove Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Oregon
SCHOOL STATE:

Molly Durrett
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________

Linda French
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 100 points 100 %
10.00 1000 1000 100
0 0 0 0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

High Expectations Score N/A

Teacher candidates should believe that all students could learn and should set and support realistic expectations
for student success. These expectations should be communicated in positive ways. 1.00
100

Comments
Katie held all the students to high expectations during the observation.

Respect for the Diversity of Others Score N/A

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 100 1.00
community members with courtesy and civility and establish relationships characterized by respect and
rapport.
Comments
Katie demonstrated great respect for the differences in the student population.
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners 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 disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Fairness Score N/A

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
and exercise fairness in all areas including assessment.
100 1.00

Comments
Katie was fair in her participation and evaluations of the students as they worked through the project.

Professional Conduct Score N/A

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model
within their community.
100 1.00

Comments
Katie is professional at all times.
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Reflection Score N/A

Teacher candidates should recognize that reflection combined with experience leads to growth as a
professional. Educators should be thoughtful about their professional practice, critically examine it, and seek 1.00
continual improvement.
100

Comments
Katie was very willing to receive feedback after the observation.

Curiosity Score N/A

Teacher candidates should promote and support curiosity and encourage active inquiry.
100 1.00

Comments
Katies utilizes questioning to promote curiosity.
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners 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 disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Honesty Score N/A

Teacher candidates should model integrity by their words and actions.
100 1.00

Comments
Katie is honest and has high integrity per her Cooperating Teacher.

Compassion Score N/A

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 1.00
100

Comments
It was obvious that Katie had compassion for the students as I observed her interacting with the students. An ELL student was going slower than the rest of the class and she froze the image on the
document projector so that he could keep working on that frame. He had previously been visibly distraught over progressing faster than he was able.
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable
N/A 2 to 79
The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the
disposition. disposition and does not meet the
expectations for a student teacher.
Acceptable
80 to 86
The disposition is frequently
observed through the performance
of the teacher candidate and meets
expectations for a student teacher.
Target
87 to 100
The disposition is constantly
observed through the
performance of the teacher
candidate and consistently
exceeds expectations for a
student teacher.

Advocacy Score N/A

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the
welfare of others in the educational setting.
100 1.00

Comments
Katie advocates for the students at all times.

Dedication Score N/A

Teacher candidates should be committed to the profession of teaching and learning.
100 1.00

Comments
Katie considers the teaching profession her top priority.
 CLINICAL PRACTICE EVALUATION 1

Katie Hong 20385689

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:
100 %
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

E-Signature
Linda French
Linda French (Feb 9, 2018)
Date
Feb 9, 2018
 Introduction to fractions

Standard: Reason with shapes and their attributes

2.G.3 Partition circles and rectangles into two, three, or four equal shares using the word halves,
thirds, half of, third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize
that equal shares of identical whole need not have the same shape.

Objective:
1. Students understand that half of something means two equal parts
2. Students understand that a third of something means three equal parts
3. Students understand that a fourth of something means four equal parts

“I can” statement:
I can divide a shape into halves, thirds, and fourths.

1. Meet at carpet
a. Activate prior knowledge
b. “Who can think of a time when they have had to share something before? And not just any
kind of sharing, but sharing it equally with another person. For example, a cookie.”
i. Take student answers
c. “Some examples I can think of are a pizza, a cake, play dough. Today we are going to be
learning how to share things equally, how to divide things up into equal parts. Why is it
important to know how to divide things into equal parts?”
i. Take student answers (To be fair, accurate, etc.)
d. “Today we are going to be learning about fractions, which is a fancy name for dividing
shapes into equal parts. We are going to be learning some new vocabulary words, to help
us put things into equal parts. We are going to be learning how to divide things into two,
three, and four equal parts.
e. “Does anyone know what it is called when I break a whole something, for example, a
cookie, into two equal parts?”
i. Draw it
ii. Take student answers (i.e half)
iii. Write on the board that half- two equal parts
iv. Draw this in a circle, as well as a square to make the concept transferrable
f. “What about if I take a cookie, and I break it into three equal parts”
i. Draw it
ii. Take student answers (third)
iii. Write on the board that third means three equal parts
iv. Draw this in a circle, as well as a square to make the concept transferrable
g. “And for our last one, does anyone know what it’s called when I break something into four
equal parts?”
i. Draw it
ii. Take student answers
iii. Write on the board that a fourth means four equal parts
iv. Draw this in a circle, as well as a square to make the concept transferrable
2. Read the fractions story to students
a. “We are going to read a quick story to get our brains thinking about fractions. There are
questions on each page- talk with students beforehand about thinking about the questions
in their minds. We haven’t learned how to solve them yet, but will revisit the book to solve
the questions at the of the unit.”
b. Read story.
3. Fraction flip book
a. While students are at the carpet, show them the fraction flip book and give an overview of
the directions.
b. Tell students they will need a pencil, glue sticks, and something to color with for the next
activity
c. Dismiss table groups to desks
d. Pass out booklets and materials
e. Walk students through booklet creation step by step
4. Math packet
a. Have students complete their 11.7 math packet from math book
b. Ask them to use their new fraction flip book to assist them. If they need additional help,
they may raise their hand
5. Early finisher activity
a. If student’s complete math packet, they may work on three-digit subtraction practice
sheets and games.