Clinical Practice Evaluation 4 FOR FEEDBACK PURPOSES ONLY* Formative Feedback Worksheet "This form is not to be accepted by faculty 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 entered for your teacher candidate. meee ‘Professional Dispositions of Learn High Expectations 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. ‘Comments: Ms. Tesson tries to ensure that each student works 10 their potential and uses positive feedback to help motivate her students Respect for the Diversity 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 courtesy and civility and establish relationships characterized by respect and rapport. . ‘Comments: Ms. Tesson presents herself professionally whether it be with students, staff. or community members. She greets them with care and respect and is helpful in all situations. Fairness ‘Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. ‘Comments: Ms. Tesson tries to let each student know that they are valuable and that what they share with her is kept in confidence and not shared with athers. ‘Professional Conduet a Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community. E Ha Comments: Ms. Tesson is a positive role model with her students by being punctual when servicing them in their classroom and by giving the students the attention that is needed to help them be successful. Other people that Ms. Tesson comes in contact with know that she is trastworthy,hard working, and can be counted on to complete a task. Reflection HEE 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 continual improvement. Comments: Ms, Tesson asks questions about what she is experiencing with the students and ask for guidance or constructive criticism when needed. © 2018. Grand Canyon University. All Rights Reserved.Curiosity a a “Teacher candidates should promote and support curiosity and encourage active inquiry. are ‘Comments: Ms. Tesson gives her students challenging lessons that promote thought and critical thinking. Her students like to ask questions and she encourages them to think. Honest Teacher candidates should m: Comments: Ms. Tesson treats encouragement and praise. integrity by their words and actions : students as individuals and shows respect for them by using appropri fe language of ‘Compassion Be ‘Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. Comments: Ms. Tesson has a calm voice and a smile that lets her student's know that she genuinely cares for them. ‘Advocacy Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting. ‘Comments: Ms, Tesson is always willing to help out with the school and commusity whenever she is asked. Dedication Teacher candidates should be committed to the profession of teaching and learning Comments: Ms. Tesson is a dedicated teacher with her punctual attendance and caring nature she instills ta her students. She works hard to ensure that each student is learning and puting forth effort without being afraid of making mistakes. Interstate Teacher Assessment and Support Consortium (InTASC) Standards Standard 1: Student Development 1.1 Teacher candidates create developmentally appropriate instruction that takes into account individual students™ 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 student growth and development, ‘Comments: Ms Tesson looks ai each students TEP to make sure they are getting appropriate assignments that will help each student meet growth in their yearly goals. (aati aa Standard 2: Learning Differences 2.1 Teacher candidates design, adapt, and deliver instruction to address each student's diverse learning strengths 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 development of English proficiency. 2.3 Teacher candidates access resources, supports, specialized assistance and services (0 meet particular learning differences or needs. ‘Comments: Ms. Tesson looks for ways to help students learn and to use different resources to help each student make progress towards their goals. She treats each student as an individual and takes the time to find various tools to help them be successfi © 2018. Grand Canyon University. All Rights Reserved.Standard 3: Learning Faviroaments 3.1 Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention, a 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 environment, ‘Comments: Ms. Tesson is challenged every day to manage students which is not an easy task to perform. Through trial and error, she finds ways to attend to each student, Ms. Tesson uses verbal and nonverbal ways to communicate with her students to let them know how they are doing. Standard 4: Content Knowledge 4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections to students’ experiences. 42 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 4.3 Teacher candidates create opportunities for students to Tear, practice, and master academic language in their content area. ‘Comments: Students are able to use technology with Ms. Tesson to help Build skills they are working on and give her students different ways to learn. She uses the student’s prior knowledge to help them connect to their learning. “Standard 5: Application of Content 5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens of terdisciplinary themes (e.g,, financial literacy, environmental literacy). 5.2 Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their Understanding of local and global issues and create novel approaches to solving problems Comments: Ms, Tesson likes to use real world approaches to help her students learn and stay engaged with the lesson through hands on and interactive activites. Standard 6: Assessment ‘6.1 Teacher candidates design assessments that match leaming 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 progross 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 language learning needs. Comments: Ms. Tesson assisted her cooperating teacher with online training for the students who would be taking the STAAR assessment. She uses weekly data of each student’s goals to help assess and map progress Standard 7; Planning for Instruction iat ‘7A Teacher candidates pian how to achieve each student's learning goals, choosing appropriate strategies and 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 demonstrate knowledge and skill 7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. Z Cease Comments: Ms, Tesson makes herself familiar with each student's goals through their TEP and implements instruction that will help them make progress towards their goals, She assess each student weekly to see how much progress the student has made. © 2018. Grand Canyon University. All Rights Reserved.Standard 8: Instructional Strategies ‘8.1 Teacher candidates vary their role in the instructional process (¢.g., instructor, facilitator, coach, audience) in 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, 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, and helping students to question). ‘Comments: When Ms. Tesson works with Special Ed students, she makes sure to use a variety of tools and checks for understanding and adjusts lessons as needed. Hler students respond io her questioning and stay engaged with her praise and smile. Standard 9: Professional Learning and Ethical Practice 9.41 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 and to adapt planning and practice 9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the school, a8 supports for analysis, reflection, and problem solving. _ Comments: Ms. Tesson works with other professionals to help with data and information about students. She uses the data she acquires to help her with the teaching of the students and to adjust curriculum where needed. Standard 10: Leadership and Collaboration 10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and global earning 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. Comments: Ms. Tesson collaborates with other teachers to help her gain more understanding of the student's learning | environment and t0 help with the needs of the students. ‘Specialized Professional Associations (SPA) Standards Please use the chart below to determine the required SPA standards for 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, he evaluation of the SPA standards are not required. Dance [National Association of Schools of Dance (NASD) Farly Childhood ‘National Association for the Education of Young Children (NAEYC) Early Childhood and Barly Childhood | National Association for the Education of Young Children (NAEYC) Special Education Couneit for Exceptional Children (CEC) Elementary | Association of Childhood Fducation International (ACEI) Elementary (ESL Emphasis) “Association of Childhood Education International (ACEI) ‘Teachers of English to Speakers of Other Languages (ESOL) lementary and “Association of Childhood Education International (ACEI) Special Education | Council for Exceptional Children (CEC) i Music | National Association of Schools of Music (NASM) ‘Secondary — Business ‘National Business Education Association (NBEA) i ‘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), i ‘Secondary ~ Physical Education ‘Society of Health and Physical Educators- America (SHAPE) ‘Secondary = Science National Science Teachers Association (NSTA) | © 2018. Grand Canyon University. All Rights Reserved.Special Education ‘Council for Exceptional Children (CEG) ‘Theatre ‘National Association of Schools of Theatre (NAST) pevial Zducation Placements: Conneil for Exceptiona’ Chil ‘CEC Standard 1: Learner Development and Individual Learning Differences Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. é i Comments: When Ms. Tesson works with Special Ed students, she helps them see their own potential and to help them strive to do their best. ‘CEC Standard 2: Learning Environments Beginning special education professionals create saft, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination, fae HCeIEE| ‘Comments: Ms. Tesson creates a non-threatening environment where the students are not afraid to ask questions or take risks CEC Standard 3: Curricular Content Knowledge Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionatities. Comments: Ms. Tesson gives support with her students in the general education curriculum and takes each individual aand checks for their level of understanding. CEC Standard 4: Assessment Ee ‘Beginning special education professionals use multipie methods of assessment and data sources in making educational decisions. Comments: Ms, Tesson finds ways to evaluate each student using different methods of assessment to see what the needs ‘may be of the students CEC Standard 5: Instructional Planning and Strategies Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. e Comments: Ms. Tesson uses hands on learning, manipulatives, study aids, technology learning based activities and instructional strategies to help each student attain growth with their learning goals. CEC Standard 6: Professional Learning and Ethical Practice z zeae Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession ei é ‘Comments: Ms. Tesson is always eager to learn more about students with disabilities and how she can better help them to become lifelong learners and a how they can contribute and become a part of their commamity in the future. [CEC Standard 7: Collaboration © 2018. Grand Canyon University. All Rights Reserved.‘Beginning special cducation professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalitics across a range of learning experiences. i = ‘Comments: Ms. Tesson has good rapport with students, families, and other educators to help the needs of the Special Ed student and help address their needs with many varied activities. ors (SHAPB) Stand Theatre Placements: National Association o dans Overall Feedback _ eH Strengths ‘Suggestions/Ideas to Implement Opportunities for Growth Engaging students in the learning | | Ms. Tesson needs more help with ‘Strategies for working with process and helping them to managing time with students and students with disabilities understand the importance of fetting them guide their learning earning at school ‘more independently. © 2018. Grand Canyon University. All Rights Reserved.