Clinical Practice Evaluation 2 - Single Placement Encrypted

CLINICAL PRACTICE EVALUATION 2S
Kyle Bradley 20079738

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 1/10/2019 4/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Adena High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Scott Butler
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Charles Kemp
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 86.64 points 86.64 %
25 2,500.00 2166 100
0
0
0
0
0
0
0 0 0 0 0 0 0 100 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’ 85 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 85
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. )
It's obvious he is using the standards set forth. His lessons are designed to include all students regardless of ability. He organizes group, partner, and individual activities to
ensure all students are learning.
As a coach, his is always interacting with the public. He takes counsel from his cooperating and other PE colleagues.


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 85 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 85 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 85 1.00
differences or needs.
Evidence
His lessons involve pre-post assessments to discern learning. His lessons include necessary vocabulary for understanding. His use of formative assessments during gym times
allow him to reteach or have other students reteach as necessary. When he observes a student not completely understanding, or not fully engaged, he will have other students
interact with the student to reengage,


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, 90 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
90
1.00
environment.
Evidence
His PE class is run so smoothly, I feel like I am watching a veteran teacher. His classroom management skills are great. He keeps students engaged through short stints of
teaching and practice, repeated. His constant encouragement is so necessary for this age group. He thoughtfully engages students who are somewhat reluctant. He makes
great use of time and keeps students moving the entire session bell to bell.


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 85 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90 1.00
content area.
Evidence
He is always reviewing and connecting prior learning to new information. His use of the white board to outline vocabulary and skill steps helps students assimilate
information. He incorporates the necessary language into instruction, practice, and drill.


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 85 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
He is always reminding students of the importance of physical activity and healthy living. His incorporation of the history of the sport being studied provided opportunity for
students to understand change over time.


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 92
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 92 1
language learning needs.
Evidence
His use of formative assessment via pre and post, and daily checkups provide opportunity understand student grasp of information. The short answer format provides opportunity
for writing responses that mirror the state assessments for other subjects.


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 85 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 85 1.00
knowledge, and student interest.
Evidence
THe use of simple skill development that leads to more difficult skills, and the opportunity for students to practice with more competent peers and the instructor shows good
pedagogy. He uses quick checks to understand student comprehension of material and observation to assess understanding, that drives his lessons in subsequent days.


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 92 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,
85
1.00
and helping students to question).
Evidence
Throughout lessons, he is the instructor, the coach, the partner for skill development, and facilitator. His question asking provides him with a gage of understanding and what
needs reviewed and addressed for good understanding of material.


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 85
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 85 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
The candidate greatly values the experience of his cooperating and gains good insight and counsel from him. They interact with other PE teachers to design programming to
meet the needs of their students. The candidate interacts with community members to build support for quality PE programs and extra curricular for the school.


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 85 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 85 1.00
enact system change.
Evidence
Through the use of PE and extracurriculars, the candidate seeks to develop strong community support in order to have a quality school system in this small town farm
community. His coaching abilities has rallied the community in greater ways to support education.

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. 92 1.00
Evidence
The candidate strongly believes that more than PE, the quality interaction in positive ways with students is a powerful tool that can impact their lives forever. He seeks to be a
positive male role model, something many of these students do not have in their lives. His use of assessment data supports the need for a PE grade as required by Ohio
DOE, but his interaction with students is much more influential in their young lives.

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

86.64 %
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

Charles W. Kemp, Ed. D.
Charles W. Kemp, Ed. D. (Mar 26, 2019) Mar 26, 2019

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CLINICAL PRACTICE EVALUATION 2S

Kyle Bradley 20079738

Master of Education in Secondary Education

SEC-590 1/10/2019 4/24/2019

Adena High School

FOR COURSE INSTRUCTORS ONLY:

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Kyle Bradley 20079738

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Kyle Bradley 20079738

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Kyle Bradley 20079738

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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