Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Brian Milburn 20397216

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education and Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPE-448NB 3/4/2019 4/28/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Eileen Conners Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Rebecca Craig
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Mike Foster
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
177.34 points
EVALUATION 3 TOTAL
POINTS 88.67 %
24.00 2,400.00 2,128.00 200
0
0
0
0
0
0
0
0
0
0
0
0
200 0
0
0 0 0 0 0 0 0
200

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 The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
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 88
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
88
student growth and development.
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. )
In Briasn's autism classroom he has to separate students into groups and works with them on their strengths and targets weaknesses to turn them into strengths-follows
each students' IEP to plan implementation of this lesson-Brian attends meetings to discuss ways to improve student instruction-open communication with parents-information
is sent home daily on students behavior and academic progress


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
89
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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 88
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 89 1.00
learning differences or needs.
Evidence
Following each students' IEP allows him to plan lessons , with input and information from his CT, Ms. Craig-in this lesson, as well as, all of his lessons, he must differentiate
them to meet needs-the four individuals he worked with today , he had to make adjustments because of their levels-different prompts had to be used for each one- provided
vocabulary for eachlesslon and build language opportunities into each lesson what I noticed that kept them focused was that they were given break time(few minutes at a
time) to move away from the lesson and relax before going back to the lesson-this really kept them focused and on-task-each student has a prescribed amount of minutes for
break time according to what Ms. Craig and Brian think is sufficient collaboration is ongoing with his CT and other faculty professional to assist with their learning-I thought this
was very effective!


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
90
organizing, 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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 90
environment.
Evidence
Very nice calm classroom-daily routines/ procedures are in place-allowed break times for students to move away from the lesson and relax before continuing on-there is a
lot of movement around the room on break time-very organized and effective-through the course of the discussions and student feedback he leans about their cultural
backgrounds-for example, one student, who is a Jehovah's Witness, was able to talk about her religion and gave insight about this religion-students were very respectful
and follow the rules-Brian indicated to me that one student can be a little difficult at times because of his behavior-they do have a plan in place if that occurs in the
classroom
Brian Milburn
TEACHER CANDIDATE NAME______________________________ 20397216
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 89 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 88 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 90 1.00
their content area.
Evidence
Brian was able to display the students work on the Smartboard and tablets to read and do their work on--with this lesson the students were engaged in a reading activity
using their worksheet rtf answer questions -before this lesson the students became familiar with the vocabulary words used in the story-Brian would stop at various times
and discuss what they had read and provided examples relevant to the student- student feedback was evident-at the beginning of this lesson, Brian was able to assess
prior learning giving the students time to think and formulatecquestions about their new topic and how it relates to what they previously learned and their world


evaluations)
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 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 88 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Brian did have his students discuss, share and write their opinions on certain topics, like stated before, c the student who discussed her religion and her beliefs


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 1.00
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 88 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
89 1
language learning needs.
Evidence
Brian created the goals, objectives in this assignment based off the IEP-these assessments are reviewed with his CT before presenting them-she helps him build his
lessons-the assessment used was assisting the cstrude3nhtsv in her writing answers from the story being read-when she needed assistances he would coach her with hints,
clues on how she could arrive at the appropriate answer-used a lot of examples relevant to what she was reading-with each individual student (four) he worked with, he used
a different approach according to their IEP)


evaluations)
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 89 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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 89 1.00
knowledge, and student interest.
Evidence
Brian, with input from his CT, planned this lesson referring to each students' IUEP and from the general education teachers-it was evident that each student received
instruction that incorporated similar and different prompts , in order to, meet rtgheir needs -the students qwewre allowed to show their work ,as well as, discussing what they
had just read-students used their whiteboards, worksheets and tablets so he could check for understanding-with the data he collected from this lesson, he will plan future
lessons to streewngtrhgen their academics in the deficient areas


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 91 1.00
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, 88 1.00
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, 89 1.00
and helping students to question).
Evidence
Daily routines are in place for each student-Brian was able to assess prior knowledge through discussion" Can you tell me what we talked about yesterday"?"" Today we will
continue what you learned yesterday"?Once the lesson began, Brian was able to check for understanding through their discussion after the student finished reading a page or
two-Brian would offer hints on answering correctly what he was looking for(good job of coaching)-assisted the strident(s) , during reading, to allow students to use tablets to
help pronounce and read-Brian asked a lot of questions to get the students engaged(appropriate examples relevant to their world)


evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
89
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 85
the school, as supports for analysis, reflection, and problem solving.
Evidence
Brian, with assistance from his CT, general education teachers and specialists meet regularly to discuss teaching strategies/ techniques to be used for his autistic classes to
meet student goals and IEP's-each student has their IEP evaluated on a regular bias to monitor progress and growth-


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 88
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 88 1.00
enact system change.
Evidence
Brian communicates classroom activities through applications keeping parents informed about their child's progress-technology is part of the curriculum with their iPads,
computers and the Smartboard-Brian works with his CT and other educators to plan instructional programs that promote continuity and support equitable learning experiences
for all of his students-Brian is aware of the available student services at his school-he has become very familiar with each students academic/social levels through
observations, parent feedback and IEP's

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

88.67 %
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 Date

Mike A. Foster
Mike A. Foster (Mar 31, 2019) Mar 31, 2019

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Brian Milburn 20397216

Bachelor of Science in Elementary Education and Special Education

SPE-448NB 3/4/2019 4/28/2019

Eileen Conners Elementary School

FOR COURSE INSTRUCTORS ONLY:

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Brian Milburn 20397216

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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