Kimberly Gribble Clinical Practice Evaluation 2 - Single Placement Encrypted

CLINICAL PRACTICE EVALUATION 2S
Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/24/2019 5/8/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Snowflake Intermediate School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Karen James
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Susan Myers
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 100 points 100 %
25 2,500.00 2500 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 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’ 100 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 100
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. )
Kimberly continues to do well with her student teaching. She collaborates with families and all stakeholders involved. I really enjoyed being in her class today and observing her
instructing a history lesson and activity.
Kimberly looks at all situations to promote learner growth and development. During this observation Kimberly worked with the class on a history lesson that involved an activity.
She has a great approach to developing the classroom as a community. I loved the interaction between herself and the students. Three aides assisted in the lesson. Kimberly's
approach is a great way to instruct and interact with the students. She did a great job providing visuals and hands on. The lesson providing ongoing assessment to ensure that
all students understood the concept being taught. I really enjoyed that math was a part of the activity.


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 100 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 100 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 100 1.00
differences or needs.
Evidence
Kimberly collaborates with families and all stakeholders involved. She looks at all situations to promote learner growth and development.
In this observation, Kimberly had good solid instruction with an activity that followed. The activity was meaningful and made the connection for students. All students were fully
engaged, on-task and participating. There is consistency throughout the lesson with her instruction taking into account learners' interests and strengths. On going assessment
took place through verbal feedback.


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, 100 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
100
1.00
environment.
Evidence
Great classroom management is demonstrated. Kimberly has an inviting classroom with a culture of learning and community. Students are actively engaged with respect for
the staff and respect to students. There is organization and structure to all lessons within a structure environment.
Lots of interaction takes place. The students and teacher are communicating both verbally and nonverbally in ways that demonstrates respect for everyone in the classroom.


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 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 100 1.00
content area.
Evidence
Kimberly did a great job of keeping student's attention and stimulating learners to reflect on prior content knowledge and linking it to new concepts and familiar concepts.
She did a great job with anticipatory set up and connecting prior knowledge. Great review took place.
Kimberly demonstrated a strong knowledge of content.
All available resources are used both supplementary and technologies to ensure accessibility and relevance for all learners.
The student was provided an opportunity to relearn and practice the new concepts to mastery if needed.


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 100 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 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Learners are provided the opportunities to learn about various cultural perspectives and how they apply locally and globally within the community/state and how to solve
issues and problems that arise.


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 100
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 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 100 1
language learning needs.
Evidence
All assessment are designed to meet, and match, the learning objectives of the lessons taught. On going assessment took place. Objective on the board and stated along with
essential questions in the ppt. presentation.
Kimberly works in collaboration with other staff to ensure an understanding of the tests, formal and informal observations, weekly formative etc....to fully understand each learners
progress which guides her planning. She also has three aides in the room that work closely together to meet the individual needs of students.


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 100 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 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Evidence
Each student's learning goals are assessed to drive planning and instruction. Appropriate strategies and accommodations along with resources are used to drive differentiated
instruction for all learners in the classroom. Solid instruction that leads to good planning. Very organized and structured lesson.
All planning for instruction is appropriate providing sequencing of learning experiences and multiple ways to demonstrate knowledge of skill. Kimberly knows where each
student's academic abilities are and makes the needed accommodations and modifications.
All instruction is driven/based on formative and summative assessments, data, prior learner knowledge, and student interest.


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 100 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, 100 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,
100
1.00
and helping students to question).
Evidence
All student needs are taken into account. Roles vary in the instructional process in relation to the content and who her students are.
Kimberly engages students keeping them focused and on task. Kimberly is creative and uses a range of learning skills and technology to evaluate and apply information.


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 100
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 100 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Kimberly uses a variety of resources to evaluate the outcomes of teaching and where you students are performing. This also drives her planning which she adapts if needed.
Kimberly seeks professional advice and counsel from her CT. She also uses all available resource to her in the school building. These materials are used to encourage
students to analyze, reflect, and think critically.


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 100 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 100 1.00
enact system change.
Evidence
Kimberly continues to do a great job with her student teaching. She has developed a sense of community and family in her classroom. There is respect from all. This expands
beyond the classroom into a global learning of communities where all stakeholders are involved.
Kimberly continues to make great gains and is doing well with her instruction. I really enjoyed watching her instructing a history lesson and activity. She makes it possible for
all students to access the curriculum. She knows each student and where their strengths and areas of opportunities are. Kimberly has great classroom management skills, is
well prepared, and does weekly lesson plans. She has great rapport with students and is well liked by both students. I loved that she interacted and participates/engages with
students.
Once again, it was a pleasure to observe Kimberly's class. I look forward to my next observation.
Keep up the great work Kimberly.
Susan Myers

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. 100 1.00
Evidence
It was evident that Kimberly knows and demonstrated an understanding of each child's impact and ability on learning during this observation.

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

100 %
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

Susan Myers Ed.D.
Susan Myers Ed.D. (Mar 20, 2019) Mar 20, 2019

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CLINICAL PRACTICE EVALUATION 2S

Kimberly Gribble 20474836

Master of Education in Special Education

SPD-590 1/24/2019 5/8/2019

Snowflake Intermediate School

FOR COURSE INSTRUCTORS ONLY:

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Kimberly demonstrated a strong knowledge of content.

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Kimberly Gribble 20474836

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Keep up the great work Kimberly.

Kimberly Gribble 20474836

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Kimberly Gribble 20474836

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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