Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Tara Handy 20014809

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/26/2019 12/8/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Cole Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Wyoming
SCHOOL STATE: ___________________________________
Heidi Berg
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Virginia Jorden
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 92 points 92 %
10.00 1000 920 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0
Tara Handy 20014809

GCU Professional Dispositions of Learners 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 disposition 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 insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 92
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Tara believes that all students have the capacity to be successful in their academic endeavors. She showed this belief in her lesson plan where she delineated realistic expectations for all
students to be able to develop their knowledge of phonemes and CVC words so as to spell single syllable words. She reinforced her high expectations in positive ways. During the lesson, she
provided one-on-one support as she circulated among the students checking on their writing of small moment stories. She kneeled at their level and showed that she was truly interested in their
writing. She reinforced her high expectations by showcasing one student’s work product on the smartboard at the conclusion of the lesson. This allowed other students to see a visual of exactly
Respect
what she wasfor the Diversity
expecting, of Othersthe student. (continued on attachment)
as well as complimenting Score No Evidence
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 92 1.00
establish relationships characterized by respect and rapport.
Evidence
At the beginning of the school year, Tara was sensitive to diverse student names and pronouncing them correctly especially with Hispanic names. She was also sensitive to several student
households where Spanish is spoken at home. She will be working on a Spanish translation of the weekly classroom newsletter. She was also instrumental in making sure a craft project and
poem honoring Grandparents’ Day was translated into Spanish for several students before going home to the grandparent. (continued on attachment)
Tara Handy 20014809


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 92 1.00
Evidence
Tara has a kind and soft-spoken demeanor which allows her to model listening for her students. She respects other’s opinions and concerns as described in the first descriptor under “fairness.”
(continued on attachment)
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
Tara has at all times acted professionally towards me. She has always been attentive to emails and any request made of her. She demonstrated respect for her cooperating teacher and students
during the observation. She accepted suggestions well. She has had the opportunity to attend some district professional development workshops. At all times, Tara showed a professional
demeanor in her attire, in the kind way she speaks to children, and in the way she answered questions and redirected students who were off-task. Her cooperating teacher noted that she is always
on time and I have noticed that she devotes more hours than the usual school day. (continued on attachment)9
Tara Handy 20014809


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

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. 92
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
I asked Tara how she felt the lesson went at the start of our observation debriefing. She reflected on the lesson in detail. Tara’s lesson plan was thorough and I could see that she put much
thought into all the components of the lesson plan. I would encourage Tara to keep a reflection journal especially when she takes over 100% of the classroom. She would want to (continued on
attachment)
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
92
Evidence
Tara models curiosity for her students by asking questions in order to make connections and learn about their interests. Tara noticed that one student had trouble initiating friendships on the
playground. During recess, Tara learned that he liked soccer and she began to plan soccer with him. Her intent is to show him how to engage other students to play with them. The student doesn’t
yet know how to initiate play with others and Tara is working to change that with him. (continued on attachment)
Tara Handy 20014809


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
92 1.00
Evidence
Tara consistently models integrity and honesty through her words and actions by following through with any commitments she makes to a student, cooperating teacher, faculty supervisor, or other
staff. I know that integrity is one of the core values of the military and I’m (continued on attachment)
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 92
Evidence
I can think of no better example of compassion in the classroom than comforting a six-year old child on the anniversary of her brother’s death, as Tara has done. I can think of no better example of
compassion than helping a child learn how to make friends than playing soccer with him during recess, as Tara has done. Tara’s soft-spoken demeanor encourages students to warm up to her,
sharing some difficult times with her. She can be seen holding hands, giving hugs, using endearing names for students. She told me that she never turns anyone away from a hug or someone who
wants to hold hands. (continued on attachment)
Tara Handy 20014809


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 92 1.00
Evidence
Tara has advocated for her students in several ways even during this first few weeks of school. She showed initiative by reaching out to the parent of a child with food allergies assuring the parent
that the school was well aware of his condition. She has attended IEP meetings and Behavior Intervention Team meetings. She has also advocated on behalf of ELL students to ensure that
information sent home is in Spanish.
Other descriptors under the Advocacy standard such as meeting with families in person, has been addressed in other standards.
Dedication Score No Evidence
Teacher candidates should be committed to the profession of teaching and learning.
92
1.00
Evidence
Tara has committed much time, money, and effort toward obtaining her GCU degree. In addition to completing all her classroom duties, Tara maintains a family of her own. She has demonstrated
punctuality, consistent attendance, active classroom participation, and has gained the confidence of her cooperating teacher. She assisted the teacher before the first day of school. In addition, she
observed the cooperating teacher at the end of the school year last year, on her own time, in order to better prepare for her placement. The first month of (continued on attachment)
Tara Handy 20014809

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

92 %
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

Virginia Jorden
Virginia Jorden (Sep 14, 2019) Sep 14, 2019
Teacher Candidate: Tara Handy
Faculty Supervisor: Ginny Jorden
Date of Observation: September 12, 2019
Observation/Evaluation #1 – Grade 1 Writing Class
High Expectations:
Tara believes that all students have the capacity to be successful in their academic endeavors.
She showed this belief in her lesson plan where she delineated realistic expectations for all
students to be able to develop their knowledge of phonemes and CVC words so as to spell
single syllable words. She reinforced her high expectations in positive ways. During the lesson,
she provided one-on-one support as she circulated among the students checking on their
writing of small moment stories. She kneeled at their level and showed that she was truly
interested in their writing. She reinforced her high expectations by showcasing one student’s
work product on the smartboard at the conclusion of the lesson. This allowed other students
to see a visual of exactly what she was expecting, as well as complimenting the student.
Tara’s classroom contains several students who often will shut down and refuse to do the work.
Tara is especially skilled in offering support, kind words, and gentle encouragement. These
skills resulted in convincing two students to complete assignments. She is consistent in her high
expectations with all students even struggling ones. She is consistent with all students during
the course of the day encouraging them to follow classroom rules, school-wide rules, and
routines when a substitute is present. Her expectations for the lesson were communicated
when she began telling students what she was going to teach them and at closure by asking
students what they need to do to spell a word that they may be unsure of.
I would suggest that Tara consider a grade appropriate visual, like an anchor chart or an
“I Can . . . “ statement showing her academic objective for the lesson. At closure, she could
refer back to the visual. The lesson gave adequate time for Tara to circulate and check
each child’s writing and make a mental note of his/her progress. Once Tara takes over full
responsibility for all lessons, she might consider some sort of checklist on students’ writing
progress considering the number of students (20) and the number of lessons she will be
teaching. Student progress in any particular subject should be documented since it will be
difficult to remember once 100% take-over occurs.
Respect for the Diversity of Others
At the beginning of the school year, Tara was sensitive to diverse student names and
pronouncing them correctly especially with Hispanic names. She was also sensitive to several
student households where Spanish is spoken at home. She will be working on a Spanish
translation of the weekly classroom newsletter. She was also instrumental in making sure a
craft project and poem honoring Grandparents’ Day was translated into Spanish for several
students before going home to the grandparent.
Tara has had several opportunities to communicate with parents showing respect and rapport.
She checks student planners for parent notes and writes in the planners to communicate with
parents. She was present at open house before the first day of school in order to meet parents.
She reviewed student medical information before school started and initiated a conversation
with the parent of an allergy prone student. The parent was very relieved to know that Tara
was aware of her son’s allergies. Tara also has walked students to their parent’s car and
communicated with parents in that way. Tara prepared a welcome letter for parents
introducing herself to them at the start of the school year.
Tara is part of the school community and has attended trainings, staff meetings, and other
interactions with co-workers. She has sought out the school’s behavior intervention specialist
concerning several student behaviors and gained valuable recommendations. Tara is clearly
open to learning new things for the benefit of her students.
Fairness
Tara has a kind and soft-spoken demeanor which allows her to model listening for her students.
She respects other’s opinions and concerns as described in the first descriptor under “fairness.”
Many of our students have family problems. Tara was able to endear herself to a student who
was experiencing the first anniversary of her brother’s death. She is a warm person and
children feel comfortable with her. She gives hugs to all students when they need it.
I observed during the lesson that she was open to all student comments and questions. She
also treated all students fairly in that she used the same strategy for student behavior, not
playing favorites. She continued to use a soft voice and kind words even with difficult students.
Tara was consistent in checking the work of all students as she conferred with them.
Confidentiality is noted in this category and Tara is keenly aware of the need for confidentiality
both in a legal sense and a moral sense. She has never engaged in idle gossip and moreover,
she has sought to leave a situation where others did. When the need arose, she discussed
confidential information with the appropriate person such as the social worker. She has been
present at IEP meetings and understands and upholds the procedures and regulations relevant
to professional practice.
Professional Conduct
Tara has at all times acted professionally towards me. She has always been attentive to emails
and any request made of her. She demonstrated respect for her cooperating teacher and
students during the observation. She accepted suggestions well. She has had the opportunity
to attend some district professional development workshops. At all times, Tara showed a
professional demeanor in her attire, in the kind way she speaks to children, and in the way she
answered questions and redirected students who were off-task. Her cooperating teacher noted
that she is always on time and I have noticed that she devotes more hours than the usual
school day.
Tara has communicated respectfully to parents as noted previously. She will have more
opportunity next month at parent/teacher conferences.
Reflection
I asked Tara how she felt the lesson went at the start of our observation debriefing. She
reflected on the lesson in detail. Tara’s lesson plan was thorough and I could see that she put
much thought into all the components of the lesson plan. I would encourage Tara to keep a
reflection journal especially when she takes over 100% of the classroom. She would want to
reflect on the reasons why some lessons went well and why some didn’t. In terms of reflection,
we discussed having specific spots for kids on the rug which might help with behavior issues.
The cooperating teacher commented that she was thinking of that. In terms of reflection for
this lesson, Tara should also consider that sight words might not be good examples for this
lesson which emphasized using letter sounds to spell words. Sight words, such as “we, went,
and the,” need to be automatic and not sounded out, while other words such as “push” are
more appropriate for this lesson.
I appreciate that Tara presented me with her written notes reflecting on the ways she has met
these professional standards with concrete examples. I encourage her to do the same with all
the remaining evaluations. Her cooperating teacher indicated that she and Tara collaborate on
lessons both before and after.
Curiosity
Tara models curiosity for her students by asking questions in order to make connections and
learn about their interests. Tara noticed that one student had trouble initiating friendships on
the playground. During recess, Tara learned that he liked soccer and she began to plan soccer
with him. Her intent is to show him how to engage other students to play with them. The
student doesn’t yet know how to initiate play with others and Tara is working to change that
with him.
During the lesson, Tara asked students “Does anybody know what a tricky word is?” Students
were very enthusiastic about answering the question so much so that she received lots of
answers shouted out. I would encourage Tara to invite them to think first and explicitly give
them wait time until she is ready to call on students individually. Some teachers like to use
name sticks in which they call on students by pulling out a stick. In that way, the teacher
ensures that even a reluctant student will get called on among a sea of enthusiastic students.
Tara’s cooperating teacher indicated that Tara has had opportunities to vary her teaching style.
She has worked with whole groups, small groups, one-on-one. She has assisted with math
groups and reading/word work groups.
Honesty
Tara consistently models integrity and honesty through her words and actions by following
through with any commitments she makes to a student, cooperating teacher, faculty
supervisor, or other staff. I know that integrity is one of the core values of the military and I’m
sure integrity is important to her given her connection to military life. She models
trustworthiness, fairness, and truthfulness in the classroom.
Compassion
I can think of no better example of compassion in the classroom than comforting a six-year old
child on the anniversary of her brother’s death, as Tara has done. I can think of no better
example of compassion than helping a child learn how to make friends than playing soccer with
him during recess, as Tara has done. Tara’s soft-spoken demeanor encourages students to
warm up to her, sharing some difficult times with her. She can be seen holding hands, giving
hugs, using endearing names for students. She told me that she never turns anyone away from
a hug or someone who wants to hold hands.
During the observation I saw that she calls students by name, actively listens to students, has a
depth of patience, offers praise, redirects students using kind words, and communicates clearly
to all students.
Advocacy
Tara has advocated for her students in several ways even during this first few weeks of school.
She showed initiative by reaching out to the parent of a child with food allergies assuring the
parent that the school was well aware of his condition. She has attended IEP meetings and
Behavior Intervention Team meetings. She has also advocated on behalf of ELL students to
ensure that information sent home is in Spanish.
Other descriptors under the Advocacy standard such as meeting with families in person, has
been addressed in other standards.
Dedication
Tara has committed much time, money, and effort toward obtaining her GCU degree. In
addition to completing all her classroom duties, Tara maintains a family of her own. She has
demonstrated punctuality, consistent attendance, active classroom participation, and has
gained the confidence of her cooperating teacher. She assisted the teacher before the first day
of school. In addition, she observed the cooperating teacher at the end of the school year last
year, on her own time, in order to better prepare for her placement. The first month of
student teaching is challenging, but she has maintained a positive attitude. Her reflections on
her lessons and our observation show me that she maintains a growth mindset. I feel confident
in her dedication to teaching. That dedication shows in her preparation and delivery of her
lessons and her genuine caring for the welfare of her students.

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Tara Handy 20014809

Bachelor of Science in Elementary Education

ELM-490 8/26/2019 12/8/2019

Cole Elementary School

FOR COURSE INSTRUCTORS ONLY:

Tara Handy 20014809

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Tara Handy 20014809

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Tara Handy 20014809

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Tara Handy 20014809

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Tara Handy 20014809

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Tara Handy 20014809

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Faculty Supervisor: Ginny Jorden

Date of Observation: September 12, 2019

Observation/Evaluation #1 – Grade 1 Writing Class

Respect for the Diversity of Others

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