Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Mae Hughes 20350898

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Grace Community School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Melodee Mears
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 96.76 points 96.76 %
25 2,500.00 2419 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0
Mae Hughes 20350898

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’ 97 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 97
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. )
Mae is committed to student development. This is evident from her high level of dedication to the students and her willingness to go above and beyond to assure student
success. This is supported by observation and Cooperating Teacher feedback. Please see the attached notes.
Mae Hughes 20350898


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 97 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 94 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 94 1.00
differences or needs.
Evidence
Mae is fully aware that lessons need to be differentiated to accommodate student differences in terms of abilities, learning styles, and other individual preferences.
Mae Hughes 20350898


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, 98 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
98
1.00
environment.
Evidence
Mae is respectful of cultural differences at all times. The teaching environment is conducive to learning and higher order thinking skills. Students are encouraged to ask
questions and to participate throughout the day.
Mae Hughes 20350898


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 98 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 97 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 97 1.00
content area.
Evidence
The teacher candidate excels in this area. She has mastered the lessons and goes above and beyond regularly.
Mae Hughes 20350898


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 99 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 99 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Mae presents the material in a creative and energetic manner. Her approach is to be hands-on, interactive, and genuine to promote higher order thinking skills.
Mae Hughes 20350898


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 96
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 96 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 97 1
language learning needs.
Evidence
The teacher candidate is fair when giving and grading tests and exams. The teacher candidate always uses objective criteria to grade the work and has the criteria available in a
transparent manner.
Mae Hughes 20350898


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 98 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 98 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 98 1.00
knowledge, and student interest.
Evidence
Mae spends time outside of the classroom to research and plan for lessons (as needed). The teacher candidate realizes that some lessons require materials that are not
readily available, and that this is part of the planning process as well. The teacher candidate acknowledges that short and long-term lesson planning and lesson preparation
are a necessary part of the craft.
Mae Hughes 20350898


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 97 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, 97 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,
98
1.00
and helping students to question).
Evidence
Mae employs several instructional strategies as the need arises. She is flexible and willing to pivot to accommodate the situation. The teacher candidate is also eager to learn
new strategies to improve and to excel as an educator.
Mae Hughes 20350898


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 95
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 94 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
The teacher candidate exemplifies professionalism and high ethical standards.
Mae Hughes 20350898


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 95 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 95 1.00
enact system change.
Evidence
The teacher candidate makes every effort to excel in this realm.
Mae Hughes 20350898

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. 98 1.00
Evidence
Mae's impact on student learning has been significant.
Mae Hughes 20350898

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

96.76 %
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

Judith Kelly
Judith Kelly (Oct 6, 2019) Oct 6, 2019
Clinical Practice Time Log
15 Week Course
70 day requirement over the full experience.
UDENT NAME Last, First, Middle): STUDENT ID: PROGRAM OF STUDY:
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EMENT INFORMATION
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GRADE: /
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C~QPERATING TEAC ER NAME: START RATE: GCU SUPERVISOR NA~c’iE:
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~1(~Y ?r~ei~~s’e, ~tud~itaontao~or teqcher ~H rnclement~eaThe, ~ dn~fn~t4za1rda~v ~ ~jrJli~e~r 9 Other ~
WEEK. .• Week Week Week Week Week Week . Week Week Week Week Week Week Week Week Week . Week Week::
. 1 2 3 4 5 6 . 7 •8 . . 9 10 11 . 12. 13 14 . 15. :::. :16 17
Dates 2hz- cj~, ~ q/z.- q/9.~ 9//~~. q/~3- ~ ,o/~ .
. ~//& ~/~L3 i/So q/(o 1/La g/a 9/~~ i~/q’ ‘of (j . .
Monday
K X
Tuesday x x x
Wednesday K ~
Thursday x
Friday x <‘ ~<‘ x )< ~ ,< ‘)~‘
Da~istobe . . . :~ .. . .
~ Cooperating
. 0. . . 0 3. 0
. ~. . . . ~. . O ~ . ... ..__..
r’s ~ MM ç~4 ~4 . . .
~ ~.
.
.~ ~
. .
... ...
Total Number of Days Completed: ______________________________________
I hereby certify that the above mentioned GCU Teacher Candidate has completed the required weeks of Clinical Practice (Student Teaching):
Cooperating Teacher Name: Signature: Date:

Teacher Candidate Name: - ~ Signature:~ L%~tj1 ~s/ ~ ~_.D Date:
GCU Faculty Supervisor Name: 3 :( Date:
©20 18. Grand Canyon University. All Rights Reserved.

Clinical Practice Evaluation 2 FOR FEEDBACK PURPOSES ONLY*
—
Formative Feedback Worksheet

* Thisform is not to be accepted byfacultyfor official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards.
Please consider how the teacher candidate has performed in relation to the following 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.
Evidence:
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 to meet particular learning
differences or needs.
Evidence:
Standard 3: Learning Environments

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.
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.
Evidence:
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.
4.2 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 learn, practice, and master academic language in their
content area.
Evidence.
Standard 5: Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their
understanding of local and global issues and create novel approaches to solving problems.
Evidence:
© 2018. Grand Canyon University. All Rights Reserved.

1.1 — 1.2 Evidence Student Development: Standard 1
Mrs. Hughes uses multi-methods intended to engage all students such as: use of multi-elements
of music, dance, visuals, pantomime, textual, and tactile elements. Children are engaged through games
and actions that accomplish chosen goals of each lesson taught while keeping students’ strengths,
interests, and needs in focus.
2.1-2.3 Evidence Learning Differences: Standard 2
During the early weeks of school, the teacher candidate is just beginning to explore and learn
about the diverse needs of each student. It is understood that the discovery of diverse needs and
strengths of each student will be a task for every teacher at the beginning of a new school year. Until
Mrs. Hughes discovers individual student needs, she is attempting to use good variety in her lessons for
the entire class.
3.1-3.2 Evidence Learning Environments: Standard 3
Mrs. Hughes draws from a vast array of teaching tools available from her classroom, internet,
and teacher stores in her area when she plans and instructs her classroom children each day. She is very
adept at creating a fascinating environment in her classroom. Her verbal and non-verbal cues help to
create a wonderful learning environment with a minimum of unnecessary distractions.
4.1-4.3 Evidence Content Knowledge: Standard 4
Mrs. Hughes seems to have a good knowledge of her students’ previous pre-school learning
experiences, and she finds creative avenues to connect it with new content and knowledge being
learned daily. She has reviewed new learning since the beginning of the year for reinforcement of new
and older content areas. Through the use of appropriate visuals, flashcards, and manipulatives, she
blends old with newer material.
5.1-5.2 Evidence Application of Content: StandardS
With the use of a curriculum called “Community Helpers”, the teacher candidate is able to
introduce children in the class to a view of their world through the microcosm of people with different
jobs in their own community. The lives of people in their own families, community, and country is
discovered through visuals and special “day” experiences put together by Mrs. Hughes and local
speakers.
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 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 language learning needs
Evidence:
Standard 7: Planning for Instruction

7.1 Teacher candidates plan 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.
Evidence:
Standard 8: Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, ai~idience) 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).
Evidence:
Standard 9: Professional Learning and Ethical Practice

9.1 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, as supports for analysis, reflection, and problem solving.
Evidence:
_______Standard 10: Leadership and Collaboration

10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and 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 enact
system change.
Evidence:
Grand Canyon University: Imp act on Student Learning

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~
Evidence:
© 2018. Grand Canyon University. All Rights Reserved.

6.1-6.3 Evidence Assessment: Standard 6
Mrs. Hughes employs both curriculum evaluations and teacher-made assessments, using both
verbal and non-verbal modes. She then uses these student assessments to guide her plans for review
lessons and future lesson content and lesson material. The teacher also uses the tutorial teacher
presented by her school to help with any students with disabilities or specialized learning needs.
7.1-7.3 Evidence Planning for Instruction: Standard 7
Mrs. Hughes reviews the curriculum and makes plans to achieve learning goals through her daily
instruction. Weekly and daily lesson plans guide the teacher in her development of a smooth flow of
learning experiences covering all of the required subjects directed by her school curriculum. Using her
previous student assessment data, the teacher aptly crafts an exciting, interesting, and fun learning
environment for her children.
8.1-8.3 Evidence Instructional Strategies: Standard 8
The use of instructional strategies is both varied and challenging in this teacher’s classroom.
The children greatly enjoy “teaching” for their classmates about review material. Her questions to
children before a new lesson presentation allows her to pique their curiosity and imagination. The
children are allowed and encouraged to actively participate in the lessons presented because the
teacher has aptly prepared each lesson ahead of time. Spontaneity is welcomed because of good lesson
preparation by the teacher.
9.1-9.2 Evidence Professional Learning and Ethical Practice: Standard 9
Mrs. Hughes is herself very teachable. She often talks with fellow educators and seeks new,
available, and time tested teaching ideas. She is aware of the varied teacher magazines and internet
resources available to all educators. Her school provides her with professional teacher development
seminars, discussions, and threads through ACSI membership.
10.1-10.2 Evidence Leadership and Collaboration: Standard 10
Mrs. Hughes uses a variety of communication strategies to reach out to parents, such as a
weekly newsletter, telephone conferences, and speaking to parents in a one-on-one setting if needed. A
school website is also available. Parental visits to the classroom are used if needed.
Evidence Grand Canyon University: Impact on Student Learning
Mrs. Hughes is knowledgeable in her subject material. She uses common sense, imagination,
and creativity in lesson planning. Her students seem very comfortable in her classroom, and a sense of
peace, love, and joy fill the learning atmosphere she creates. Students are being daily impacted by her
teaching style and care for each student.
Additional Feedback Areas Below
Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement
* excellent teacher-student *as Mrs. Hughes spends time * staff of Mrs. Hughes’s school
rapport in the classroom, she is learn is attending a two day ACSI
ing to discover strengths and seminar for professional
*carefully helps children with weaknesses of each child development in October
needs
*great opportunity for her to
*engages children with songs, gather new teacher techniques
questions, and special class
sayings
*engages children when she is

reading by excellent use of
facial and vocal expressions
*able to keep a very orderly

classroom through vocal,
musical, and recitative cues
*good teacher movement in

and about the classroom

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CLINICAL PRACTICE EVALUATION 2S

Mae Hughes 20350898

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Grace Community School

FOR COURSE INSTRUCTORS ONLY:

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Mae Hughes 20350898

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Mae Hughes 20350898

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Mae Hughes 20350898

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

. ~//& ~/~L3 i/So q/(o 1/La g/a 9/~~ i~/q’ ‘of (j . .

Total Number of Days Completed: ______________________________________

Cooperating Teacher Name: Signature: Date:

©20 18. Grand Canyon University. All Rights Reserved.

Formative Feedback Worksheet

Standard 1: Student Development

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 4: Content Knowledge

Standard 5: Application of Content

© 2018. Grand Canyon University. All Rights Reserved.

2.1-2.3 Evidence Learning Differences: Standard 2

3.1-3.2 Evidence Learning Environments: Standard 3

4.1-4.3 Evidence Content Knowledge: Standard 4

5.1-5.2 Evidence Application of Content: StandardS

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

Standard 9: Professional Learning and Ethical Practice

_______Standard 10: Leadership and Collaboration

Grand Canyon University: Imp act on Student Learning