Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Sherrie Hickam 20458402

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Early Childhood Education and Early Childhood Special Education
PROGRAM: _________________________________________________________________________________________________________________________
ECS-595B 11/7/2019 1/15/2020

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Washington
SCHOOL STATE: ___________________________________
Sharee Strickland
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Bracken Budge
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS points 85.12 %
25.00 2,500.00 2,128.00 N/A
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 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 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 82
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
85
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. )
The Teacher Candidate:
* Uses multiple modalities to teach content such as visual, auditory, kinesthetic and tactile.
* Incorporates students’ interests when planning lessons
* Communicates with parents/guardians on a regular basis
* Responds to communication from families in a timely manner
* Collaborates with grade/subject level team members to share ideas, activities, and resources
* Engages in Professional Development opportunities



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
80
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 85
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 82 1.00
learning differences or needs.
Evidence
* Provides opportunities for students to learn in multiple ways through the use of manipulatives and multisensory activities
* Differentiates instruction as needed
* Incorporates multiple formative assessments for students to display learning and growth
* Plans for students to listen, speak, read and write throughout lessons


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
85
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 93
environment.
Evidence
* Allows opportunities for movement throughout lessons
* Uses hands-on materials such as whiteboards, manipulatives, or technology
* Provides opportunities for students to share opinions, views, and ideas
* Facilitates differing perspectives among students and teaches tolerance

Sherrie Hickam
TEACHER CANDIDATE NAME______________________________ 20458402
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 85 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 82 1.00
their content area.
Evidence
* Allocates time for individual brainstorming before teaching new content, this may be done by posing a question related to previous learning or experiences and
giving ample think time
* Utilizes technology such as a projector/LCD screen, document camera, iPods, tablets, computers, or other electronic devices to enhance learning
* Models correct usage of academic language
* Provides opportunities for students to listen, respond, and participate in activities that involve academic language


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 88
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 82 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
* Uses video of her own students interacting with one another to teach social skills (safe, responsible, and respectful)
* Incorporates real world applications to lessons about how their behaviors impact others
* Provides opportunities for students to share opinions, views, and ideas
* Expresses interest in the cultural backgrounds of students



evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 85 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 82 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
88 1
language learning needs.
Evidence
The Teacher Candidate
* Creates assessments that align directly with learning objectives
* Assesses learning objectives in a variety of ways to ensure students fully understand the content
* Discusses student, class, and grade level data with colleagues and other educators to analyze learning and guide planning
* Modifies assessments or testing conditions based on student need – including accommodations for disabilities, language needs and/or different learning styles


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 82 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 82 1.00
knowledge, and student interest.
Evidence
* Chooses appropriate strategies, accommodations, resources, and materials to help each student be successful in meeting their learning goals
* Designs lessons that build upon and practice previous learning, leading to students mastering skills and concepts
* Sequences activities appropriately within a lesson
* Plans learning activities based on prior student knowledge and previous lessons taught


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) 82 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, 85 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, 88 1.00
and helping students to question).
Evidence
* Coaches students as they practice new skills by offering feedback
* Uses questions to guide students to find answers to what they are asking
* Poses new questions throughout each part of the lesson to keep students curious and to promote deeper thinking.
* Poses questions at the correct learning level of students so they are challenged to think deeply but still able to make progress


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
82
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 88
the school, as supports for analysis, reflection, and problem solving.
Evidence
* Meets with students to set learning goals, track progress, and set new learning goals as students make progress
* Uses formative and summative assessment data to drive instruction
* Evaluates information from student’s cumulative files to employ accommodations, behavior strategies, and learning strategies in instruction
* Asks the Cooperating teacher questions for support, feedback, and guidance.
* Reaches out for support from instructional coaches, behavior specialists, administration, counselors, social workers, psychologists, and reading specialists on campus as
needed


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 84
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 94 1.00
enact system change.
Evidence
The Teacher Candidate
* Builds learning communities with families by communicating regularly in person, by phone or in writing, sends out a virtual or printed weekly/monthly newsletter, invites
parents into the classroom for projects and presentations, showcases learning to parents during conferences
* Builds learning communities with colleagues by meeting regularly with grade level/subject team to collaborate on instruction and participating in school wide professional
development
* Researches modifications and accommodations to help each student succeed
* Ensures students have the resources and opportunities to support learning
* Researches modifications and accommodations to help each student succeed
* Ensures students have the resources and opportunities to support learning


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

85.12 %
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

Bracken Budge
Bracken Budge (Dec 4, 2019) Dec 4, 2019

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CLINICAL PRACTICE EVALUATION 3

Sherrie Hickam 20458402

ECS-595B 11/7/2019 1/15/2020

Bordeaux Elementary School

FOR COURSE INSTRUCTORS ONLY:

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

* Incorporates students’ interests when planning lessons

* Communicates with parents/guardians on a regular basis

* Responds to communication from families in a timely manner

* Engages in Professional Development opportunities

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

* Differentiates instruction as needed

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

* Allows opportunities for movement throughout lessons

* Uses hands-on materials such as whiteboards, manipulatives, or technology

* Provides opportunities for students to share opinions, views, and ideas

* Facilitates differing perspectives among students and teaches tolerance

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

* Models correct usage of academic language

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

* Provides opportunities for students to share opinions, views, and ideas

* Expresses interest in the cultural backgrounds of students

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

* Creates assessments that align directly with learning objectives

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

* Sequences activities appropriately within a lesson

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

* Coaches students as they practice new skills by offering feedback

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

* Uses formative and summative assessment data to drive instruction

Sherrie Hickam 20458402

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

* Researches modifications and accommodations to help each student succeed

* Ensures students have the resources and opportunities to support learning

* Researches modifications and accommodations to help each student succeed

* Ensures students have the resources and opportunities to support learning

Sherrie Hickam 20458402

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date