Points 276.12: Clinical Practice Evaluation 2D

CLINICAL PRACTICE EVALUATION 2D
Katelyn Magill 20148425

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

PROGRAM: _________________________________________________________________________________________________________________________
EED-480NA 1/6/2020 3/1/2020

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Brandi Hollingsworth
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Margaret Jacobs
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 276.12 points 92.04 %
25 2,500.00 2301
0
0
0
0
300
0
0 0 0 0 0 0 0 0 0 0 0
300
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)
0 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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 92
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 92
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 was observed teaching/reviewing with a group of around twenty-five, 3rd grade students about text features. She had a lesson plan emailed to me prior
to my visit. She had developed a lesson that began with a Kohoot game to reinforce already reviewed concepts related to opinions. Students remained at their desks which
formed tables of 4-5 students. Each group of students shared an IPAD to respond to the Kahoot questions. The cooperating teacher shares how the teacher candidate will take
a lesson/grade level curriculum and alter strategies to make it more interesting. She has attended many meetings to further understand the grade level processes, the process
of meeting students' individual needs, etc. in collaboration with families of students and other colleagues.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 93
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 92
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. 93
Evidence
The teacher candidate had students who were challenged with keeping up at the pace she set. Without saying anything, she quickly slowed the group down so all could keep
together. She used additional strategies when understanding. She is working on making sure all students are getting opportunities to participate verses the more vocal ones
consistently sharing. She provided feedback to each student per their responses.She used multiple modalities by having students reading their individual papers while following
along with material presented via the doc camera. For auditory learners, the teacher candidate used oral review of the visual presentation and comprehension checks. She
emphasized the names of the symbols and used the new vocabulary words in various ways, such as having small groups 'act' out their assigned words.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 93
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 94
backgrounds and differing perspectives students bring to the learning environment.
Evidence
The teacher candidate always shows respect to each student and expresses appreciation for each one's uniqueness. During her lesson, she explained the expectations and
gave directions with examples. She allowed students to question and demonstrated patience for those needing support. She asked students to demonstrate when they were
ready to move on to another section of the lesson. She is learning to be checking that all students are engaged throughout the lesson.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 88
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
92
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 93
Evidence
The teacher candidate is learning how to create anticipatory sets for her lesson with the focus of drawing in prior knowledge. She provided feedback to each student per
their responses in answering questioning about the text features.The teacher candidate used the smartboard for students to watch as she notes responses and completed
work per directions of the sheets each student had in front of him/her. They, in turn, complete work independently at their desks as she monitored their personal responses
to questioning, etc. She modeled the correct use of the vocabulary in describing and naming the text features She created many opportunities for students to learn and
practice when what they were learning.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 93
(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 92
and global issues and create novel approaches to solving problems.
Evidence
The teacher candidate asked students questions which required them to reflect on how important it is to understand the use of the text features in being tech savy in
producing written work on the computer. Students sat in front of the room and answered questions about the purpose of each feature. Students had to solve the challenge of
presenting an action to represent their assigned feature.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 92
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 92
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 93
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
The teacher candidate used a packet that included the text feature being reviewed during the lesson to assess individual learning levels. She is participating in progress
monitoring students and taking the data to determine mastery levels of each students' mastery levels per the grade level standards/curriculum. She has observed how the
cooperating teacher updates the progress reports and enters grades for report periods. She discusses ways for individual students to make greater progress when such is
not demonstrated. She is preparing to assist the cooperating teacher in the administration of state testing.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 91
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 93
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 91
interest.
Evidence
The teacher candidate takes needed time in familiarizing herself with the seven students' IEP goals and their accommodations per the small group setting within the room as
well as within the whole group setting in the general education classroom. She is regularly discussing the results of her instruction and how to make any needed changes so
that all students are progressing at their individual levels.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 91
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 92
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 93
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
The teacher candidate demonstrated her role as being an instructor throughout the lesson, as a facilitator as she monitored theirresponses, as a coach as they worked on
independent work. She has had students allow the other students and her to be the audience when the small groups of student explained a portion of the lesson to the other
students. She uses programs available such in creating assessments and to enhance her ability to vary instruction and stimulate discussions. She embraces using technology
in her teaching. When students gave incorrect answers, she probed them in getting them to respond correctly.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 93
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 92
analysis, reflection, and problem solving.
Evidence
The teacher candidate participates in the professional development when staff is provided training under various topics. She is learning about the AZMerit testing which will
take place for certain grades and subject areas. The cooperating teacher is familarizing her with ways to effectively communicate with parents. They supported students in
student led parent-teacher conferences. The student teacher is a hard worker and seeks learning as much as she can in becoming a great teacher.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 90
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. 91
Evidence
The teacher candidate shares about concerns for individual students when meeting with the cooperating teacher. She meets with other staff members as part of the
Professional Learning Communities and is learning about tools and strategies to build relationships with families. She is becoming very aware of which students need
additional supports in providing them the greatest possibilities in being success.

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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. 95
Evidence
The teacher candidate demonstrates a clear understanding of her impact on her students' learning as evidenced in the STEP and other assessments. She is a positive
representation of a well prepared teacher candidate and demonstrates needed skills to become a successful educator.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
92.04 %
Total Scored Percentage:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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

MARGARET M JACOBS
MARGARET M JACOBS (Mar 1, 2020) Mar 1, 2020

Points 276.12: Clinical Practice Evaluation 2D

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CLINICAL PRACTICE EVALUATION 2D

Katelyn Magill 20148425

Bachelor of Science in Elementary Education and Special Education

EED-480NA 1/6/2020 3/1/2020

Anthem Elementary School

FOR COURSE INSTRUCTORS ONLY:

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Katelyn Magill 20148425

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Katelyn Magill 20148425

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Katelyn Magill 20148425

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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