Points 88.52: Clinical Practice Evaluation 2S

CLINICAL PRACTICE EVALUATION 2S
Cheyenne Golding 20187818

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 1/30/2020 5/13/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Blake Primary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Brie Gonzales
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judy Selberg
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 88.52 points 88.52 %
23 2,300.00 2036 100
0
0
0
0
0
0
0 0 0 0 0 100 0 0 0 0 0
100
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 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’ 90 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 90
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. )
Objective for this lesson is explained in student friendly terms - I can measure with precision" and Cheyenne facilitates a great discussion including examples of precision and
provides a practice run with one group of students to model the process, especially focusing on pacing. This lesson is a review of customary measurement. This is a wrap up
for this unit. Cheyenne used visual, auditory, kinesthetic and tactile learning activities to engage and differentiate - doc cam yardstick, ruler,smartboard, worksheets scavengr
hunt items in the classroom, video on inches, feet and yards, and a "My Robot" Worksheet. Cheyenne works with grade level team members and "neighbor" colleagues to plan
her lessons, to see how data can drive instruction and reflect on what goes well and what she wants to work on (additional grouping strategies and engagement with the
concepts. Provided a review of related vocabulary with multiple opportunities to practice and use in full sentences.


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 90 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 90 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 88 1.00
differences or needs.
Evidence
. She planned the lesson so that special needs students could complete modified lessons and they also received extra support as she circulated and observed. Spent extra time
and re-modeled both activities - robot construction and scavenger measurement Provided a great review of related vocabulary with multiple opportunities to practice and use in
sentence form during response and questioning. Each activity transitioned with a formative assessment and a check for understanding. The directions for the construction of the
robot were somewhat complicated and Cheyenne took the time to re-model, re-teach and circulate as the students worked. Cheyenne used the resources prepared by the grade
level team.


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, 88 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
88
1.00
environment.
Evidence
Time and pacing was appropriate to the lesson and she provided additional time/modeling and help for students that were struggling. This lesson focused on student
participation, connecting and visualizing as they performed the activities for precise measurement. Cheyenne provided many positive comments as students worked - I
believe in you! In this lesson students listened, participated in think aloud, wrote and visualized. She modified the activities as appropriate for struggling students and helped
them by prompting and asking questions that could help them complete the activity and use the measurement tools correctly. Students participated in partner and group work
to collaborate and discuss. Uses prescribed curriculum that includes opportunities for students to share opinions, views and ideas relate to differing perspectives that teach
tolerance and perspectives. The classroom includes a very diverse student population who help one another and Cheyenne promotes collaboration.


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 88 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 88 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 88 1.00
content area.
Evidence
Effectively utilizes grouping strategies that promote collaboration, brainstorming, think aloud and justification during this measurement lesson and precise construction.
She uses technology effectively and appropriately - short video, hands on activities, physical activity focused on learning objective, doc cam and the worksheet which
requires construction and precise, sequenced measuring scavenger hunt classroom items. Modeled academic language (precision, inches, feet, yards, yardstick, ruler,
centimeter and customary). Facilitated a great mix around activity where stuents moved around the room and discussed previous essential questions related to
measurement and then returned to whole group to further report and discuss.


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 88 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 88 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
The active precise measurement activities provided students with real world problems to solve using multiple skills in math, measurement and precision. Many of the team
created journal entries ask students to write and discuss topics of interest to them, their community and their environment. Did a team created worksheet lesson in math
relating to valentine's word problems. The district grade level curriculum provides many opportunities for teachers and students to read and discuss specific local and global
issues from diverse cultural points of view and Cheyenne does her best to connect these learning experiences to student learning experiences and knowledge. Climate
change and recycling have been a part of many of the lessons i have observed.


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 88
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 88 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 formative assessment for this lesson was the step by step precise construction of a robot. Cheyenne works with her grade level team and other GCU colleagues to prepare
assessments that are driven by data and observation. The district adopted texts provide the resources for assessment an for re-teach. Students with disabilities are provided
extra time and support by Cheyenne and by classmates suited to helping their classmates succeed.


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 88 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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 88 1.00
knowledge, and student interest.
Evidence
7.Followed the GCU format for lesson planning and brought the curriculum requirements for reading and math in second grade into the lesson plan with resources provided by
the curriculum company as well as outside resources she and her team brought into the lesson.


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 88 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, 88 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,
88
1.00
and helping students to question).
Evidence
Facilitated, participated in and motivated students to group discuss, present, ask critical questions related to the essential question for the lesson observed and required
students to use the academic vocabulary in writing, measuring and speaking. The range of learning activities engaged students of all learning modalities, abilities and interests,
putting much of the discussion into context Still working on wait and think time - providing opportunities for students to respond and/or ask classmates for help/direction, before
answering her own questions. . Circulated as students worked and collaborated and helped struggling students by asking questions that helped them think through the
process of connecting and visualizing when creating the robot.


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 90
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 90 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
During post conference with supervisor asked important questions and reflected about what went well and what needed more work/experience. Works with colleagues and
mentor to improve instruction and to understand how data can drive instruction and delivery methods. She says that the purpose of her lessons must be to help all her students
get what they need. That's why she says that they are allowed to work together as a class to achieve common learning goals. She understands the importance of modifications
and adaptations that meet the needs of special needs and ELL students. Brings her GCU class knowledge to her classroom and to team meetings and faculty workshops.
Provides input and takes advice and critiquing to heart making changes as appropriate.


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
learning communities that engage students, families, and colleagues.
10.2
✔ 0.00
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to
enact system change.
Evidence
✔ 0.00
Follows the District guidelines for formative and summative assessments and uses that data to drive instruction in collaboration with grade level teachers, administrators,
mentor and academic coaches. Brings her GCU experiences and knowledge to her classroom, her planning and development routines and to her colleagues during prep time,
lunch time and staff meetings.

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. 90 1.00
Evidence
Follows the District guidelines for formative and summative assessments and uses that data to drive instruction in collaboration with grade level teachers, administrators,
mentor and academic coaches. Brings her GCU experiences and knowledge to her classroom, her planning and development routines and to her colleagues during prep time,
lunch time and staff meetings.

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

88.52 %
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

Judy Selberg
Judy Selberg (Mar 5, 2020) Mar 5, 2020
3 / 5 / 2 0

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CLINICAL PRACTICE EVALUATION 2S

Cheyenne Golding 20187818

Master of Education in Elementary Education

ELM-590 1/30/2020 5/13/2020

Blake Primary School

FOR COURSE INSTRUCTORS ONLY:

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Cheyenne Golding 20187818

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Cheyenne Golding 20187818

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Cheyenne Golding 20187818

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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