Clinical Practice Evaluation 1-Ashley Mccoy

CLINICAL PRACTICE EVALUATION 1
Ashley Mccoy 20540778

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-480 8/10/2020 10/4/2020

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Sally Cox
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
JoAnn Berkley
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 186.2 points 93.1 %
10.00 1000 931 200
200 0 0 0 0 0 0 0 0 0 0 0 0 0
200
0 0 0 0 0 0 0 0 0 0 0 0

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. 93
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. )
Ms.McCoy's lesson target was for students to demonstrate knowledge of the alphabet.Ms. McCoy's lesson was video recorded however, as part of the lesson, she engaged all learners and
created a learning space where she and her students engaged in positive interactions throughout the entire lesson. Her lesson was well planned and provided opportunities for differentiated
instruction in order to address the various learning needs in her class. Throughout the lesson, she provided support for her students. For the ELL students, she incorporated multiple choice
activities for students to demonstrate the correct answer.
Respect for the Diversity of Others 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 93 1.00
establish relationships characterized by respect and rapport.
Evidence
Ms.McCoy's class consists of students from a variety of cultures. Ms. McCoy interacts with her parents and families in order to build positive relationships and a rapport with her students and with
the families.Ms. McCoy shared that in a traditional classroom setting, she provides books, pictures and other resources as a way to demonstrate respect for diversity. During her lesson, Ms. Mc.
Coy called on each student and allowed wait time for students to think and to respond.


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. 93 1.00
Evidence
Ms. Mc Coy was clear and consistently fair to all students. Each student had an opportunity to participate in the lesson and she constantly assessed her student's level of understanding. All students
were expected to participate in the lesson and she called on each student so that could respond. Each student was acknowledged and was praised when responding correctly. The pacing of her
lesson allowed students to be treated fairly and had the opportunity to think and to respond appropriately.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 93
Evidence 1.00
Ms.McCoy has demonstrated that is extremely professional. She communicates effectively with via email, text and by phone with parents, her cooperating teacher, staff and with her Field
Supervisor from GCU. She is organized and proactively addresses and concerns. She actively seeks information and accepts feedback in order to complete a task. Ms. McCoy has a calm, kind and
positive demeanor. She is a role model at the school and she has also volunteered as a soccer coach for the elementary school.


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. 93
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
Ms.McCoy works collaboratly with her Cooperating Teacher to plan lessons and to obtain feedback regarding her lessons and activities. She is eager to learn and apply concepts and implement
suggestions provided by her cooperating teacher and her GCU Field Supervisor as part of feedback she received. As part of our post observation, Ms. Mc Coy was able to share how she could
enhance students learning of Upper Case and Lower case letters. She uses pre-assessment data to plan lessons, make modifications and to enhance student learning. She follows the district
curriculum and ensures that her lessons and activities are delivered with fidelity.
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
92
Evidence
Ms. Mc Coy has been able to successfully support her students and parents with virtual learning. This includes allowing students to explore the different buttons on the Zoom platform. She also
asks her students open ended questions and provides her students with opportunities for students to think and to problem solve. As part of virtual school, Ms. McCoy also allows for student wait
time and allows for students to take brain breaks as needed.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
Ms. Mc Coy demonstrates trustworthiness and fairness. She is a committed and dedicated teacher that is responsible and has excellent follow through with her students. She believes that all
children can learn. This is demonstrated b her interactions with her students. When speaking and interacting with children, she models integrity by her words and actions.
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. 93
Evidence
Ms. Mc Coy demonstrates warmth and genuine caring for her students. This was evidenced during her lesson by greeting and acknowledging each student by name. During the lesson, Ms. Mc Coy
was very patient and calm with her students. She was aware of the needs of her students and provided multiple means of representation so all students would be able to master the concept. She is
consistently calm and aware of the students in her class. She also praised and consistently acknowledged each student as the demonstrated mastery of the lesson/activity.


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. 93 1.00
Evidence
Ms. McCoy demonstrates servant leadership by communicating with parents via Zoom, Google Classroom, Class DoJO and by phone. She encourages parents to sit in during Zoom lessons to
support their children learning in a virtual setting. As part of the morning meeting, Ms. McCoy meets with students daily in the morning to discuss expectations of the class. She also models
expectations of the class She is an active listener. Her cooperating teacher shared that Ms. McCoy actively tries to be involved with the community.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
Ms. Mc Coy is an extremely dedicated and conscientious teacher. To prepare for student teaching, she attended webinars and other professional development sessions to learn how to teach in the
virtual setting. She also works collaboratively with her Cooperating Teacher with virtual lesson planning and activities. She works independently to complete the at home virtual lesson plan template
for her students. Based on Ms. Mc Coy's professionalism, dedication to teaching and her demonstrated teaching skills,she was asked by her GCU Field Supervisor to provide Peer Support to
another GCU Student Teacher with virtual lesson planning, creating lessons/activities virtually and with working collaboratively with the Cooperating Teacher.

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

93.1 %
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

JoAnn Berkley
JoAnn Berkley (Sep 6, 2020 18:51 EDT) Sep 6, 2020
Ashley McCoy
Lesson Plan for observation 1
Day 1 Day 2 Day 3 Day 4 Day 5

National/State CLL7: The child will CLL7: The child will demonstrate CLL7: The child CLL7: The child CLL7: The child
Learning Standards demonstrate increasing increasing knowledge of the will demonstrate will demonstrate will demonstrate
List specific grade-level knowledge of the alphabet. alphabet. increasing increasing increasing
standards that are the 4a: With prompting and 4a: With prompting and support, knowledge of the knowledge of the knowledge of the
focus of the lesson being support, recognizes and recognizes and names some alphabet. alphabet. alphabet.
presented. names some upper/lowercase letters of the 4a: With 4a: With 4a: With
upper/lowercase letters alphabet. prompting and prompting and prompting and
of the alphabet. support, support, support,
recognizes and recognizes and recognizes and
names some names some names some
upper/lowercase upper/lowercase upper/lowercase
letters of the letters of the letters of the
alphabet. alphabet. alphabet.
Specific Learning  I will demonstrate  I will demonstrate knowledge of  I will  I will  I will
Target(s)/Objectives knowledge of the the alphabet. demonstrate demonstrate demonstrate
Based on state alphabet.  I will recognize and name knowledge of knowledge of knowledge of
standards, identify what  I will recognize and letters Kk, Ee, Hh, Rr, Mm, Dd, the alphabet. the alphabet. the alphabet.
is intended to be name letters Ss, Aa, Tt, and Gg when presented in  I will  I will  I will identify
measured in learning.
Ii, Pp, Nn, and Cc when random order. recognize and recognize and 11-20 upper
presented in random name letters, name letters and 11-20
order. Oo, Ll, Ff, Zz, Ww, Vv, lowercase
Bb, Qq,Uu, Yy, and Xx letters when
and Jj when when presented in
presented in presented in random order.
random order. random order.
Academic Language  Alphabet  Alphabet  Alphabet  Alphabet  Alphabet
General academic  Uppercase  Uppercase  Uppercase  Uppercase  Uppercase
vocabulary and content-  Lowercase  Lowercase  Lowercase  Lowercase  Lowercase
specific vocabulary
included in the unit.
 Letters  Letters  Letters  Letters  Letters
Unit Resources,  Laptops/Tablets/Cellphon
Materials, e
Equipment, and  Whiteboard
Technology  Lily pads with uppercase
List all resources, letters S, A, T, I, P, N, and
Ashley McCoy
materials, equipment, C
and technology to be  Coconuts with lowercase
used in the unit. letters s, a, t, u, p, n, and c
 Letter flash cards
 Dr. Seuss's ABC: An
Amazing Alphabet Book!
 Usher’s ABC Song
Depth of Knowledge  What do you know
Lesson Questions about letters?
What questions can be  Where do you see, or
posed throughout the have you seen letters?
lesson to assess all
 What letters do you
levels of student
understanding? see?
 Level 1: Recall  What can you name that
 Level 2: starts with the letter…?
Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set Students will watch, sing
How will students’ prior and move to Usher’s ABC
knowledge be activated song on YouTube.
as well as gain student
interest in the upcoming Students will also recite
content?
their ABC’s as a class.
Students will be presented

with letters randomly and
asked to name each letter on
the card.
Presentation of Content
Multiple Means of  Teacher will use the share
Representation screen function in the
Describe how content Zoom meeting to allow
will be presented in
Ashley McCoy
various ways to meet students to watch the

the needs of different YouTube video.
learners.  Teacher will share
YouTube link will in the
Google Classroom for
students and parents to
view at a later time.
 Teacher will present
letters using flash cards
Multiple Means of  Students will watch
Representation Usher’s ABC song on
Differentiation YouTube when teacher
Explain how materials shares screen.
will be differentiated for  Students will watch
each of the following screen to view and name
groups:
letters presented in
 English
Language
random order.
Learners (ELL)  ELL will be provided the
 Students with opportunity to perform
special needs task one-on-one with
 Students with teacher in a Zoom
gifted abilities breakout room.
Early finishers (those
who finish early and
may need additional
sources/support)
Application of Content
Multiple Means of Students will recognize and
Engagement name letters on the name
How will students letters on the lily pads.
explore, practice, and
apply the content?
Multiple Means of Students will:
Engagement  Watch Dr. Seuss's ABC:
Differentiation An Amazing Alphabet
Explain how materials Book! on YouTube.
Ashley McCoy
will be differentiated for  Name the letters on the lily

each of the following pads as the frog jump.
groups:  State if the letter is
 English
uppercase or lowercase.
Language
Learners (ELL)  Use their fingers to draw
 Students with the letters in the air
special needs
 Students with
gifted abilities ELL will be given the
Early finishers (those opportunity to work one-on-
who finish early and one with the teacher in
may need additional Zoom break out room
sources/support)
Assessment of Content
Multiple Means of --Formative Assessment—
Expression
Formative and
 Teacher will observe
summative assessments students throughout the
used to monitor student lesson.
progress and modify  Teacher will ask students
instruction. to state letters that are
presented on flash cards
and observer their answer.
--Summative Assessment—
 Teacher will ask students
individually to state the
upper and lowercase letters
that are presented on the
flash cards.
 The teacher will record
correct answers on the
assessment chart.
Multiple Means of --English Language
Expression Learners—
Differentiation
Ashley McCoy
Explain how materials  Students will use colors to

will be differentiated for recognize letters. (Ex.
each of the following When presented with two
groups:
lily pads on different
 English
colors the teacher will ask
Language
Learners (ELL) what color the letter
 Students with uppercase S lily pad is
special needs on?)
 Students with
gifted abilities --Early Finishers—
Early finishers (those
 Students will practice
who finish early and
may need additional writing letters of the day.
resources/support)
Extension Activity and/or Homework
Identify and describe Parents will assist students
any extension activities with following the link to
or homework tasks as watch the ABC song
appropriate. Explain located in Google
how the extension
Classroom.
activity or homework
assignment supports the
learning Parents will also assist
targets/objectives. As students with reviewing and
required by your writing letters of the day.
instructor, attach any
copies of homework at
the end of this template.
Website for story: https://www.youtube.com/watch?v=OExLhIxG2_I

Website for ABC song: https://www.youtube.com/watch?v=SWvBAQf7v8g

Clinical Practice Evaluation 1-Ashley Mccoy

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CLINICAL PRACTICE EVALUATION 1

Ashley Mccoy 20540778

Bachelor of Science in Early Childhood Education

ECH-480 8/10/2020 10/4/2020

McLendon Elementary School

FOR COURSE INSTRUCTORS ONLY:

Ashley Mccoy 20540778

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Ashley Mccoy 20540778

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Ashley Mccoy 20540778

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Ashley Mccoy 20540778

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Ashley Mccoy 20540778

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Ashley Mccoy 20540778

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Day 1 Day 2 Day 3 Day 4 Day 5

Students will be presented

various ways to meet students to watch the

will be differentiated for  Name the letters on the lily

Explain how materials  Students will use colors to

Website for story: https://www.youtube.com/watch?v=OExLhIxG2_I

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