Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Cynthia Lofton 20560509

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-680 8/27/2020 10/21/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Citronelle Head Start

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Alabama
SCHOOL STATE: ___________________________________
Sophia Spencer
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Wendy Clanton
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 187.26 points 93.63 %
8.00 800 749 200
0 200 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. )
Limited interaction with students but attempts to involve all students.
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
Limited interaction but promotes the success of all learners.


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. 0.00
Evidence
Not enough evidence observed to provide score for this indicator.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
Consistent and sound judgment noted.


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. 92
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
Reflects and strives to improve for the purpose of meeting instructional needs of all students.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
93
Evidence
Professional disposition and willing to go up and beyond to meet the needs of her students.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
95 1.00
Evidence
Demonstrated a professional disposition as evidenced through her body language, words and tone of voice.
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. 96
Evidence
Strives to make a genuine connection with her students.


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. ✔ 0.00
Evidence
Not enough evidence noted to assign a score for this indicator.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
Strives to meet the needs of individual students in spite of providing support through a remote/virtual learning platform.

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

93.63 %
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

Dr. Wendy Clanton
Dr. Wendy Clanton (Oct 1, 2020 22:51 CDT) Oct 1, 2020
STEP Standard 2 - Writing Standards-Based Measurable
Objectives and Learning Goals
Unit Topic: Mathematics (Shapes)
Unit Title: Understanding Shapes
National or State Academic Content Standards:

Children will develop an understanding of basic geometric shapes and develop a sense
of space.
 M.P.2.1. Recognize, describe, compare, and name common
shapes, their parts, and attributes.
Learning Goal:
 The student will be able to explore and describe spatial
relationships and shapes.
 The students will be able to understand shapes with two-and three-
dimensional shapes by using own words; recognizes basic shapes
when they are presented in a new orientation.
Measurable Objectives: At the end of the lesson, students will understand two- and
three- dimensional shapes.
 *The student will be able to identify shapes as the teacher points to them.
 The will student will be able to find shapes in a shape scavenger hunt.
 The students will be able to review the qualities of shapes. For example, “ A rectangle
has four side. Two are short and two are long.”

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CLINICAL PRACTICE EVALUATION 1

Cynthia Lofton 20560509

Master of Education in Early Childhood Education

ECH-680 8/27/2020 10/21/2020

Citronelle Head Start

FOR COURSE INSTRUCTORS ONLY:

Cynthia Lofton 20560509

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Cynthia Lofton 20560509

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Cynthia Lofton 20560509

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Cynthia Lofton 20560509

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Cynthia Lofton 20560509

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Cynthia Lofton 20560509

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Unit Topic: Mathematics (Shapes)

Unit Title: Understanding Shapes

National or State Academic Content Standards:

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