Points 91: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Sarah Shumaker 20575251

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/17/2020 11/29/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Arthur Middleton Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Kathryn Gardner
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 91 points 91 %
10.00 1000 910 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
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. 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
improvement and the actionable steps for growth. )
Ms. Shumaker shows confidence in all students and sets high expectations for them. She established high expectations of students in a welcome letter. She reiterates her beliefs when greeting
students and introducing herself on the first day. When asking questions, Ms. Shumaker expects that all students respond and she is beginning to add leading questions and prompts to help
struggling students meet those expectations.
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 96 1.00
establish relationships characterized by respect and rapport.
Evidence
There are a variety of student backgrounds in the classroom including students with IEPS, FARMS students, and new students to the school. Ms. Shumaker has shown each student respect. Ms.
Shumaker selects books and online read-alouds that highlight various cultures. She seeks input from students of various backgrounds to share their experiences during social studies discussion.
She has attended an IEP meeting to learn more about a student. Ms. Shumaker builds strong student relationships which benefits her teaching. Ms. Shumaker has also shown dedication to
building close relationships with staff and parents. She has attended professional development meetings. She attended the parent and student Meet and Greet and Open House.


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. 92 1.00
Evidence
With building relationships, Ms. Shumaker has learned the capabilities of each student. She uses this information to plan lessons that will reach each student based on their skills and abilities. She
calls on all students equally. Ms. Shumaker accurately completes assessments, such as: running records (with support) and the beginning of the year math diagnostic (independently). Ms. Shumaker
maintains confidentiality as to the results of the assessments.
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
Ms. Shumaker demonstrates professional conduct each day. She comes to school on time and dresses professional. She uses professional vocabulary and has shown to be a positive role model.
Ms. Shumaker attends all meetings and plans as a team. She is kind in all of her interactions with staff, students, and parents. Her tone and wording are effective in conveying that she is here to
help the students and their parents navigate virtual learning. She is dedicated to learning all aspects of being a teacher.


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. 83
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. Shumaker seeks feedback on her lessons and reflects on what she did well and what she may need to improve upon in the future. She reflects on the feedback to plan meaningful lessons.
Ms. Shumaker does not seem to take the feedback personally and understands that it is a learning and professional process. She plans to participate in the self-reflection process for her next
evaluation.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
92
Evidence
Ms. Shumaker supports curiosity and encourages active inquiry during her lesson. When leading social studies lessons, Ms. Shumaker presents her lesson, but includes time for students to ask
questions. For example, on a recent lesson on holidays, Ms. Shumaker introduced the content but allowed the students freedom within Pebble Go to decide which holidays they would like to learn
more about.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
92 1.00
Evidence
Ms. Shumaker models integrity by their words and actions. This is evident in her use of Zoom. She lets students know if there is a problem, but also shows them that she is a problem solver and can
keep the lesson running without an issue. She appears comfortable with being in the classroom and she is a positive role model for students. She uses professional vocabulary and demonstrates
professionalism in 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. 96
Evidence
This is an area where Ms. Shumaker excels. Her tone of voice, constant smile, and choice of words lets the students know that she cares and is there to support them. When working in breakout
groups, the students are always excited to see that Ms. Shumaker has joined their room. She is quickly building positive relationships with all students which will benefit her greatly as she begins to
take over the classroom.


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. 83 1.00
Evidence
Ms. Shumaker has shown to be developing into a student advocate. She is willing to help out the whole first grade team to prepare and pass out materials for virtual learning. She shared her virtual
content lesson with the whole team, so the lesson could be used in other 1st grade classrooms. Ms. Shumaker has attended the virtual Open House which will help build a stronger home and
school connection. Ms. Shumaker should plan to attend committee meetings help build an impact on community involvement and servant leadership.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
92
1.00
Evidence
Ms. Shumaker has shown that she is here to refine her craft. She seeks out feedback and utilizes that information to continue to improve. She attends all meetings including team meetings,
collaborative ILT meetings, professional developments, 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:

91 %
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

Toni C. Melton-Trainor
Toni C. Melton-Trainor (Sep 23, 2020 17:06 EDT) Sep 23, 2020
Teacher Candidate: Sarah Shumaker
Date: September 17, 2020
Time: 12:59-1:48 p.m. - Recorded Posting of Virtual Instruction
Subject/Content: Social Studies (Comparing Families)/Grade 1
Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor
Observation #1 Notes of Virtual Lesson:
12:59 p.m. – The virtual observation began with Ms. Shumaker welcoming students back from lunch.
She smiles and tells the children she is waiting for others to join in, so they can get started. She tells the
children, “Welcome Back! We are waiting for a few more friends to join us and we will get started.”
The teacher tells the children that it is okay if their video is turned off and to leave it off.
She states the learning objective, “Today in Social Studies, we will be learning about how families can be
similar and different.” The teacher asks the students the meaning of similar. The teacher calls on A.G.
and he says, “That means you’re the same.” Ms. Shumaker complimented A.G. for his response. She
then asks who can tell her the meaning of different. She calls on W.S. and he states, “You’re different
people.” The teacher explains that that is an example of different, and asks, “What does the word
mean?” Ms. Shumaker calls on C.Y. and she states, “Because something is different.”
1:03 – Ms. Shumaker explains to the students that similar means the same and different means not the
same. Next, the teacher explains that the students will be playing a game called, “Stand Up; Sit Down.”
The teacher informs the students that they will find out if their families are similar or different, the same
or not the same. The teacher told the students to stand up if they have siblings, brothers or sisters. The
teacher informs the students that, if their videos are not on, they can use thumbs-up. Ms. Shumaker
states, “Sit down or use the heart reaction, if you are the only child.” She then encourages the students
to look around for students sitting down or a heart as a reaction. The teacher points out students who
have siblings or are an only child. Ms. Shumaker states, “Stand up or thumbs up if you live with just your
parents. Sit down or heart reaction if your grandparents, aunts or uncles live with you. So, if you have
grandparents, aunts or uncles living with you, you should be sitting down. If you live with just your
parents, you should be standing up or thumbs up.” The teacher examines the screen as she speaks to
the children and holds up a model of “Stand Up” and “Sit Down”. This continues with statements like:
 Your family likes to play games.

 Your family likes to travel.
 Your family likes to stay home.
 Your family has pets.
 You have more than four people in your family.
The teacher directs the students to sit back down because the game is over. Next, she presents a book
called, Dance at Grandpas, by Laura Ingalls Wilder. She reminds the children that they read the book on
Tuesday. She asks the children if they remember reading the book and to put a thumbs up if they recall
it. She calls on students who remember. She reminds the students that the book took place along time
ago and Laura and her family went to celebrate. She asks, “Does anyone remember how they
celebrated?” The teacher points out the dancing, eating food and listening to music. Next, the teacher
presents another book called, Saturday by Oge Mora. She informs the students that this book takes
place in today’s time. She opens the book and begins reading it to the students. The teacher points out
Ava and her mom sitting at a table eating breakfast. (Note: Periodically, the screen will move to students
who have their screen off or making noises, which causes the screen to focus on them.) The teacher
stops to ask the class who spends time with their family on Saturdays. She puts up a thumb to
encourage students to participate and calls on the names of students who spend time with their families
on Saturday.
1:12 – The teacher stops reading and asks the students what they think will happen when they get to
the library. The teacher calls on M.B and told her to unmute herself. M.B. said, “Something is going to
happen in the picture with the kid.” Another student asks for assistance because she feels everyone is
glitching on her computer. The teacher asks if she can hear her and it is fine as long as she can hear the
teacher. Ms. Shumaker continues to read the story to the students with enthusiasm and expression. Ms.
Shumaker asks a student to put a toy away and pay attention to the story.
1:18 – Ms. Shumaker continues reading the story and stops to ask, “What idea do you think they have?”
She calls on W.S to respond. The student shares, “They can make their own puppet show.” The teacher
says, “Let’s see. I think you’re right!” After the story, the teacher reminds the students of similar and
different. She has the students compare the two books, Saturday and Dance at Grandpas. On the chart
students are comparing the two stories for the following:
 The family spent time together.
 The family went shopping.
 The family went dancing.
 The family spent time with their grandparents.
 The family road (spelling error) on the bus.
 The family rode on the sled.
Students raise their hands to share answers. C.H shares that in both books they spent time with their
families. The teacher places both icons under the word, “Yes.” When a student did not know the answer,
the teacher calls on another student to help. Ms. Shumaker continues to call on students to share their
answers for each item. The teacher points out that the chart shows that each family is different.
1:26 – The teacher directs the students to take out a journal or piece of paper and a pencil. In their
journals, students complete a writing assignment. The teacher asks the students how their family is
different from Ava’s family. She shares in the Word Bank how her family is different. She wrote, “watch
movies.” The teacher calls on students to share how their families are different and the teacher wrote
their input into the Word Bank, like:
 Ride our bikes together

 Eat ice cream
 Spa
 Go on trips together
 We went to the aquarium
 Eat popsicles together
1:34 - Ms. Shumaker models her sentence by typing on the screen, “My family is different than Ava’s
family because we like to watch movies.” Students respond in writing by completing, “My family is
different than Ava’s family because ________.” The teacher praises students for having their heads
down and writing their sentences. She stops to re-explain the task for a student who shared he did not
know what to write. Ms. Shumaker listens to student concerns and clarifies confusion. Students who are
finished are encouraged to draw a picture while they wait for others to finish. She informs the students
that they will have specials next. The teacher tells students that if they do not finish, it is okay. The
children logged off to go to Music class.
Comments and Recommendations from GCU Faculty Supervisor (Discussed during Post Conference):
 Continue to greet and welcome students with a smile and a warm demeanor. This creates a
positive learning climate for the students.
 Is it possible to mute all students upon arrival? If so, you may want to consider muting all
students to ensure the camera remains on you when students enter the virtual classroom and
during the lesson where verbal responses are unnecessary.
 Continue to inform students of the learning objectives. It is an important to give students a clear
purpose to focus their learning.
 Consider providing models of similar and different. For instance, students can examine pictures
and tell you if they are similar or different. For instance,
 Different o Similar
This
 Continue to call on student names and include them in the activity be pointing out who is
standing and sitting down. This makes a virtual learning situation feel more inclusive and
engaging for the students.
 When presenting a new book, consider pointing out the title, author, illustrator, and main
character. This helps with connecting the students to the story as well as their listening
comprehension.
 Virtual learning can be challenging for some students. Continue to support and validate student
concerns and redirecting distracted students back to the lesson.
 Continue to read stories to children with expression to help bring the story alive.
 Consider providing brain breaks when student have been engaged in a task for some time, like a
story. A brain break will help students rejuvenate and return to the learning more successfully.
Take a look at this resource: https://www.flvs.net/brain-breaks-for-online-elementary-students
 Consider posing the question of whether the families are similar or different from each other
and why. The closing discussion and the writing task focused on differences.
 Continue encouraging and reassuring students that they will have time to complete their writing
assignment.
Overall Feedback from Cooperating Teacher
Strengths Opportunities for Growth Suggestions/Ideas to Implement

Book selections Watch your time, sometimes a Build on student suggestions. I
class discussion seems to drag on a heard (name) say this and it
Tone of voice
bit and you lose some student reminded me of what (name) said.
Use of Nearpod to make virtual interest. You do not need to call on Show students that they can learn
lessons engaging everyone from each other, not just from you.
Teamwork Continue to recognize when
students need help and how to use
Patience and wait time prompting and leading questions to Add some movement into lessons
guide students. to keep students engaged (e.g. if
Organization
the characters in the book are
Uses given county materials and During read alouds, use voices and dancing, give the class a 10 second
adds her own touch to improve the more enthusiasm. It is ok to be silly dance break)
lesson to meet the class’s needs and over the top during a read
aloud
Willingness and attitude about Continue to experiment with
taking over activities (social studies Pause during your story to ask
questions or ask students to do different ways for students to
and some beginning of the year
something to keep them engaged. respond to your lesson virtually.
testing)
You have done great with Nearpod,
Create a model sentence for your but are there other platforms that
students when expecting a written would benefit the students?
response.
Become more comfortable with
Zoom (this will take time as you Within the next two week you will
take over more time teaching) take over the math whole group
lesson.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Sarah Shumaker

Name:
Grade Level: 1st
Date: 9/17/2020
Unit/Subject: Social Studies
Instructional Plan Title: Comparing Families
Lesson Summary and The students will build interest by playing a game to determine if their family is
Focus: similar or different to their classmate families. The students will review a story
read the day before and listen to a different book to complete a yes/no chart to
determine if the families are similar or different. The students will learn that every
family is a little different and that is okay.
Classroom and Student The lesson will be completed in a whole group setting as well as independent. In
Factors/Grouping: the class there are students who have IEPs and 504 plans. I will be using
pictures/ and oral instruction as well as examples to help them commonalities
between families.
National/State Learning Maryland Social Studies Standard:

Standards:
2.A1.a Observe and describe ways people in their school and community meet
human needs for food, clothing, shelter and other commonalities, such as
recreation, music and stories
2.B1.a Identify how families choose to share and borrow traditions from other
cultures
Reading Standard:
© 2018. Grand Canyon University. All Rights Reserved.

RL7 Use illustrations and details in a story to describe its characters, setting, or
events.
RL9 Compare and contrast the adventures and experiences of characters in

stories.
Writing Standards:
W8 With guidance and support from adults, recall, information from experiences
or gather information from provided sources to answer a question.
Specific Learning Students will be able to explain and understand how families are similar and
Target(s)/Objectives: different.
By the end of the lesson, students will explain how their family is the
same/different from other families.
Academic Language -Similar
-Different
-Family
Resources, Materials, List all resources, materials, equipment, and technology you and the
Equipment, and students will use during the lesson. As required by your instructor, add or
Technology: attach copies of ALL printed and online materials at the end of this
template. Include links needed for online resources.
-Dance At Grandpa’s By: Laura Ingalls Wilder
-Saturday By: Oge Mora
-Visual Cards
-PowerPoint
-Journal
-Pencil

Section 2: Instructional Planning
Anticipatory Set Time

Needed
 I will start off the lesson by introducing to the students that we will learn about how
families can be similar and different. 10
 I will gain interest by playing stand up sit down minutes
 I will review the book Dance At Grandpa’s

 I will read the book Saturday to the class.
 We will discuss the book.
Multiple Means of Representation Time

Needed
 As a class, we will complete a Yes/No chart to discover the similarities/differences 10
between the two families in the stories. Minutes
Explain how you will differentiate materials for each of the following groups:
 English language learners (ELL):
N/A There are no ELLs in our class.
 Students with special needs:

There will be pictures in the chart as well as I will be reading the chart out loud to help them
understand it.
 Students with gifted abilities:

The chart will be shown on the computer so they can read on their own and come up with an
answer to share.
 Early finishers (those students who finish early and may need additional
resources/support):
N/A This will be a whole group activity so there will be no early finishers.
Multiple Means of Engagement Time

Needed
Play stand up sit down with the students.
Stand up if you have siblings (brothers/sisters) sit down if you are the only child.
5
Minutes
Stand up if you live with just your parents, sit down if your grandparents/aunt and uncles live with
you.
Stand up if your family likes to go on walks sit down if your family likes to play games.
Stand up if your family likes to travel sit down if your family likes to stay home.
Stand up if you have a big family sit down if you have a small family.

Stand up if your family has pets sit down if your family has no pets.
Stand up if there are more than 4 people in your family sit down if there are less than 4 people in
your family.
Explain how you will differentiate activities for each of the following groups:

Their will be visuals to help them understand what they need to do.
If one student seems unsure, ill ask them “do you have a brother or sister? You do, okay so you
will stand up. You don’t, okay so you will sit down”.

I can ask a gifted student “I see _____ is standing up, does that mean he has siblings or does
not have siblings?”
Students will have visual cards to look at.
resources/support):
N/A This will be a whole group activity so there will be not early finishers.
Multiple Means of Expression Time

Needed
Students will write the sentence starter “My family is different from Ava’s family because
_______________.” in their journals. We will discuss using the word different and create a word
10
bank together about activities we do with our families on the weekends. Then they will draw a
minutes
picture to go along with their sentence.
Explain if you will differentiate assessments for each of the following groups:

There will be a word bank on the screen to help them complete their sentence.

The gifted students will label and write another sentence explaining their picture.

resources/support):
The students who finished early will be encouraged to color and add more details to their picture.
Extension Activity and/or Homework Time

Needed
In break out rooms, students will share their sentence and drawing with the class and explain
how all families are similar or different.
5
Minutes
There will be no homework.
Rationale/Reflection
 Yes/No Chart promotes critical thinking, collaboration and communication because the
students will have a chance to think about the story and work together as a whole group
to communicate if the answer is yes or no.
 Stand up/Sit Down promotes engagement and communication. Students will be
engaged in the game to communicate and understand that every family is different.
 Writing in Journals promotes critical thinking, and creativity. This will allow students to
explain and show why they think the two families in both books are similar or different.

Stand up

Sit down


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CLINICAL PRACTICE EVALUATION 1

Sarah Shumaker 20575251

Bachelor of Science in Elementary Education

ELM-490 8/17/2020 11/29/2020

Arthur Middleton Elementary

FOR COURSE INSTRUCTORS ONLY:

Sarah Shumaker 20575251

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Sarah Shumaker 20575251

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Sarah Shumaker 20575251

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Sarah Shumaker 20575251

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Sarah Shumaker 20575251

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Sarah Shumaker 20575251

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Date: September 17, 2020

Time: 12:59-1:48 p.m. - Recorded Posting of Virtual Instruction

Subject/Content: Social Studies (Comparing Families)/Grade 1

Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor

Observation #1 Notes of Virtual Lesson:

 Your family likes to play games.

 Ride our bikes together

Strengths Opportunities for Growth Suggestions/Ideas to Implement

Teacher Candidate Sarah Shumaker

Grade Level: 1st

Unit/Subject: Social Studies

Instructional Plan Title: Comparing Families

National/State Learning Maryland Social Studies Standard:

© 2018. Grand Canyon University. All Rights Reserved.

RL9 Compare and contrast the adventures and experiences of characters in

Academic Language -Similar

-Dance At Grandpa’s By: Laura Ingalls Wilder

-Saturday By: Oge Mora

© 2018. Grand Canyon University. All Rights Reserved.

Anticipatory Set Time

 I will review the book Dance At Grandpa’s

Multiple Means of Representation Time

 English language learners (ELL):

N/A There are no ELLs in our class.

 Students with special needs:

 Students with gifted abilities:

Multiple Means of Engagement Time

© 2018. Grand Canyon University. All Rights Reserved.

 Students with special needs:

 Students with gifted abilities:

Multiple Means of Expression Time

 Students with special needs:

 Students with gifted abilities: