Cpe 3

CLINICAL PRACTICE EVALUATION 3
Stevie Higbee 20405487

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Mathematics for Secondary Education

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

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Pahranagat Valley High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Mike Sparrow
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ted Weisman
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
139.2 points
EVALUATION 3 TOTAL
POINTS 92.80 %
25.00 2,500.00 2,320.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
0
0
0
0
0 0 150 0
150

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 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 standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
90
student growth and 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. )
1.1/1.2 SH has continued to progress and grow as an educator. She builds on previous experiences, feedback, and reflection to improve her instruction to address the needs
of her students. In addition, her classroom environment employs collaboration with various thought partners to promote student growth and development.


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
95
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 90
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 90 1.00
learning differences or needs.
Evidence
2.1/2.2/2.3 SH continues to demonstrate a willingness and awareness to adapt, modify, or alter her instruction to incorporate differentiated instruction in all facets of student
learning. She ensures that content is accessible and that the tasks/activities meet the needs of her students while maintaining alignment to standards and objectives.


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
95
organizing, 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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 95
environment.
Evidence
3.1/3.2 SH continues to create a positive and engaging learning environment. Her lessons employ various media, including written and spoken content that is accessible
and inclusive. Her lessons are designed to promote cultural competence and responsiveness. SH models appropriate language and interactions that allow students to feel
safe and willing to express themselves.
Stevie Higbee
TEACHER CANDIDATE NAME______________________________ 20405487
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
4.1/4.2/4.3 SH continues to make an effort at creating an environment that fosters inquiry, engagement, and opportunities for mastery/reinforcement/growth. Her lessons,
instruction, content, and tasks all support student connection to the content through differentiated modalities.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 95
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
5.1/5.2 SH continues to design lessons that employ realia and support diversity. Her instruction style, in concert with the tasks/activities/ allow students to explore
content in a meaningful way that allows students to expand their understanding of local and global issues while providing an opportunity (where possible) to create
novel approaches to solving problems.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 95 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
95 1
language learning needs.
Evidence
6.1/6.2/6.3 SH continuously strives to align her content and assessments to meet the needs of her students. Working with her co-teacher, as well as independently, SH
makes a concerted effort to prepare her students for all assessments, as well as utilize data to guide her instruction and interactions.


evaluations)
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 90 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 95 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 90 1.00
knowledge, and student interest.
Evidence
7.1/7.2/7.3 SH continues to build on her previous work in lesson planning, instructional design, and assessment to ensure that the needs of her students are met. She utilizes
the appropriate resources, differentiation, and both formative and summative assessment to engage her students, promote inquiry and interaction, make connections with the
content, and demonstrate mastery/growth.


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 95 1.00
in 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, 95 1.00
interpret, 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, 95 1.00
and helping students to question).
Evidence
8.1/8.2/8.3 SH continues to make the most out of the teaching opportunities she has within the framework of addressing the COVID-19 Pandemic. Through her lesson design,
coupled with the tools available to her, SH has created a learning environment that allows students to demonstrate their understanding, evidence of learning, mastery, or
growth through multiple and varied modalities. In addition, she is growing as an educator, whereby she serves as an instructor, facilitator, coach, or audience depending on the
content and the needs of her students.


evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
90
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
9.1/9.2 SH continues to constantly engaging in reflection on both her practice as a teacher and student performance, whereby she seeks to adapt her instruction, planning, and
practice. This includes the utilization of various forms of evaluation and it is clear that she continues to grow and learn as an educational professional. Given the nature of the
teaching environment under COVID-19, SH has sought out resources and guidance on best practices both instructionally (online, content, differentiation, lesson design, etc.)
and professionally (collaboration, professionalism, etc.).


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 90
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 90 1.00
enact system change.
Evidence
10.1SH continues to demonstrate a clear and capable knowledge of technological tools and variety of communication strategies to build local and global learning communities
that engage students, families, and colleagues. Given the educational environment created by the COVID-19 Pandemic, SH is continuously working hard to promote
community, participation, collaboration, and engagement.
10.2Through preparation and collaboration, SH works to advocate for the needs of her students, strengthen the learning environment, and enact change where possible. SH
has a clear and deep understanding of her impact on student learning. She is inquisitive, engaging, positive, and eager to grow as an educational professional in order to
provide the best possible learning experience for her students.

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

92.80 %
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
Ted J Weisman (Nov 13, 2020 08:11 PST) Nov 13, 2020

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CLINICAL PRACTICE EVALUATION 3

Stevie Higbee 20405487

Bachelor of Science in Mathematics for Secondary Education

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

Pahranagat Valley High School

FOR COURSE INSTRUCTORS ONLY:

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Stevie Higbee 20405487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Stevie Higbee 20405487

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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