SPD 590 Clinical Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Ashley Key 20681100

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/28/2021 5/12/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Essex Intermediate School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Virginia
SCHOOL STATE: ___________________________________
Billie Jo Derrow
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Cassandra Goodwyn
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 91.88 points 91.88 %
25 2,500.00 2297 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 0 0 0 0 0
Ashley Key 20681100

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’ 92 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 92
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. )
Mrs. Key submitted a lesson on drawing conclusions and making inferences using the text for support. The lesson was a review and was taught using a virtual format. Mrs. Key
began the class by informing the students what they would be learning for the day. The teacher candidate read and briefly explained the learning objective and reviewed the
content vocabulary used in the lesson. Then, Mrs. Key displayed a slide that showed the proficiency results of a pre and post-assessment the students had taken on making
inferences and reviewed the results with the class. Mrs. Key reviewed items on the assessment that the majority of the students did not answer correctly. As she covered each
item, the teacher candidate reviewed the answer choices and guided them to discover the correct answer.
Next, Mrs. Key guided the students through an interactive online activity on determining the definition of making inferences, listening to short reading selections, and correctly
making inferences. The tea
Ashley Key 20681100


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 91 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 92 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 91 1.00
differences or needs.
Evidence
Mrs. Key’s communications were appropriate and professional throughout the lesson. The teacher candidate taught the lesson by using various modalities. She provided multiple
opportunities for the students to listen, respond to questions, and ask questions. The teacher candidate consistently used visuals in the form of slides, pictures, and graphic
organizers. She used a moderate tone of voice when teaching. The teacher candidate varied her teaching strategies throughout the lesson. Her directions were clear and
concise. The mentor teacher reported that Mrs. Key consistently communicates professionally to her students, parents, and colleagues. The teacher candidate appropriately
used educational technology tools to engage students and for students to demonstrate their learning. A review of Mrs. Key’s lesson plan revealed that she used a pre and post-
assessment before developing and teaching this lesson. The lesson also shows that the teacher candidate planned for differentiated student
Ashley Key 20681100


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, 92 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
91
1.00
environment.
Evidence
Mrs. Key's lesson was organized, well planned, and she had all of the necessary materials needed to teach the class. The teacher candidate’s tone of voice was consistently
moderate. At the onset of the lesson, Mrs. Key stated the learning objectives in terms that the children could comprehend. The teacher candidate addressed the students
throughout the lesson. Although Mrs. Key made smooth transitions from one segment of the lesson to the next, she should connect each activity within the lesson. Mrs. Key
provided opportunities for the students to respond to her questions and used a reasonable wait time. The teacher candidate intermittently provided directions and
consistently encouraged the students to participate in the lesson.
Ashley Key 20681100


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 92 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 92 1.00
content area.
Evidence
Mrs. Key appropriately asked questions and her questions differed. She elicited student responses, provided cues, and probed when necessary. The teacher candidate
presented her students with multiple opportunities to view, hear, and use content vocabulary. Mrs. Key consistently modeled the correct usage of academic language. The
teacher candidate appropriately incorporated a short review lesson on the vocabulary words to reinforce the content material.
Ashley Key 20681100


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 91 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 91 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Mrs. Key sequenced her lesson where she activated her students’ prior knowledge and guided them to practice making connections between their background knowledge
and the text's information. The teacher candidate provided the students with multiple opportunities to learn the content material. Mrs. Key kept the interest of the students by
asking a variety of questions. She praised her scoring better on the post-assessment but is encouraged to employ praise frequently throughout the class.
Ashley Key 20681100


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 93
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 93 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 92 1
language learning needs.
Evidence
Mrs. Key had previously analyzed the pre and post-assessment results for her class. She displayed the results in a slide and discussed the results that her students could clearly
understand. Mrs. Key praised them for their accomplishments and reviewed common items that were missed on the assessment. The teacher candidate’s lesson plan provided
for the learning of Mrs. Key’s students. The mentor teacher noted that Mrs. Key is proficient in using the district's data-tracking system and could use this data when updating and
developing individualized educational programs (IEPs).
Ashley Key 20681100


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 92 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 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Mrs. Key analyzed informal assessment data and incorporated it into her lesson. She chose appropriate strategies, resources, and materials to assist each student master
the lesson objectives. The teacher candidate's lesson contained components built upon previously learned concepts. Mrs. Key provided multiple means for students to
demonstrate their learning through graphic organizers, answering questions, and guided practice. The cooperating teacher reported that Mrs. Key consistently analyzes
assessment data and uses it when planning instruction.
Ashley Key 20681100


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 92 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, 92 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,
92
1.00
and helping students to question).
Evidence
The teacher candidate stated the learning objectives in terms that her students could contextualize. She incorporated modeling, used a variety of questioning strategies, and
provided instructional clues to anchor concepts. Mrs. Key used a variety of modalities to teach the lesson.
Ashley Key 20681100


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 92
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 92 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Mrs. Key incorporates formative and summative assessment data to drive instruction. The teacher candidate regularly collaborated with her language arts colleagues and
other special education teachers on lessons, impending lessons, and student outcomes. Mrs. Key collaborates with various resource teachers in her building and incorporates
their input into her lessons. The mentor teacher also reported that Mrs. Key attends all faculty meetings, professional development sessions, and special education
departmental meetings and focuses on online teaching and learning.
Ashley Key 20681100


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 92 1.00
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 92 1.00
enact system change.
Evidence
The mentor teacher noted that Mrs. Key has a caseload of students and is prompt, and maintains updated paperwork. She is a vital contributor to building a learning
community with her colleagues. The mentor teacher reported that Mrs. Key is diligent in preparing for her lessons. The teacher candidate unpacks the learning standards,
makes sure that she has all of the necessary materials to meet the objective, and develops an assessment based on the learning standard and goals.
Ashley Key 20681100

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. 92 1.00
Evidence
Mrs. Key provided sufficient evidence that she has gained a complete understanding of the importance of incorporating formative and summative assessment data in
instruction. The mentor teacher noted that the teacher candidate became proficient in using the school district’s data retrieval system. Mrs. Key uses the data to inform
instructional decisions and formulate her lessons.
Ashley Key 20681100

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

91.88 %
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

Cassandra D. Goodwyn
Cassandra D. Goodwyn (Mar 27, 2021 11:50 EDT) Mar 27, 2021
Clinical Practice Evaluation 2 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards.
Please consider how the teacher candidate has performed in relation to the following standards.
Standard 1: Student Development
1.1 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 learning.
1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student
growth and development.
Evidence: Mrs. Key submitted a lesson on drawing conclusions and making inferences using the text for support. The
lesson was a review and was taught using a virtual format. Mrs. Key began the class by informing the students what
they would be learning for the day. The teacher candidate read and briefly explained the learning objective and
reviewed the content vocabulary used in the lesson. Then, Mrs. Key displayed a slide that showed the proficiency
results of a pre and post-assessment the students had taken on making inferences and reviewed the results with the
class. Mrs. Key reviewed items on the assessment that the majority of the students did not answer correctly. As she
covered each item, the teacher candidate reviewed the answer choices and guided them to discover the correct answer.
Next, Mrs. Key guided the students through an interactive online activity on determining the definition of making
inferences, listening to short reading selections, and correctly making inferences. The teacher candidate provided
questions and cues to help the students choose the correct answer. She also guided the students to use pictures to assist
them in making inferences. Then, Mrs. Key transitioned to a worksheet. She displayed the worksheet on the screen and
guided the students through the items on the worksheet. The teacher candidate called on various students stressed the
use of content vocabulary, and asked various questions. At the end of the class, Mrs. Key displayed an exit ticket on the
screen. She encouraged everyone to participate. Mrs. Key reviewed the exit ticket with the students and dismissed the
class.
Throughout the lesson, Mrs. Key used a chatbox, data slide, pictorial illustrations, short audios, electronic quizzes,
reviewed vocabulary words, provided cues and examples. Mrs. Key made good use of the technology available to her
to prepare and deliver her lesson. She communicated well with her students. The mentor teacher reported that Mrs. Key
consistently participates in the school’s professional development activities, professional learning communities, and she
regularly attends faculty meetings. The teacher mentor also noted that Mrs. Key always communicates with her
students and parents using various technological platforms that the school provides.
Standard 2: Learning Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 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 strategies for
making content accessible to English language students and for evaluating and supporting their development of English
proficiency.
2.3 Teacher candidates access resources, supports, specialized assistance and services to meet particular learning
differences or needs.
Evidence:
Mrs. Key’s communications were appropriate and professional throughout the lesson. The teacher candidate taught the
lesson by using various modalities. She provided multiple opportunities for the students to listen, respond to questions,
and ask questions. The teacher candidate consistently used visuals in the form of slides, pictures, and graphic
organizers. She used a moderate tone of voice when teaching. The teacher candidate varied her teaching strategies
throughout the lesson. Her directions were clear and concise. The mentor teacher reported that Mrs. Key consistently
communicates professionally to her students, parents, and colleagues. The teacher candidate appropriately used
© 2018. Grand Canyon University. All Rights Reserved.
educational technology tools to engage students and for students to demonstrate their learning. A review of Mrs. Key’s
lesson plan revealed that she used a pre and post-assessment before developing and teaching this lesson. The lesson also
shows that the teacher candidate planned for differentiated students in her class.
Standard 3: Learning Environments

3.1 Teacher candidates manage the learning environment to actively and equitably engage students by 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 responsiveness
to the cultural backgrounds and differing perspectives students bring to the learning environment.
Evidence:
Mrs. Key's lesson was organized, well planned, and she had all of the necessary materials needed to teach the class. The
teacher candidate’s tone of voice was consistently moderate. At the onset of the lesson, Mrs. Key stated the learning
objectives in terms that the children could comprehend. The teacher candidate addressed the students throughout the
lesson. Although Mrs. Key made smooth transitions from one segment of the lesson to the next, she should connect
each activity within the lesson. Mrs. Key provided opportunities for the students to respond to her questions and used a
reasonable wait time. The teacher candidate intermittently provided directions and consistently encouraged the students
to participate in the lesson.
Standard 4: Content Knowledge

4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts,
and make connections to students’ experiences.
4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance
for all students.
4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their
content area.
Evidence:
Mrs. Key appropriately asked questions and her questions differed. She elicited student responses, provided cues, and
probed when necessary. The teacher candidate presented her students with multiple opportunities to view, hear, and use
content vocabulary. Mrs. Key consistently modeled the correct usage of academic language. The teacher candidate
appropriately incorporated a short review lesson on the vocabulary words to reinforce the content material.
Standard 5: Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their
understanding of local and global issues and create novel approaches to solving probleMrs.
Evidence:
Mrs. Key sequenced her lesson where she activated her students’ prior knowledge and guided them to practice making
connections between their background knowledge and the text's information. The teacher candidate provided the
students with multiple opportunities to learn the content material. Mrs. Key kept the interest of the students by asking a
variety of questions. She praised her scoring better on the post-assessment but is encouraged to employ praise
frequently throughout the class.
Standard 6: Assessment
6.1 Teacher candidates design assessments that match learning objectives with assessment methods and 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
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 language learning needs.
Evidence:
Mrs. Key had previously analyzed the pre and post-assessment results for her class. She displayed the results in a slide
and discussed the results that her students could clearly understand. Mrs. Key praised them for their accomplishments
and reviewed common items that were missed on the assessment. The teacher candidate’s lesson plan provided for the
learning of Mrs. Key’s students. The mentor teacher noted that Mrs. Key is proficient in using the district's data-
tracking system and could use this data when updating and developing individualized educational programs (IEPs).
Standard 7: Planning for Instruction

7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and
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
demonstrate knowledge and skill.
7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student
knowledge, and student interest.
Evidence:
Mrs. Key analyzed informal assessment data and incorporated it into her lesson. She chose appropriate strategies,
resources, and materials to assist each student master the lesson objectives. The teacher candidate's lesson contained
components built upon previously learned concepts. Mrs. Key provided multiple means for students to demonstrate
their learning through graphic organizers, answering questions, and guided practice. The cooperating teacher reported
that Mrs. Key consistently analyzes assessment data and uses it when planning instruction.
Standard 8: Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 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, 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, and helping students
to question).
Evidence:
The teacher candidate stated the learning objectives in terms that her students could contextualize. She incorporated
modeling, used a variety of questioning strategies, and provided instructional clues to anchor concepts. Mrs. Key used a
variety of modalities to teach the lesson.
Standard 9: Professional Learning and Ethical Practice

9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
observation, information about students, and research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem solving.
Evidence:
Mrs. Key incorporates formative and summative assessment data to drive instruction. The teacher candidate regularly
collaborated with her language arts colleagues and other special education teachers on lessons, impending lessons, and
student outcomes. Mrs. Key collaborates with various resource teachers in her building and incorporates their input into
her lessons. The mentor teacher also reported that Mrs. Key attends all faculty meetings, professional development
sessions, and special education departmental meetings and focuses on online teaching and learning.
Standard 10: Leadership and Collaboration

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 Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact
system change.
Evidence:
The mentor teacher noted that Mrs. Key has a caseload of students and is prompt, and maintains updated paperwork.
She is a vital contributor to building a learning community with her colleagues. The mentor teacher reported that Mrs.
Key is diligent in preparing for her lessons. The teacher candidate unpacks the learning standards, makes sure that she
has all of the necessary materials to meet the objective, and develops an assessment based on the learning standard and
goals.
Grand Canyon University: Impact on Student Learning

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.
Evidence:
Mrs. Key provided sufficient evidence that she has gained a complete understanding of the importance of incorporating
formative and summative assessment data in instruction. The mentor teacher noted that the teacher candidate became
proficient in using the school district’s data retrieval system. Mrs. Key uses the data to inform instructional decisions
and formulate her lessons.
Additional Feedback Areas Below

Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement

The teacher candidate made good Establish connections from one
use of the technology that was activity to the next. Bring closure to
available. each segment of your lesson.
Summarize the objectives of the
Mrs. Key provided expectations to activities the students engaged in a
the students. Her directions were bring precise closure.
clear and concise.
You praised the students for the
Mrs. Key used an appropriate tone increase in their post-assessment
of voice when providing instruction scores. Employ the use of praise
and addressing the students. consistently to encourage more
Mrs. Key’s questions strategies participation.
were varied and promoted critical
thinking.
The teacher candidate used a
variety of teaching strategies when
teaching the lesson.
Mrs. Key incorporated content
vocabulary consistently.
Mrs. Key used pre and post-
assessment data when planning her
lesson. The teacher candidate also
reviewed this data with her
students. (Nice job!)

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CLINICAL PRACTICE EVALUATION 2S

Ashley Key 20681100

Master of Education in Special Education

SPD-590 1/28/2021 5/12/2021

Essex Intermediate School

FOR COURSE INSTRUCTORS ONLY:

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Ashley Key 20681100

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Ashley Key 20681100

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Ashley Key 20681100

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 4: Content Knowledge

Standard 5: Application of Content

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

Standard 9: Professional Learning and Ethical Practice

Standard 10: Leadership and Collaboration

Grand Canyon University: Impact on Student Learning

Additional Feedback Areas Below

© 2018. Grand Canyon University. All Rights Reserved.

Strengths Opportunities for Growth Suggestions/Ideas to Implement

© 2018. Grand Canyon University. All Rights Reserved.

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