Clinical Practice Evaluation 2 - Single Placement Encrypted

CLINICAL PRACTICE EVALUATION 2S
Berdeena Leturno 20625634

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 9/27/2021 1/23/2022

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Altamount Grade School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Illinois
SCHOOL STATE: ___________________________________
Tara Beard
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Henry Hornbeck
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 100 points 100 %
25 2,500.00 2500 100
0
0
0
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

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’ 100 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 100
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. )
1.1
Each student is given chances to do some hands-on work for each lesson. We do have open
discussion and I have all their names each on popsicle sticks and pull one by one out to give all
an equal chance to participate in the discussion. This is the time when they can ask questions
and give opinions. Then we also do break into groups and do the workstations where they can
use manipulatives and do some role playing as well as work with their team on worksheets to
further their engagement.
1.2
I often speak with my mentor(Tara Beard) and the other second grade teacher(Mrs. Reardon).
We work on the lesson plans and come up with ideas to help the students better understand
the material and the activities to aid them in that understanding.


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 100 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 100 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 100 1.00
differences or needs.
Evidence
2.1 I do modify the assignment per the students’ abilities. For example, I do have four students who leave the classroom at math to go to RTI for reading. Their assignment is
usually modified to just part of the assignment due to their abilities and not being present to get the group interaction. I spend some time as a group with these students going
over the assignment. And have them demonstrate how to work the problems so I can see if they understand the material. 2.2 I have no English learners in my currant classroom.
But if I did, I would do the lessons with them in mind. For example, I would try to pair them up with a buddy that does speak both languages and I would do my best to learn their
language so that I could instruct them on the material. Or their buddy could tell them what we are doing. I would try to have the students work on learning English by having
pictures posted on all items to help them learn the language.2.3For my lessons we use the google classroom and bitmoji.


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, 100 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
100
1.00
environment.
Evidence
3.1 I have a schedule that I follow each day and it is up by the white board so the students can see what is next and be prepared. I have a clothespin that I move when we
are starting on a new subject and give them verbal ques as well. In our free time we always clean our desks and set out our next lesson book to be prepared for our next
lesson. In their free time the students do rad and/or take an AR test. They may play on Zern or Prodigy for math and/or reading games. 3.2 I always try to provide a positive
environment for my students with positive greetings each morning. When I am ready to do a new assignment, I may say "All Set" and the students will say "You Bet", if they
are not ready, they usually say "Not Yet", and we do wait for all to be set. If they are all talking out, I start to count by holding up fingers. This is the nonverbal
communication they know if I get to 10 no extra time on recess. Or if I cross my arms they know to set still and pay attention.


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 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 100 1.00
content area.
Evidence
4.1To help the students with prior knowledge I sometimes act like I do not understand how to do a problem or what to do in English assignments. The enjoy showing me
how these should be done. The students helping solve problems shows me how much they already know. We also enlist the help of KWL charts and reflective writing as
well. 4.2I strive to keep all the student’s accessibility to technology is fair and equal. We do not send homework home, so their computer time is done at school. This will
ensure that all students have the equipment needed to do an assignment and ample time to do it in. I work to make sure all is fair and flexible for the students to have a
consistent, supportive, and safe learning environment. 4.3For this I teach one word at a time with explicit direction. Like for spelling we sound out each letter in the word
and put emphasis on the phonics as well. I enlist the help of sentence fragments so the students can use prior knowledge as how these should end.


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 100 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 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
5.1
I will use real life examples in some of our lessons so my students can see how it does relate to real people. During open discussions I have them give me some examples of
these as well. This will allow me to know if the students do understand what I am trying to teach them.
5.2
My students are very young, and we do not use this but there is a website called Student News Daily.com. This site can be referred to this for some real-life scenarios, we
use the monthly calendar has what today is like national donut day. And this site has videos that shows how things are made to give more real-life scenarios.


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 100
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 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 100 1
language learning needs.
Evidence
6.1I strive to be open minded all the time with my students. I strive to teach unity to the students with the help of YouTube, I do show videos on how people should treat each
other, and we have open discussion on these topics from time to time if an occurrence happens with students not treating each other as they should. We do have a variety of
assignments to help all students understand our material as well. 6.2I speak with both second grade teachers for advice on the exams for the students and how to document their
performance and progress in the grade books. I review the material and make sure that the objectives are clearing communicated with the teachers to be on the right track with
my lessons.6.3 I do modify the material for example, I have learned that to help the students that may be a little diverse when taking tests, I always read the whole test to them.
Some students on taking the test on their own did very poor but when retook the test with me reading the material to them


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 100 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 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Evidence
7.1One way to ensure the students reaches their goals is to at times with lesson provide them with some choices. Not only does this give them ownership of their work but if
they chose the material, they are more likely to do better. I empower my students to write in their journals daily, to be proactive in their learning and medication if needed are
done as well. 7.2I do work to provide multiple ways for my students to demonstrate knowledge through the (think pair share ) techniques and allowing choices in some of their
materials for a lesson.7.3The summative and formative assessments are done with quizzes, games, tests and the activities and projects that we do daily basis. We also use
exit tickets these will help me figure out if more instruction is needed or can we move on.


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 100 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, 100 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,
100
1.00
and helping students to question).
Evidence
8.1I am there to offer support , to coach them, and always listen to them. Students do need to talk and must feel like the adult they are speaking to is really listening. We do a
circle time each day, we all sit in a circle, and I will start the conversation off with a topic and pass it on to my neighbor and they will answer and pass it off to theirs and so on.
This will give me an opportunity to see how my students are doing today and if all is ok with them by the answers they give. 8.2Some of my technology tools are the electronic
grade book, this also allows for me and their grownups to communicate with teach other. There are learning games such as Zern, Prodigies and reading eggs. The tools for
communication with the student’s grownup give me real time reactions and feedback. The learning games gives me feedback on how the students in doing in that lesson. 8.3I
use popsicle sticks to choose the student to help me with answering a question. This method will ensure that all students


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 100
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 100 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
9.1The school I am at does a reading assessment called the Star reading test. They use Maps testing as well and running records. These were completed before I started here
but I did get to look over the results of the Star reading test. This shows the level the student is currently at in reading. 9.2As teachers we are always learning as well as our
students. There is continual education for us to grow as teachers. There are seminars and monthly staff meetings to keep everyone on the same page.


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 100 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 100 1.00
enact system change.
Evidence
10.1One of the best ways to communicate in today’s world with families is through technology. There is the google classroom that has emails, games and grades, attendance
etc. There are games for learning that the students can use and not realize they are even learning. Communication is the key to building the relationship needed for each and
every student to excel as a student.10.2This is done through being an advocate for the students. It is my responsibility to make sure my students have what is needed to
ensure learning. To be a voice for them, to make their learning not only creative but engaging where they will want to be in school to learn more.

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. 100 1.00
Evidence
She understands and demonstrates the impact that she has on student learning as the evidence indicates.

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

100 %
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

Henry Hornbeck
Henry Hornbeck (Nov 22, 2021 16:32 CST) Nov 22, 2021
Clinical Practice Evaluation 25
1.1
Each student is given chances to do some hands-on work for each lesson. We do have open
discussion and I have all their names each on popsicle sticks and pull one by one out to give all
an equal chance to participate in the discussion. This is the time when they can ask questions
and give opinions. Then we also do break into groups and do the workstations where they can
use manipulatives and do some role playing as well as work with their team on worksheets to
further their engagement.
1.2
I often speak with my mentor(Tara Beard) and the other second grade teacher(Mrs. Reardon).
We work on the lesson plans and come up with ideas to help the students better understand
the material and the activities to aid them in that understanding.
2.1
I do modify the assignment per the students’ abilities. For example, I do have four students who
leave the classroom at math to go to RTI for reading. Their assignment is usually modified to
just part of the assignment due to their abilities and not being present to get the group
interaction. I spend some time as a group with these students going over the assignment. And
have them demonstrate how to work the problems so I can see if they understand the material.
2.2
I have no English learners in my currant classroom. But if I did, I would do the lessons with them
in mind. For example, I would try to pair them up with a buddy that does speak both languages
and I would do my best to learn their language so that I could instruct them on the material. Or
their buddy could tell them what we are doing. I would try to have the students work on
learning English by having pictures posted on all items to help them learn the language.
2.3
For my lessons we use the google classroom, bitmoji and YouTube videos to help with
instruction and hands on. These offer some interactive abilities for the students to go to the
whiteboard and choose their answers or work out a problem.
3.1
I have a schedule that I follow each day and it is up by the white board so the students can see
what is next and be prepared. I have a clothespin that I move when we are starting on a new
subject and give them verbal ques as well. In our free time we always clean our desks and set
out our next lesson book to be prepared for our next lesson. In their free time the students do
rad and or take an ar test. They may play on Zern or Prodigy for math and or reading games.
3.2
I always try to provide a positive environment for my students with positive greeting each
morning. When I am ready to do a new assignment, I may say “All set” and the students will say
“You bet”, if they are not ready, they usually say not yet, and we do wait for all to be set. If they
are all talking out, I start to count by holding up fingers. This is the nonverbal communication
the know if I get to 10 no extra time on recess. Or if I cross my arms they know to set still and
pay attention to the lesson. I went over these at the beginning of my teaching , so they are
aware of the rules.
4.1
To help the students with prior knowledge I sometimes act like I do not understand how to do a
problem or what to do in English assignments. The enjoy showing me how these should be
done. The students helping solve problems shows me how much they already know. We also
enlist the help of KWL charts and reflective writing as well.
4.2
I strive to keep all the student’s accessibility to technology is fair and equal. We do not send
homework home, so their computer time is done at school. This will ensure that all students
have the equipment needed to do an assignment and ample time to do it in. I work to make
sure all is fair and flexible for the students to have a consistent, supportive, and safe learning
environment.
4.3
For this I teach one word at a time with explicit direction. Like for spelling we sound out each
letter in the word and put emphasis on the phonics as well. I enlist the help of sentence
fragments so the students can use prior knowledge as how these should end. We write daily in
our journals to help with mastering language. We have a word wall with sight words and power
words to help the students remember how they are spelled and used in a sentence.
5.1
I will use real life examples in some of our lessons so my students can see how it does relate to
real people. During open discussions I have them give me some examples of these as well. This
will allow me to know if the students do understand what I am trying to teach them.
5.2
My students are very young, and we do not use this but there is a website called Student News
Daily.com. This site can be referred to this for some real-life scenarios, we use the monthly
calendar has what today is like national donut day. And this site has videos that shows how
things are made to give more real-life scenarios.
6.1
I strive to be open minded all the time with my students. I strive to teach unity to the students
with the help of YouTube, I do show videos on how people should treat each other, and we
have open discussion on these topics from time to time if an occurrence happens with students
not treating each other as they should. We do have a variety of assignments to help all students
understand our material as well.
6.2
I speak with both second grade teachers for advice on the exams for the students and how to
document their performance and progress in the grade books. I review the material and make
sure that the objectives are clearing communicated with the teachers to be on the right track
with my lessons.
6.3
I do modify the material for example, I have learned that to help the students that may be a
little diverse when taking tests, I always read the whole test to them. Some students on taking
the test on their own did very poor but when retook the test with me reading the material to
them they did so much better. We always review the material the day before the test and again
right before the test to make sure that my students understand what may be one the test.
7.1
One way to ensure the students reaches their goals is to at times with lesson provide them with
some choices. Not only does this give them ownership of their work but if they chose the
material, they are more likely to do better. I empower my students to write in their journals
daily, to be proactive in their learning and medication if needed are done as well.
7.2
I do work to provide multiple ways for my students to demonstrate knowledge through the
(think pair share ) techniques and allowing choices in some of their materials for a lesson.
7.3
The summative and formative assessments are done with quizzes, games, tests and the
activities and projects that we do daily basis. We also use exit tickets these will help me figure
out if more instruction is needed or can we move on.
8.1
I am there to offer support , to coach them, and always listen to them. Students do need to talk
and must feel like the adult they are speaking to is really listening. We do a circle time each day,
we all sit in a circle, and I will start the conversation off with a topic and pass it on to my
neighbor and they will answer and pass it off to theirs and so on. This will give me an
opportunity to see how my students are doing today and if all is ok with them by the answers
they give.
8.2
Some of my technology tools are the electronic grade book, this also allows for me and their
grownups to communicate with teach other. There are learning games such as Zern, Prodigies
and reading eggs. The tools for communication with the student’s grownup give me real time
reactions and feedback. The learning games gives me feedback on how the students in doing in
that lesson.
8.3
I use popsicle sticks to choose the student to help me with answering a question. This method
will ensure that all students get equal turns. We use open discussions daily on almost all
subjects. I like the TTQA method, where the students will turn the question around into a
statement when they answer the questions.
9.1
The school I am at does a reading assessment called the Star reading test. They use Maps
testing as well and running records. These were completed before I started here but I did get to
look over the results of the Star reading test. This shows the level the student is currently at in
reading.
9.2
As teachers we are always learning as well as our students. There is continual education for us
to grow as teachers. There are seminars and monthly staff meetings to keep everyone on the
same page.
10.1
One of the best ways to communicate in today’s world with families is through technology.
There is the google classroom that has emails, games and grades, attendance etc. There are
games for learning that the students can use and not realize they are even learning.
Communication is the key to building the relationship needed for each and every student to
excel as a student.
10.2
This is done through being an advocate for the students. It is my responsibility to make sure my
students have what is needed to ensure learning. To be a voice for them, to make their learning
not only creative but engaging where they will want to be in school to learn more.
https://www.youtube.com/watch?v=mPDGqWd2FXs&authuser=0

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CLINICAL PRACTICE EVALUATION 2S

Berdeena Leturno 20625634

Bachelor of Science in Elementary Education

ELM-490 9/27/2021 1/23/2022

Altamount Grade School

FOR COURSE INSTRUCTORS ONLY:

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Berdeena Leturno 20625634

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Berdeena Leturno 20625634

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Berdeena Leturno 20625634

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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