CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________

ECH-480
COURSE: ________________________________________START DATE: 6/20/2022 8/14/2022
END DATE:________________________

Lollipop Children's Center

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: Georgia

Shan Graham
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Clarence Jackson
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 180.4

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates (Teacher Candidates (Teacher Candidates (Target level for (Target level for
Supervisor should within this range within this range within this range may Teacher Candidates) Teacher Candidates)
create a plan with the require a Professional require a Professional benefit from a
Teacher Candidate to Growth Plan) Growth Plan) Professional Growth
determine how the Plan)
Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 0 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence The performance of the The performance of the The performance of The performance of The performance of
that the performance Teacher Candidate is Teacher Candidate is the Teacher the Teacher the Teacher
of the Teacher insufficient in meeting underdeveloped in Candidate is Candidate meets this Candidate
Candidate met this this disposition and meeting this disposition developing in meeting disposition and consistently
disposition or expectations for a and expectations for a this disposition and expectations for a exceedsthis
expectations for a Teacher Candidate Teacher Candidate expectations for a Teacher Candidate disposition and
Teacher Candidate during student during student Teacher Candidate during student expectations for a
during student teaching. teaching. during student teaching. Teacher Candidate
teaching. teaching. during student
teaching.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic
expectations for student success. These expectations should be communicated in positive ways. 89

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.)
Teacher candidate has become very familiar and aware of each student's strengths and weaknesses. She works directly with her mentor teacher to plan lessons
and activities with realistic expectations. She has used various resources, materials, and methods to help students learn their colors and numbers. She is
knowledgeable of the curriculum and learning expectations of this age group. Her lessons are exciting and engaging for the students.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

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 91
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 establish
relationships characterized by respect and rapport.
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.)
Teacher candidate has shown a great respect for the students, families and staff at the school. She accepts and understands the learning diversity of students in the
class and helps them with feeling comfortable and being able to learn new concepts. She becomes very involved with students with special needs and does
whatever she can to promote a healthy environment for all her students. She is very encouraging and supportive of students and has established positive
relationships with their parents.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

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. 87

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.)
Teacher candidate is non-bias and demonstrates fairness to all the students. She forms positive relationships while engaging students in all activities. She makes
sure all students are given a chance to ask questions or to make a statement during the lessons. She has completed in-service training on the school's policies for
confidentiality, as well as other school procedures and programs.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 91

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.)
Teacher candidate is very professional in all her encounters with the students, parents, and fellow teachers.
She has developed a great working relationship with her mentor teacher where respect and professionalism is very evident. She exercises responsibility and
accountability with her work related tasks and duties. She displays and models good conduct so the students can pattern after her. She is always very punctual to
work and with submitting her lesson plans and other teacher tasks.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

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 91
seek continual improvement.

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.)
Teacher candidate always seeks assistance and support from her mentor teacher as needed. She is open to asking questions to help her gain a better
understanding of any situation she needs help with. She received support from her mentor teacher with GELDS showing the way she did her lesson plans to help
her create lessons the correct way. She uses her reflection to turn it into positive improvements for her teaching style.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
91

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.)
Teacher candidate loves to make the students think outside the box and challenge their curiosity in deeper learning by asking probing questions. In a lesson,
students were introduced to ocean animals with a fish, crab, turtle, and seahorse. She questioned them about the animals' colors and then asked them about the
shape of the animals. The students were able to give some very interesting comments and opinions about the animals.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
91

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.)

Teacher candidate models and demonstrates integrity in all her encounters with the students. She has taught and continuously reminds students about the
importance of being honest. She helps students who exhibit behaviors that are not always honest to change their ways.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Compassion Score No Evidence

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 91

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.)
Teacher candidate always demonstrates compassion to not only the students, but the staff and all she comes in contact with. She is always very pleasant and wears
a smile each day. She greets students every morning, showing warmth and caring with a big hug. She is eager to help those who may need extra support if they are
having a bad day with a pat on the back or another hug. She often times will sit with a student and have a private conversation to help them feel better.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

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. 89

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.)
Teacher candidate advocates for all students with their social, emotional, and learning needs. She understands the importance to create teacher student
relationships with their learning, guidance, and being their voice in the school. She knows that the students depend on her to give them her best at all times.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
91

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.)
Teacher candidate is very active in the classroom and always ready to give her best each day for the students. She provides daily lessons that are very engaging and
fun for the students to help them learn with much ease. She uses many hands-on activities to reinforce the learning tasks. She has truly committed to the teaching
profession and is always willing to learn as much as she can.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Kelley Davis STUDENT NUMBER: 20637297

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

Total Scored Percentage

90.20 %

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 Clarence Jackson esigned on Thursday, July 21, 2022 5:38 PM

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