CLINICAL PRACTICE EVALUATION 3

Bryan Jenkins 20221974

TEACHER CANDIDATE NAME STUDENT NUMBER

Bachelor of Science in Elementary Education and Special Education

PROGRAM:

SPD-490B 10/31/2022 1/8/2023

COURSE: START DATE: END DATE:

Bessemer City High School

COOPERATING SCHOOL NAME:

Alabama
SCHOOL STATE:

Tamela Winston
COOPERATING TEACHER/MENTOR NAME:

Belita Webb
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 172.72
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this standard
or expectations for a Teacher
Candidate during student
teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
0 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and expectations
for a Teacher Candidate
during student teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for a
Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all expectations
for a Teacher Candidate
during student teaching.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 1: Student Development Score No Evidence

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 85
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 92
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. )

***Mr. Jenkins is in a special education classroom under the mentoring of Ms. Tamela Winston. He is very excited about performing well and Ms. Winston appears
excited to assist him. Mr. Jenkins provided two videos and deciding after reviewing the first, to retape the first video to show his improved instruction. He really
desires to become an effective teacher.

The teacher candidate, Mr. Jenkins created a lesson that was appropriate for the students being served. He planned the lesson based on information provided
about the students (IEP information, test data, attendance, and observation of students). Mr. Jenkins provided activity that engaged students utilizing learning
levels, academic strengths, and learning styles. Mr. Jenkins participated in parent conferences, faculty meetings, planning meetings, and additional data meetings
that address the student achievement and ways to improve student learning. Mr. Jenkins assisted with classroom teachers to provide one-to-one instruction to
students they sent to the Resource Room to get assistance with class assignments.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 84
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 82
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 89
learning differences or needs.
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. )

Mr. Jenkins created activities to promote learning by activating the prior knowledge of students. He discussed in great detail his lesson and what he wanted the
students to learn. To ensure students understood the lesson, Mr. Jenkins asked questions to ensure understanding of lesson. Mr. Jenkins incorporated different
ways of learning about decision making utilizing whiteboard, Promethean board, and worksheets to ensure students learning.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 88
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
92
environment.
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. )
***Ms. Winston is a resource special education teacher. As such, her students are limited within each classroom at every session. The small number of students can
allow for more interaction and student participation throughout the lesson to ensure student mastery of concept taught.

Mr. Jenkins provided students with his expectations of the class and what they we were going to learn about during class. Mr. Jenkins organized the lesson that
allowed the students to participate by asking inciteful questions and allowing them to respond and also give their opinion concerning some answers. Mr. Jenkins
responded to students who raised their hands and engaged students by calling on them to participate in the lesson.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 90
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 86
their content area.
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. )

Mr. Jenkins began his lesson in a "question format" regarding decision making to activate the students' prior knowledge. After he presented this short question-
answer instruction type of instruction, a new standard and concept was introduced on how to make decisions. To ensure all students understood the lesson
regarding of learning level, Mr. Jenkins utilized the following resources: Promethean Board, internet, whiteboard, and worksheets. After each concept discussed, Mr.
Jenkins presented the lesson information and utilized opportunities to ask the students questions for which students offered answers. To end the instruction, Mr.
Jenkins implemented an activity in which students wrote different tips given towards making responsible decisions.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

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 90
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
their understanding of local and global issues and create novel approaches to solving problems.
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. )

Mr. Jenkins offered a practical lesson that related to real-world experiences. Mr. Jenkins asked questions to ensure that students understood the lesson and could
apply the content/concepts to real world decisions. In addition, Mr. Jenkins answered questions utilizing information that could relate to the students' lives.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 84
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 82
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 80
language learning needs.
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. )

To assess students' learning of the lessons, Mr. Jenkins used verbal responses, participation in class activities, answers to the essential question, worksheets, and
exit slips to determine if the students were comprehending the content being presented. Mr. Jenkins consulted with the mentoring teacher to ensure he was using
the appropriate materials and resources to address student learning. Mr. Jenkins provided the necessary accommodations for students with disabilities to ensure
participation in lesson with as much independence as possible.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

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 86
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 84
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 82
knowledge, and student interest.
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. )
To address students' goals, Mr. Jenkins consulted with the mentoring teacher to discuss the students' IEP goals and any accommodations needed to ensure he was
providing the appropriate resources and materials so that students could participate in the lesson once they returned to the classroom. Mr. Jenkins planned the
lesson utilizing formative assessment information provided by the mentoring teacher as well as students' interest.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 86
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, 90
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
90
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
and helping students to question).
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. )

Mr. Jenkins did a good job in the role of instructor to get students involved in the lesson. Mr. Jenkins, periodically, asked questions to allow students to articulate
their answers as well as give their thoughts and ideas about what they knew and learned.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

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., 84
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 85
the school, as supports for analysis, reflection, and problem solving.
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. )

Mr. Jenkins has participated in some data meetings concerning student achievement. He has participated in Eligibility meetings where student data was used to
determine the requiring status and services for students. Mr. Jenkins has asked and sought information regarding the manner in which the community services are
provided to students and their parents, as well as the responsibility of parents in helping students acquire services once the student exits high school.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

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 86
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 82
enact system change.
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. )

Mr. Jenkins used technology when designing lessons. He supported students with assignments, especially when using their laptops. Mr. Jenkins encouraged
students to complete classroom assignments in the Resource Room. Mr. Jenkins provides opportunities for students to participate in activities that will
demonstrate success.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Bryan Jenkins STUDENT NUMBER 20221974

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

Total Scored Percentage:

86.36 %

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

Belita Webb esigned on Sunday, December 11, 2022 9:42 PM