CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

PROGRAM:
Bachelor of Science in Elementary Education

ELM-490
COURSE: START DATE: 1/5/2023 END DATE: 4/30/2023

COOPERATING SCHOOL NAME:

Grace Christian Academy

Arizona
SCHOOL STATE:

Heidi Sorbo
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Michelle Keso

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
93.08

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.
TEACHER CANDIDATE NAME Chloe Stahl
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.
CLINICAL PRACTICE EVALUATION 2S
STUDENT NUMBER 20803619
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this standard and consistently exceeds this
expectations for a Teacher standard and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
teaching.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 94
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 94
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. )

Keso: Students were starting a new math unit about the topic of geometry. It is evident in Chloe’s interactions with the student that she considers her students’
strengths, interests, and needs. She is the classroom leader, and has earned the respect of her students, demonstrated by their quick responses to questions and
willingness to participate in the lesson. She has created a safe environment for students to share, make mistakes, and receive constructive feedback. The smaller
class size provided so many opportunities for students to share their thinking, which was welcomed by Chloe.

Chloe: Throughout my lesson, I differentiated my instruction by explaining the content through auditory, visual, and kinesthetic learning. In addition, when students
are given the opportunity to practice at their own speed and students who want to expand their learning are given the chance. Alss, I work with other teachers to
adapt how to reach each student.

Heidi: Chloe uses multiple ways of instruction in order to meet individual needs. She uses direct guided teaching, group practice, individual practice, small groups,
and one on one. Chloe uses visuals to teach and models expectations.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 92
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 91
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 91
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. )

Keso: On the first day of this unit, Chloe used a strategy of guided learning. Each student had a formula sheet, and together they moved through the lesson using their
formula sheet. As this was an introductory lesson, I thought this was a nice approach to the first lesson providing a lot of direct teaching and support right at the
start. Assuming there are various levels of student ability in this classroom, this lesson provided the opportunity for all students to experience success. If they were
tracking with the formula sheet, they were learning. If they were challenged by the content, they had the opportunity to see Chloe’s examples. There was one table of
girls that didn’t engage in the lesson voluntarily, and I don’t think they were called on either. There could be reasons, but I always encourage awareness of all
students.

Chloe: Throughout my lessons, I give time for students to practice on their own. During this time, the students who want to be challenged can ask questions and
those who need additional guidance can demonstrate what they know. Currently our unit is on geometry, and I have given the students a formula sheet in which they
record vocabulary and formulas using their books. We fill out the sheets the day following our lesson and the students discuss the information to use in groups. This
allows the students of all levels to learn and share what they know.

Heidi: In this math lesson, Chloe accommodated lower needs by limiting the amount of math problems that needed to be completed. Higher needs were met by
challenging them to complete more problems and letting them share their higher level thinking thoughts. Visuals, direct modeling, and independent practice were
used to help teach the different learning needs.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 92
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 93
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
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. )

Keso: The day of this observation was a busy morning for the students. There were several special events and unusual weather. Despite the interrupted schedule,
the students were calm and responsive to Chloe’s directions and leadership of the classroom. The classroom setup, the table teams, and behavior expectations
created a pleasant learning environment. It is evident that routines are in place as Chloe gave a sequence of instructions when they entered the room, and the
students followed those instructions, moving in the place to prepare for learning. I did not observe Chloe redirecting any students during the lesson because it was
unnecessary. I assume that Chloe has set up expectations for behavior, and the students follow them consistently.

Chloe: I do not instruct the whole time, but allow time for students to share and activities to be done. In addition, I walk around the room to engage students and
keep them listening. As for communication, I have a commanding tone which expects respect, but I also consider my students' needs in order to show empathy.

Heidi: In this math lesson, Chloe mixed her direct instruction and independent work well so that student attention was constantly on her. She would walk around
the room and use proximity to keep the student's attention on the math concept. Her pacing was well done so that students were listening, but also being active in
working on specific problems.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 95
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 94
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 94
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. )

Keso: The lessons started with students thinking of words they know are associated with the mathematical topic of geometry. The students demonstrated some
background knowledge of geometry vocabulary. Chloe connected their ideas to what they were going to learn today or will learn in the future in this lesson. Within
this lesson, Chloe created opportunities for students to learn, practice, and discuss the academic language needed within geometry. I also observed a student
sharing a small misperception, and Chloe used the opportunity to reteach.

Chloe: At the beginning of my lesson, I asked the students what they knew about geometry and allowed them to consider knowledge they knew from before. In
addition, I used other resources such as whiteboards and anchor charts or lessons I found on-line to provide additional information. Also, I provide time during
instruction and after instruction to practice the concepts and demonstrate their understanding.

Heidi: Chloe reviewed geometry with students so that they could show their prior knowledge and apply it to the new concept. Students were excited to share what
they knew and even took things a step further. For example, after reviewing/learning the names of quadrilaterals, students were excited to share names of larger
shapes such as the octadecagon
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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 93
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 93
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. )

Keso: In addition to completing the formula sheet, Chloe provided drawn examples to reinforce the shape that the students were discussing and learning in this lesson. She
challenged all students to get involved, sometimes calling on students who may not have volunteered to participate in the lesson. There were a few students who tried to keep to
themself in the lesson, so I would encourage Chloe to see if there are ways to get them to engage more in the group discussions when appropriate. After a mini-lesson with direct
teaching, Chloe offered students an opportunity to work through their formula sheets independently, followed by a class review and an opportunity to revise their work if needed.

Chloe: Throughout our lesson, there are many real world problems that apply the concept we have been learning about. As for culture, the reading lessons that we do are
exceptionally good at integrating culture and allow my students to consider others.

Heidi: During the math lesson on perimeter and area, Chloe did direct teaching of the difference between perimeter and area. Then she asked when one would use perimeter and
when one would use area. When to use these in the real world helped students to really understand the definitions and differences.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 91
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 91
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 91
appropriate modifications in assessments or testing conditions especially for students with disabilities and
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. )

Keso: The lesson plan did not include a specific tool used for assessment; however, the completion of the formula sheet given to students could be considered an
informal assessment. As Chloe walked about the room to monitor students, she made sure that all students were completing their formula sheets to demonstrate
their knowledge of learning in this lesson. Independent time work time on some problems after direct teaching could be considered an informal assessment. In our
debrief, Chloe shared the homework page that aligned with the lesson she taught.

Chloe: Each of the lessons I teach has learning objectives that are unique to the students and connect to the assessments. In addition, when students do not do well
on an assessment, I review their work with them to figure out how to develop mastery of the concept. Also, I use a variety of assessment methods to allow for
complete understanding of my students' learning.

Heidi: Chloe uses a variety of assessments to meet the different learning styles. For example, for math, she uses homework worksheets, chapter assessments, mini
white boards, and thumbs up/down/half way for quick check of understanding
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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 93
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 93
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93
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. )
Keso: Chloe provided a lesson plan for me that included a standard, objective, materials, academic vocabulary, lesson summary, and a sequence of instruction. The
plan showed appropriate strategies, resources, and materials appropriate to the lesson. Chloe’s ability to plan and execute this lesson is right on target at this point
in her student teaching experience. In our debrief, we talked about including the assessment within the lesson plan as well.

Chloe: I use a variety of learning methods in order to help my students learn to the best of their abilities. Throughout my lessons we will write, share in groups, and
present our learning allowing each student to succeed and demonstrate their understanding. In every lesson, I integrate a variety of assessments and instructional
strategies.

Heidi: Chloe spends a lot of time planning and preparing for lessons. This is evident when she teaches because one can see that she knows her content well and is
well prepared in the order of instruction presentation.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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
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
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 92
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. )

Keso: One of Chloe’s strengths is her ability to use explicit language during her direct teaching time. She was prepared for her lesson, knew the content herself, and
when she explained quadrilaterals and other polygons, her choice of words was specific to the content. She also invited the students to get involved in the lesson by
asking them to read from the book or share their answers or ideas. Her choice to do a guided lesson at the start of this unit was a deliberate and appropriate choice
for this lesson. Students had the opportunity to work independently, while Chloe individually monitored students and provided feedback if needed. After a time of
independent application, Chloe went over the work, giving students an opportunity to revise their work if needed.

Chloe: Considering our reading lessons, at the beginning of the lessons there is more direct instruction. But we dive deeper into instruction, the lessons and my role
changes. For example, in the last lesson we completed, we discussed what makes a biography and then I demonstrated how to use evidence to prove the text is a
biography. Then the students considered the text and did it on their own. Throughout the whole lesson, I was asking questions and pushing my students to think
critically.

Heidi: Chloe uses a variety of instructional strategies to reach individual needs. For example, in reading, she has been the instructor for new vocabulary, the
facilitator as they study/explore the words in real life context, and the audience as they present their findings.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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
95
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 95
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. )

Keso: Chloe had to adjust and exhibit a lot of flexibility today with the change in schedule. Her ability to adjust and yet complete her lesson is evidence of her
professionalism. She did not get stressed out or uptight but rather adapted to the situation, and set her students up for success. Her priority was to find a way to
teach and practice as much content as possible in the time that was remaining. These soft skills are critical in the profession of teaching and are not often seen this
early in the profession. I was impressed!

Chloe: Oftentime, I plan lessons and consider lessons with the other 5th grade teacher to better teach our students. In addition, I attended a conference this past
week with my school to learn and grow in my teaching abilities.

Heidi: Chloe attended the Christian Schools Conference on Feb. 21, 2023. This conference had several sessions that contained classes taught by other professionals
on topics that are applicable in the classroom today. This was a great outside resource that supported teachers.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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 95
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 95
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. )

Keso: Chloe’s cooperating teacher is pleased with Chloe’s classroom leadership and her willingness to learn through collaboration with her. Chloe has a growth
mindset and has demonstrated this in her tenure within this classroom since the start of the school year. Chloe is an asset to the classroom, and based on my
observations, she has developed strong relationships with the students and earned their respect. Her willingness to learn from her mentor, reflect on her lessons,
and strengthen her practice is evident.

Heidi: Chloe exhibits collaboration among the teachers at GCA and the parents at GCA. She is constantly sharing ideas with our 5th grade partner and working with
her to develop projects and lessons. She communicates with the 5th grade families with a weekly newsletter. This leadership and collaboration helps bring the
community together and helps students learn better.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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. 96

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. )

Keso: I have had the pleasure of knowing Chloe as a student and now a student teacher. Chloe is deeply aware of the opportunity she has as an educator to impact student learning.
She is confident in her calling as an educator and is committed to pursuing her potential so that she can have a significant impact on her students. Her classroom performance, her
spiritual life, and her outside interests all support her desire to impact student learning in her chosen profession.

Chloe: Every week, we send out a newsletter as well as information in the students Tuesday folders. In addition, we took our students to Feed My Starving Children the other week to
develop relationships and serve others.

Throughout this whole experience, I have learned much and can see how my consistent learning is making me a better teacher.

Heidi: Chloe has built a great relationship with the students in 5th grade. They know that they are important to her through her actions of carefully planning lessons and activities that
will meet individual needs.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Chloe Stahl STUDENT NUMBER 20803619

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

Total Scored Percentage:

93.08 %
ATTACHMENTS

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

Michelle Keso esigned on Monday, February 27, 2023 11:31 AM