CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

PROGRAM: Bachelor of Science in Elementary Education and Special Education

ELM-490A
COURSE: START DATE: 2/6/2023 END DATE: 4/2/2023

COOPERATING SCHOOL NAME: Colt Elementary School

Michigan
SCHOOL STATE:

Dani Gimm-Bergh
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME: Tasha Frigmanski

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 274.95
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

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)
0 1 to 49
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)
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 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 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 1: Student Development Score

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 91
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 92
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. )
Teacher candidate demonstrates an understanding that students are individual in their development and needs, additionally she is mindful that students are
approaching the instruction with different strengths, weaknesses interests and background. Teacher candidate creates an environment that is conducive to the
various differences that exist in the classroom. An example of this is highlighted by the TC putting together worksheets or lessons that include a preferred interest
of the student. During a lesson about weather, the TC used clipart and visual examples of cartoons in different weather conditions and gear for students to gain a
connection and engagement.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 2: Learning Differences Score

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

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. )
The TC designs and adapts instruction to meet the individual learning differences amongst the students. She has access to a variety of goggle drives and
resources/supports through the school district. She has also met with several IEP teams to discuss any learning differences or needs needed to be successful within
the classroom. An example the TC accommodating learning differences is the individual visual schedules that she made and provided to students.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 91
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 91
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. )
During the lesson, the teacher candidate did a great job managing the learning environment and there were a few behaviors to manage. The teacher candidate
used a variety of behavioral strategies, such as proximity control, and a variety of other techniques to engage students and command their attention. Students
within the classroom attend 20-30 minute whole group sessions and then have brain breaks at the end and or in between to provide movement to remain engaged
for other lessons. There are also movements provided during large group lessons to follow along with the work on the board and as well as pair/share discussions
amongst students where students are allowed to talk briefly amongst each other about the lesson.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 92
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 91
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 91
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. )

This is certainly an area of strength for the teacher candidate. She does a great job stimulating student previous learning and linking new concepts for students.
Additionally, She does a nice job on integrating supplementary resources and technologies to ensure accessibility for students. There are pair/share lessons that
allow students to discuss in pairs about the lesson and how they connect to it. The TC has also made picture graphs and discussed what some may like or not like. A
recent lesson is creating a picture of people who like vanilla, chocolate and strawberry ice cream.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 91
(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 91
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. )

This area was not observed first hand, however the mentor teacher provided information that the teacher candidate does a great job applying content knowledge
through a real world lens for students, as well as expanding student understanding. Within the classroom there is a very diverse library for both students and the TC
to use during read aloud periods and independent reading times. She has also created whole group lessons with discussions to highlight things that they connect to
and notice that are the same and different in many different areas of all students. I encourage the TC to use current events to help students foster an idea of how
different groups of people may view each situation.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 92
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 92
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 92
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. )
Data is taken throughout the school day by observations, informal and formal assessments in both the large and small group settings. From these data points the TC
is able to guide her lesson planning on what is needed next for students as a whole class or individually for smaller group sessions. She also uses these data points to
group different students together for the seating chart and small group sessions.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 92
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 92
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 92
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. )

The teacher candidate does a great job developing and providing opportunity for students to demonstrate knowledge and skill. She chooses appropriate strategies,
accommodations, resources, and materials by using data collected by observations, informal and formal assessments throughout the school day. She also asks her
students for feedback by asking the students what parts of certain lessons they enjoyed and what parts they did not and why.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 92
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 92
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 92
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. )

The teacher candidate uses a variety of instructional strategies to engage student and uses a variety of learning skills and technology to apply information. The
teacher candidate asks questions throughout the lesson to probe for understanding, and helping students articulate questions and ideas. She also utilized different
tools within her learning environment such as visuals, whole/small group sessions, preferred hands on activities, preferred activities, read aloud, ipads that include
applications such as seesaw, ABC mouse, and boom cards.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 92
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 92
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. )
The teacher candidate has participated in many facets of professional learning within her current placement. She attends weekly staff meetings, as well as meeting
with his mentor teacher throughout the week. She has collaborated with different colleagues such as IEP teams including SLPs, SSW, OTs, interns, Administrators,
and outside sources such as outside therapies. She has weekly one on one meetings with her mentor, have attended staff meetings and able to grow and learn at
professional development opportunities within the district.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 92
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. 92
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. )

The TC takes leadership in improving and strengthening the learning environment for all children. She is respectful of all students and staff. She is open to new ideas
and feedback. She believes all students can learn and takes ownership to providing high quality instruction. She has communicated with students, families, and
colleagues through weekly newsletters, email, phone calls, and communication binders. She also communicates with her students throughout the school day with
daily check in’s and token systems.

I have also followed my mentor's use of Classtag which seems like a very effective tool for communication for all parents at once.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

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

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. )

Teacher candidate demonstrates an understanding of their impact on student learning and development. Teacher candidate makes adjustments to instruction and
practice based on feedback from STEP, site supervisor, mentor teachers and her professional learning community. Teacher candidate is very open to new ideas that
can impact student learning, engagement, participation and overall success and development of students.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kaylie Clark STUDENT NUMBER 20754772

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

Total Scored Percentage:

91.65 %

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

Tasha Frigmanski esigned on Friday, March 31, 2023 12:42 PM