CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

Bachelor of Arts in History for Secondary Education

PROGRAM: ______________________________________________________________________________________________________________________

SEC-490
COURSE: ________________________________________START DATE: 8/28/2023 12/10/2023
END DATE:________________________

Stevens High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: South Dakota

David Herrick
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Debra Schwietert
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 84.9

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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: Heather Harmon STUDENT NUMBER: 20641941

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. 90

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.)
Mrs. Harmon was teaching her very first lesson on my visit. I thought she did incredibly well for just starting out with students on the first day of her teaching them.
She did a great job, engaging them by kindly remarking to every comment that a student gave her including those that were silly. As the time passed, the students
became more and more trusting of her because of her professional attitude.

They began to offer more answers and were not as reticent to speak up in class. She did start out the class with a bell ringer and communicated to the group how to
come to class and see that and then get started with their work. she supported them with their answers whether they were correct or incorrect.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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 85
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.)
Mrs. Harmon used specific student names, including Mia, Hailey, Kaisha, Soren, DeSean, etc. when addressing specific students. She utilized the turn-and-talk
strategy. All of these interactions demonstrate a concern for building respect and rapport.

Incorporating multicultural, assignments and projects is easy with the particular class that I witnessed. It was a class on history, including that of the colonists in
Jamestown and Native Americans. Very respectful discussion was held. Students were introduced to some new vocabulary, such as Algonquin.

Action steps: Try having students read chorally with new vocabulary so they all practice saying the words correctly. This will also help your German student with
pronunciations.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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. 84

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.)
Mrs. Harmon corrected a few students that were off task not taking notes, but her corrections were gentle and not overbearing. She created a very safe learning
environment that was positive and respectful by modeling, listening, and respecting others opinions. She covered up her microphone when she was talking privately
about a student who had to leave class so that no one could hear what she was saying. She upheld the classroom rules.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 83

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.)
Mrs. Harmons teaching was very nondiscriminatory and included all learners. Not all students were comfortable, speaking up, but they all enjoyed taking part of the
action to show 20% of the classroom. Students were very engaged, and a little surprised at how few of the colonists survived the first few years in America. She
attended a football game and complimented students on band, football, cheerleaders, and is beginning to build rapport with them.

Action steps: Show evidence of covering rules and expectations with students (posters/review/etc).

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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 84
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.)
Mrs. Harmon after the lesson asked for feedback on improvements. The lesson was outstanding, but there can always be improvements in balancing closed
questions (with specific answers) with divergent questions (with more than one answer).

Action steps: Create a ring of note cards with higher-order thinking question stems.

The teacher candidate should have had more divergent questions.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
83

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.)
Mrs. Harmon varied her teaching style with kinesthetic, auditory, and visual.

Action steps: Keep your eyes moving around the room to check for raised hands before moving on. She had one girl raising her hand that she missed and then read
the vocabulary word herself.

Encourage personal connections with a turn and talk - "when have you noticed discrimination...(referencing the video).

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
83

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.)

Mrs. Harmon was very honest and upfront with her students and teaching. She follows through with her commitments and getting her documents to me, as well as
all follow up communications. She is prompt and communicates succinctly and promptly.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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. 88

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.)
Mrs. Harmon Is very strong and her compassion. She calls students by names, talks privately to students that have individual needs, builds positive rapport, offers,
praise, and encourages all to participate.

She has also created a unit packet for students to have a great experience with several choices of projects and is going to have students work in pairs. she has
building trust with students as she is respectfully answering their questions and answers.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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. 84

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.)
Mrs. Harmon participates in after school events and discusses the event in the class with the students after the weekend.

She’s an active listener and is building community as she is just getting rolling with teaching. She provides clear expectations and does redirect students as they get
off task. Great job.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
85

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.)
As far as dedication, you can’t get a more dedicated teacher candidate. She not only interacts positively and respectfully, but she also thinks about what students
need ahead of time, and plans accordingly.

She is very reflective and responsible. She encourages feedback and is looking forward to developing her skills as her time progresses in her placement.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Heather Harmon STUDENT NUMBER: 20641941

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

Total Scored Percentage

84.90 %

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 Debra Schwietert esigned on Wednesday, September 20, 2023 1:15 PM

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