CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

Master of Education in Special Education

PROGRAM: ______________________________________________________________________________________________________________________

SPD-590
COURSE: ________________________________________START DATE: 1/4/2024 4/17/2024
END DATE:________________________

Round Valley High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: Arizona

Deborah Bennett
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Susan Myers
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 100

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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: Teresa Moore STUDENT NUMBER: 20970180

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. 100

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.)
It was wonderful visiting with Teresa. During my observation/discussion it was appearent that she has high expectations for her students and believes that each
student can be successful. She is dress appropriately and meets the standards of the school. Teresa always looks nice and professional.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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 100
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.)
Teresa is sensitive to the needs of others...both students and staff. She has created in her classroom a climate that is safe and nurturing where diversity
can thrive. Student respect one another, they respect her, and she respects them.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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. 100

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.)
All students are treated with dignity and respect at all times. Once again, she has created a warm inviting classroom where fairness is exhibited.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 100

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.)
Teresa honors her commitment to student teaching and goes above and beyond with the responsibilities of her job and role. The students are great examples of
this. It is demonstrated through their actions and communication with Teresa. She is a positive role model.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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 100
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.)
Teresa reflects on what was taught and adjust her instruction and planning accordingly.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
100

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.)
Teresa has created a learning environment that is engaging, hands on, and productive. Students enjoy her classroom. She has good instruction that reaches all
students. She does a wonderful job of DI and peaking student's interests and curiosity.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100

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.)

Teresa is honest in all she does in her role as a student teacher with integrity always displayed.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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. 100

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.)
All students are treated with dignity and respect at all times. Once again, Teresa has created a warm inviting classroom.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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. 100

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.)
Teresa is a voice for her students. She advocates for them and is passionate about her job and caring for each of her students

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
100

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.)
Teresa is dedicated to her role as a student teacher. She has created an environment that is engaging where learning takes place. I look forward to more
observations.
Keep up the great work Teresa!!

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Teresa Moore STUDENT NUMBER: 20970180

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

Total Scored Percentage

100.00%

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 Susan Myers esigned on Wednesday, January 31, 2024 10:30 AM

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