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CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Elementary Education and Special Education


PROGRAM: ______________________________________________________________________________________________________________________

EED-480NA 1/8/2018 3/4/2018


COURSE: ________________________________________START DATE: END DATE:________________________

Ashland Ranch Elementary School


COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Arizona
SCHOOL STATE:

Miranda Ashton
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________

Mary Urich
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 2
TOTAL POINTS 241.92 points 80.64 %
25.00 2,500.00 2,016.00 300
0

0
0

0
300

0
0 0 0 0 0 0 0 0 0 0 0
300
0 0 0 0 0
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 1: Student Development Score N/A


1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 80
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 80 1.00
student growth and development.
Comments
Jordyn has had some great small group lessons with the use of language and grammar. However, she recently had a math lesson she created that was about third grade and
the students struggled. Jordyn and her cooperating teacher collaborate together to promote student growth and developing through lesson planning and small group
instruction.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 2: Learning Differences Score N/A


2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 80 1.00
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
for making content accessible to English language students and for evaluating and supporting their
80 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 90 1.00
learning differences or needs.
Comments
Jordyn does connect vocabulary throughout the lesson.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 3: Learning Environments Score N/A


3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 78 1.00
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
90 1.00
environment.
Comments
Jordyn is doing well at organizing her time. Specifically she divides her time well between whole group instruction and small groups. She continues to struggle with
classroom management.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.

Standard 4: Content Knowledge Score N/A


4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 78 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 85 1.00
their content area.
Comments
Jordyn is improving. She has been workong on having an engaging opening to a lesson and then wrapping it all up at the end.
Jordyn has introduced Kahoot in small groups.
Jordyn regularly includes academic vocabualry in hter lessons. She could encourage the students to use it as well.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 5: Application of Content Score N/A


5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 75 1.00
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 75 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Jordyn has struggled to engage the students as a whole group. This is an area which has been discussed with her often. It has been recently that her cooperating teacher
has noticed an effort to create an engaging opening to the lesson. In small groups, Jordyn does well and has fun activities that the students enjoy and will complete to
enhance their learning.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 6: Assessment Score N/A


6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 85 1.00
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 80 1.00
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
75 1
language learning needs.
Comments
Jordyn and her cooperating teacher collaborated to create a unit pre-test for the government unit. Jordyn created a post test on her own. She has worked with students
throughout the unit to make sure they understood the concepts being taught.
Jordyn has worked independently and collaboratively to examine tests and other performance data.
Overall, Jordyn has done okay. Recently there was a reading test the students took, and they were not prepared for the vocabulary that was being used. Jordyn had the test
ahead of time and was aware of the vocabulary that the students needed to know. Her cooperating teacher had to direct Jordyn to change the test because the students had
not been taught the required vocabulary.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 7: Planning for Instruction Score N/A


7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 80 1.00
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 80 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 80 1.00
knowledge, and student interest.
Comments
As previously stated, Jordyn does better with small groups. With whole group instruction, the strategies and resources Jordyn has tired to implement have not always worked.
Jordyn has used appropriate sequencing of learning experiences. However, she has not always tried multiple ways to explain a concept when students are having problems.
Jordyn has done well planning for instruction based on formative and summative assessment data. Jordyn sometimes has a difficult time knowing what 3rd grade students
already know, and has not asked for help in determining that. Much of this will come with experience.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 8: Instructional Strategies Score N/A


8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 80 1.00
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, 80 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
80 1.00
and helping students to question).
Comments
Jordyn is learning and improving all of the time with her instructional strategies. She and her cooperating teacher discuss Jordyn's role often. There is significant room for
improvement. The cooperating teacher has attempted to guide Jordyn into developing more detailed lesson plans which would help her to remember to incorporate her roles
(teacher, facilitator, coach) and questions to ask the students to promote learning.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 9: Professional Learning and Ethical Practice Score N/A


9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning
80
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 75 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Jordyn has worked with the 3rd grade team to analyze student data to create intervention groups for math and ELA.
Jordyn recently had the opportunity to discuss with other 3rd grade teachers classroom management strategies they use and to observe in their classroom. It was hoped that
she would implement different strategies for classroom management. The implementation of different approaches or strategies was not evident.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 10: Leadership and Collaboration Score N/A


10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 80 1.00
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 80 1.00
enact system change.
Comments
Jordyn does use technology throughout her lessons. Her next placement will be with special education and she will have opportunities to attend IEP meetings.
CLINICAL PRACTICE EVALUATION 2

Jordyn Goss 20212276


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.

Total Scored Percentage:


80.64 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)

Attachment 1:
(Optional)

Attachment 2:
(Optional)

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
Mary Urich
Mary Urich (Mar 3, 2018)
Date
Mar 3, 2018
3/2/18

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