Clinical Practice Evaluation 3 Encrypted

CLINICAL PRACTICE EVALUATION 3
Sidney Rascon 20263192

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Arts in English for Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-490 8/27/2018 12/16/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Glendale High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Carol Good
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Jeff Martin
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
141.3 points
EVALUATION 3 TOTAL
POINTS 94.20 %
25.00 2,500.00 2,355.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 0 150 0
150

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
95
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. )
Sidney does excellently when creating appropriate instruction for students. She plans the scaffolding with spiral instruction of skills to instruct and reinforce repeatedly. She
still struggles when it comes to speaking with unknown colleagues as she is not comfortable operating in unknown situations; however, she does fight through it address the
needs of her students.


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
95
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 97
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 95 1.00
learning differences or needs.
Evidence
Sidney has learned to provide visuals (e.g. video clips or pictures) when teaching new concepts or vocabulary. She also meets the demands of learning in different ways by
incorporating multimodal learning strategies (e.g. visual, auditory, kinesthetic). These basic SIOP strategies allow her to bridge the gap between SPED and ELL and regular
students within her classes.


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
95
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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 95
environment.
Evidence
Sidney maintains her classroom management through non-confrontational interactions with the students. She is learning when to and how to force participation in
activities when the student disengages or refuses to participate. Her strategic seating arrangement for students facilitate her ability to control the room and keep students
on task. She is a huge proponent of proximity to deter problematic students or situations.
Sidney Rascon
TEACHER CANDIDATE NAME______________________________ 20263192
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 97 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 95 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
Sidney uses technology to help pre-teach critical vocabulary. She uses bell work to connect the instruction and topic of the day with each student’s prior knowledge. The
lessons are constructed to not only apply the strategies and skills but to also employ the academic vocabulary during the lessons. Technology is not used as a bell and
whistle but is used when it adds to the lesson or practices some skill they will need later in the course.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 94
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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
All levels have some type of current events assignment. These assignments provide a commonality for Sidney to draw from or refer to when students are studying
fiction or completing other activities. Currently, these activities are primarily used for application in writing instruction and refinement of writing skills.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 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 92 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
92 1
language learning needs.
Evidence
Sidney is writing and reflecting on formative assessments. She has designed exams focusing on comprehension and application as well as AzMerit style multiple-choice
tests. In order for students to be successful on the AzMerit exam, they must know how to attack the questions. This direct instruction on how to take the test as well as the
content of the test provides a higher probability for student success no matter what their level in the class.


evaluations)
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 92 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 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Sidney completely plans the instruction for the freshmen classes, employing a variety of activities to help facilitate learning. She works with me to construct lessons for the AP
classes though she is responsible for some of the ongoing activities (e.g. vocabulary instruction and testing). Additionally, she has learned to use test results to influence her
instruction, which is evidenced by her deciding to administer a pre-test before beginning the short story unit. Sidney was given no materials for the short story unit other than
the skills students must master and the outcomes required by the state and district. Instead of limiting herself to traditional short stories taught at a freshman level, she has
branched out to find stories by Hispanic authors, which the majority of our students would relate to.


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 95 1.00
in 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, 95 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, 95 1.00
and helping students to question).
Evidence
Sidney has learned how to operate in both whole group and small group setting. She understands when to flex from instructor to facilitator to coach or audience and employs
those shifts regularly. She is learning a new way of instruction in the AP courses, where we are essentially teaching a movie. This requires a high level of prep as all the
questions and stop points must be planned but when executed the questions inevitably morph, requiring the teacher to revise on the fly and think quickly to place questions in
the proper sequence so students are not confused but gain the insight intended.


evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
95
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
Sidney is extremely polite and kind, but she tends to be highly reticent when working with colleagues. Although she is knowledgeable and works quite well in the classroom,
when interacting with other teachers, she struggles to contribute or even voice her thoughts (positive or negative). This causes challenges for her as she loses the input of
other professionals when reflecting on the learning as well as not having a voice in the planning as a team for the upcoming instructional focus.


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 95
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 95 1.00
enact system change.
Evidence
Sidney is learning to advocate for the students. She will be attending an IEP with me in a few weeks, which will give her a view into that process. She has emailed parents to
keep them apprised of student progress as well as calling parents when students are failing and need some additional support from home to achieve success.

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

94.20 %
ATTACHMENTS
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 Date

Dr. Jeffrey H. Martin
Dr. Jeffrey H. Martin (Nov 30, 2018) Nov 30, 2018

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CLINICAL PRACTICE EVALUATION 3

Sidney Rascon 20263192

Bachelor of Arts in English for Secondary Education

SEC-490 8/27/2018 12/16/2018

Glendale High School

FOR COURSE INSTRUCTORS ONLY:

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Sidney Rascon 20263192

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Sidney Rascon 20263192

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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