Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2
Teneisha Ash 20384451

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Master of Education in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________
ELM-590 1/11/2018 4/25/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Oscar Adams Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Alabama
SCHOOL STATE:
Crystal Johnson
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Lela Prince
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2
TOTAL POINTS 96.68 points 96.68 %
25.00 2,500.00 2,417.00 100
0
0
0
0
0
0
0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0

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 96
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 96 1.00
student growth and development.
Comments
Ms Ash uses student assessment data to help plan appropriate instruction for each student. Ms Ash allows for student choice during project based learning activities. She
collaborates with other grade level teachers to plan lessons, attends faculty meetings and participates in data meetings with other teachers, the principal and the reading coach.


N/A 2 to 79 80 to 86 87 to 100
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 97 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
96 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 97 1.00
learning differences or needs.
Comments
Ms Ash provides cooperative grouping, partners, pair/groups heterogeneously based on students' levels of functioning. She allows students to share work, their discoveries and
projects with others daily. She has met and discussed accommodations for students with an IEP with the special education teacher, speech teacher and the EL teacher. Ms Ash
utilizes a variety of resources to meet the needs of all of her students. She then reinforces the lesson in such a way that it makes an impact on the students. In the lesson that
was observed, she was teaching about the water cycle. She utilized the Promethean board to show a short video, after she shad done an introductory review of what they had
learned previously. After the video, she utilized a cartoon Powerpoint to review the cycle. She then showed a video with a hip hop type presentation of the water cycle. Finally,
she created a hands-on project of the water cycle for each learning group at the table.


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 97 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
97 1.00
environment.
Comments
Ms Ash rearranged seating and centers during reading so that transitions flow smoothly. She allows students to stand and move freely during transitions using signal words
and paths. She allows students to share work, assignments and opinions daily. Her interaction with the students is respectful. Her language that she uses with them is
caring , She has helped to create a classroom where the students are respectful to each other and have a sense of camaraderie with each other. She give students the
opportunity to share ideas or add to her lesson. e.g. "________ I see you have something you would like to share, go ahead" . Students encourage each other in the
classroom.


N/A 2 to 79 80 to 86 87 to 100
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 96 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 97 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 97 1.00
their content area.
Comments
Ms Ash started her lesson by reminding them what they had learned about the water cycle previously. According to Ms Johnson, she incorporates journalling to allow for
student reflection. She also utilized IPads and computers for Black History project research. She also uses them daily for "Classworks". Vocabulary is taught daily in
whole and small group using various resources, e.g. KLM Charts, foldables, matching memory games.


N/A 2 to 79 80 to 86 87 to 100
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 97 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 97 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Ms Ash engaged the students in applying content knowledge to real life problems utilizing Camp-Read-A-Lot. She integrated content knowledge with camping experiences in
all academic areas.
She allowed students to make a choice on who they wanted to research for the class' Black History Project. She led the research on IPads and provided support as needed.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 96 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 97 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
97 1
language learning needs.
Comments
Ms Ash creates assessments to reflect content knowledge presented. Various assessments have been used including observations, writings, rubrics, projects and
paper/pencil assessments.
She participates in weekly grade level meetings and conferences with the cooperating teacher to examine test data of all students.


N/A 2 to 79 80 to 86 87 to 100
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 97 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 96 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 97 1.00
knowledge, and student interest.
Comments
Ms Ash includes a variety of strategies, accommodations, resources, and materials to differentiate instruction based on the students' individual learning levels.
She builds upon her instruction each day adding content to previously taught skills. She includes before, during and after activities: whole group, small group, independent
and cooperative groups to support learning.


N/A 2 to 79 80 to 86 87 to 100
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 97 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, 97 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,
96 1.00
and helping students to question).
Comments
Ms Ash provides direct instruction, facilitates group/project work, coaches students during small group and independent work and also is the audience when students are
presenting work. She utilizes Prezi, IPads and computers to enhance lessons and learning. She has also been working with students with questioning strategies using, who,
what, when, where and how to promote deeper thinking.


N/A 2 to 79 80 to 86 87 to 100
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
97
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 97 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Ms Ash collaborates with the cooperating teacher using weekly test data, STAR data, DIBELS data and ongoing observations of students to adjust teaching planning and
practice.
She researches lessons and strategies to use with students. She openly asks Ms Johnson's opinion and solicits suggestions to improve lessons. She allows students to use
Ipads for research and other academic activities. Ms Johnson said that she feels as if she has a co-teacher. Ms. Ash brings ideas and shares and collaborates with her.


N/A 2 to 79 80 to 86 87 to 100
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 96 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 97 1.00
enact system change.
Comments
Ms Ash uses class Dojo to promote positive behavior in the classroom. She communicates with parents using flyers, letters and notes. Ms Ash continuously encourages
students to study and work hard in class and at home. She includes vocabulary basketball and "Last Man Standing and a variety of other rewards as incentives.

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:

96.68 %
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
Lela G. Prince
Lela G. Prince (Mar 7, 2018)
Date
Mar 7, 2018

Clinical Practice Evaluation 2

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CLINICAL PRACTICE EVALUATION 2

Teneisha Ash 20384451

Master of Education in Elementary Education

ELM-590 1/11/2018 4/25/2018

Oscar Adams Elementary School

FOR COURSE INSTRUCTORS ONLY:

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Teneisha Ash 20384451

InTASC Scoring Guide

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

Teneisha Ash 20384451

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Teneisha Ash 20384451

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

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