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Oregon
SCHOOL STATE:
Karen Lane
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Candace Pelt
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
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CLINICAL PRACTICE EVALUATION 3
✔
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies 0.00
for making content accessible to English language students and for evaluating and supporting their
development of English proficiency.
✔
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 0.00
learning differences or needs.
Comments
In discussions prior tot he observation, Sydney shared a plan to meet the unique interactions of each learner during the spelling review. She had a plan to include the proficient
spellers in the lesson modeling. As students worked, she supported each learner to find appropriate entry points and techniques for tricky words.
CLINICAL PRACTICE EVALUATION 3
✔
3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 0.00
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
0.00
environment.
Comments
CLINICAL PRACTICE EVALUATION 3
✔
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 0.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 90 1.00
their content area.
Comments
An opportunity for growth in Sydeny's development is in the area of accountable talk ad partner language. Her mastery of the content is clear throughout the lesson and
her interactions of design and execution of the review.
CLINICAL PRACTICE EVALUATION 3
✔
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 0.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Spelling review does not lend itself in isolation to this standard. However, Sydeny did a great job of sharing where the words surface in the student's experience and world.
CLINICAL PRACTICE EVALUATION 3
✔
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make 0
appropriate modifications in assessments or testing conditions especially for students with disabilities and
language learning needs.
Comments
The pre-assessment design was to review the material prior tot he assessment. This allows students the opportunity to understand their errors and begin to practice where
they need additional work prior tot he test.
CLINICAL PRACTICE EVALUATION 3
✔
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 0.00
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, 0.00
and helping students to question).
Comments
Turn and Talk was introduced today in the observations, ensuring 100% accountable academic talk. It was a great example of Syndey's sills in multiple instructional strategies
for all learners.
CLINICAL PRACTICE EVALUATION 3
✔
10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 0.00
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 90 1.00
enact system change.
Comments
Sydney was able to plan for lessons understanding the unique learning needs of each student. He rplan for students modeling and review indicates her knowledge of both
where students are as learners as well as where they need to grow.
CLINICAL PRACTICE EVALUATION 3
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:
95.73 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
As students entered the classroom, T greeted them and directed them to get their
folders and papers to start the day. On the board, directions were posted for
students to begin tasks as they entered the room. These included “1. New jobs,
seats, hand wash 2. Write spelling words in cursive”.
As students started the warm- up, T walked the classroom and shared the two-
minute warm up and transition. Students wrote spelling words from their spelling
packet. Most students began working quickly with little direction. A few students
needed reminded of the task, and they proceeded quickly. It is clear with the quick
redirection that T has established a good routine and rapport with the class. They
quickly changed behavior and began the academic task. Her tone is friendly and
calm making the class inviting for all learners.
Calendar review, T had one student read the calendar, and then the class chorally
repeated the calendar. (This seems more appropriate for younger students or
earlier in the year; by the end of third grade think through transfer and transition
skills they will need for success in future grades). Class routines included the
pledge, prayer, and class jobs.
T- started the lesson with asking students (designated) to pass out the papers for
the review. T also reminded students to take out a “fun” writing utensil. This was
clearly a portion students enjoyed. T began the review; students wrote the word
and then turned to share with their neighbor. Once they were done T selected one
student to write the word on the board. A great use of turn and talk!!! Well done.
This pattern was repeated throughout the lesson.
It is clear you have command of the class and routines; I enjoyed watching you work
with the class. It is clear they appreciate you and your teaching. You have an easy
manner and style that they seem pleased to work with.