CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________

ELM-490 8/13/2018 11/25/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Haxtun Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Colorado
SCHOOL STATE: ___________________________________

Larissa Knowlton
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Chandal Bass
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 87.6 points 87.6 %
10.00 1000 876 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 85
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 is apparent that Dana has high expectations for her students. She communicates in a positive way and has built a good rapport with them. During her lesson, groups were predetermined
based on needs. At one point, a student was called up to complete a problem on the board. When the student looked at the problem her response was "oh gosh". Immediately, Dana reacted
and asked the whole class to take 2 minutes to work the problem first before having the student come back up to solve. This was great because Dana still required the student to follow through,
but gave her time to process the problem before she had to be front and center to solve it.
Respect for
Suggestions- turn the Diversity
any mistakes into aof Others
learning experience. Let students know everyone makes mistakes, the important thing is to fix them! 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 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 85 1.00
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. )
Dana respects each individual's needs. She keeps this in mind when she is interacting with all school staff. She interacts well with parents as shown at Back to School Night. During the lesson, all
students were engaged. She knew each student by name. She had a speaker ready for a student that was hearing impaired (even though the student ended up in another classroom). During
class, it was noticed that 1 students was standing most of the time. This seemed normal and didn't disturb learning.
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

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. 87 1.00
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. )
Dana's cooperating teacher reports that Dan has strong feelings about fairness and incorporates them in her work. During her math lesson, Dana let students know that if they didn't prefer this
method of multiplication, they didn't have to use it. She stressed that everyone has their own way they are comfortable with. Dana would actively listen to students questions and concerns.
Students knew the rule was if they didn't finish their work in class, they took it home for homework. Dana made sure to give everyone a chance to answer. She often would say "Someone I haven't
heard from."
Professional Conduct Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 87
Evidence 1.00
(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. )
Dana's professional conduct is very apparent throughout the classroom. The classroom had a very "light" feeling to it. Dana spoke softly and was very polite with the kids using words such as
please, thank you, ma'am. Dana is also a positive role model in the community. She runs a group called Friends of Rachel as well as being a leader for a youth group.
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this 1.00
disposition and all
expectations for a Teacher
Candidate during student
teaching.

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 seek continual improvement. 90
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. )
Dana was very open to suggestions during her evaluation. She was forthcoming about struggling with time management and asked for suggestions to help. Dana's CT reports that after each
lesson, Dana does a good job of reflecting on what went well and areas that need improvement. During plan times, both teachers are able to sit down and discuss these things.
Suggestions- Ask your Cooperating Teacher to keep a notebook and jot down notes as you give your lesson. This allows for more feedback.

Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
85
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. )
Not only does Dana encourage curiosity among her students, but she shows this in her student teaching as well. Dana is always asking her CT why she choose to do the lesson the way she did. In
the classroom, Dana asks questions such as "What questions do we have?" She varies her teaching styles using techniques such as going up to the board, group work, and partners.
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
90 1.00

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. )
Dana shows integrity with her words and actions on a daily basis. During the math lesson, Dana was honest with the students about the method she prefers to use for multiplication.

Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 92
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. )
Dana shows compassion though her classroom management and the way she interacts with colleagues. She calls students by names, actively listens to them, and offers praise. When interacting
with adults, she is prompt and thorough. Dana reached out to her Faculty Supervisor before the semester started and continues to show a proactive attitude.
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

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

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. 85 1.00

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. )
As mentioned previously, Dana advocates for her students and those students within the school. She leads several groups within the community. She has developed great relationships and her
students respond to her well.
Advice-Communication is always the key and will aide you in the future with students and parents. Always try to be proactive when giving information.

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
90
1.00
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. )
Dana has been a paraprofessional before moving on to teach. She shows dedication by serving in the community and in the school. Dana puts the students needs and interest first. When
providing the lesson, students were engaged because they needed to find the turtle head by solving problems. When they found it, students earned marbles to contribute to their whole class
behavior system.
 CLINICAL PRACTICE EVALUATION 1

Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:

87.6 %
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

Chandal Bass
Chandal Bass (Sep 7, 2018) Sep 7, 2018