Clinical Practice Evaluation 2 - Single Placement Part 1 - Signed

CLINICAL PRACTICE EVALUATION 2S
Katline Crockett 20453725

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 9/6/2018 12/19/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Suitland Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Rona Santos
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Moherlie Coles
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 86.44 points 86.44 %
25 2,500.00 2161 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0

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 performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 94 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 92
student growth and development. 1.00
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. )
(1.1) The candidate creates different activities for students to learn their vocabulary words, such as drawing, games, and puzzles. She uses these various modes during small
group to cater to their individual needs and strengths.
(1.2) The candidate is in constant contact with the families in her inclusion class. She frequently gives them updates on student progress and gives them information regarding
their child's growth. She collaborates with her cooperating teacher to develop lessons specifically for her students.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 93 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 85 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 92 1.00
differences or needs.
Evidence
(2.1) The candidate design some of her own educational tools to use in the classroom. She also researches videos to use during lessons to enhance the learning of visual
learners. She creates opportunities to give students the ability to demonstrate their learning by drawing, writing, or verbally expressing their answers. (2.2) The candidate uses
small group time to focus on language development for students who have trouble communicating. (2.3) The teacher candidate uses the county resources and school resources
to help meet the needs of students. She also uses her colleagues' expertise for support.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 92 1.00
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
82
1.00
environment.
Evidence
(3.1) The candidate manages her learning environment through a management system. She also has a paraprofessional as a resource to help with managing the
environment when it gets difficult with her student population. She is able to allocate specific tasks to students and her paraprofessional when appropriate. During the small
group lesson, she gave specific tasks to students manage the time effectively.
(3.2) The teacher communicates with clear precise instructions and models for students with difficulties. She does an excellent job adapting to her students' abilities and
difficulties during the earning process.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 83 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 81 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90 1.00
content area.
Evidence
(4.1) The candidate reflects on prior skills before beginning the lesson. The candidate had students point to the letters of their new vocabulary words to begin to connect
the letter for pronunciation. (4.2) The candidate uses technology to enhance lessons and give students who are visual learners the opportunity to learn in their best mode
of retaining information. (4.3) During this lesson, the candidate gave students the opportunity to reflect, learn, and practice their vocabulary words. She connected the
vocabulary words with past experiences they may have had int he real world.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 85 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 84 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
(5.1) The candidate engages students by applying content knowledge by allowing them to relate to their world. During the lesson, they discussed some words that may have
used in the area of Social Studies. She made cards of the words and had a picture on each card to help them relate the word to an object or experience. (5.2) The candidate
facilitates students development using diverse social perspectives. She does her best to expand their understanding of concepts when solving problems. Her self-contained
classroom allows her to try and develop the beginning stages of expanding their understanding of concepts.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 92
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 88 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 90 1
language learning needs.
Evidence
(6.1-3) The candidate collaborates with her cooperating teacher to design pre and post assessments to monitor students learning and collect data. The data is used by the
candidate and cooperating teacher to guide lesson planning and develop activities for students. The candidate prepares students for assessments by giving assignments that
reflect the assessment to help them understand how to complete the task when given. Her students may not always take the same assessment due to their varying abilities.


evaluations)
teaching. teaching.
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 90 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 82 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.
Evidence
(7.1) Today's lesson included the candidate using a match game to encourage student learning of vocabulary words. The students had to plan effectively to make each card,
copy them, and laminate them. (7.2) The candidate gives students multiple ways to demonstrate their knowledge during the lesson, they had to spell, say, and discuss the
word meanings. (7.3) The candidate uses formative and summative assessment data with her colleagues to assess student knowledge. She must create adaptive
assessments and uses them to plan her instruction based on students skills and needs.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 93 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, interpret, 79 1.00
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).
Evidence
(8.1) The candidate varies her role as an instructor, facilitator, and coach. She initially instructs students at the beginning of the lesson. She facilitates their independent work,
and coaches them to help them provide an answer when they show signs of difficulty. (8.2) The candidate sometimes uses various tools to evaluate students and engage
them in her lesson. This lesson included the candidate using the game go fish and memory to engage them in learning words and their definition. (8.3) The candidate used
probing questions to help them relate personally to a word and understand its definition.


evaluations)
teaching. teaching.
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., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 79
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 92 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
(9.1) By the candidate having a small self-contained class, it gives her the opportunity to collaborate with her cooperating teacher and evaluate student progress. (9.2) The
candidate works with the entire school staff, and the special education department to seek additional resources that may be used during lessons in the classroom. She uses
techniques learned through her cooperating teacher to help her develop activities for students that are more challenging.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 78 1.00
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 85 1.00
enact system change.
Evidence
The candidate advocates the meet the needs of students by developing alternative ways of delivering instruction. She alters lessons that are not as successful or lessons that
have taken longer to complete to meet students needs. Some days a lesson may be altered based upon the child's specific needs and abilities.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 90 1.00
Evidence
The teacher candidate demonstrates her knowledge of understanding their impact on student learning by effectively planning for her demographic. She has reviewed IEP's
and 504 plans in order to effectively plan lessons and assessments. She has used pre and post assessments with the guidance of her cooperating teacher. She differentiates
instruction based on the needs of her students according to their IEP's and the strengths and weakness' seen in assessment data.

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

86.44 %
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 Date

Moherlie Coles, PhD
Moherlie Coles, PhD (Oct 30, 2018) Oct 30, 2018

Clinical Practice Evaluation 2 - Single Placement Part 1 - Signed

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Clinical Practice Evaluation 2 - Single Placement Part 1 - Signed

Enviado por

Direitos autorais:

Formatos disponíveis

CLINICAL PRACTICE EVALUATION 2S

Katline Crockett 20453725

Master of Education in Special Education

SPD-590 9/6/2018 12/19/2018

Suitland Elementary School

FOR COURSE INSTRUCTORS ONLY:

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Katline Crockett 20453725

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Katline Crockett 20453725

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Você também pode gostar