Clinical Practice Evaluation 2 - Dual Placement Part 1 - Signed

CLINICAL PRACTICE EVALUATION 2D
Tameshia Jackson 0541896

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-685 9/12/2019 11/6/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Stewart Street Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Florida
SCHOOL STATE: ___________________________________
Kimi Green
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Carmen Stone
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 258.36 points 86.12 %
25 2,500.00 2153
0
0
0
300
0
0
0 0 0 0 0 0 0 0 0 0 0
300
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)
0 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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 90
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 student growth and 90
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. )
CT noted Tameshia uses a variety of methods to teach content for example, the smartboard for interactive lessons, manipulatives for sounding out letters and math problem
solving. She makes sure to incorporate her students’ interests when planning lessons and assessments along with making adjustments when needed.Tameshia collaborates
with her students’ families weekly. When parents/guardians write or leave voice messages, she responds back in a timely manner. She provides suggestions for continued
support at home for students’ areas of improvement needed and shares their strength with parents/guardians. Tameshia collaborates with grade team to share her activities
she uses that she has found helpful to her students. Also, the resources she used are shared. For this lesson, students identified whether the number of objects in one group is
greater than, less than, or equal to the number of objects in another group, and used counting strategies and cube manipulatives. Good job!


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 79
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 79
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 learning differences or needs. 79
Evidence
CT noted Tameshia prepares lesson extensions for students who complete work early. She plans for students to listen, speak, read and write throughout the lesson. To help
students make connections she provides visuals throughout the lesson. She focuses on introducing academic vocabulary terms. Tameshia uses educational technology tools
such as the smartboard to engage and allow students to demonstrate learning. She integrates resources available to her, for example, books, games, manipulatives, activities or
technology to assist students at different levels of ability. For this lesson, Tameshia created ways for students to learn in different ways. She used the cube manipulatives and
worksheets.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 90
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 90
backgrounds and differing perspectives students bring to the learning environment.
Evidence
CT noted Tameshia manages the learning environment and encourages active participation by allowing opportunities for movement throughout lessons; incorporates small
group/partner activities or discussion throughout lessons; uses hands-on materials such as whiteboards, manipulatives, or technology. Tameshia demonstrates respect for
cultural backgrounds and differing perspectives by expressing interest in the cultural backgrounds of her students. She provides opportunities for students to share opinions,
views, and ideas. She teaches tolerance among her students and provides mini-lessons dealing with multicultural issues. She demonstrates a strong rapport with students
and creates an environment conducive to learning. She believes all students can learn and scaffolds and coaches them to be successful. For this lesson, she redirected
individually those off task and worked one on one with those needing help with the cubes or worksheet.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 80
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
90
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 92
Evidence
CT noted Tameshia links prior knowledge, familiar concepts, and students’ experiences to new learning by using picture books, short videos, poems, short stories, or
images to facilitate connecting previous learning or experiences to new content. She incorporates KWL charts, textbook scavenger hunts; write the room before teaching
new content. Tameshia utilizes technology to enhance learning. She also uses hands-on activities, whiteboards, books, articles, short videos, games, and manipulatives to
enhance learning. Tameshia teaches content area vocabulary using strategies such as graphic organizers. For this lesson, Tameshia asked "See how we can make
different numbers? 5,5; 8,2; 6,4." This would be a good time to practice academic vocabulary greater/less than with the whole group. She improved later reinforcing “7 is
greater than 6, 7 or 9 which is fewer” She reminded students later in the lesson "Fewer than means less than, take away, subtract, greater than was adding”.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 90
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 79
and global issues and create novel approaches to solving problems.
Evidence
CT noted Tameshia teaches multiple standards using Reading topics. She provides practice of comprehension skills, writing activities and small group projects of the topic
such as a passage on Bats. Tameshia provides opportunities for students to share opinions from their own cultural perspective. She also provides articles, books, or short
videos for students to learn about specific local or global issues from diverse cultural points of view. She could extend this lesson to discuss how having less or more effects
people to help students make connections to their daily lives.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 92
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 85
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 92
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
CT noted Tameshia grades assessments fairly and impartially. She obtains results from all learners or a random sample of learners. She discusses student, class, and
grade-level data with colleagues and other educators to analyze learning and lesson planning. Tameshia utilizes practice tests to familiarize students with the assessment
formats students. She provides accommodations to students with disabilities as stated in their IEPs. She modifies testing conditions based on the students' needs. Lastly,
she discusses with students the testing formats, the time frame, accommodations, what to expect, how to act and the importance of the results related to upcoming
assessments. Tameshia can think about: Based on your assessments (questioning and worksheets) what lessons will you plan next? Students need more practice with
greater/less than. How will you differentiate?


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 79
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 demonstrate knowledge and 80
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 92
interest.
Evidence
CT noted Tameshia plans individual and group goals based on students’ ability levels. She provides multiple ways for students to demonstrate learning by designing lessons
that build upon and practice previous learning, leading to students mastering skills and concepts. She sequences activities appropriately within a lesson. She provides multiple
ways for students to demonstrate learning such as using whiteboards, graphic organizers, games, hands-on activity, sharing in partner or groups. She plans lessons based on
students' interests, such as incorporating technology, movement, or music that enjoy. She plan learning activities based on prior student knowledge and previous lessons
taught. CT noted Tameshia needs to work on differentiating during small group and transitioning from whole group to small. She can incorporate methods/strategies to
transition from whole group to small group, such as songs or movement (stand to stretch, etc) to keep the lesson moving along and students engage


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 85
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, evaluate, and apply 92
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 92
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
CT noted Tameshia demonstrate that she understands when and how to change roles throughout a lesson when she facilitates and guides the students to meet the lesson
objections during group and independent work; observes students practicing, presenting, or collaborating with others on new learning while also staying visible and available to
students. Tameshia engages students in a range of learning skills to help them access, evaluate, and apply information to their learning by presenting clear and concise
essential question for students to analyze and answer by the end of the lesson. She also models and instructs different learning skills throughout the lesson to promote
engagement and learning. For this lesson, she asked "Are there more dolls on the floor or bed? Is she has fewer blocks than him, do I add or subtract?" and did a good job
asking probing and higher order thinking questions. Tameshia modeled during the whole group and then coached during independent practice. Good job!


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 79
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 85
analysis, reflection, and problem solving.
Evidence
CT noted Tameshia asks questions at the beginning of a lesson to spark curiosity and uses them to guide students to find answers to what the question is asking. Tameshia
uses formative and summative assessment data to drive instruction. She creates data walls in the classroom to get students involved with data-driven choices. She also
analyzes benchmark assessment data individually and with grade-level teams to evaluate the outcomes of learning and plan future instruction. In addition, she evaluates
information from student’s cumulative files to employ accommodations, behavior strategies, and learning strategies in instruction. Lastly, she asks the Cooperating teacher
questions for support, feedback, and guidance, along with instructional coaches, behavior specialists, administration, counselors on campus as needed.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 79
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 93
Evidence
CT noted Tameshia builds learning communities with families by communicating regularly in person, by phone or in writing, sends out a printed weekly newsletter, highlights
learning to parents during conferences. She also builds learning communities with colleagues by meeting regularly with her grade-level team to collaborate on instruction and
participating in school-wide professional development. Tameshia understands the needs of each student in the class and acts as an advocate when needed to make sure
these needs are met. She finds appropriate learning styles for each individual learner and ensures students have the resources and opportunities to support learning.
Tameshia communicates regularly with her parents. She shows compassion and understanding. She loves collaborating,

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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. 92
Evidence
CT noted Tameshia tracks and analyzes pre and post-assessment data and uses the data to guide instruction. She makes connections from student teaching to her STEP
assignments. Tameshia noted she did well reaching out to her students by making the learning process fun so that they embrace the learning process and gain a love for
learning. She also feels she was able to provide students with a nurturing environment, making them feel comfortable and safe. She added building a relationship with her
students is very important to her because it is also a way to motivate and encourage them to do their best.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
86.12 %
Total Scored Percentage:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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

Carmen M. Stone
Carmen M. Stone (Nov 2, 2019) Nov 2, 2019

Clinical Practice Evaluation 2 - Dual Placement Part 1 - Signed

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CLINICAL PRACTICE EVALUATION 2D

Tameshia Jackson 0541896

Master of Education in Early Childhood Education

ECH-685 9/12/2019 11/6/2019

Stewart Street Elementary School

FOR COURSE INSTRUCTORS ONLY:

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Tameshia Jackson 0541896

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Tameshia Jackson 0541896

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Tameshia Jackson 0541896

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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