Académique Documents
Professionnel Documents
Culture Documents
Arizona
SCHOOL STATE:
James Russnak
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________
Mary Urich
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
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300
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CLINICAL PRACTICE EVALUATION 4
Comments
Jordyn believers that all students can learn and is working on communicating expectations in a positive way.
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CLINICAL PRACTICE EVALUATION 4
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Jordyn treats all of the students with fairness. She promotes equity.
Comments
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CLINICAL PRACTICE EVALUATION 4
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Jordyn has grown in her ability to reflect on her teaching and what the students have learned.
Comments
Jordyn used the feedback provided to fuel her personal learning and research.
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CLINICAL PRACTICE EVALUATION 4
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Comments
Jordyn is compassionate and sensitive to the needs of others. She listens to her students.
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CLINICAL PRACTICE EVALUATION 4
Jordyn
Jordyn Goss
Goss 20212276
20212276
STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Comments
Jordyn understands the impact of community upon classroom instruction.
Comments
Jordyn has demonstrated growth in her understanding of the role of the educator. She is more confident with her teaching choice.
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Early Childhood NAEYC National Association for the Education of Young Children 24-27
Early Childhood and Early Childhood Special Education NAEYC National Association for the Education of Young Children 24-27
CEC Council for Exceptional Children 28-31
Elementary ACEI Association of Childhood Education International 32-39
Secondary- History NCSS National Council for the Social Studies 63-67
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CLINICAL PRACTICE EVALUATION 4
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CLINICAL PRACTICE EVALUATION 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC)
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.
24
CLINICAL PRACTICE EVALUATION 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC)
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.
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Score N/A
Families
Students prepared in early childhood degree programs understand that child observations, documentation, and other forms
of assessment are central to the practice of all early childhood professionals. They know about and understand the goals,
benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective 0
assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the
development of every child.
Comments
NAEYC Standard 4: Using Developmentally Effective Approaches to Connect with Children and Score N/A
Families
Students prepared in early childhood degree programs understand that teaching and learning with young children is a
complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching
and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their 0
work with young children and families. Students know, understand, and use a wide array of developmentally appropriate
approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s
development and learning.
Comments
25
CLINICAL PRACTICE EVALUATION 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC)
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.
NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum Score N/A
Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement,
and evaluate experiences that promote positive development and learning for each and every young child. Students
understand the importance of developmental domains and academic (or content) disciplines in an early childhood
0
curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects,
and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design,
implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning
outcomes for every young child.
Comments
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CLINICAL PRACTICE EVALUATION 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC)
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.
27
CLINICAL PRACTICE EVALUATION 4
Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
Not Applicable Unacceptable Acceptable Target
N/A 0 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.
CEC Standard 1: Learner Development and Individual Learning Differences Score N/A
Beginning special education professionals understand how exceptionalities may interact with development and
learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with 1
exceptionalities.
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Comments
Jordyn has a good working knowledge of differences of her students and how to work with the students.
Comments
Jordyn has a good grasp of classroom management and the importance of creating a safe and friendly learning environment.
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CLINICAL PRACTICE EVALUATION 4
Special Education Placements: Council for Exceptional Children (CEC) 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.
Comments
Jordyn is developing her understanding of special education curriculum and how to utilize it in conjunction with general education resources.
Comments
Jordyn has increased her understating of formative and summative assessments and how they drive instruction.
29
CLINICAL PRACTICE EVALUATION 4
Special Education Placements: Council for Exceptional Children (CEC) 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.
Comments
Jordyn is becoming more familiar and comfortable with the menu of curriculum resources available.
Comments
Jordyn has a good foundational knowledge of the SPED field and ethical principles.
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CLINICAL PRACTICE EVALUATION 4
Special Education Placements: Council for Exceptional Children (CEC) 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.
Comments
Throughout the student teaching experience, Jordyn has seen the importance of collaboration amongst the professional community.
31
CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
Comments
ACEI Standard 2.1: Reading, Writing, and Oral Language Score N/A
Candidates demonstrate a high level of competence in the use of English language arts and they know,
understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, 0
viewing, listening, and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.
Comments
32
CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
Comments
Comments
33
CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
Comments
34
CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
Comments
Comments
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CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction Score N/A
Candidates plan and implement instruction based on knowledge of students, learning theory, connections across
the curriculum, curricular goals, and community 0
Comments
Comments
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CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
ACEI Standard 3.3: Development of Critical Thinking and Problem Solving Score N/A
Candidates understand and use a variety of teaching strategies that encourage elementary students’
development of critical thinking and problem solving. 0
Comments
Comments
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CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
Comments
Comments
38
CLINICAL PRACTICE EVALUATION 4
Elementary Placements: Association for Childhood Education International (ACEI) 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.
ACEI Standard 5.1: Professional Growth, Reflection And Evaluation Score N/A
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and
resources available for professional learning; they continually evaluate the effects of their professional decisions
and actions on students, families, and other professionals in the learning community and actively seek out
opportunities to grow professionally.
Comments
39
CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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.
Comments
Comments
40
CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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.
Comments
Standard 3.a. Planning for Standards-Based ESL and Content Instruction Score N/A
Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in
a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse
0
backgrounds using standards-based ESL and content curriculum.
Comments
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CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Score N/A
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs access to 0
the core curriculum by teaching language through academic content.
Comments
Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Score N/A
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and
choose, adapt, and use them in effective ESL and content teaching. 0
Comments
42
CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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 4.a. Issues of Assessment for English Language Learners Score N/A
Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability,
bias, special education testing, language proficiency, and accommodations in formal testing situations. 0
Comments
Comments
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CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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.
Comments
Comments
44
CLINICAL PRACTICE EVALUATION 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) 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.
Comments
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CLINICAL PRACTICE EVALUATION 4
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CLINICAL PRACTICE EVALUATION 4
1.9 Prospective business teachers articulates the importance of professional standards in program development.
0
Comments
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CLINICAL PRACTICE EVALUATION 4
2.2 Prospective business teachers create curriculum that reflect local, state, and national standards.
0
2.3 Prospective business teachers create curriculum that consists of achievement standards, performance expectations, and
assessment. 0
2.4 Prospective business teachers create curriculum that consists of sequential integrated learning experiences.
0
2.5 Prospective business teachers create curriculum that provides for delivery of content in a developmentally appropriate manner.
0
2.6 Prospective business teachers create curriculum that includes the development of knowledge, skills and attitudes.
0
2.7 Prospective business teachers create curriculum that encourages students to use reflective thinking, problem solving, and other
higher level thinking skills.
0
2.8 Prospective business teachers create curriculum that includes multidisciplinary approaches.
0
2.9 Prospective business teachers create curriculum that serves the needs of diverse populations.
0
2.10 Prospective business teachers create curriculum that enables students to make a transition from school to career.
0
2.11 Prospective business teachers create curriculum that focuses on continuous quality education.
0
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CLINICAL PRACTICE EVALUATION 4
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4.2 Prospective business teachers use multiple forms of assessment to obtain accurate measures of student progress including formal,
informal and authentic measures.
0
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7.4 Prospective business teachers incorporate quality standards in all forms of communication.
0
7.5 Prospective business teachers serve as an ambassador for business education with all stakeholders.
0
7.6 Prospective business teachers recognize that culture impacts business communication.
0
7.7 Prospective business teachers use a variety of media to enhance and expand communication opportunities.
0
Comments
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CLINICAL PRACTICE EVALUATION 4
8.2 Prospective business teachers recognize that student achievement is a collaborative effort among a variety of stakeholders.
0
8.3 Prospective business teachers build professional relationships with stakeholders to create a learning environment in which students
0
move continuously and easily between school and community to facilitate the learning process.
8.4 Prospective business teachers develop partnerships with members of the educational, business and other communities to improve
programs, develop new programs, provide student access to learning to learning opportunities, and ensure a curriculum based on real 0
world experiences.
8.5 Prospective business teachers build professional relationships with all stakeholders based on trust, respect, ethical standards, and 0
mutual benefits to earn commitment, dedicated involvement, visible advocacy, and financial support.
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9.2 Prospective business teachers help students discover their potential for intellectual, personal, social and emotional growth.
0
9.3 Prospective business teachers help students make decisions regarding careers and career transitions.
0
9.4 Prospective business teachers collaborate with student support services when appropriate.
0
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CLINICAL PRACTICE EVALUATION 4
NCTE Standard 1: English Language Arts (ELA) Candidate Program Structure Score N/A
Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for
preservice English language arts teachers. 0
Comments
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CLINICAL PRACTICE EVALUATION 4
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CLINICAL PRACTICE EVALUATION 4
History Placements: National Council for the Social Studies (NCSS) 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.
Comments
Comments
63
CLINICAL PRACTICE EVALUATION 4
History Placements: National Council for the Social Studies (NCSS) 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.
Comments
Comments
64
CLINICAL PRACTICE EVALUATION 4
History Placements: National Council for the Social Studies (NCSS) 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.
Comments
Comments
65
CLINICAL PRACTICE EVALUATION 4
History Placements: National Council for the Social Studies (NCSS) 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.
Comments
Comments
66
CLINICAL PRACTICE EVALUATION 4
History Placements: National Council for the Social Studies (NCSS) 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.
Comments
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NCTM Standard 14: Knowledge of Data Analysis, Statistics, and Probability Score N/A
Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and
probability.
0
Comments
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CLINICAL PRACTICE EVALUATION 4
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Physical Education Placements: Society of Health and Physical Educators (SHAPE) 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.
Comments
Comments
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CLINICAL PRACTICE EVALUATION 4
Physical Education Placements: Society of Health and Physical Educators (SHAPE) 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.
Comments
Comments
77
CLINICAL PRACTICE EVALUATION 4
Physical Education Placements: Society of Health and Physical Educators (SHAPE) 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.
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CLINICAL PRACTICE EVALUATION 4
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:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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.
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4/28/18