Jennifer Calvaresi Eval 2 1

CLINICAL PRACTICE EVALUATION 2S
Jennifer Calvaresi 20453502

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 8/16/2018 11/28/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Leavitt Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Michael Stark
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
James Lake
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 92 points 92 %
25 2,500.00 2300 100
0
0
0
0
0
0
0 0 0 0 0 0 0 100 0 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’ 92 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. )
Jennifer has had constant discussions with her cooperating teacher, colleagues, and administration. She has worked closely with Mr. Stark to ensure the lessons she creates
are grade level appropriate and rigorous. She holds her students to high expectations as demonstrated by the objectives and essential questions of the lessons. Jennifer has
assimilated right into the culture of the school and is building great capacity with the staff and students as part of their "houses" the students identify with for character
development and school pride.


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 92 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 92 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
Jennifer differentiates her lessons for the students she teaches. She provides direct instruction on the reading, The Necklace. Students work in small groups to annotate
paragraphs from the reading that are assigned by teachers. This includes critical thinking and problem solving activities. She uses technology in her presentations to the students
such as LCD projector to show internet sites and pics, week in rap news videos, and Ipads to access Google Classrooms.


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
92
1.00
environment.
Evidence
Jennifer works very diligently at managing the classroom environment and students. She uses proximity to ensure students are engaged and learning -- completing activities
and working together productively.


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 92 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 92 1.00
content area.
Evidence
Jennifer has worked to develop problem solving and critical thinking skills in her students. She read questions aloud and asked students to respond aloud as a group. She
utilized technology and media applications to help students understand the region and has students working on maps and plotting specific places using latitude and
longitude.


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 92 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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Specifically, Jennifer discussed Central America and why the study of geography and different cultures was important. She reviewed what 3 cultures made up Latin America,
and she discussed the 4 areas that make up Latin America. She applied real world and prior knowledge to the discussion. Jennifer asked questions regarding current events
in Latin America that the students could connect with and understand.


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 92 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 92 1
language learning needs.
Evidence
Jennifer has worked with her cooperating teacher to ensure that students are being tested on the material they are learning through the objectives and standards. She has
created and graded assessments that are short answer, essay, and multiple choice.


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 92 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 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Jennifer and her cooperating teacher set objectives and goals for their students and have chosen learning strategies to meet the needs of diverse learners. She allows for
students to demonstrate learning through multiple measures such as drawing and coloring maps, reading, writing, collaboration and discussion, etc.


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 92 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, 92 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,
92
1.00
and helping students to question).
Evidence
Jennifer does a good job in varying her roles as an instructor and coach. She uses proximity effectively in both roles -- as an instructor to ensure students are on task and
following along, and as a coach to check for understanding and answer questions. She uses multimedia to assist in providing students with different delivery of information.
She called on non-volunteers and volunteers. When students responded incorrectly, Jennifer praised their efforts and used the information they provided to scaffold and build
or review their understanding of the subject matter and guide them to the appropriate answer.


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 92
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
Jennifer has collaborated with her cooperating teacher on a daily basis regarding instruction, student needs, and and assessments. She is an active participant in Professional
Development.


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 92 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 92 1.00
enact system change.
Evidence
Jennifer has worked with her cooperating teacher to ensure students are exposed to technology and educational apps that assist in learning such as: flocabulary, Google
Classroom, and I-Pads.

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. 94 1.00
Evidence
Jennifer is great at providing clear,, concise directions to the students. She explains every detail to the students, writes it down on the board, has them copy the notes, and
reiterates those directions throughout the lesson.

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

92 %
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
Oct 29, 2018

Jennifer Calvaresi Eval 2 1

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CLINICAL PRACTICE EVALUATION 2S

Jennifer Calvaresi 20453502

Master of Education in Secondary Education

SEC-590 8/16/2018 11/28/2018

Leavitt Middle School

FOR COURSE INSTRUCTORS ONLY:

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Jennifer Calvaresi 20453502

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Jennifer Calvaresi 20453502

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Jennifer Calvaresi 20453502

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Oct 29, 2018

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