Points 93.42: Clinical Practice Evaluation 2S

CLINICAL PRACTICE EVALUATION 2S
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TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

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

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Nicolas Junior High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Shannon Glasby
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Pherby Higgins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 93.42 points 93.42 %
24 2,400.00 2242 100
0
0
0
0
0
0
0 0 0 0 0 0 0 100 0 0 0
100
0 0 0 0 0
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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. )
My is using the district curriculum, which is developmentally appropriate for Math 8. She creates lessons that adapt to the diverse needs of the students. My assesses and
adjusts learning based on students' performance on assessments. She sends assessments home for parent signature, then has the students do test corrections in class to
further their understanding of the concept, those that don't have corrections or have very few are given an extension activity.. My has participated in some staff development
and PLC time.
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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 94 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 94 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 94 1.00
differences or needs.
Evidence
My differentiates instruction as needed. She incorporates different forms of assessments to gage students' learning and growth. My provides visuals throughout the lesson to
make connections and vocabulary is incorporated in the lesson. She uses technology to engage the students in learning (DESMOS), my,hrw.com, iXL, and other iPad apps). My
follows the students' IEP goals and 504 modification requirements.
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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
100
1.00
environment.
Evidence
My uses hands-on materials such as iPads and an Apple TV for instruction and engagement. Her instruction went bell-to-bell. My has a good rapport with the students and
seems genuinely interested in their interests. She allows students to share and she shares with the students.
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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 96 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 94 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 96 1.00
content area.
Evidence
My has the students complete an Are You Ready activity before each module. This includes prior skills needed to be successful in what they will be learning next. If
students are struggling, she reviews. My incorporates the iPads into her lessons (every student is issued an iPad that they take to and from school). She teaches
vocabulary throughout the lessons to help further their understanding.
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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 90 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
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
✔ 0.00
My taught students financial literacy through sales taxes, tips, simple interest, and commission. Different methods of problem solving are presented so that students could
understand the basic concept while mastering the skills necessary to reach the solutions.
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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 94
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 94 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 94 1
language learning needs.
Evidence
My creates assessments that align directly with learning goals. She grades them fairly and impartially. My uses the assessment results to guide her instruction and make
modifications in her style of delivery. She discusses common formative assessment data with other teachers, and analyzes the results and looks for patterns and gaps in
learning. My uses practice tests to gage student readiness for the test and to familiarize them with the format, especially when it will be given electronically. She provides
accommodations to students with IEPs and 504s.
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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 95 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 93 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93 1.00
knowledge, and student interest.
Evidence
My chooses appropriate strategies, resources, and materials to help each student be successful. She designs her lesson plans to build upon and practice previous learning.
My incorporates various ways for the students to demonstrate their level of understanding (foldables, whiteboards, iPads, pair/share). She analyzes the formative and
summative assessment data to plan for future instruction.
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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 90 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,
90
1.00
and helping students to question).
Evidence
My uses iPads and the Apple TV to instruct and guide the skills and expectations within the lesson. She probes students for understanding by asking higher level thinking
questions.
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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 94
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 93 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
My uses data from different assessments to discuss various approaches to improve teaching method. Flexible with her schedule, she works to make sure students understand
before moving forward. My turns to technological resources to provide students with more variety in practice work. She asks questions, looks for support, feedback, and
guidance.
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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 93 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 93 1.00
enact system change.
Evidence
My uses iPads and different types of practice routines to help students stay engaged and participate more often. She is willing to change the environment, whether through
assigned seating or slowing down the pace.
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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. 100 1.00
Evidence
My's impact on student learning includes willingness to pause and review lesson material. There is a fairness in the classroom and she ensures students it is okay to admit to
not understanding, which is a step forward from having students staying quiet and confused.
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INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

93.42 %
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

Pherby Higgins
Pherby Higgins (Nov 9, 2018) Nov 9, 2018

Points 93.42: Clinical Practice Evaluation 2S

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Points 93.42: Clinical Practice Evaluation 2S

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CLINICAL PRACTICE EVALUATION 2S

Master of Education in Secondary Education

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

Nicolas Junior High School

FOR COURSE INSTRUCTORS ONLY:

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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