Clinical Practice Evaluation 3 Encrypted - 3

CLINICAL PRACTICE EVALUATION 3
Trevor Burnett 20502801

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education
PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 1/10/2019 4/24/2019
COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Northview High School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Michigan
SCHOOL STATE: ___________________________________
Tanya Lockwood
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Donald Hammond
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
123.6 points 82.40 %
EVALUATION 3 TOTAL
POINTS
25.00 2,500.00 2,060.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 150 0 0 0
150
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 The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence
1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 81
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
80
student growth and 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. )
The teacher is helping individual students and small groups. The teacher is careful to check with tables and individual students to make sure they’re able to complete the
assignment, asking if they need help along the way. The teacher makes time to meet with individual students one on one on their progress for the assignment of
photography. Sufficient accommodations are made for students to use their own choices, strengths and skills to produce art work that cater to their own abilities such as
choosing which novel or reading to base the art piece on. Students are able to develop their creation on interest and readiness. Families are communicated with in an on
going basis by the teacher through meeting, email and phone.
evaluations)
Standard 2: Learning Differences Score No Evidence
2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
85
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 79
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 83 1.00
learning differences or needs.
Evidence
The teacher Assist those who need extra help by giving individualized attention and differentiating his feedback to their unique needs. The teacher announces one on one
meetings with him for those who need extra help. The lesson plan identifies clearly the learning target, objective and skills required to be successful in the activities outlined in
the lesson. Academic vocabulary is explained and reinforced for understanding and essential background knowledge. Some students who lag behind or are missing work are
met with individually in meetings with the teacher for assistance.
evaluations)
Standard 3: Learning Environments Score No Evidence
3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
86
organizing, 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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 85
environment.
Evidence
There are several groups at tables all of which have ample supplies for ceramics manipulation into symbolic objects of their choice. The teacher uses music playing in the
background which adds to a positive learning environment and creative ambiance. For an art class multiple materials are available to all students equally and proper
cleanup measures are employed to assure order and maintenance of the classroom environment. The teacher uses a timer to for when it’s time to clean up which is
helpful and time management The teacher uses a timer to indicate when it’s time to clean up which is helpful in time management. The teacher has an extra amount of
time left for class clean up. Perhaps planning the closure that Mark Tailey is suggest. The teacher greets and hi 5’s students at the door as they enter the class. supplies
and activities are managed to ensure students are engaged in meaningful ways and time on task is maximized. The teacher continues to refine effective lesson elements.
Trevor Burnett
TEACHER CANDIDATE NAME______________________________ 20502801
STUDENT NUMBER____________________
evaluations)
Standard 4: Content Knowledge Score No Evidence
4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 84 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 83 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 80 1.00
their content area.
Evidence
The teacher Utilizes his knowledge on the formation of clay into objects by rolling and manipulating with tools and hands ceramic material into a piece of art. The teacher
answers questions of individual students as they ask for help. The teacher is able to assist students with content application as a pertains to the classroom activity. The
teacher utilize his classroom notes to deliver content to his students. Technology is integrated appropriately for student use to maximize interaction with art skills such as
creation of photographs using tech tools for surreal products based on their own relevant creation. The teacher incorporates academic language in discussion, explanation
and application when speaking with students.
evaluations)
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 1.00
79
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 77 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
The teacher has identified a learning target towards doing stories in clay and an objective creating a sculpture functional piece of art that is influenced by literature
meaningful to the student. The teacher exhibits a deep level of understanding to the art concepts presented and uses this knowledge when interacting with material
and students, such as explaining context of personal creation, meaning and symbolism. For instance, the teacher highlights for students their own experiences and
feelings with regard to selecting a reading or piece of literature for the clay creation. The teacher expanded on how art can represent broader meaning to the
students in an interdisciplinary way by linking literature to developing a clay piece of art to represent what that product might convey to themselves or others.
Perhaps more emphasis could be placed on local or global issues in the power of art and what it can serve in solving broader problems and communicate positive
messages.
evaluations)
Standard 6: Assessment Score No Evidence
6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 84 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 80 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
83 1
language learning needs.
Evidence
The teacher assesses student progress based on the degree to which they are able to make their art piece visually and through oral feedback and questioning. Student
progress on the assignment and creation of their piece of art is one way the teacher assesses their ability to master the learning target. The teacher observes the images that
she didn’t have work done on their computers and gives feedback on their progress. Formative assessment practices are outlined in the lesson plan to be used by the
teacher to give guidance. Summative assessment is used to examine photos that exhibit understanding of the stated objective according to the lesson plan.
evaluations)
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 85 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 83 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 82 1.00
knowledge, and student interest.
Evidence
The teacher has created a lesson plan that contains all of the essential elements of an effective lesson including anticipatory set, prior knowledge, activities identified and
closure. Clear learning targets and a relevant objective are identified and posted on the whiteboard for students to see. Beginning announcements are made setting up for the
flow of the lesson. The lesson plan is formatted, precise, organized and builds on prior learning as it scaffolds to broader skills and knowledge.
evaluations)
Standard 8: Instructional Strategies Score No Evidence
8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 86 1.00
in 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, 87 1.00
interpret, 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, 82 1.00
and helping students to question).
Evidence
The teacher utilizes effective modeling and delivery of instructions to set students up to be able to individually perform tasks related to the learning target and objective for the
day. Many students are working independently using choice and their own pace designed to accomplish the learning target. All students are engaged in the activity busy with
their projects and the teacher is explicit directions to the class about cleanup. The teacher reiterates for students to be at their seats while he conducts an effective closure to
the lesson the teacher speaks on common questions that were asked and provide some explanation as the successful progress in the assignment. Announcements are made
with relevance to the next lesson and classroom management reminders are made and also gives feedback to the class on cleanup. With extra time left the teacher opts to do
a quick learning game with the cards the students choose which topic of the use, one side of the class versus the other.
evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
82
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 79
the school, as supports for analysis, reflection, and problem solving.
Evidence
According to the cooperating teacher, the teacher has done a great job in developing his leadership presence in the classroom. What he does is model how students should
relate with one another. A good leader is one who listens, observes, and then provide feedback and support where needed. He does this consistently and everyday. A good
leader is humble enough to know when s/he needs support (e.g. How to phrase a response, another way to ask a question, delegate jobs etc.)
They both have discussed his future role regarding leadership and the state organization. The suggestion was to start his membership now so that he will be all set for the fall
state conference and be a workshop presenter. The Michigan Art Education Association is the largest volunteer education association in MI. This would be an easy start to
developing his leadership skills.
evaluations)
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 1.00
83
global 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 82 1.00
enact system change.
Evidence
According to the cooperating teacher, the teacher is constantly collaborating. Since they share a course (Intro to Art) they need to be pacing together in unpacking of the
curriculum. This requires a lot of communication during school hours. A lot of phone calls after the kids are in bed. The teacher is very receptive to suggestions. What is also
helpful is the fact that the two teachers are able to feed off of each other's ideas. It is a give and take and they both know that the curriculum is flexible.
They recently discussed the K-12 district art show and the various roles each would undergo to make it a success, common core visual arts standards and how to create
priority standards, how to unpack the priority standards for each grade level or course (secondary), and how to navigate our concerns with the union for negotiation purposes.
The teacher is also experiencing department meetings. Usually, these occur in during lunch break. The teacher uses technology appropriately.
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
82.40 %
Total Scored Percentage:
ATTACHMENTS
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
Donald Hammond
Donald Hammond (Mar 27, 2019) Mar 27, 2019
GCU College of Education
LESSON PLAN TEMPLATE
03/2019
Teacher Candidate: Trevor Burnett

Grade Level: 9-12
Date: 3-26-2019
Unit/Subject: Visual Art/Digital Photography
Instructional Plan Title DSLR Cameras/Adobe Photoshop Practice/Exposure Revisit
I. PLANNING
Lesson The central focus of the lesson is introducing students to Digital Photography. They have learned
summary and about the history, traditional cameras and lenses, and black and white photography.
focus:
Classroom and There are 26 students in the class. There are 22 girls and 4 boys. The classroom is set up with
student factors: seven tables where groups of four students sit. It is an open space classroom, recently built with
much natural lighting that sometimes affects the visibility of the projector screen. I haven’t found a
perfect solution to reduce sun glare yet. I feel this is an important factor considering this is a
photography course and we look at photos on the screen.
National / State VA:Cr1.1.Ia. Use multiple approaches to begin creative endeavors

Learning VA:Cr1.2.Ia Shape an artistic investigation of an aspect of presentday life using a
Standards: contemporary practice of art or design.
VA:Cr2.1.Ia Engage in making a work of art or design without having a preconceived
plan.
Specific learning target(s) / objectives: Teaching notes:

Students will demonstrate their ability to create two We are in transition between two units. This day’s lesson
layers in Adobe Photoshop and erase the top layer to falls in between where some students are wrapping up unit 3
reveal the bottom layer. Some students will while others have demonstrated mastery and have moved
demonstrate their ability to change exposure settings forward with extension activity for unit 4.
on the camera for a purpose.
Agenda: Formative assessment:

(1) Art Start: Students who must meet with me 1-on-1 The formative assessment included both units. I was walking
will sign up and then be ready for notes. The others around to some of the more advanced students in the
will log on to a computer and be ready for notes (2) computer lab checking their Surrealism Photoshop images.
Unit 4: Digital Photography notes on image sensors Others I was calling up one by one to sit with me and discuss
both full frame and crop sensor (3) Closure: exposure settings as we looked through their five photos. I
Homework: to snap a photo of something really found that a few hadn’t uploaded to Flickr yet. I explained to
colorful to be used for our next Photoshop project. those students that it will be due tomorrow.
Page 1 of 3
Academic Key vocabulary: Function: Form:
Language: Image Sensor Students will demonstrate Describe the structures or
DSLR their understanding through ways of organizing
Point and Shoot an Art Start tomorrow. I will language to serve a
have them answer a few particular function within
Crop Sensor
review questions. each subject area. What
Full Frame Sensor kinds of structures will you
implement so that your
I will teach these terms using students might demonstrate
Google Slideshow. The slideshow their depth of
includes a nice video about how understanding?
Digital Cameras work.
Instructional Google Slideshow, YouTube Video “How Digital Cameras Work”

Materials, https://www.youtube.com/watch?v=g9C6pRfVbkg (4:51)
Equipment and
Technology:
Grouping: I have decided to ask a few “Photoshop” experts to float around and help peers in need while I
have discussion to those further behind with exposure knowledge. There are varying levels of
understanding in the classroom right now.
II. INSTRUCTION
A. Opening
Prior We all have dreams. Surrealism is about the unconscious mind. I am having students create a
knowledge Surrealistic image by combining elements in Adobe Photoshop. They are to make an image that looks
connection: somewhat real but not quite.
Others are still applying what they understand about aperture, shutter speed, and ISO settings to
achieve depth of field, frozen motion, and blurred motion with their cameras.
Anticipatory I opened the Surrealism project by explaining dreams. I asked students if they would like to share a
set: bizarre dream they once had.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Page 2 of 3
1. I will explain what an image 1. Students will use their guided I have grouped more skilled
sensor is and its function notes to listen and take notes students with other students who
2. I will explain what a crop 2. “” need help.
sensor is and how it affects 3. “”
the focal length 4. Students will follow along in Those who finish early will assist
3. I will show the inside of a Adobe Photoshop to create an others. They may also try
DSLR camera to the example of their own. another project.
students so they can see the
mirror that reflects the
image.
4. I will model how to create
Surrealism project in Adobe
Photoshop.
III. ASSESSMENT
Summative For the exposure assignment students are to take 5 photos: Differentiation:
Assessment: I have some students who are
1 photo must show a deep depth of field achieved by closing the motivationally challenged in this
aperture class. I have had to break their
2nd photo must show a shallow depth of field achieved by opening table of friends apart so they
the aperture could better concentrate. I also
pair them with more skilled and
3rd photo must show a stopped motion achieved by speeding the
focused students to assist them.
shutter release
4th photo must show a blurred motion achieved by slowing the
shutter release
5th photo is a free choice
Closure: I will ask them ways in which editing software such as Adobe Photoshop can create an image that
looks surreal.
Homework: Homework is to take a photo of something colorful for our “Touch of Color” project beginning
tomorrow.
Page 3 of 3

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CLINICAL PRACTICE EVALUATION 3

Trevor Burnett 20502801

Teacher Candidate: Trevor Burnett

National / State VA:Cr1.1.Ia. Use multiple approaches to begin creative endeavors

Specific learning target(s) / objectives: Teaching notes:

Agenda: Formative assessment:

Instructional Google Slideshow, YouTube Video “How Digital Cameras Work”

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