Clinical Practice Evaluation 1 Encrypted 1

CLINICAL PRACTICE EVALUATION 1
Alicia Spencer 20474529

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 1/6/2020 4/26/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Elma Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Washington
SCHOOL STATE: ___________________________________
Alan Snyder
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Holliday
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 96.2 points 96.2 %
10.00 1000 962 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners 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 disposition 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 insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 96
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
TC consistently communicated expectations to students. Expectations are posted and reviewed daily or whenever needed. I observed high student engagement. TC had positive interactions with
students, modeling active listening. TC circulated among students giving support to those who had difficulty and giving feedback or discussing student's work. CT shared that TC has students
redo work if they have not followed directions. She expects students to form letters in their name correctly and has them practice letters. When helping with scores on report card, she had great
insight into the skills/behaviors of each student. Classroom procedures, such as line - up time are practiced and given feedback by TC. Make My Day is the positive behavior model and CT has
Respect for
implemented the Diversity
this excellently. She hasofan Others Score
outstanding positive way of addressing students and shining a light on them when behavior improves. She has Noand
high expectations of herself Evidence
has a
Teacher
deep candidates
desire should
to improve. She be sensitive
admits to individual learning and the social needs of students and embrace the cultural diversity of
her mistakes.
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 97 1.00
establish relationships characterized by respect and rapport.
Evidence
During observation, TC exhibited respect to all students in the classroom, which has several races and ethnicities. CT shared that TC has shown a high interest and support for an ELL student and
family and a student with a diverse cultural background. TC has communicated with both families. She also works very well with other students from diverse backgrounds, as well as the students
who are in foster care, have been retained, are in split-custody situations, live in poverty, have unusual living conditions, or are struggling academically. She often seeks these students out to
support them intellectually and emotionally. In addition, TC's interactions with fellow educators, paras. subs and parents are always respectful as she has established positive relationships with
them. She is accepting of everyone and never judgmental. She listens during PLCs and shares thoughtful and diverse ideas/thoughts.She treats paras as equals. In parent meetings, she is
courteous, listens respectfully.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 95 1.00
Evidence
TC appears to have established a positive, safe learning environment. She models expectations and stated them such as "I will have someone share who is sitting appropriately and not talking, Not
everyone will get a chance to share this time.". She spoke softly and privately with each student who had left the carpet area because of points and was ready for them to return. She did this without
impacting the other students who were working on the carpet. CT shared that social justice is very important to TC. She observed that some students were targeting specific students and has worked
to halt this behavior. She holds students to the same standard in the classroom and even on report cards. She is always confidential. Anything said or shared among her staff peers at lunch is not
repeated. She doesConduct
Professional not gossip or pass judgment on anyone - students, staff, parents, or families. Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 95
Evidence 1.00
CT shared that several teachers have commented to him how wonderful TC is and her prowess working with children. Some have stated that they would love to teach with her or have their children
in her classroom. TC appears calm and peaceful when working with the students. During tough situations, she remains calm, keeps redirecting and addressing the positive. She maintains the
dignity of her students when they are on step. She keeps track of students when on and off step. CT, who has been a teacher for about 35 years, stated that he would want his child or grandchild to
be with a teacher like TC During the observation I noted TC's kind and positive demeanor. She dressed professionally, and her speech and actions were most professional.Her implementation of
Make My Day was done quietly and without fanfare so other students were not drawn into any drama.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 97
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
CT believes that reflection is one of TC's natural talents. She reflects throughout the day and is continually striving to improve everything. She does not feel that she has all the answers, so she is
searching for what she should have to support her students.. Some examples of her reflections that led to the implementation of new plans: "I should have a bathroom plan before bus. I need to
find a better way to line up at the end of the day. I think a floor seating plan would improve listening." Daily TC says, "What do you think? Should I have...? How could I improve or extend the
lesson? Next time I want to try... Tomorrow I need to slow down." She stated that one of the most important skills is to be happy.
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
96
Evidence
TC asked open-ended questions of students. (Why did you draw that picture? Can you explain your picture?) She accepted all drawings, giving positive feedback..CT stated that TC encourages
curiosity when she helps the children come up with questions based on their picture walk, as well as when she asks, "What do you think the book is about/" after reading the title. During math she
has student pairs discuss the ways to make "5" other than 4 and 1. She had students predict which 3-D shaped would roll or slide and asks a lot of "Why?' and "What do you think? questions.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
97 1.00
Evidence
CT stated that he has never witnessed a dishonest statement or action by TC. He shared that she follows through on commitments. She does what she says she will. TC has stated to her CT that
she needs to stay as late as he does. She models integrity in the use of the Make My Day points, always being fair to each student, and in her self-reflections when she believes that she should have
done better.
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 97
Evidence
TC modeled active listening as she circulated among the students. She was very patient with the students who left the group several times for points. She demonstrated kindness, smiling a lot and
communicating in a soft, positive voice to the group and to the individual student. She praised students work and behavior. CT shared that TC asks students about their feelings when face/body
language indicates an issue. She shows caring toward anyone hurt or injured. She redirects individually, and offers praise often.CT also shared that she has already built trust with the students and
that she works to build positive friendships and community within the classroom.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 95 1.00
Evidence
TC encouraged her students, was an active listener, and stated expectations clearly and concisely. CT was most impressed with the Introduction Letter that TC sent to parents. She has sent home
information about the Valentine Party. She has participated in a parent conference in regard to a student's behavior. CT shared that TC gave solid input that resulted in the parent supporting the
outcome. TC has built relationships with parents and families and demonstrates that she values their perspectives and concerns. Parents want to know that the teacher is an advocate for their
child. TC models this.
Dedication Score No Evidence
Teacher candidates should be committed to the profession of teaching and learning.
97
1.00
Evidence
CT shared that there is no doubt that TC is dedicated and passionate about teaching and learning. TC stated, too, that this is her passion. TC interacts positively with all - students, staff, parents-
and she puts the needs of her students first. She understands her teaching responsibilities and follows through on all of them. Reflection is one of her strengths as she continuously works to improve
instruction and learning.She actively seeks feedback from CT and modifies instruction, when needed. She is a lifelong learner, always searching for opportunities to learn and to implement new
strategies. CT is most impressed with TC. He stated that he gets tears in his eyes as he observes her teaching and interacting with students. He feels truly blessed to be working with this talented
TC because of her excellent skill level and high expectations for herself and for the students.

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

96.2 %
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

Judy Holliday
Judy Holliday (Jan 29, 2020) Jan 29, 2020

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CLINICAL PRACTICE EVALUATION 1

Alicia Spencer 20474529

Bachelor of Science in Elementary Education

ELM-490 1/6/2020 4/26/2020

Elma Elementary School

FOR COURSE INSTRUCTORS ONLY:

Alicia Spencer 20474529

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Alicia Spencer 20474529

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Alicia Spencer 20474529

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Alicia Spencer 20474529

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Alicia Spencer 20474529

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Alicia Spencer 20474529

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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