Clinical Practice Evaluation 3 Encrypted

CLINICAL PRACTICE EVALUATION 3
Katline Crockett 20453725

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

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

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Rona Santos
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Moherlie Coles
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
135.78 points
EVALUATION 3 TOTAL
POINTS 90.52 %
25.00 2,500.00 2,263.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 150 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 93
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
93
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 candidate developed today's lesson to take into account the student's developmental level. She used questioning that was appropriate for her special needs classroom
and directed some questioning to their interests. When discussing Maps, the candidate discussed different maps and tried to give students the opportunity to discuss maps
they may have seen or seen someone use. The candidate regularly communicates with her students' families to discuss their progress and what skills to work on at home.


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
92
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 87
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 92 1.00
learning differences or needs.
Evidence
The candidate designed a lesson filled with visual representations to deliver instruction to students about maps. The candidate also used a globe to give students a larger
representation of the world and to learn about continents. Students were able to look at the different pictures and relate to them in their own ways based on prior knowledge.
The candidate incorporates vocabulary into her lessons to support students who have difficulty speaking and understanding. The candidate accesses resources provided by
her school to meet the needs of students, as well as researches other resources that may be of use.


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
95
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
The candidate did a good job of engaging students into learning about maps and the world by giving them the opportunity to look at a globe that had texture for students
to touch to learn more about the terrain of the specific place. The candidate coordinated the lesson by allocating enough time to discuss vocabulary, look at different types
of maps, and giving them hands-on experiences to keep them engaged. The candidate communicates with students in various appropriate ways that cater to their special
needs. Some students need more care, hands-on, or redirection when teaching, and the candidate adapts to keep them engaged.
Katline Crockett
TEACHER CANDIDATE NAME______________________________ 20453725
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 94 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 88 1.00
their content area.
Evidence
The candidate does a wonderful job of pulling prior knowledge from students during lessons. In order to help link concepts, she uses pictures and other visual
representations to help students make connections. The candidate used a video today to discuss maps and give students another opportunity to learn more about maps
and GPS. The candidate creates opportunities for students to apply the knowledge they have learned after the direct instruction portion of the lesson is completed, by
giving an independent assignment.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 92
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 83 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Today's lesson included the students being able to discuss the content knowledge learned about maps by discussing the advantages and disadvantage of printed
The candidate was able to relate to students by giving them the opportunity to discuss how they have used or seen someone use digital maps. The candidate's
lesson included looking at maps around the globe how people use maps. Some students were able to expand their understanding of maps and create solutions
what to do in the world if they ever get lost.


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 90 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
91 1
language learning needs.
Evidence
The candidate works with her cooperating teacher to develop assessments appropriate for students with special needs. She examines student work and their progress to
guide planning and direct instruction.


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 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 91 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 87 1.00
knowledge, and student interest.
Evidence
The candidate uses different modes of learning to engage students and accommodate their learning disabilities. She uses a variety of materials such as visual and kinesthetic
objects to allow them to learn in a way that is best for them. She differentiates instruction by giving students different opportunities to show their knowledge based on the
content of the lesson. Students that have difficulty with writing may draw a picture or verbalize their knowledge for credit. The candidate works with her cooperating teacher
and colleagues to learn how to develop assessments for students with special needs and prepare for the state exam with accommodations for students.


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) 92 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, 94 1.00
and helping students to question).
Evidence
The candidate acts as an instructor at the beginning of her lesson and asks probing questions to students to pull prior knowledge. The candidate also acts as a facilitator when
assigning independent work and allowed students to discuss their thoughts and theories. The candidate uses videos in combination with pictures to engage students in the
subject matter to help students interpret and apply the information learned. The candidate asks students questions to stimulate discussion and give them opportunities to
discuss their ideas. The candidate helps students formulate their thoughts and complete their thoughts when they show signs of having difficulty.


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
92
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 90
the school, as supports for analysis, reflection, and problem solving.
Evidence
The candidate works with her colleagues to learn about different methods and learn the accommodations needed for each student to succeed. The candidate continues to
learn about each students IEP and how to develop an IEP. She attends meetings to learn about the special education protocols and procedures.


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 95
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 92 1.00
enact system change.
Evidence
The candidates use technological tools to communicate with families using ClassDojo. The candidate is learning how to use other technologies in the classroom her
cooperating teacher uses to communicate with families, such as the grade book and attendance. The candidate is working to learn about how to advocate for additional
services for her students. She already advocates for resources and continues to attend professional developments to learn more about the special education in her school
district.

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

90.52 %
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

Moherlie Coles, PhD
Moherlie Coles, PhD (Nov 21, 2018) Nov 21, 2018

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CLINICAL PRACTICE EVALUATION 3

Katline Crockett 20453725

Master of Education in Special Education

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

Suitland Elementary School

FOR COURSE INSTRUCTORS ONLY:

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Katline Crockett 20453725

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

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Katline Crockett 20453725

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Katline Crockett 20453725

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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