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CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


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: _____________________

Homewood-Flossmoor High School


COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Illinois
SCHOOL STATE: ___________________________________

Veronica Vargas
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Olevia Perry
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 1 TOTAL
POINTS 98 points 98 %
10.00 1000 980 100
0 0 0 0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 0 0 0
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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. 98
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. )
Mr.Collins demonstrates that he believes that all students can learn. Homewood-Flossmoor High School has an assessment re-take policy for all major exams. Mr. Collins has offered to stay
after school to help students prepare for their re-take test. You expressed high expectations for all students, encouraging students to work and determine the correct answers for problems given
them.

Respect for the Diversity of Others Score No Evidence


Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
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 98 1.00
establish relationships characterized by respect and rapport.
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. )
The cooperating teacher stated, "In the past 4 weeks, Walter Collins has interacted with his students in the classroom, field hockey team, teachers, administration and parents. He has
participated at Back to School night, Professional Leaning Community meetings (2 meetings, 8/31/18 and 9/14/18), attended 2 Annual Review IEP meetings (9/25/18 and
9/28/18) and has been coaching field hockey."
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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. 98 1.00
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. )
The cooperating teacher stated, "Walter exhibits fair treatment of others (students and coworkers). He values and responds well to aspects of a student’s well-being (cognitive, emotional and
social). He also utilizes a full range of differentiated instructional practices, for example he considers students’ strengths, needs and experiences when planning instruction, and when grouping
students together for labs. He provides opportunities for all students to be successful.". Additionally during the lesson observed, you allowed all student an opportunity to respond during the lesson.

Professional Conduct Score No Evidence


Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 98
Evidence 1.00
(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. )
You have demonstrated a professional demeanor (dresses appropriately, meets attendance expectations, actively participates in class). You communicate with honesty and integrity (e.g., uses
appropriate language, maintain confidentiality, and treats all people with respect). You have an excellent rapport with the students, employing strategies that are subtle and effective.
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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 1.00
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.

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. 98
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. )
The cooperating teacher stated, "Walter engages in continuous reflection based on relevant assessment (formative/summative). This helps him in planning lessons. He seeks advice from
colleagues and supervisors and listens and learns from the experiences of others. He participates in professional learning meetings and school development days. He frequently engages in
professional discussions with other colleagues as a means of improving his teaching practice.". During our post observation conference, you were able to reflect on the lesson and determine that
there were some things that could be done differently to make the presentation smoother and more beneficial for the students such as presenting the information in stages or chunking before going
toCuriosity
the next stage, and providing more examples toward the end. Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
98
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. )
You demonstrate curiosity in asking questions on a variety of topics related to teaching. This inquisitive nature lends itself to teaching as demonstrated in your engaging students in the use of
questioning for understanding. You encourage students to explore their curiosity.
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

Honesty Score No Evidence


Teacher candidates should model integrity by their words and actions.
98 1.00

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. )
You have always shown honesty and integrity in your work ethic. You put forth good effort and completes tasks in a timely manner. You have been punctual and reliable to this point.

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. 98
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. )
You demonstrate that you are friendly, personable and considerate. As y ou greet the students in the hall it is obvious that you genuinely care about each one, greeting them all with a smile and
encouraging word. You genuinely take an interest in the students and go above and beyond to provide support. You are very considerate and aware of others and their needs and make a sincere
effort to uplift.
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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. 98 1.00

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. )
You advocate for yourself and your students. Additionally, your cooperating teacher stated that you also teach your students to advocate for themselves. You make
sure that students are aware of their special needs and teaches them that others may not be aware of their needs and of the importance of self-advocacy.

Dedication Score No Evidence


Teacher candidates should be committed to the profession of teaching and learning.
98
1.00
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. )
You demonstrate dedication by offering your time to help students prepare for retake exams. You coach field hockey and give your personal time and attention to help students succeed. You have
developed excellent classroom management skills and demonstrate other qualities such as building positive relationships with students, being personable and well-liked, resourcefulness, and
demonstrate excellent content knowledge. At this point work on flexibility in delivering lessons, researching ways to present the same information differently, observe another veteran teacher and
attend a professional development workshop to build your skills.
CLINICAL PRACTICE EVALUATION 1

Walter Collins Jr. 20500911


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:


98 %
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


Olevia Perry
Olevia Perry (Oct 3, 2018) Oct 3, 2018