Clinical Practice Evaluation 4: TEACHER CANDIDATE NAME - STUDENT NUMBER

CLINICAL PRACTICE EVALUATION 4
Megan Nicponski
TEACHER CANDIDATE NAME______________________________ 20481415
STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590
COURSE: _____________________________________________________ 8/16/2018
START DATE: ____________________________ 11/28/2018
END DATE: _____________________
Santiago High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Kathryn Momaney
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Pherby Higgins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
150 100
****Please note: a separate score addendum will be issued to the Teacher Candidate within 24 business hours of submitting
this evaluation that will display the total points and percentage. The Teacher Candidate must submit both the Clinical Practice
Evaluation #4 and the score addendum to Student Teaching course.****
39 3900 3900
150
0 0 0 0 0 0 0 0 0 0 0 150 0 0 0
0 0 0 0 0 0 0
Megan Nicponski
STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
0 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 disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher for a Teacher Candidate Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student during student teaching. teaching. Candidate during student
teaching. teaching.
High Expectations Score

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. These expectations
should be communicated in positive ways. 100
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. )
Megan provided high expectations during this lesson regarding the final essay. She reviewed the rubric for the assignment and explained what high expectations
were, as well as low level work.
Respect for the Diversity of Others Score
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 establish relationships characterized by respect and rapport.
100
Evidence
In one of her classes, she has 26 ELL students and 8 GenEd students. The class observed was diverse, but not ELL. She has an excellent
rapport with all of the students. She treats them all equally and with respect. They, in turn, respect her and feel "safe" around her.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Fairness Score
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas
including assessment. 100
Evidence
Megan uses PowerPoints for all of her classes so that all students, especially the ELL students, have access to the same information and can
follow along better.
Professional Conduct Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
100
Evidence
Megan maintained a professional demeanor throughout the observation. She is a positive role model for the students.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Reflection Score
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.
100
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
Megan and her CT reflect daily and in between classes on best practices. She accepts and implements suggestions.
Curiosity Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
100
Evidence
Megan asks higher level thinking questions (How, What, etc.). She challenges the students to define their ideas of a successful essay
submission.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Honesty Score
Teacher candidates should model integrity by their words and actions.
100
Evidence
Megan brings her personal life into the classroom as a way to show the students she is "real and approachable." She has a fabulous rapport
with the students, her CT, and the administration at the school.
Compassion Score
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing
intellectual, emotional, and spiritual support.
100
Evidence
Megan is genuine in her concern for the students and their success. She has a warm, inviting personality and the students respond positively
to her.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Advocacy Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational
setting.
100
Evidence
Megan is very active in her community and attended Back-to-School night where she met many of the parents of the 193 students that she
has. She also performs volunteer work within the community.
Dedication Score
Teacher candidates should be committed to the profession of teaching and learning.
100
Evidence
Megan has been substitute teaching in the district for a couple of years and that is why she decided to pursue a career as a teacher. She truly
loves what she is doing and is excellent at it.
Megan Nicponski
STUDENT NUMBER____________________
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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

1.1
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 learning.
100
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and
development. 100
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. )
Megan is use the scripted curriculum guide for ERWC. Except for module 1, which must be done first, she was allowed to pick and choose
which modules she would like to do based on her students' interests. Megan chose the activities with the module that she felt would pique
her students' interests. She participated in the PLCs and emailed parents via CANVAS regarding grades and issues within the class that she
felt needed addressing.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create
opportunities for students to demonstrate their learning in different ways.
100
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 development of English proficiency.
100
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 100
Evidence
Megan reaches out to and is concerned for ALL her students. In daily planning, she considers ALL her students’ needs – working to challenge
the top students and working (even harder) to support the struggling ones.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating
the resources of time, space, and students’ attention.
100
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 environment.
100
Evidence
Megan excels at providing bell-to-bell instruction. Her classes are 2-hour blocks and she mixes up the activities throughout the block in
order to keep the students engaged. She has teacher instruction, guided instruction, then partner/quad activity, as well as leisure read/write
time, then back to more guided instruction and a video to emphasize the material. In her ELL class, she asks the students to share some in
their primary language. Her students view her as THE teacher, and respect her as such. .
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections
to students’ experiences.
100
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 100
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area.
100
Evidence
Megan linked the previous writing submissions to this lesson, since it is the final submission. She provides all of her information on
PowerPoints so that every student has access to it. Megan inserted content vocabulary throughout the review.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes
(e.g., financial literacy, environmental literacy).
100
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.
100
Evidence
Megan engages students via PowerPoint presentations, visual aids, video supplements where appropriate, and active instruction. She
maintains motion and a presence throughout the classroom during lessons and also provides real world insight to material by relating it to
life experiences. Megan respects and embraces social and cultural differences and integrates students' individual strengths into the lessons.
She creates an environment where students are able to work collaboratively to creatively solve problems.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can
distort assessment results.
100
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s
progress and to guide planning.
100
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 language learning needs.
100
Evidence
On a daily basis, Megan uses formative assessments to determine what her students have learned and what she needs to reteach. She uses Office Hours
effectively to reteach material and allow students an opportunity to master the assignments. Megan has used the school's CANVAS software to deliver Summative
Assessments, where she has provided appropriate feedback and grades for assignments based on the Standards for 12th grade Language Arts.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources,
and materials to differentiate instruction for individuals and groups of students.
100
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to demonstrate knowledge and
skill.
100
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student
interest.
100
Evidence
She has progressed through two of the ERWC modules, planning on her own, in a way that makes logical sense to the students and in which
each lesson has built on the next. From her ex-AP (Advanced Placement) students to her Level 1 EL students (students with less than two
years exposure to the English Language), she plans and designs lessons to teach the entire gamut.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content,
purpose of instruction, and student needs
100
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply
information.
100
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, and helping students to question).
100
Evidence
Megan has such an outstanding rapport with her students, that varying her role in the classroom is a natural thing for her and the students. She includes seamless role variation in her lesson
planning. Megan incorporates PowerPoints throughout her lessons, imbeds videos and outside sources, allows for whole class/partner/small group discussions, and independent practice with
handouts and rubrics. This allows accessibility to all students. She probes the students for higher level thinking with the "W" questions (what why, how). If a student is struggling, she helps
them to articulate their responses.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
100
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for
analysis, reflection, and problem solving.
100
Evidence
Megan engages and collaborates with colleagues in the English department and PLC group meetings regularly. She discusses student
progress, special education goals, and pedagogical strategies. Megan works with the counseling staff and administration to provide support
and scaffolding to struggling students.
Megan Nicponski
STUDENT NUMBER____________________

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that
engage students, families, and colleagues.
100
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 100
Evidence
Megan uses PowerPoint presentations with every lesson and engages students with a variety of graphic representations and video
supplements. She works to ensure an equitable learning environment through scaffolding techniques and adaptations to the lesson based
on student needs. Her ELL students are provided additional scaffolding through the use of structured worksheets and collaborative practice.
Megan Nicponski
STUDENT NUMBER____________________
Grand Canyon University: Impact on Student Learning

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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
Evidence
Throughout the course of the STEP, Standard Evaluation instructional methods varied based on student understanding of material. Based on
classroom factors, like IEP/504 plans, and student performance on evaluations, instructional methods and pacing changed to meet the needs of the
individual students and class needs. As students demonstrate advancement via the formative assessments, class pacing adjusts to meet growth.
Overall, based on the summative assessment, students were able to advance markedly over the course of the lesson.
Megan Nicponski
STUDENT NUMBER____________________
English Placements: National Council of Teachers of English (NCTE) Scoring Guide

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
standard or expectations standard and expectations this standard and standard and expectations expectations for a Teacher standard and all
teaching. teaching.
NCTE Standard 1: English Language Arts (ELA) Candidate Program Structure Score
Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice
English language arts teachers. 100
Evidence
Megan has been following the ERWC curriculum provided by the Cal State System. Megan has moved her students through three of the modules provided – each building on one another. The
students have progressed from narrative writing to argumentative writing to research-based writing. Her students have been writing, reading, listening and speaking about these topics for the
past 15 weeks.
NCTE Standard 2: ELA Candidate Attitudes Score
Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional
organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. 100
Evidence
Megan has grown as a teacher throughout her tenure at her placement. She has participated in staff development, staff meetings, Personal Learning Communities (PLCs), Parent/Teacher/Counselor conferences, IEP meetings, 504 meetings and student conferences. She has shown maturity and
professionalism with Confidential Issues and the students trust her as a “Trusted Adult”. When other professionals on campus speak of her they refer to her in terms like “an amazing student teacher” (Ann Melconian, Principal’s secretary) and “a real professional” (Tammy Filla, Library Assistant). When
the Administration has questions about a student, they go to Ms. Nicponski for assistance, guidance and support. Parents and students contact her directly with questions and concerns. She has become an active member of the weekly PLC community. On a daily basis she and her CT assess her
performance (as well as her students’ performance) and come up with a plan to improve. She is open-minded and adaptable, as well as innovative and self-directed – all of which are attitudes needed by English language arts teachers.
Megan Nicponski
STUDENT NUMBER____________________
English Placements: National Council of Teachers of English (NCTE) Scoring Guide

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
NCTE Standard 3: ELA Candidate Knowledge Score

Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media;
technology; and research theory and findings. 100
Evidence
The district's curriculum focuses on non-fiction (not literature), but her knowledge about the others listed in this standard have all been evident in her daily teaching. She has researched and used print and nonprint media in her lessons; they are original, relevant and current. She has added material
(print and non-print, technology and research based) to the ERWC curriculum - which is often archaic and out-of-date. Examples of this are two recent articles (with supporting video media) about animal cruelty that the students used to create an Opinion Editorial, along with a MLA formatted Works
Cited list of their sources used. She is guided her students through the research process – starting with a model (which was extremely outdated in the ERWC curriculum, but Megan updated for 2018), leading the students through inquiry and thesis writing, and she guided them through the use of the
EBSCO and ProQuest Databases as they selected sources to used for their research report (which included in-text citations and a Works Cited Page).
NCTE Standard 4: ELA Candidate Pedagogy Score

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts,
students, and teaching. 100
Evidence
Megan and her CT have reflected on her and the students’ progress often and whether the students were ready to move forward with given skills and when re-teaching was needed – this is an
essential skill for any successful language arts teacher. I have no doubt that Megan is 100% ready to receive her California Teaching Credential and begin a productive, meaningful, and
influential career as an English Language Arts teacher.
Megan Nicponski
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:

100
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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 (Dec 4, 2018) Dec 4, 2018
SCORING SUMMARY
GCU Professional Dispositions of Learners InTASC Standards Specialized Professional Association Standards
Score Score Score
100 100 100

1000 1000 2500 2500 400 400
4
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CLINICAL PRACTICE EVALUATION 4

Master of Education in Secondary Education

Santiago High School

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score

GCU Professional Dispositions of Learners Scoring Guide

GCU Professional Dispositions of Learners Scoring Guide

GCU Professional Dispositions of Learners Scoring Guide

GCU Professional Dispositions of Learners Scoring Guide

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

English Placements: National Council of Teachers of English (NCTE) Scoring Guide

English Placements: National Council of Teachers of English (NCTE) Scoring Guide

NCTE Standard 3: ELA Candidate Knowledge Score

NCTE Standard 4: ELA Candidate Pedagogy Score

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

100 100 100

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