Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Mae Hughes 20350898

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Grace Community School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Melodee Mears
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 94.4 points 94.4 %
10.00 1000 944 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0
Mae Hughes 20350898

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. )
Mae is a passionate educator who has high expectations for herself and her students. She consistently strives to help them achieve their learning goals. Mae is determined, hard- working, and
100% dedicated to the teaching profession. This view is supported by observation and cooperating teacher feedback. Mae is off to a strong start!
See attached notes.
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 94 1.00
establish relationships characterized by respect and rapport.
Evidence
Mae has utmost respect for each student in her classroom. This is evident by the tone she uses when she addresses the students and by the patient manner in which she delivers the lessons. As I
observed the lesson, it was evident that Mae cared about the well-being of each student! Her cooperating teacher provided excellent feedback in this domain as well. See the attached notes.
Mae Hughes 20350898


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. 94 1.00
Evidence
As I observed the lesson and Mae's interaction with the student's, it was clear that she made efforts to be fair. She consistently called upon students from each corner of the room, and encouraged
the quiet students to participate. Her cooperating teacher provided excellent feedback in this domain as well. See the attached notes.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 94
Evidence 1.00
The teacher candidate has exemplified professional behavior and met the standards in this realm. Keep up the good work. See the notes.
Mae Hughes 20350898


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. 94
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
This standard is satisfied. See the attached notes.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
94
Evidence
Mae Hughes 20350898


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
94 1.00
Evidence
The teacher candidate has been honest and professional in her interactions with students and other school administrators.
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. 94
Evidence
Mae Hughes 20350898


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. 94 1.00
Evidence
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
96
1.00
Evidence
This standard is satisfied. Mae is dedicated to the teaching profession and to becoming a skilled educator. To that end, she is working hard and is applying her efforts on a consistent basis. She is
open to critique and eager to take on more responsibility within her internship.
This view is supported by observation and by cooperating teacher feedback. See the attached notes.
Mae Hughes 20350898

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

94.4 %
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

Judith Kelly
Judith Kelly (Sep 8, 2019) Sep 8, 2019
Clinical Practice Evaluation 1 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 1 focuses on GCU’s Professional Dispositions. Please consider how the teacher candidate has
interacted with students and staff in relation to the following standards.
Professional Dispositions of Learners

High Expectations
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.
:
Mae communicates to the students what is expected of them, she demonstrates what is expected and is quick to tell the
students when they are doing a good job, and is just as quick to help those who need it.
Respect for the Diversity of Others

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.
:
Mae does not hesitate to speak with parents and answer any questions that they may have, she has made it clear that her
lines of communication are open to them when they need it. Mae also interacts with students not only in her class but
all students in a professional and respectful way, she is respectful and accepting of all staff and administration.
Fairness
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and
exercise fairness in all areas including assessment.
If one students come in and wants a hug all students will get a hug, if one student comes in and wants a high five all
students will get a high five, if a student’s needs help she will make sure other students may or may not need help.
Professional Conduct
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within
their community.
Mae carries herself with a positive attitude for all students to see, she makes it a point to say hello to all students in the
building when she comes in contact with them.
Reflection
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.
Mae is continually assessing herself and her works. She keeps a journal of record of strategies that she has used with
the students over the week. At the end of the week she records what has worked well with the students, what things she
may need to change, and ideas to try on how/what she can do to reach the students who are struggling.
Curiosity
Teacher candidates should promote and support curiosity and encourage active inquiry.
Mae encourages students to explore and to ask questions when they have them.
© 2018. Grand Canyon University. All Rights Reserved.

Honesty
Teacher candidates should model integrity by their words and actions.
Shares with students that we are all made in Gods image and shares how it is important for us to show ourselves in
Gods image.
Compassion
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while providing intellectual, emotional, and spiritual support.
Mae demonstrates compassion with students, student’s families, and other staff members. When a student is upset Mae
takes the time to comfort the student and find out why that student is struggling, and tries her best to help them feel
better or redirects them so they are no longer upset.
Advocacy
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare
of others in the educational setting.
Mae is involved when communicating with parents, and ministers to them when they need help with their child. She
attends all after school functions to support the school, students, and community.
Dedication
Teacher candidates should be committed to the profession of teaching and learning.
Mae comes to school on time every morning stays until everything is finished from the day and prepared for
the next, she attends weekly devotions on Mondays and Fridays as well as staff meetings on Tuesdays.

Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement

the ability to build caring higher-order thinking skills. Using more manipulatives
relationships with students.

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CLINICAL PRACTICE EVALUATION 1

Mae Hughes 20350898

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Grace Community School

FOR COURSE INSTRUCTORS ONLY:

Mae Hughes 20350898

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Mae Hughes 20350898

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Mae Hughes 20350898

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Mae Hughes 20350898

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Mae Hughes 20350898

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Mae Hughes 20350898

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Professional Dispositions of Learners

Respect for the Diversity of Others

© 2018. Grand Canyon University. All Rights Reserved.

© 2018. Grand Canyon University. All Rights Reserved.

Strengths Opportunities for Growth Suggestions/Ideas to Implement

© 2018. Grand Canyon University. All Rights Reserved.

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