Jvieira Elm590 Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Joshua Vieira 20467320

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 8/15/2019 11/27/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Anthony Traina Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Grit Walther
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Catheryn Reardon
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 93.4 points 93.4 %
25 2,500.00 2335 100
0
0
0
0
0
0
0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0

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 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 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 No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 95 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 95
student growth and development. 1.00
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. )
He is continuing to grow in his teaching methods, and is progressing wonderfully. He connects with his colleagues very well.
CT Evidence:Mr. Vieira considered the age of students and their need for movement. He also considered that group work allows for discussion and practice of vocabulary. This
is the reason why he decided to do a “walk-the-room” poster activity. Mr. Vieira discussed the idea with me prior to the activity, explaining his reasoning.
*students worked in groups, students use academic language and work in teams to solve problems


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 90 1.00
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 strategies
for making content accessible to English language students and for evaluating and supporting their 95 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 95 1.00
differences or needs.
Evidence
He is continuing to develop in this area, but he shows great progress in his planning and delivery of instruction for a wide variety of learners. He does a great job accessing
resources and tools to keep students engaged, and assist their development.
CT Evidence: students were in mixed ability groups, allowing for peer support, EL students were mixed with native English speakers, allowing for vocabulary practice and
application of English,
the activity allowed for students with a higher need of movement to focus better, the group size allowed quieter students to practice answers in a small, safe environment
Mr. Vieira supported all groups by interacting with students, and asking questions to allow for deeper thinking, also encouraging higher students to extend their thinking


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 95 1.00
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
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
95
1.00
environment.
Evidence
He does an exceptional job of communicating to the students on a variety of levels, and has a keen awareness of their academic needs. He is always seeking ways to meet
their needs through the delivery and content of the lessons.
CT Evidence: Posters were prepared ahead of time, posters were spaced out in class allowing for non-interrupted group work, non-verbal clues to manage behavior and
transitions, instruction on how to transition


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90 1.00
content area.
Evidence
He has an excellent knowledge of the content, and aides students in their understanding of the material and concepts being taught. He provides many opportunities for
students to learn using a variety of strategies and opportunities for them to share.
CT Evidence:the activity was a review and test prep, but also included one question for the next lesson (allowing students to challenge their thinking), questions were
based on classroom materials


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 90 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
He has a good knowledge of the content, and provides some resources to aide students in their understanding of the material and concepts being taught. I encourage him to
use a variety of strategies and opportunities for them to share.
CT Evidence:the main focus was the skill practice, but posters also included word problems based on real-world scenarios


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 95
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 90 1
language learning needs.
Evidence
He provided students with an assessment that matched their level of learning in the lesson I observed. He also did a nice job of preparing students in the lesson so they were
confident in moving forward with the assessment. This will continue to guide his instruction, as he is a reflective teacher who is always thinking of ways to improve.
CT Evidence:the following day, the lesson assessment was given, allowing students to show different levels of depth of knowledge, (standard based grading), Mr. Vieira reviewed
the scored assignments with me, justifying his decisions,
Mr. Vieira read test aloud to allow all students access to the question


evaluations)
teaching. teaching.
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 95 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 95 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 90 1.00
knowledge, and student interest.
Evidence
He is off to a great start in all of the planning he has completed to date. The lessons match the skill level of the students and builds on prior lessons.
Ct Evidence:Mr. Vieira used a prior assessment to create the pacing and sequencing of this lesson, he used RtI time to meet with individual students to review missed
concepts, Mr. Vieira included frequent formal and informal assessments to drive his instructions


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 90 1.00
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, interpret, 90 1.00
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,
100
1.00
and helping students to question).
Evidence
He does a terrific job of meeting the student needs in instruction, and is always striving to do his best. He also incorporates technology as a tool for instruction, and asks
students questions to check their comprehension throughout instruction.
CT Evidence: Mr. Vieira is working on developing multiple instructional roles, focusing on implementing more opportunities for students to present and teach their peers vs.
direct instruction from the teacher, Mr. Vieira is using effective prompting to allow students to think about their answers,


evaluations)
teaching. teaching.
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., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 100
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 100 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
He is actively seeking to collaborate and work with his master teacher and is open to adapting his planning and practices based upon feedback. He is always seeking
professional advice and wants to improve his teaching methods and strategies and the resources available to him for the students.
Ct Evidence:Mr. Vieira meets with me and reflects daily on his lessons, adjusting his plans for the next lesson based on data and student needs


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 95 1.00
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 90 1.00
enact system change.
Evidence
He is growing leaps and bounds in his teaching methods, and does a great job collaborating with other teachers.
Ct Evidence:effective use of interactive whiteboard, doc camera

10.2 na

Grand Canyon University: Impact on Student Learning

evaluations)
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 1.00
Evidence
He continues to develop methods and strategies to best reach the students. He is also a great communicator and works with his mentor teacher in meeting the needs of 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:

93.4 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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

Catheryn Reardon
Catheryn Reardon (Oct 6, 2019) Oct 6, 2019

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CLINICAL PRACTICE EVALUATION 2S

Joshua Vieira 20467320

Master of Education in Elementary Education

ELM-590 8/15/2019 11/27/2019

Anthony Traina Elementary

FOR COURSE INSTRUCTORS ONLY:

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Joshua Vieira 20467320

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Ct Evidence:effective use of interactive whiteboard, doc camera

Joshua Vieira 20467320

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Joshua Vieira 20467320

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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