Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Gina Peebles 20076644

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 9/5/2019 12/18/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Davis Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Texas
SCHOOL STATE: ___________________________________
Clarice Caldwell
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Beverly Still
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
143.64 points
EVALUATION 3 TOTAL
POINTS 95.76 %
25.00 2,500.00 2,394.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 150 0 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 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
95
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. )
Ms. Peebles’ Standard 1 scores are 95 and 95, or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate consistently
exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with Student Development includes the
following – Ms. Peebles’ lesson on force and motion was instructionally rigorous for middle-school learners, however, the instruction in this class is precept-on-precept and
spiraled – lessons are comprehensive in their review of information previously presented and the introduction of novel instruction - in addition to improving skill competencies
such as reading, writing, computation (especially through the lens of chemistry), and providing accurate content knowledge, she encourages the development of social
competencies such as positive self-image with appropriate, specific praise, she also encourages students’ (att'd)


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
95
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 95
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 95 1.00
learning differences or needs.
Evidence
Ms. Peebles’ Standard 2 scores are 95, 95, and 95, or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate
consistently exceeds this and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with Standard 2 includes the following –
incorporated multiple formative assessments, including checks for understanding: verbal responses to questions such as, “Who was the force?”, responses on Nearpod
(electronic student engagement platform) and responses on worksheets encased in plastic protectors, for students to display learning and growth - planned for students to
listen (direct instruction), speak (asking and answering questions and engaging in discussion with Ms. Peebles and table partners), read (reminded students to read questions
carefully, while important for all students, may be of particular import for learning-differenced students) and write throughout...(att'd)


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
96
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 96
environment.
Evidence
Ms. Peebles’ Standard 3 scores are 96 and 96, or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. One of the drivers for this standard is the management of the
learning environment, including time, space, and students’ attention: Ms. Peebles’ allocations for each of these resources was appropriate for her students. Additional
evidence of Ms. Peebles’ facility with this standard includes the following – learning environment encourages students to offer novel responses and ask questions freely
all student responses are met with warmth and approbation: effort, and not exclusively correct responses, were acknowledged - incorporated partner discussions (turn-
and-talks) throughout lessons – students are regrouped periodically, so that all students can benefit from their peers’ insights - classroom management was (att'd)
Gina Peebles
TEACHER CANDIDATE NAME______________________________ 20076644
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 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 95 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard includes the
following - demonstrates knowledge specialized to the work of teaching secondary science – responded efficiently and effectively to students’ content-related questions –
teaches content as mandated by Texas-state standards - allocated time for individual brainstorming before teaching new content (posed a question related to previous
learning or experiences) - provided multiple representations and explanations of content including definitions, synonyms, and visuals, is able to identify and correct student
misunderstandings related to content – understands the role of content in real-world applicability - gave ample (att'd)


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 95
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 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Ms. Peebles’ Standard 5 scores are 95 and 95, or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard
includes the following - effectively incorporated interrelationships between concepts, perspectives, engagement, critical thinking, creativity, collaborative problem
solving, and authentic issues: This facility is effectively borne out in her lesson on force and motion, and push and pull, in which students were asked to consider
the roles of balance, and unbalance in situations with which the students could relate, such as: the motion of automobiles, the motion of a runner poised to begin a
race, and the motion of a basketball hitting a backboard. Ms. Peebles asked the students, “What forces are acting on you right now?” The applicability of the lesson
(att'd)


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 96 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 97 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
97 1
language learning needs.
Evidence
Ms. Peebles’ scores for Standard 6 are 96, 96, and 97, or Distinguished (Usually reserved for master Teacher Candidates.” The performance of the Teacher Candidate
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with Assessment includes the
following – assesses learning objectives in a variety of ways, including observing students to assess indicators of student understanding – asks questions designed to
evaluate understanding, such as “How is force related to acceleration?” and “Why did the ball hit the floor?” – students responses using Nearpad are another way to assess
student understanding, as are daily exit tickets - uses quick checks for understanding, one such example is having students record responses to questions on worksheets in
plastic sheet protectors, then holding them up so that Ms. Peebles’ can gauge number of students who understand the concept being presented. (att'd)


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 96 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 96 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 96 1.00
knowledge, and student interest.
Evidence
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with Planning for Instruction
includes the following – lesson objective (shared with students) was aligned with state standard TEK 6.6A “I can identify, explain, and calculate how an unbalanced force
causes acceleration (change in velocity)” - chooses appropriate strategies, accommodations, resources, and materials to help each student be successful in meeting his or
her learning goals – sequenced activities appropriately during lesson – modelled “motion” and “at rest” with inflatable globe in interactive demonstration -instruction
purposefully infused with words, terms and phrases as in state-mandated tests, so students can recognize terms while testing - questions are designed (att'd)


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) 96 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, 95 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, 95 1.00
and helping students to question).
Evidence
consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Ms. Peebles well understands the primacy of knowing her students,
their knowledge their skills, and their challenges, in the hierarchy of instructional planning. Evidence of Ms. Peebles’ facility with Instructional Strategies includes the following –
used words, terms, and phrases appropriate for the learners in her classroom - demonstrated that she understood how and when to change roles in a lesson: instructed the
skills and expectations within the lesson – facilitated and guided the students to meet the lesson objective during group/independent work – coached students as they
practiced new skills by offering feedback – observed students practicing, presenting, or collaborating with others on new learning, (att'd)


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
97
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 97
the school, as supports for analysis, reflection, and problem solving.
Evidence
Ms. Peebles’ Standard 9 scores are 97 and 97, or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate consistently
exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ exceptional facility with this standard includes the
following – Ms. Peebles respects all students regardless of age, gender, culture, setting and economic context. She communicates with students with care and concern for
their cognitive and affective well-being. Evidence of this care and concern includes the following – Ms. Peebles ensures that students can access information auditorily,
visually, and kinesthetically. She weaves critical terms and definitions throughout the lesson. She is conscientious in ensuring that every student understands the concepts,
skills, and knowledge he or she needs in (att'd)


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 97
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 97 1.00
enact system change.
Evidence
Ms. Peebles’ Standard 10 scores are 97 and 97 or Distinguished (Usually reserved for master Teacher Candidates). The performance of the Teacher Candidate consistently
exceeds this standard and all expectations for a Teacher Candidate during student teaching. Evidence of Ms. Peebles’ facility with this standard includes the following: As a
teacher leader, Ms. Peebles models positive qualities such as fairness, respect, thoughtful consideration, and courtesy that her students can emulate. She is aware of her
students’ unique strengths and challenges, including any instructional and behavioral struggles and she is aware of the impact that working with other educators can have on
the success of her students. She strives to ensure high quality instruction, for example, the lesson on motion and force, and a positive environment for every student’s optimal
learning and well-being. Moreover, she is also aware of the interrelated roles that context, culture, and (att'd)

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

95.76 %
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

Dr. Beverly Still
Dr. Beverly Still (Dec 2, 2019) Dec 2, 2019

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CLINICAL PRACTICE EVALUATION 3

Gina Peebles 20076644

Master of Education in Secondary Education

SEC-590 9/5/2019 12/18/2019

Davis Middle School

FOR COURSE INSTRUCTORS ONLY:

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Gina Peebles 20076644

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

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Gina Peebles 20076644

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Gina Peebles 20076644

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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