Clinical Practice Evaluation 1 Encrypted Jmoon 10119 1

CLINICAL PRACTICE EVALUATION 1
Jasmine Moon 20563906

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: _____________________
Calvin Rodwell Elementary/ Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Tracey Harrison Jones

COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Naomi Hill
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 93.3 points 93.3 %
10.00 1000 933 100
0 0 0 0 0 0 0 0 0 0 100 0 0 0
100
0 0 0 0 0 0 0 0

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. 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
improvement and the actionable steps for growth. )
It was evident in her ability to plan and deliver a rich and rigorous objective to eight-teen 6th grade middle school students. The objective of the social studies lesson focused on Bloom's
Taxonomy levels of critical thinking. It stated that the students will evaluate pictures of and information about historical figures and their monuments so that they can make connections to the
heroes and reflection on how society celebrates and represents heroes. Ms. Moon demonstrated a distinguished score is 94 in the "high expectation" disposition area.
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 95 1.00
establish relationships characterized by respect and rapport.
Evidence
Based on Ms. Moon•s cooperative teacher/mentor (Ms. Tracy Jones), Ms. Moon actively communicates and engages with the educational community such as the principal, vice-principal, parents,
and other school colleagues continuously with respect and courtesy to build positive relationships and partnerships. I observed documentation in Ms. Moon•s binder to validate as evidence a hard
copy of consistent parent communication entries of student•s behavior, academic progress, as well as planning sessions with Ms. Jones and the school•s vice-principal. Ms. Moon's communication
with the students in the classroom was observed as being respectable, caring, and helpful as she responded to students• questions and checked for understanding throughout the lesson. Ms.
Moon•s score in the •respectŽ for the diversity of othersŽ disposition is 95„distinguished.


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. 93 1.00
Evidence
Based on the cooperative teacher, (Ms. Tracy Jones) reported Ms. Moon regularly promotes social justice as it relates to equity or confidentiality. I observed no impartiality in the manner how Ms.
Moon interacted with individual students as well as checked over student's written responses. She maintained objectivity throughout the lesson. Ms. Moon's score in the area of the •fairnessŽ
disposition is a 93„distinguished.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
Based on the observation, Ms. Moon exhibited engaged in demonstrating the use of making sound judgment as it relates to ethical behavior in the classroom. She addressed students in a positive
manner to stay focused and encouraged them to maximize their time wisely to complete read and complete a written assignment. Ms. Moon's score in the area of •professional conductŽ is a 92-
proficient.


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
Based on my weekly communication with Ms. Moon and today•s observation, it is evident that she highly accepts and practices the suggestions to continue and refine improvement as a
professional educator. She is approachable and open to seeking out different venues such as utilizing the (Professional Learning Network) PLN, journaling and revisiting student outcomes by
reflecting to grow and develop as a student-teacher. Ms. Moon•s score in the •reflectionŽ disposition area is a 94„distinguished.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
92
Evidence
Ms. Moon initiated, prompted, and encouraged students to use inquiry such as imagining they were in their personal museum and taking a gallery walk. Other activities centered around inquiry
whereas Ms. Moon modeled how to respond to an inquiry as it related to an assignment titled„ •The Heroes Hidden Among Us.Ž Ms. Moon•s score in the •curiosityŽ disposition area is a 92--
proficient.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
Based on the observation, Ms. Moon displayed conscientiousness, straightforwardness, and being open to student's comments, inquires, and overall responses as it related to classroom
management and academic performance. Ms. Moon•s score in the area of •honestyŽ is a 93- distinguished.
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. 95
Evidence
Based on the observation, Ms. Moon exhibited authentic acts of kindness, caring, and a willingness to assist students with understanding the directions on how to complete their work. Her actions
were observed multiple times throughout the lesson. Ms. Moon's score in the area of •compassionŽ is 95„proficient.


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. 90 1.00
Evidence
According to the cooperative teacher, (Ms. Tracy Jones) reported that Ms. Moon advocates acquiring the necessary materials/resources that students need to effectively maximize their academic
performance. Ms. Moon's score in the area of •advocacyŽ is 90„proficient. Suggestions„Ms. Moon may engage in dialog with her fellow colleagues in the school building and Ms. Jones to identify
the specific needs in the learning community and seek solutions to address and strengthen leadership opportunities within the educational environment.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
Based on the observation, it was evident that Ms. Moon demonstrated commitment, determination, and steadfastness to progress and grow as a professional as it relates to the pedagogy of
teaching. Ms. Moon's score in the area of •dedicationŽ is a 95-proficient.

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

93.3 %
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
Naomi Hill (Oct 4, 2019) Oct 4, 2019

CLINICAL PRACTICE EVALUATION 2S

Master of Education in Secondary Education

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

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Calvin Rodwell Elementary/ Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Tracey Harrison Jones

COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Naomi Hill
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 93.96 points 93.96 %
25 2,500.00 2349 100
0
0
0
0
0
0
0 0 0 0 0 0 0 100 0 0 0
100
0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
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
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. )


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 94 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 93 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 94 1.00
differences or needs.
Evidence


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, 93 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
94
1.00
environment.
Evidence


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 93 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 94 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 94 1.00
content area.
Evidence


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 93 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 93 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence


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 94
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 93 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 93 1
language learning needs.
Evidence


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 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 94 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 95 1.00
knowledge, and student interest.
Evidence


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 94 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, 94 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,
95
1.00
and helping students to question).
Evidence


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 94
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 94 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence


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 94 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 94 1.00
enact system change.
Evidence

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. 95 1.00
Evidence

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

93.96 %
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
Naomi Hill (Nov 7, 2019) Nov 7, 2019

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CLINICAL PRACTICE EVALUATION 1

Jasmine Moon 20563906

Master of Education in Secondary Education

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

Calvin Rodwell Elementary/ Middle School

Tracey Harrison Jones

FOR COURSE INSTRUCTORS ONLY:

Jasmine Moon 20563906

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Jasmine Moon 20563906

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Jasmine Moon 20563906

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Jasmine Moon 20563906

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Jasmine Moon 20563906

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Jasmine Moon 20563906

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Naomi Hill (Oct 4, 2019) Oct 4, 2019

Jasmine Moon 20563906

Master of Education in Secondary Education

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

Calvin Rodwell Elementary/ Middle School

Tracey Harrison Jones

FOR COURSE INSTRUCTORS ONLY:

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide