Clinical Practice Evaluation 3 Encrypted 2

CLINICAL PRACTICE EVALUATION 3
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:
141.6 points
EVALUATION 3 TOTAL
POINTS 94.40 %
25.00 2,500.00 2,360.00 150
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 93
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. )
1.1 Ms. Jones; lesson demonstrated appropriate instructional activities that focused on each student's strengths, interests and needs to accelerate their learning. This was
evident with students being engaged with the planned activities as it related to the objective which was"Students will evaluate claims and identify the key components of an
argument in order to begin writing the argument for or against a monument to celebrate their chosen hero." The students used their individual laptops to retrieve two articles
about a retired NFL player's personal life and professional career. The teacher displayed a video of the same retired NFL player's professional career. Suggestion- Students
could have taken notes from the information they heard and saw on the video. This would have helped the students with writing an argument for or against a monument to
celebrate their chosen hero.
1.2 Ms. Moon engages in conversations with all stakeholders to promote student growth consistently.


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
94
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 94 1.00
learning differences or needs.
Evidence
2.1--Ms. Moon involved multiple activities for students an opportunity to display their learning according to their individual strengths and needs. An example was when
students used posted sticky tabs of their definition of self-discipline on chart paper. This was an activity that the teacher used to engage students to discuss how to cope with
social-emotional issues that may occur at the school, home, and community..
2.2-Ms. Moon lesson utilized students accessibility to individual laptops, watch a video and read current articles all pertaining content about a retired NFL player then to
evaluate the evidence they retrieved from the multiple sources,
2.3- Ms. Moon used various resources and supports to ensure student's learning differences and needs were provided throughout the lesson.


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
94
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 94
environment.
Evidence
3.1- Ms. Moon used a timer to manage the student's time, space, and attention as it pertained to the student's completion of a task and transitioning to another
task/activity in a seamless manner.
3.2- Ms. Moon demonstrated respect and appropriate responsiveness to all students to enrich the overall learning environment throughout the course of the lesson.
Jasmine Moon
TEACHER CANDIDATE NAME______________________________ 20563906
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
4.1- Ms. Moon's lesson focused on students being able to begin writing the argument for or against a monument to celebrate their chosen hero. The chosen retired NFL
player was (Ray Lewis, defensive player for the Ravens) and the students were able to make a connection with the person making integrating new concepts about the
person a smooth transition.
4.2-Ms. Moon provided supplementary resources such as individual laptops for all students to access content information needed to be able to begin the writing
assignment.
4.3-Ms. Moon provided various opportunities for students to learn and practice how to navigate the laptop and locate the two news articles that had content information
about Ray Lewis's career and personal life. This reinforced and increased the student's mastery of academic language in the content area in social studies.


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 93
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 93 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
5.1--Ms. Moon's lesson demonstrated the students applying the content knowledge to real-world problems of interdisciplinary themes. For example, students are in
the process to present a writing assignment that reflects their position to support or oppose a monument to remain standing or being removed. Suggestion: moving
forward, students can devise a financial literacy writing piece that focuses on the cost impact of building and/or removing statues of the past war monuments and/or
entertainer figures/paintings in Maryland.
5..2-Ms. Moon's lesson engaged students with their ability to develop different social and cultural views as it relates to their comprehension of local and global
concerns and problems.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 94 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 94 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
94 1
language learning needs.
Evidence
6.1--The assessments that Ms. Moon used in the lesson aligned with the learning objective limited any bias that can inflate or change assessment outcomes.
6.2--According to Ms. Moon's cooperating teacher (Ms. Jones)---Ms. Moon consistently engages in collaborative meetings to discuss, examine, and interpret student data in
order to effectively plan and guide instruction.
6.3- Ms. Moon makes adjustments to assessment formats accordingly for students with challenging language learning needs and disabilities.


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 94 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
7.1--Ms. Moon's lesson plan illustrated evidence of planning based on differentiated instruction for groups of students. She infused strategies and used resources to engage
all students to actively complete planned activities about understanding specific questions such as, What is a claim about Ray Lewis? Why do they think Ray Lewis does or
does not deserve a monument? Why do they think some people are on the defense about Ray Lewis having a monument?
7.2- Ms. Moon demonstrated presenting a sequential order of learning experiences as well as displaying several ways to demonstrate knowledge and skill as it pertained to
the lesson.
7.3- Ms. Moon's lesson demonstrated planned formative and summative assessment data based on student's interests and prior student knowledge.


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) 94 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, 96 1.00
and helping students to question).
Evidence
8.1-Ms. Moon's instruction provided her to display various roles as an instructor, facilitator, and coach as it pertained to the content, purpose, and student's needs. She asked
students questions, guided and prompted students to inquire responses from their peers and to work independently.
8.2- Ms. Moon used technology for students to engage students to access, interpret, evaluate and apply content information about the retired NFL player.
8.3- Ms. Moon consistently asked students critical-thinking questions to check their understanding and to illicit their curiosity.


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
95
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
9.1--Ms. Moon's cooperating teacher (Ms.Jones) reported that Ms.Moon collaborates with fellow colleagues and uses several data sources such as student's performance
data, local district observations, and research to evaluate the outcomes of teaching and learning.
9.2--According to the cooperating teacher (Ms. Jones) and documentation it is evident that Ms. Moon regularly seeks professional, community, and technological resources
with internal and external stakeholders in the learning environment as supports for analysis, reflection, and problem-solving purposes.


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 95
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 95 1.00
enact system change.
Evidence
10.1--Ms. Moon uses technological tools and several communication strategies to strengthen local and global learning communities that engage students, families, and fellow
colleagues.
10.2- According to Ms. Moon's cooperating teacher (Ms. Jones) reported that Ms. Moon advocates on an on-going basis students' needs to enhance the learning community,
and to make changes in the system.

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

94.40 %
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 (Dec 9, 2019) Dec 9, 2019

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CLINICAL PRACTICE EVALUATION 3

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

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

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Jasmine Moon 20563906

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Jasmine Moon 20563906

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Naomi Hill (Dec 9, 2019) Dec 9, 2019

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