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.
Evidence:
Brandy sets high expectations of all learners based on their developmental level. She communicates clearly to the
students what she expects of them. She is very loving and positive to the students and they want to perform well
for her.

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.
Evidence:
Brandy is wonderful at interacting with all my students. She respects them all and is accepting of all of their
differences and needs. She is an asset to our school community as well, as she is outgoing and wants to be
involved in all aspects of their learning. She has made positive connections with my parents and administration
this year as well as my other team teachers.

Fairness
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and
exercise fairness in all areas including assessment.
Evidence:
Brandy treats all students in our classroom equally and maintains professionalism by not breaching
confidentiality. She provides accommodations to learners as needed in assessments as indicated on IEP's and
ensures fair treatment is given to all. I trust her with my students IEP's and other sensitive information that
pertains to my students. I never hear her discussing any confidential information to anyone who the child is not
directly involved with.

Professional Conduct
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within
their community.
Evidence:
Brandy is a very positive role model. She is extremely positive and is always dressed professionally. She always
wants to do what is in her students' best interest.

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.
Evidence:
Brandy is very reflective. She often asks for my feedback and makes improvements based upon my suggestions.
She strives to learn new things from me as well as fellow teachers from my school.

© 2018. Grand Canyon University. All Rights Reserved.

Curiosity
Teacher candidates should promote and support curiosity and encourage active inquiry.
Evidence:
Brandy offers many opportunities in her lessons to foster creativity and higher order thinking based on her
questioning strategies.

Honesty
Teacher candidates should model integrity by their words and actions.
Evidence:
Brandy is very honest. She shows students it is important to be honest in all situations even when it means
admitting you were wrong.

Compassion
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while providing intellectual, emotional, and spiritual support.
Evidence:
Brandy is very compassionate. She truly cares for my students and their emotional development. She has
developed good rapport with my students and is very intuitive and can tell when something is bothering them.
She then seeks to problem solve and discover what could be wrong in a loving and discreet way.

Advocacy
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare
of others in the educational setting.
Evidence:
Brandy is very dedicated to our community and being a good servant. She has donated snacks to my class this
year for children who may not have a snack. She gives to our students in a discreet way as to not embarrass
them.

Dedication
Teacher candidates should be committed to the profession of teaching and learning.
Evidence:
Brandy is very dedicated. She even came to help me during a "Meet the Teacher" event before her week of
classes even started. She stayed late after to help me in putting up supplies. She also helps me daily in cleaning
up the classroom after the students leave. She also attends every professional development meeting she can so
that she can better herself as an educator.

© 2018. Grand Canyon University. All Rights Reserved.

 Overall Feedback
Strengths
Very positive and professional.
Explains difficult concepts in an
easy to understand way,
especially in math. Great at
breaking down word problems
and drawing pictures with the
students.
She paid very close attention
during her observation week and
has implemented my curriculum
as I modeled. She is a fast
learner.
She seeks feedback when needed
and then applies it.
She has a love for the students.
© 2018. Grand Canyon University. All Rights Reserved.
Opportunities for Growth
Give a little more "think time"
when asking questions and use
popsicle sticks more so that all
students are made to think and
are prepared to answer.
Practice active monitoring
during work sheets and dictation
when students are required to
complete something or check it.
Suggestions/Ideas to Implement
Do more "think pair share" in
whole group activities as well.
For example, pose question, let
respond to partner, get their
focus using a whole brain phrase,
then pull a popsicle stick for a
student to respond.
As you walk around and look at
students work, show them
corrections and then just ensure
that they correct their mistakes.