Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Georen Falzone 20330779

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 1/6/2020 4/26/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Julia Randall Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Tina Fuller
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Julia Schroeder
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 90.76 points 90.76 %
25 2,500.00 2269 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 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’ 92 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 92
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. )
Georen follows the state standards and district curriculum to develop meaningful and appropriate instruction for her students. Her lessons take into account student strengths,
needs, and interests as she provides for the individual growth of each student. The science lesson on sound observed for this evaluation was of high interest to her students
and provided for active participation by all. Georen works closely with her Cooperating Teacher and colleagues to promote student growth.
Her Cooperating Teacher adds, "Georen is very intuitive to student strengths and needs. She will, at times, stop and do quick checks and even ask for guidance if she is
unsure. Georen has a great disposition and works well in all settings to benefit students."


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 85 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 90 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 92 1.00
differences or needs.
Evidence
Georen is making progress in designing lessons to meet the various learning needs/styles of her students. She incorporates language development into her lessons by focusing
on vocabulary words related to the content. Georen uses a variety of tools and resources to enhance her lessons and the learning of her students.
Georen'z Cooperating Teacher adds, Georen does well in preparing for diverse needs. Planning is one of her strengths. She is learning to modify and accommodate for needs."


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, 88 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
90
1.00
environment.
Evidence
Georen has established clear behavioral expectations for her students and is trying out various strategies to assist students in meeting those expectations. One very
effective strategy she used in the lesson observed was telling the students, "I'll give directions when you are quiet." This resulted in immediate cooperation from her
students. Georen is positive in all of her communication with her students.
Her Cooperating Teacher adds, "Georen creates a fun environment but does well at managing students verbally and nonverbally when needed."


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 92 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 94 1.00
content area.
Evidence
Georen's Cooperating Teacher states, "Georen has done a good job planning and implementing the content. She activates prior knowledge, scaffolds, and links learning.


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 92 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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Whenever possible, Georen links lessons to real-world examples and/or student experiences.
Her Cooperating Teacher adds, "She does a good job of pulling in real-world applications, especially in the study of sound energy."


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 90
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
Georen's Cooperating Teacher states, "Georen has created, implemented and analyzed student data on the content assessments. She even checks with students who have
misconceptions."


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 88 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 90 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Georen designs lessons which are objective based and include all the essential components of an effective learning and teaching experience. She is working on creating
adaptations for students needing differentiated instruction. She plans sequential lessons and activities for the units she teaches. Data drives her instruction as she uses both
assessment and observational data to plan for student learning experiences.
Georen's Cooperating Teacher states, "She will review or reteach it if she feels that many have misunderstandings or meet in small groups or with individuals."


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, 92 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,
90
1.00
and helping students to question).
Evidence
Georen uses a variety of instructional strategies which encourage active participation by all students. The science lesson observed included several opportunities for students
to apply their knowledge of sound and sound sources.
Her Cooperating Teacher adds, "She does a great job varying how she teaches a topic and is good at making them explore using probing questions."


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 92
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 92 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Georen's Cooperating Teacher states, "She is good at gathering diverse resources and collaborating to provide the best learning experience for her students."


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 92 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 92 1.00
enact system change.
Evidence
Georen is proficient in the area of using a variety of communication strategies to involve students, colleagues and families. There is no question that she is an advocate for
students and learning.

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. 92 1.00
Evidence
Georen uses observational data, performance data an assessment data to understand the impact she has on student learning.

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

90.76 %
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

Julie Schroeder
Julie Schroeder (Feb 22, 2020) Feb 22, 2020
Georen Falzone
Evaluation #2
Feedback from Cooperating Teacher
Strengths
 She is great at planning – very prepared
 She is super resourceful and uses diverse activities to make learning fun
 She is professional in the work environment
 She is willing to learn and uses suggestions to better student learning.
 She follows curriculum very well.
Opportunities for Growth

 She is getting better, but she needs to be confident in herself.
 She has good classroom management techniques and is continuing to work in this area

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CLINICAL PRACTICE EVALUATION 2S

Georen Falzone 20330779

Bachelor of Science in Elementary Education

ELM-490 1/6/2020 4/26/2020

Julia Randall Elementary

FOR COURSE INSTRUCTORS ONLY:

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Georen Falzone 20330779

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Georen Falzone 20330779

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Georen Falzone 20330779

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Opportunities for Growth

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