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CLINICAL PRACTICE EVALUATION 2D
Jamie Partner 20337512

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-480 1/6/2020 3/1/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Neil Armstrong Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Utah
SCHOOL STATE: ___________________________________
Aubrey Katyryniuk
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Rebecca Quist
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 270 points 90 %
25 2,500.00 2250
300
0
0
0
0
0
0 0 0 0 0 0 0 0 0 0 0
300
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)
0 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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 90
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 student growth and 90
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. )
Jamie has demonstrated her ability to plan and implement a wide range of learning activities to help respond to the diverse needs of her students. Instructional activities include
multiple opportunities for active student engagement, movement, and choice.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 90
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 90
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 90
Evidence
Jamie expertly manages the different academic and behavior needs in her classroom. She supports each student individually and with incredible patience. Jamie helps her
students make connections to their prior knowledge to enhance their learning.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 90
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 90
backgrounds and differing perspectives students bring to the learning environment.
Evidence
Jamie has strong routines in her classroom. She consistently held her students to high behavior and academic expectations in her classroom. Students are appropriately
engaged in academic tasks for the majority of the lesson. Well-established routines create a classroom environment where students can engage in learning without
excessive distractions or disruptions.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 90
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
90
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 90
Evidence
Jamie is able to break down the concepts into manageable and accessible pieces for her students. Her lessons provide opportunities for students to explore the same
concept from different perspectives.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 90
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 90
and global issues and create novel approaches to solving problems.
Evidence
Jamie creates opportunities for her students to engage with the content in a variety of ways. Students were able to move, discuss, and work in teams. The majority of her
students were appropriately engaged for the majority of the lesson. The one student who was struggling with appropriate behavior was addressed with kindness and patience
without disrupting the rest of the lesson.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 90
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 90
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 90
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Jamie uses a variety of formal and informal assessments to gauge her student's progress. Behavior data is collected continuously throughout the class. Each student's
educational team communicates regularly on their progress and makes adjustments as needed.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 90
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 demonstrate knowledge and 90
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 90
interest.
Evidence
Jamie utilizes a variety of resources to help them access the curriculum. It is apparent Jamie plans meaningful learning activities but is also able to adjust her lesson plans as
needed. She has a repertoire of skills to pull from in order to respond to the needs of her students.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 90
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, evaluate, and apply 90
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 90
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
Each student was given the opportunity to participate in stations while Jamie led a small group activity. Jamie used a variety of questioning strategies to help students share
what they know.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 90
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 90
analysis, reflection, and problem solving.
Evidence
Jamie is dedicated to maximizing her students’ academic and social growth. Jamie works closely with a team of educators and support staff in her building to provide
significant support to her students. They utilize data collected from formal and informal assessments to guide curriculum and instruction planning. It is obvious she adjusts her
instruction to respond to the diverse needs of her students.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 90
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 90
Evidence
Jamie works closely with her school team and parents to identify and organize resources for her students. She communicates regularly during formal and informal parent
meetings.

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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. 90
Evidence
Jamie is dedicated to maximizing each student's growth academically, socially, and behaviorally. She has high expectations for all her students and pushes them to do their
very best work. Jamie uses formative and summative assessments to follow the progress of her students and make adjustments as appropriate. Student growth is expected
but also celebrated.

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

90 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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

Rebecca Quist
Rebecca Quist (Mar 1, 2020) Mar 1, 2020
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CLINICAL PRACTICE EVALUATION 2D

Jamie Partner 20337512

Bachelor of Science in Early Childhood Education

ECH-480 1/6/2020 3/1/2020

Neil Armstrong Elementary School

FOR COURSE INSTRUCTORS ONLY:

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Jamie Partner 20337512

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Jamie Partner 20337512

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Jamie Partner 20337512

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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