Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
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:
135.18 points
EVALUATION 3 TOTAL
POINTS 90.12 %
25.00 2,500.00 2,253.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
150
0
0
0
0
0
0 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 92
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
92
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. )
Georen plans lessons and activities based on state learning standards and adjusts them to meet the collective and individual needs of her students. In the video lesson
observed, Georen taught a lesson on types of poetry. Prior to the large group lesson, she taught the concepts and vocabulary to small groups of students needing extra
attention. Georen works closely with her Cooperating Teacher as well as the grade level colleagues to plan and promote student learning.
Her Cooperating Teacher adds, "Georen is very good at creating instruction that meets the learner’s needs. She has developed units of study on sound and light in our
science curriculum that is differentiated and takes the learners ability into account. She is good at seeing where students need support and scaffolds their learning on an
individual basis. Furthermore, Georen collaborates with me and others to see where she can support student learning and is willing to adjust to the best interest of the
students."


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
90
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 90
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 90 1.00
learning differences or needs.
Evidence
Georen's Cooperating Teacher shares, " Georen is very intuitive to student needs. She creates a safe place for students to learn and not feel threatened from the risk of
failure. She is good at supporting them without enabling them which is a fine balance. She is beginning to recognize the proximal zone of development and that is something
that takes time and practice in each grade level/age. I see it in her lessons and delivery of lessons."


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
85
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 85
environment.
Evidence
Georen maintains a positive classroom climate. She works hard to differentiate lesson in order to meet the needs of all students. The video lesson observed covered the
ELA hour of instruction. With a lot to cover (small groups, whole groups, and a spelling test), Georen seemed a bit rushed. Using phrases such as "hurry," "quick," and
"We have to get through this, quick!" left of feeling of anxiousness. While she had a lot to cover in just an hour, I encouraged her not to put time pressures on her
students.
Her Cooperating Teacher adds, "Georen creates a fun and vibrant environment for all students. She sees students as individuals who all need love and support in their
learning. She is good at managing space and organizing is a strong point of hers. Like any teacher, time is a struggle for all of us. So, she is being more time conscious.
She is very thorough and makes sure that learners are all involved."
Georen Falzone
TEACHER CANDIDATE NAME______________________________ 20330779
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 92 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 92 1.00
their content area.
Evidence
Her Cooperating Teacher shares, "Georen is really good at this. She allows time for students to access prior knowledge and does a great job of reviewing content that
has previously been covered. She gives them safe avenues to share and apply this frequently in conversations, turn and talk, think & shares, did you know’s. etc.
Additionally, she has them spend time practicing what they are learning in engaging activities and many of these include the appropriate us of technology and other
resources."


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 90
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 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Georen's Cooperating Teacher shares, "Georen is very cognizant of applying all the content area instruction to the real-world. She uses engaging and relevant
questioning and prompts that are relevant to students."


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 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 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 uses a variety of assessment tools such as observational data as well as formative and summative assessments to determine student learning and to plan for
lessons and units.
Her Cooperating Teacher adds, "Georen uses assessment data to drive instruction and plans accordingly. She has also developed student centered assessment tools that
measure the student’s current understanding of content especially in the units of science study. She is good at observing students and gives exit tickets for quick checks into
their understanding of content."


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 90 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 90 1.00
knowledge, and student interest.
Evidence
Georen uses state standards as well as student data to drive her instruction. Her lesson plan for the video lesson observed was very complete and included all elements
necessary for a positive learning and teaching experience. It was suggested to her that she limit the number of state standards and lesson objectives to just two or three as
opposed to the 19 she had listed for the lesson. Lesson standards and objectives should be the focus of each individual lesson, not the general subject.
Her Cooperating Teacher adds, "Planning is one of Georen’s stronger qualities. She is so thorough and uses what she knows about good practice and the student’s needs at
hand to guide her planning and furthermore instruction. Georen is aware of student development through various assessments including analyzing summative data from
STAR reports and unit tests to help make flexible groupings and instruction. "


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) 88 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, 90 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, 85 1.00
and helping students to question).
Evidence
Her Cooperating Teacher shares, "Again, Georen is great at engaging students; assessing their prior knowledge and developing instruction that fits their needs. She is good
at making the students the center of instruction through engaging activities, energizers and more."


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
90
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 90
the school, as supports for analysis, reflection, and problem solving.
Evidence
Georen consistently reviews student data to evaluate student learning and the effectiveness of her instruction. Georen is focused on her own professional growth and does
not hesitate to seek assistance from others when necessary.
Her Cooperating Teacher adds, "Georen and I have dialog with each other daily and she participates weekly in PLC and PD. She is a great learner/participant and applies
what she has learned in the classroom."


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
Georen is experiencing the importance of using technology tools to create and maintain learning communities during the current school closures. She is most definitely an
advocate for students and learning.
Her Cooperating Teacher adds, "With our current situation of having to only teach through distance learning, Georen has done a fantastic job supporting student learning.
She is developing Google classroom activities that are fun and engaging for all our third graders. She is responding to student work via the classroom and provides a daily
message with an engaging question to connect with our students."

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

90.12 %
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

Julie Schroeder
Julie Schroeder (Mar 29, 2020) Mar 29, 2020

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CLINICAL PRACTICE EVALUATION 3

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

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

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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