Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Ketia Francois 20585487

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 1/30/2020 5/13/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Mandan Senior High

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
North Dakota
SCHOOL STATE: ___________________________________
Jill Charlebois
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Barbara Appold
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
132.42 points
EVALUATION 3 TOTAL
POINTS 88.28 %
25.00 2,500.00 2,207.00 150
0
0
0
0
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 88
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
89
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- ALL TEACHING AND LEARNING IS CURRENTLY ONLINE. KETIA PROVIDED THE LESSON PLANS SHE IS USING AND THE PPT AND MATERIALS WITH
ASSIGNMENTS FOR STUDENTS. A CONCERN WAS VOICED THAT ALTHOUGH FRENCH 1 AND 2 LESSONS ARE HAVE THE APPROPRIATE LEVEL OF
DIFFICULTY, FRENCH 3 IS NOT BEING CHALLENGED. THUS, A RECOMMENDATION FOR FUTURE LESSON PLANNING WOULD BE TO INCREASE THE RIGOR
FOR FRENCH 3.
1.2- KETIA COLLABORATES WITH HER COLLEAGUES AND HER MENTOR TEACHER. IT IS RECOMMENDED SHE USES THESE RESOURCES WISELY AND
FREQUENTLY TO CONTINUOUSLY IMPROVE HER PRACTICE.


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
88
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 88
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 88 1.00
learning differences or needs.
Evidence
2.1-2.3-SOME ACCOMMODATION IS MADE FOR THE 3 ELL STUDENTS IN HER FRENCH CLASSES. KETIA DOES EMPLOY VISUAL AND AUDITORY CONTENT TO
ALL HER LESSONS ON CANVAS, AND DOES ALLOW FOR STUDENTS WHO ARE ELL TO HAVE THE VOCABULARY IN THEIR NATIVE TONGUE AS WELL AS
ENGLISH AND THE TARGET LANGUAGE.


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 88
environment.
Evidence
3.1- KETIA IS MANAGING THE ONLINE 'CANVAS' LEARNING ENVIRONMENT, HOWEVER, BEFORE SCHOOLS WERE CLOSED, THE MENTOR TEACHER
INDICATED THAT CLASSROOM MANAGEMENT WAS AN AREA WHERE KETIA NEEDED IMPROVEMENT. THEREFORE, IT IS RECOMMENDED THAT BEFORE
KETIA HAS HER OWN CLASSROOM, SHE BECOMES WELL VERSED IN CLASSROOM MANAGEMENT TECHNIQUES.
3.2- THERE IS NOT A LARGE AMOUNT OF DIVERSITY IN KETIA'S CLASSES- HOWEVER, KETIA CAN EXPLORE NEW FRANCOPHONE CULTURES THROUGH
THE LENS OF OUR AMERICAN CULTURE.
Ketia Francois
TEACHER CANDIDATE NAME______________________________ 20585487
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 88 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 88 1.00
their content area.
Evidence
4.1- KETIA IS A NATIVE FRENCH SPEAKER, AND THEREFORE SHE IS FLUENT IN THE CONTENT OF HER NATIVE HAITIAN CULTURE- HOWEVER, THERE ARE
MANY OTHER FRANCOPHONE COUNTRIES THAT CAN BE EXPLORED, AND I WOULD ENCOURAGE HER TO BECOME FLUENT IN THEIR CULTURES AS WELL.
4.2- KETIA USES PPT, CANVAS, AND VOICE THREAD TO CREATE ONLINE LEARNING OPPORTUNITIES FOR STUDENTS.
4.3- KETIA PROVIDES STUDENTS WITH ASSIGNMENT THAT PROVIDE OPPORTUNITIES TO LEARN, PRACTICE AND MASTER CONTENT. THE ONLY
CONCERN IS WITH THE LEVEL OF RIGOR FOR THE UPPER LEVEL STUDENTS.


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 89
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 89 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
5.1- 5.2THE LESSON KETIA SUBMITTED WAS ABOUT THE WEATHER AND THE VERB 'FAIRE' WHICH MEANS TO DO OR MAKE. KETIA EXPLAINED THE
NUANCES BETWEEN FRENCH AND ENGLISH AND HOW THE TWO LANGUAGES USE DIFFERENT VERBS TO DESCRIBE WEATHER.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 88 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 88 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
88 1
language learning needs.
Evidence
6.1- 6.3- KETIA PROVIDES FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS LEARNING OBJECTIVES, AND SHOULD USE STUDENT PERFORMANCE
TO DRIVE INSTRUCTION AT ALL LEVELS.


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 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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 88 1.00
knowledge, and student interest.
Evidence
7.1- KETIA HAS PROVIDED A VARIETY OF RESOURCES FOR STUDENTS TO ACCESS. THERE ARE MANY MORE OUT THERE, AND WITH TIME, SHE WILL BE
ABLE TO COLLECT A PLETHORA OF MATERIALS TO SHARE WITH HER STUDENTS. SHE NEEDS TO TAKE HEED TO THE INSTRUCTION OF HER MENTOR
TEACHER, AND USE HER GUIDANCE TO GUIDE HER INSTRUCTIONAL PLANNING.
7.2- A VARIETY OF WAYS ARE AVAILABLE TO DEMONSTRATE KNOWLEDGE AND SKILL.
7.3- DATA DRIVES INSTRUCTION, HOWEVER, FORMATIVE AND SUMMATIVE DATA ARE CURRENTLY BEING GATHERED IN NON-TRADITIONAL WAYS DUE THE
INTERRUPTION OF CONVENTIONAL 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, 88 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, 88 1.00
and helping students to question).
Evidence
8.1-8.3- KETIA MODELS HOW TO SAY VOCABULARY AND THEN ALLOWS STUDENTS TO RECORD AND SUBMIT THEIR VOCABULARY LESSONS VIA
TECHNOLOGY- THE STUDENTS HAVE IPADS AND INTERNET TO ACCESS CANVAS.


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
88
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 87
the school, as supports for analysis, reflection, and problem solving.
Evidence
9.1-9.2- KETIA HAS BEEN AVAILABLE FOR VIRTUAL TRAININGS WITH HER COLLEAGUES AND SEEMS TO EMBRACE THIS MODALITY OF INSTRUCTIONAL
DELIVERY. KETIA DOES NEED TO RESPECTFULLY LISTEN AND TAKE HEED TO HER MENTOR TEACHER'S SUGGESTIONS.


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 90
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 90 1.00
enact system change.
Evidence
10.1- KETIA IS DOING A GREAT JOB WITH CANVAS.
10.2- KETIA IS PARTICIPATING IN THIS HUGE CHANGE IN DELIVERY OF INSTRUCTION, AND KUDOS TO HER FOR ROLLING WITH THE CHANGE.

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

88.28 %
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

DR. BARBARA E. APPOLD
DR. BARBARA E. APPOLD (Apr 17, 2020) Apr 17, 2020

Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Ketia Francois 20585487

Master of Education in Secondary Education

SEC-590 1/30/2020 5/13/2020

Mandan Senior High

FOR COURSE INSTRUCTORS ONLY:

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Ketia Francois 20585487

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

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Ketia Francois 20585487

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Ketia Francois 20585487

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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