Jordanerica

CLINICAL PRACTICE EVALUATION 3
Erica Jordan 20246662

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 1/27/2020 5/10/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Black Fox Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Tennessee
SCHOOL STATE: ___________________________________
MICHELLE McELHENEY
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
C.L Dunn
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
139.14 points
EVALUATION 3 TOTAL
POINTS 92.76 %
25.00 2,500.00 2,319.00 150
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 95
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. )
This was a virtual lesson that was appropriate for this age level. The teacher conducted a read aloud using a high-interest book that related to students' everyday
experiences with food and nature. For instructional purposes the content was developed well to help kindergarten students begin to understand the main idea of a story.
The teacher candidate had been effectively communicating during the semester using Remind APP,newsletters and parent meetings at school. She attended parent nights
and participated in PTO. The limitations placed by the school system on communication has been challenging, but the teacher candidate has been in contact as much as
possible


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
92
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 95
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 92 1.00
learning differences or needs.
Evidence
The teacher effectively presented this lesson as if students were present. She asked questions and paused for responses so that students would have been able to
demonstrate their understanding verbally. She highlighted pictures and read in an engaging manner. Key vocabulary, such as "shuck" and "quarrel", were highlighted and
defined. She used facial expressions from the book to help students recognize emotions, such as anger and happiness, and connected those to the printed word. In other
sessions, the teacher candidate used small groups and technology to support different learning needs. This lesson would have been effective for all learning levels. The
teacher read slowly, paused and asked questions for students to think.


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
95
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 95
environment.
Evidence
During previous sessions, the teacher candidate has provided a warm, comfortable learning environment. She was near students and demonstrated that they were
valued. In this video lesson, she came across just as enthusiastic and welcoming. Her voice and facial expressions indicated she was enjoying her unseen "audience".
The lesson was paced well and perfect for the attention span of this age group. All students were allowed equal opportunities to participate in activities that the teacher
candidate provided. This lesson featured a story from the Cherokee people and showed a respect for their culture. This was an excellent way to show acceptance of any
student who might be different.
Erica Jordan
TEACHER CANDIDATE NAME______________________________ 20246662
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 93 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
Initially, the teacher candidate linked the story to an instructional purpose and talked about the "big picture" of a main idea. Strengthen this by connecting some to a main
idea or big picture that students might have gotten previously at school. The connection to experiences in nature and to food, such as berries, was made well. You used
the video technology well to present this read aloud. The pictures were shown well and by bringing them close to the camera, the details were visible. During classroom
lessons, students had access to IPads that were used effectively. Perhaps suggest to the students at home a way to search for a Cherokee story at home. The way you
paused to highlight words was effective and the emphasis placed on these were helpful to the audience. Good analogy between "big picture" and main idea.


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 93
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 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
This was a perfect story to engage students with the environment. You did that effectively during the reading by emphasizing the part of the sun in the story and
the emphasis on the different types of berries. You also connected well to the problems created by using hurtful words and the way nature helped the characters
overcome the problem. Using a book connected to the Cherokee nation and heritage was an effective way to help students appreciate and accept those who may
be different. The approach to solving a problem through nature was unique and the main idea of friendship and respect in that were effectively presented in the
representation of the berries.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 93 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 93 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
93 1
language learning needs.
Evidence
The assessments in the video were implied during the instruction. You used a variety of questions to determine student understanding, such as "why would" and "look at her
face, what do you see". During the semester you provided a variety of informal and formal tests that included worksheets and projects. The mentor teacher indicated earlier
that you and she collaborated on test results and used those to plan lessons. This lesson was appropriate for all learners and no modifications were necessary. If it had been
a class setting, you indicated you would have modified the assessment to provide one-on-one reading and assistance for some students.


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 92 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
It is difficult to differentiate during a video lesson. You did support learning with ample visual emphasis and used the pictures to emphasize specific details. Connecting the
facial expressions to emotions also helped to connect these to print. Pausing during the reading to discuss key ideas and talk through concepts also supported learning for
diverse individuals. The sequencing was appropriate. Excellent introduction using the book cover and the review at the end emphasized the main idea. If the audience could
have responded, then formative assessments would have occurred. You paused several times during the reading to provide those opportunities. During sessions in the
classroom, you effectively provided a variety of ways for students to respond - verbally, in writing and hands-on.


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) 90 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, 93 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, 95 1.00
and helping students to question).
Evidence
During this session, you effectively provided instruction by defining key words and identifying the standard and goals for the lesson. You facilitated thinking well with "I wonder
if" and "why would...". You also facilitated thought about the values being presented in the story and how forgiveness could overcome the initial anger. Students were
encouraged to think critically about the main idea during the reading and the closing review. Consider expanding the closure by relating more to student experiences and have
them think about a time they may have used hurtful words and the consequences. The questions provided opportunities for students to think critically about words and also
about how nature can be helpful in healing wounds at times.


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
94
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
Two effective pieces used throughout the semester were IReady Reading and IReady Math. Data was reviewed from these areas to help the teacher candidate and
cooperating teacher to place students in groups and work with students independently. Together the teachers evaluated a variety of data that was derived from Friday tests.
The teacher candidate has been exposed to both standardized and individualized assessments during the semester and is developing an understanding of the importance of
both. During the semester the teacher candidate was involved in professional development provided by the school system. She also worked with the Instructional Coach to
learn new strategies and techniques in helping the students in her class.


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 92
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
During the semester the teacher candidate collaborated with parents in person and through email and notes home in folders. She was a member of the Kindergarten team
and met with them to discuss student progress and plan together weekly. Opportunities for collaboration have been limited since school has been canceled. Through
working as a teaching assistant and being in student teaching, Erica has developed an understanding of the importance of building these relationships. Erica advocated for
students by being as active as possible by being as accessible as possible to parents and reassuring them about their children. She has worked with students in her
classroom to help them build confidence and become better learners.

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

92.76 %
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

C.L. Dunn
C.L. Dunn (Apr 28, 2020) Apr 28, 2020

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CLINICAL PRACTICE EVALUATION 3

Erica Jordan 20246662

Bachelor of Science in Elementary Education

ELM-490 1/27/2020 5/10/2020

Black Fox Elementary

FOR COURSE INSTRUCTORS ONLY:

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Erica Jordan 20246662

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

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Erica Jordan 20246662

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Erica Jordan 20246662

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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