Points 92.1: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
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:

EVALUATION 1 TOTAL
POINTS 92.1 points 92.1 %
10.00 1000 921 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners 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 disposition 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 insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 90
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
The teacher candidate introduces a story with the key vocabulary early in the week and lets students know the expectations and strategies for the remainder of the week. She explains what they
will be doing and let's them know that she will help them during the week. During this session she provided the directions for an independent assignment and repeated what the expected result
would be(a drawing and sentence). She was consistently enthusiastic and positive in relating to students.
Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 93 1.00
establish relationships characterized by respect and rapport.
Evidence
The teacher candidate works in a diverse classroom environment where there is racial, cultural, academic and behavioral differences. Some students receive speech services and one student has
been diagnosed as ADHD. During this session the Erica interacted with all students. She was with the students during the Read Aloud and moved about the room interacting during the
independent activity. Erica has formed meaningful relationships with parents through attending special community nights at the school. The community is involved in the school (for instance there
is a day when pastors come to the school for lunch). She relates to staff members in a warm, friendly, professional manner.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 93 1.00
Evidence
The teacher candidate has worked at the school as a paraprofessional. The mentor teacher indicated that Erica understands and follows all guidelines related to student confidentiality. She affirmed
that Erica treats each student equitably. During this session, students were eager to respond and Erica was careful to call on several students and allowed all to participate in the activities. She
provided a comfortable, warm learning environment.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
The mentor teacher indicated that Erica is professional in her interactions with parents and staff members. Erica provides communication through Homework folders, behavioral forms, email and
face-to-face interactions. She serves as a role model in the classroom by treating each student in an inclusive, friendly manner. Erica is active in her church and leads an Awana group each week.
She understands the importance of being involved in the school and local community.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 90
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
The mentor teacher indicated that she and Erica reflect daily about classroom activities. She said that Erica was consistently looking for ways to improve They plan together each week and make
decisions related to the best ways to implement the curriculum. After today's lesson, Erica discussed the lesson and provided rationale for the strategies that were used. I feel she will continue to
more fully examine her teaching as the semester continues.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
The teacher candidate was enthusiastic as she led a Read Aloud. This enthusiasm was transmitted to students. As she read the book, she paused to ask questions that made the students more
curious about what would come next. Following this, students actively discussed their chores and were involved in drawing and writing about those. Students were actively engaged throughout.
Perhaps the inquiry could have been strengthened by asking students about what would happen if the chores were not completed.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
95 1.00
Evidence
The teacher candidate served as a substitute teacher in the school system. The last two years, she has been employed as a paraprofessional. It is obvious that administrators trust her honesty and
ability. The mentor teacher affirmed her integrity and relies and trusts her with students and everyday responsibilities in the classroom.
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 93
Evidence
The teacher candidate spoke about how much she loves the students and discussed the importance of listening to them and to the parents. Often they share their concerns and Erica is able to
provide assurances about their progress. During this session, the teacher candidate demonstrated her concern and interest in each student as she moved about and monitored their progress during
the independent activity. The mentor teacher indicated that at times, she had asked to work one-on-one with students with special needs and that the students love sitting with her.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 92 1.00
Evidence
Erica is active in church activities, including Awana. She is involved in activities at other schools where her children attend, such as with the archery team and choir. At times she has chaperoned
field trips and has been involved with a variety of activities at this school, including an art auction fund raiser. She is active in PTO and attends special parent nights, indicating her understanding of
the importance of being involved in the school community.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93
1.00
Evidence
The teacher candidate has attended a Reading Mastery training provided by the school system. During our discussion, Erica shared her journey toward a career in education beginning in Third
Grade with her using teacher editions of textbooks to teach imaginary kids. After being a stay-at-home mom, she began to substitute teach and realize her calling was to be a teacher. She credits
God leading her down this path and is excited about having her own classroom.

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

92.1 %
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 (Feb 18, 2020) Feb 18, 2020

Points 92.1: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

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

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Erica Jordan 20246662

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Erica Jordan 20246662

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Erica Jordan 20246662

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Erica Jordan 20246662

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Erica Jordan 20246662

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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