Points 91.5: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Cheyenne Golding 20187818

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

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

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Blake Primary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Brie Gonzales
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judy Selberg
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 91.5 points 91.5 %
10.00 1000 915 100
0 0 0 0 0 0 0 0 100 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. )
Believes that all students are able to learn and plans according to individual and group needs. Lesson on time includes an I Do We Do You Do format. Expectations are realistic while stretching
student’s minds to extend their knowledge and bring their experiences and prior knowledge into the lesson. The learning environment is positive and builds community spirit and collaboration
between students. Sequencing and scaffolding of material and instruction is seen in this lesson and circulating throughout the lesson sequence helps all students achieve to the best of their
ability. “First thing we do is . . ." and reviews prior vocabulary and knowledge for the lesson being taught.
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 90 1.00
establish relationships characterized by respect and rapport.
Evidence
2.Grouping strategies are built with individual differences and needs in mind. Partner share, small group re-teach and large group open ended discussion focused on the learning objectives are a
part of the lesson. Classroom environment is conducive to building communities of learners and support for all students. Lesson today focused on a reminder of respectful conversations, and
support for students who are contributing or struggling, appropriate behavior, and following directions. This is what District recommends for classrooms/students after a two-week break. Cheyenne
communicates and collaborates with colleagues, parents and administrators on a regular basis and during team meetings, workshops and all teacher meetings. There is a special bond between
grade level teachers and those teachers in the GCU non-traditional program


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. 90 1.00
Evidence
2.Grouping strategies are built with individual differences and needs in mind. Partner share, small group re-teach and large group open ended discussion focused on the learning objectives are a
part of the lesson. Classroom environment is conducive to building communities of learners and support for all students. Lesson today focused on a reminder of respectful conversations, and
support for students who are contributing or struggling, appropriate behavior, and following directions. This is what District recommends for classrooms/students after a two-week break. Cheyenne
communicates and collaborates with colleagues, parents and administrators on a regular basis and during team meetings, workshops and all teacher meetings. There is a special bond between
grade level teachersConduct
Professional and those teachers in the GCU non-traditional program Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 95
Evidence 1.00
is a role model in demeanor, speech and actions. Uses good judgment and appropriate humor when communicating with students, parents and colleagues. Has had important conversations with
Mentor, administrators, resource professionals and US about what works for students and what does not. Seeks advice when she feels she can do better or use an alternative method. Has
researched alternative methods for delivering subject content and thoroughly reads the manuals and resource material provided by the publishers as she and team members prepare the lessons to
specifically address the needs and abilities of the students.


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. 95
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
Reads professional articles and discusses them with CT US and colleagues. During post and pre observation conferences with university supervisor asked questions related to what works best for
students and what she might change or adopt to better engage and motivate students. Has grown in professional knowledge and ability to use past experiences and GCU class preparation to
better serve students academically, socially and emotionally. Students trust her and feel confident when learning new knowledge in the classroom because she reflects on what they say and do
through conversations and actions. Uses data to drive instruction.
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
Continues to work on developing the questioning skills that provide opportunities during hands on, work sheets, discussions and group activities so that they require appropriate higher order thinking
skills (predicting, comparing and contrasting, justifying and using the think aloud process to explain their work). Wait and think time are a positive work in progress and Cheyenne continues to grow
and learn. Used a graphic organizer to create a three-column chart for seconds, minutes and hours – what activities take a second (blinking), minute (push in chairs) and hour (watching two TV
shows). Promote student participation in determining activities to represent each of the time frames – before you give them the answers and pass out the cut and paste activities for the graphic
organizer.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
90 1.00
Evidence
Is learning to say what she means and means what she says in clear and positive language. She is developing the skills to provide routines that help students know what is expected of them and
know that the rewards and consequences are fair and consistent. Discusses grades and scores with students and parents and helps them to understand where and how they can improve or further
excel.
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. 90
Evidence
Asks how she can best help students and what would make them feel confident and able to learn and grow. Works with the mentor and colleagues to support students and provide intervention and
re-teach. Knows individual students and their special needs as identified in their IEP. Listens attentively and with focus when they speak to her. Lots of positive affirmation about what they are
doing well, and when they succeed and use good judgement.


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. 90 1.00
Evidence
Works with mentor, administration, colleagues and parents to advocate for her students. Researches using GCU class informed pedagogical strategies and methods that will help her be a better
teacher for all students. Works with administration to identify services that will provide community experiences and knowledge about the history and activities related to student experiences
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
10.Passionate and excited about teaching and learning! Attends training and professional growth sessions and researches on line to find webinars and sites that provide her with new ideas and
resources that enhance her classroom learning environment. During post conferences university supervisor, and Cheyenne talk about pedagogy, what works well in her classroom and what she
wants to do to improve student learning and classroom environment. She is conscientious in all responsibilities and duties associated with the profession. During this lesson she performed recess
duty, and accompanied her students to specials. She takes critiquing and suggestions to heart, is excited about incorporating them into her lesson formats (think and wait time and promoting critical
thinking skills in students as she implements the curriculum as required.

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

91.5 %
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

Judy Selberg
Judy Selberg (Feb 1, 2020) Feb 1, 2020

Points 91.5: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

Cheyenne Golding 20187818

Master of Education in Elementary Education

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

Blake Primary School

FOR COURSE INSTRUCTORS ONLY:

Cheyenne Golding 20187818

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Cheyenne Golding 20187818

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Cheyenne Golding 20187818

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Cheyenne Golding 20187818

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Cheyenne Golding 20187818

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Cheyenne Golding 20187818

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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