Points 185.4: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Darnelle King 20643251

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-685 9/10/2020 11/4/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Bronx Charter School For Better Learning 2

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
New York
SCHOOL STATE: ___________________________________
Stacey Petrone
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Heather Lamb
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 185.4 points 92.7 %
10.00 1000 927 200
0 0 0 0 0 0 0 0 0 0 0 0 0 0
200
0 200 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. 93
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. )
Darnelle believes that all students could learn in their own ways. He sets and supports high expectations for student success and growth. These expectations are communicated in positive ways
during this lesson using such language as:
-“We are going to…”
-“What do we mean…”
Respect
-“Let’s fortothe
get down it…” Diversity of Others Score No Evidence
Teacher
-“Who elsecandidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
can tell me…”
Darnelle created They
the community. and developed a differentiated
should develop lesson
and maintain plan that targeted
educational all learners.
communities marked Heby allowed students
respect for others.toThey
practice the ELA
should skill many times and gave time and space for each learner to
interact
progress
with theirthrough the fellow
students, lesson.educators,
He used proactive language
administrators, to transition
parents, from
and other activities. members with courtesy and civility and
community 92 1.00
establish relationships characterized by respect and rapport.
Evidence
Darnelle has created a classroom community by building upon morning meeting and closing circle. He makes monthly, and daily (when needed), communication with his students’ parents.
Darnelle participates in grade level meetings and participates in school events.


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. 92 1.00
Evidence
: Darnelle assesses students daily by taking anecdotal notes and reflecting on his lesson plans. He always exercises fairness in all areas
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 93
Evidence 1.00
Darnelle is definitely a positive role model within his community. This is noted when he tells the students, “this is very important…”. Darnelle is dressed professionally, timely and excited to be here
at BBL 2. He is excited to learn and his excitement is contagious.


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. 93
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
Darnelle knows that reflection combined with experience leads to growth as a professional. His written and oral reflections are evidence that he uses reflection to plan and differentiate his future
plans. He seeks professional development support within our school by scheduling sessions in-house and with our outside consultants.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
93
Evidence
Darnelle promotes and supports curiosity and encourages active inquiry. I observed this when he challenges those that need it at the right time. Also, he is able to adjust the lesson for those that
are not catching on. He uses open ended questions to guide the students in their own learning.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
Darnelle is direct, firm and friendly. He joins the lesson to show the students he is a continuous learner. He absolutely models integrity by his words and actions
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. 92
Evidence
Darnelle is friendly, warm and certainly cares for his student’s and friends. He nods his head to show he is listening. He smiles often. He uses phrases such as, “kiss your brain” and “you are so
smart” to reinforce his students actions and thoughts.


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. 93 1.00
Evidence
Darnelle shows he is a person who supports and promotes the interests of his students. He engages students and their parents in a positive way. He has a learning-focused classroom community.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93
1.00
Evidence
Darnelle is committed to the profession of teaching and learning. He shows that he truly enjoys being part of our school and community. He is well planned and meets students where they are
academically, socially and emotionally performing.

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

92.7 %
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

Heather Lamb
Heather Lamb (Oct 14, 2020 15:17 EDT) Oct 14, 2020

Points 185.4: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

Darnelle King 20643251

Master of Education in Early Childhood Education

ECH-685 9/10/2020 11/4/2020

Bronx Charter School For Better Learning 2

FOR COURSE INSTRUCTORS ONLY:

Darnelle King 20643251

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Darnelle King 20643251

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Darnelle King 20643251

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Darnelle King 20643251

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Darnelle King 20643251

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Darnelle King 20643251

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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