Clinical Practice Evaluation 2 - Dual Placement Encrypted

CLINICAL PRACTICE EVALUATION 2D
Crystal Salazar 20178977

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education and Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPE-448NB 9/14/2020 11/8/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Justine Spitalny Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Stephanie Cordova
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Justina Kwapy
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 292.08 points 97.36 %
25 2,500.00 2434
0
0
0
0
0
0
0 0 0 0 0 0 0 0 0 0 0
300
0 0 0 300 0 0 0 0
0

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)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard 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.
Standard 1: Student Development Score

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 97
needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and 97
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. )
Ms. Salazar takes her students' needs into account when devising lessons and activities. According to her mentor teacher: "Teacher assesses students and creates small
groups based in the needs of each student. She also creates daily lessons that are at the student’s levels."


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 97
opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content 97
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 97
Evidence
Ms. Salazar differentiates instruction to meet her varied students' needs. According to her mentor teacher: "Teacher uses various techniques, (visual, kinesthetic) to help students
show their learning. Since some students in the classroom only speak Spanish, she’ll take the time to speak in Spanish to make the student comfortable and understand what
they do or do not know."


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 97
the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural 97
backgrounds and differing perspectives students bring to the learning environment.
Evidence
Ms. Salazar fosters a positive and conducive learning environment for all students. According to mentor teacher: "She does this very well during reading groups. She makes
sure to tailor it to the needs of each child."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 97
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
97
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 97
Evidence
According to her mentor teacher: "While in groups, teacher reviews past content and teaches them the new content of the day. She creates an activity to help learn the
new content and then individually the student’s works on a program to practice those standards taught in the lesson."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 97
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 97
and global issues and create novel approaches to solving problems.
Evidence
According to mentor teacher: "Teacher creates learning targets that have surface, deep and transfer targets of the lesson. Her transfer targets are always tied to real world
use of the standard and how they use it not only in the classroom but in the world as well."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 95
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 95
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 95
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Ms. Salazar utilizes formative and summative assessments to measure students' growth. According to his mentor teacher: "Teacher creates assessments and checks for
understanding that help her learn the needs of the students. She sets specific directions and follows those directions with all students to ensure there is no bias."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 97
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 demonstrate knowledge and 97
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 97
interest.
Evidence
Ms. Salazar takes her students' learning goals into account when devising lessons and activities. According to her mentor teacher: "I love that C.S gets to know each
individual student on an academic level and provides each student with the opportunity to learn whether it is visual, worksheets, kinesthetically, etc."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 98
purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply 98
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 98
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
According to mentor teacher: "Teacher creates online activities as well as packets so students have different opportunities to learn."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 100
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 100
analysis, reflection, and problem solving.
Evidence
Ms. Salazar collaborates with mentor teacher and colleagues. According to mentor teacher: "Teacher collects data during every lesson (exit tickets/observations) as well as
assessment data to help drive her instruction."


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 100
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 100
Evidence
Ms. Salazar serves as a strong advocate for her students. According to her mentor teacher: "Teacher using various platforms (classdojo, Google classroom) to engage
families and students. She provides a lot of praise and information for families and students to feel comfortable."

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 100
Evidence
Ms. Salazar understands the impact her instruction has on student learning as demonstrated on her STEP assignments and assessments given to students.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
97.36 %
Total Scored Percentage:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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. Justina Kwapy
Dr. Justina Kwapy (Oct 30, 2020 13:34 PDT) Oct 30, 2020
Clinical Practice Time Log
8 Week Course
35-40 minimum day requirement per session, for total of 75 days over the full experience.
STUDENT NAME ( Last, First, Middle): Salazar, Crystal STUDENT ID: 20178977
PROGRAM OF STUDY: Bachelor Of Science in Elementary Education and Special Education
PLACEMENT DISTRICT: Cartwright School District START DATE: 09-14-2020
SCHOOL: Justine Spitalny Elemetary School COOPERATING TEACHER NAME: Stephanie Cordova
GRADE:
k-2nd GCU SUPERVISOR NAME:
Justina Kwapy
Key WEEKS
X= student contact or teacher contract days Week Week Week Week Week Week Week Week Week Week
IW=inclement weather DH=district holiday 1 2 3 4 5 6 7 8 9 10
IL = illness O = Other
Dates 09/14 09/21 09/28 10/05 10/12 10/19 10/26 11/2
09/18 09/25 10-2 10/09 10/16 10/23 10/30 11/6
Monday X
X X DH X X X X
Tuesday
X X X X X X X
DH
Wednesday
X X DH X X
X X X
Thursday
X X X DH X X X X
Friday
X X X D X X X X
Days to be made-up (inclement weather, district H
0 0 0 5 0 0 0 0
holidays, illnesses, or other)
Cooperating Teacher’s Initials
40 Days
Total Number of Days Completed: ____________________________________
I hereby certify that the above mentioned GCU Teacher Candidate has completed the required weeks of Student Teaching for Session A/B:
11/06/20
Cooperating Teacher Signature: __________________________________________________________________Date: ____________________________
11-06-2020
Teacher Candidate Signature: ____________________________________________________________________Date: ____________________________
GCU Site Supervisor Signature: __________________________________________________________________Date: ____________________________
The GCU Faculty Supervisor will not submit Clinical Practice Evaluation #2 / #4 until the attendance day requirement has been met.
©2018. Grand Canyon University. All Rights Reserved.

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CLINICAL PRACTICE EVALUATION 2D

Crystal Salazar 20178977

Bachelor of Science in Elementary Education and Special Education

SPE-448NB 9/14/2020 11/8/2020

Justine Spitalny Elementary School

FOR COURSE INSTRUCTORS ONLY:

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Crystal Salazar 20178977

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Crystal Salazar 20178977

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Crystal Salazar 20178977

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

PROGRAM OF STUDY: Bachelor Of Science in Elementary Education and Special Education

PLACEMENT DISTRICT: Cartwright School District START DATE: 09-14-2020

©2018. Grand Canyon University. All Rights Reserved.

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