Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Sarah Shumaker 20575251

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/17/2020 11/29/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Arthur Middleton Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Kathryn Gardner
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
138.42 points
EVALUATION 3 TOTAL
POINTS 92.28 %
25.00 2,500.00 2,307.00 150
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
95
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. )
Ms. Shumaker creates lessons that targeted to reach all her students. She is planned at least 3 weeks in advance and is able to adjust her planning as she goes to meet the
students where they are performing. Each student has different needs, interests, and abilities. Ms. Shumaker understands this and she makes sure that she creates lessons
that help all students grow in their learning. She allows the students choices in how they want to complete their work. For independent work students can complete papers
from the packet, Nearpods, or forms, so that students can complete the same work in a different format. Ms. Shumaker continues to collaborate with others to ensure that her
students strengthen their skills. To support families, she provides clarification during virtual lessons and attends IEP meetings and parent conferences. In addition, she
records grades for assignments, so that parents can see their child’s progress.


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 92
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
There are many diverse learners in our classroom including an ELL student, students with IEPS, and FARMS students. Ms. Shumaker creates lessons that are accessible to
all learners. She asks questions, checks-in, works individually and in small groups, and differentiates instruction. Groups are created after Ms. Shumaker and her
Cooperating Teacher has discussed assessment data and observations. Ms. Shumaker is able to differentiate the work based on running record data, for example, Ms.
Shumaker created guided reading lessons following Jan Richardson’s lesson planning format. Her lessons focused on skills and concepts appropriate for each group. Some
students studied digraphs and another learned about short and long vowel sounds. Ms. Shumaker shares her activities with the whole first grade team and posts resources on
the class website. On the class website, Sarah continues to post her activities so that parents are able to see what their child needs to do and can revisit the activit


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
92
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 96
environment.
Evidence
Ms. Shumaker creates a warm and inviting learning environment. She helped to reorganize the classroom in preparation for students returning to in person learning. She
set up a space for teaching, made sure desks were 6 feet apart, and created a space for small group learning within the classroom. She also planned a space outside of
the classroom to teach virtual lessons while lessons are occurring in the classroom. Ms. Shumaker continues to work on perfecting her timing for groups. In an effort to
make sure all students have materials at home, Ms. Shumaker participates in packet pick up. She passed out materials to families. She also packed the bags for our
class. The students will have all the materials needed for the next three weeks.
Sarah Shumaker
TEACHER CANDIDATE NAME______________________________ 20575251
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 95 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 92 1.00
their content area.
Evidence
Ms. Shumaker is comfortable with standards and concepts taught in first grade. She creates lessons that begin with past learned skills and then builds on their prior
knowledge. She helps students to make connections between concepts. She also uses books and videos to help students better understand vocabulary or ideas even
though they might not yet have experience with the topic. She uses school resources as well as library and online resources to find information. Sarah has also utilized
games from ABCya and Splash Learn to engage students on certain topics. Ms. Shumaker gets the students excited about a topic through various videos (e.g. brain pop
jr.) and read alouds. This helps students better understand vocabulary or ideas even though they might not yet have experience with the topic. Ms. Shumaker offers
opportunities for students to practice their understanding through independent work, small group work, and center work. She creates whole group lessons that introduce a
topic an


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 92
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 92 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Ms. Shumaker relates content knowledge to real-world problems. During lessons, Ms. Shumaker makes connections by discussing items in the real-world that
students are more familiar with and then relates that back to the content. For instance, she discusses how not every person/family is the same, uses real-life word
problems for Math, and talks about what students can do to stay safe/healthy at home. In Health and Social Studies, she uses videos and various books to
introduce a topic. Ms. Shumaker helped to create a reading lesson that focused on voting to use for asynchronous learning on Election Day.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 92 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 92 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
92 1
language learning needs.
Evidence
Ms. Shumaker matches her assessments to the standards. Ms. Shumaker analyzes the pre-assessments, so she knows how to best target each student’s needs in her
lessons. Ms. Shumaker and her Cooperating Teacher work together to examine formative assessment data, work samples, Dreambox data, and splash learn reports to help
guide groups for Math and how to differentiate the independent work. Ms. Shumaker designs and utilizes Nearpods and Forms for reading, science, social studies, math, and
health that match the learning objectives. Before starting independent work, Ms. Shumaker reviews the directions and models the work.


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 94 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Ms. Shumaker plans effective lessons and prepares her materials in advance. She aligns her activities to the standards and objectives. Ms. Shumaker’ lesson plans have
purpose which provides her students opportunities to grow in their learning. When planning, Ms. Shumaker looks at the pacing guides and curriculum to make decisions for
learning experience. She adds supplementary assignments to allow students to demonstrate knowledge. When planning accommodations, Ms. Shumaker considers UDL
strategies such as, visuals and audio directions on self-paced Nearpods for struggling learners. Ms. Shumaker has taken over as the main developer of formative assessment
for the classroom. She analyzes data, work samples, and Dreambox data to help guide groups for math and how to differentiate the independent work. In reading, she looks
at running records and anecdotal notes to plan for each guided reading group.


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) 88 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, 92 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, 92 1.00
and helping students to question).
Evidence
Ms. Shumaker varies her instructional strategies and practices. She is primarily the instructor, but she moves to other roles such as facilitator and coach depending the parts
of each lesson. During small group math she transitions a facilitator or coach position, and for the highest group has tried to be an audience member as the students work
through and explain word problems. In guided reading, Ms. Shumaker falls mostly into the position of a coach. Her questions are appropriate. She utilizes different questions
for science than she uses for reading or math. She is able to scaffold questions or ask follow up questions that allow students to attempt to answer. When students answer
incorrectly, Ms. Shumaker is able to guide students to try again so they can be successful.


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
92
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 92
the school, as supports for analysis, reflection, and problem solving.
Evidence
Ms. Shumaker participates in school meetings and professional development opportunities. She collaborates with colleagues to gain ideas and seeks feedback. Ms.
Shumaker also contributes ideas to colleagues. She shares her Nearpod PowerPoints with the 1st grade team. Ms. Shumaker works with her Cooperating Teacher to analyze
work samples, Nearpod results, Dreambox data, iRead data, and reports from Splash Learn to make decisions regarding lessons for whole and small groups.


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 88
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 92 1.00
enact system change.
Evidence
Ms. Shumaker collaborates with students, teachers, and families. She has participated in parent-teacher conferences. She works together with her Cooperating Teacher to
compose class emails and reminders as needed. Ms. Shumaker utilizes the class website to communicate independent work activities and any pertinent messages to
families. She also crafted an email to families to inform them of the unit that she will be starting in Math. In her email she discussed ways that families could support their
child’s learning of fractions in the real world (e.g. while cooking.)Ms. Shumaker works with the first-grade team to digitize lessons and ensure they are engaging and
meaningful. She created supplemental activities as well as digitizing worksheets so that all students can engage with the material, such as: videos, pebble go, and Nearpod’s.
She helped to set up classrooms and plan for the return of in person learning. She attends all county and school-based PDs in preparation for hybrid lea

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

92.28 %
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

Toni C. Melton-Trainor
Toni C. Melton-Trainor (Nov 11, 2020 14:44 EST) Nov 11, 2020
Teacher Candidate: Sarah Shumaker
Date: November 5, 2020
Time: (Four Separate Recordings) - Recorded Posting of Virtual Instruction
Subject/Content: Guided Reading/Grade 1
Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor
Observation #3 Notes of Virtual Lesson:
Zoom_0 - The observation is of a small group of four children in a virtual breakout room. The recording
is 26 minutes and 37 seconds. Ms. Shumaker greets the students and informs them that they will review
sight words. Using a white board, the teacher writes the word onto the board. The students state the
words aloud, such as: in, big, and will. The students are asked to take out their leveled reader, Just Right!
Using a document camera, the teacher projects the reader on the screen. Students have their personal
book as well as following along on the screen. Ms. Shumaker completes a picture walk and points out
things in the pictures. She asks the students, “What do we see on this page?” K shares that she sees a
crab. The picture walk continues with the teacher calling on students to share their observations. After
the picture walk, the teacher asks, “What do you think this book is going to be about?” C.H. shares that
she thinks the story will be about houses. The teacher has the students turn to page 7 in their books or
watch the screen. The teacher points to the word, “clams,” and asks students what the word is. A
student raises her hand and shares the word correctly. Next, Ms. Shumaker asks the students to find the
word, “batch” on the page. The teacher calls on a student to tell the group what letter the word begins
with. C.H. shares, /b/. The teacher praises the student and directs the students to read to themselves as
the teacher begins with C.H. who reads the reader aloud. Ms. Shumaker coaches the student in reading
the text correctly. She has the student reread the sentence again. The teacher coaches the student in
reading the sentence, “A crab is too small.”
The second student is called to read the text and the remaining students continue to read to
themselves. The second student reads fluently. The third student is called to read from the screen. Her
pacing is slow as she sounds out words while reading the text. Through coaching, the student was able
to determine the word, “small.” The fourth student is called to read the text with the teacher.
After all students read the reader, the teacher asks questions to check reading comprehension.
• T – What animal does the raccoon imagine might move into the shed? (Students are encouraged
to refer back to the text for the answer.)
• S – A hen.
• T – What other animals might you write about?
• S – Clams.
• S- A bird.
• S – Pig.
Next, the teacher presents the independent activity through Nearpod to the students. The teacher
shares her screen and presents digraphs /ch/ and /sh/. The teacher asks the students the sounds the
digraphs make. Following the pictures the students are to determine the correct digraph to place in the
box. For instance, dish ends in the digraph /sh/. The next picture is chain. The teacher writes /ch/ in the
box based on the student’s response. Students are to independently practice the Nearpod activity.
words aloud, such as: some, and, and like. The students are asked to take out their leveled reader, What
I’d Like to Be. Using a document camera, the teacher projects the reader on the screen. Students have
their personal book as well as following along on the screen. Ms. Shumaker completes a picture walk
and points out things in the pictures. She asks the students what is happening in the picture. A student
shares that the person is driving a plane. The teacher asks the students what a person is called who flies
a plane and a student shares, “A pilot.” The teacher has the students find the word on the page. The
students point to the word in their readers. Ms. Shumaker continues the picture walk and points out the
various jobs. Periodically the teacher asks the students what they think the person is doing. The teacher
has the students mute themselves as one student reads to the teacher. The teacher listens-in and
coaches where needed. Students read fluently and need some coaching. After reading the text, the
teacher has the students talk about some of the jobs mentioned in the story. The teacher asks, “What
was some of the jobs mentioned in the story?” A student shares, “A magician.” Ms. Shumaker
compliments the student and extends the discussion by asking, “What does a magician do?” A student
shares, “Does magic tricks.” The discussion continues with other jobs, like a builder, musician, and chef.
shares her screen and presents blends/cl/ and /cr/. The teacher corrects a student and asks him to stop
writing on the screen. Following the pictures, the students are to determine the correct blends to place
in the box. For instance, clap begins with the blend /cl/. Students are to independently practice the
Nearpod activity.
is 13 minutes and 32 seconds. Ms. Shumaker informs the students that it is time for group and they will
begin with sight words. The teacher presents sight words on a dry erase board, which is under a
document camera. The first word is “in” and one student says the word aloud. Ms. Shumaker repeats
the word and compliments the student. Ms. Shumaker calls on the other students to tell her the word. A
student says, “In.” The teacher calls on C.Y. and he says, “On.” The teacher corrects him by stating the
word, “In.” Ms. Shumaker points to the letter /i/ and says, this is an /i/ and the word is “in.” Ms.
Shumaker presents the next word, “the,” and asks the students, “What is that word?” Each student
states the word correctly. The lesson continues with, “A.” The students correctly state, “A.” Next, Ms.
Shumaker presents the lower case “a” and asks the students if it is still an “a.” All of the students agree
that it is the same. The teacher asks, “What’s the difference?” A student said, “It’s a lower case.” Ms.
Shumaker compliments the student and points out the upper and lower case Aa.
2:06 – Next, Ms. Shumaker informs the students to take-out their book called, In the Sea. The teacher
informs the students that the book was in their packet that they picked up yesterday; however, if they
did not pick-up their packet this was okay. Ms. Shumaker informs the students that they will learn what
lives in the sea. A fifth student joins the virtual lesson. The teacher asks the students to open their books
to page 2. The teacher asks the students to find the word, “lives” and point to it. One student shows the
teacher the word on his screen and another student answers her question, “What letter does ‘lives’
begin with?” Ms. Shumaker points to the word and tells the students that the word is “lives.”
4:06 – Ms. Shumaker informs the students that W. will read first and everyone else will mute
themselves. Everyone will have a turn reading a page. As he reads, the teacher points to the words. He
says, “A whale is” instead of “A whale lives…” Ms. Shumaker corrects him by telling him, “not is.” The
teacher helps him to pronounce the word. She points to the /s/ at the end of the word and reminds the
students to read the /s/. W continues to read and substitutes the word, “sea” with “water.” The teacher
asks him what is the word as she points to the word, “sea.” He says, “Ocean.” The teacher has W read
the words, “the sea.” E tells the teacher he is on pages 6 and 7. He reads, “A lobster lives in the sea.”
C.Y. is called to read page 7. She states, “A turtle…” Ms. Shumaker corrects her and points to the word,
“giant.” She says, “Not turtle. I does not begin with a /t/.” C.Y. says, “It starts with a /g/.”
6:58 – Ms. Shumaker points to the word “giant” in the leveled reader. She questions and guides
students in pronouncing the word correctly. C.Y. reads, “The giant turtle lives in the sea.” The teacher
praises her for her reading. The next student is called to read the sentence, “An octopus lives in the
sea.” Ms. Shumaker coaches the student in reading this sentence. C is selected to read the sentence,
too.
10:18 – Ms. Shumaker names animals. She asks the students to use thumbs-up and thumbs-down to
communicate if the animal lives in the sea or not. She names dolphins and students put up their thumbs.
For cow, the students put their thumbs down. This continues with three additional animals.
11:19 - Ms. Shumaker informs the students that she will share her screen so the students can observe
Nearpod. On the screen is examples of short and long vowels. The teacher informs the students that
they will be learning about short /e/ and long /e/. She states that long e says its name, like in bee. The
short /e/ is like in the word, “ten.” The teacher asks the children if the word “hen” has a short or long
/e/. Students are called to answer whether a word is short or long and the teacher circles the correct
answer. Students are to complete the task independently. The teacher shares a link in the chat box.
Students are placed in their own breakout room.
words aloud, such as: the, we, and see. The teacher compliments a student for using see in a sentence.
“G, I love how you used see in a sentence!” The students are asked to take out their leveled reader, We
Went to the Zoo. Using a document camera, the teacher projects the reader on the screen. Students
have their personal book as well as following along on the screen. Ms. Shumaker completes a picture
walk and points out things in the pictures. Next, the teacher has the students read the text together. The
teacher points and read, “We saw the otters.” Ms. Shumaker points out the pattern in the text, “We saw
the…” She reminds the students to follow the pattern while reading. The teacher redirects students to
ensure they are listening while a peer reads the text aloud. Next, the teacher has the students mute
themselves as she has one student read to her. (A student froze and disconnected from the group.) The
teacher moves to the next student and redirects the reader to read the text, “We saw the lions.”
After reading, the teacher asks the children which animal they like the best. Students share their favorite
animals.
shares her screen and presents consonants /Y/ and /Z/. Following the pictures, the students are to
determine the correct consonant to circle. For instance, /Z/ for zebra. Students are to independently
practice the Nearpod activity.
Comments and Recommendations from GCU Faculty Supervisor (Discussed during Post Conference):
• Continue to greet and welcome students with a smile and a warm demeanor. This creates a
positive learning climate for the students.
• Continue to call on student names. This makes a virtual learning situation feel more inclusive
and engaging for the students.
• You are fluent in your use of technology, such as: document camera, Zoom, and Nearpod.
• Clearly you placed great effort in your planning of the lessons. Students received materials and
resources for the lesson prior to, which is beneficial to virtual learning.
• Continue to utilize the Jan Richardson lesson plan templates when planning your guided reading
lessons. This is aligned with Charles County Public Schools literacy program. To access additional
information and resources, here is a link to Jan Richardson’s website:
http://www.janrichardsonguidedreading.com/home
• Continue to call on students randomly and purposefully during your lesson. This encourages
participation and student engagement in the lesson.
• Continue to conduct picture walks prior to reading to build background knowledge that is
needed for reading comprehension.
• Continue to listen-in to the children as they read and coach them to ensure they read the text
correctly.
• Continue pointing out the pattern in the text to assist with reading fluency.
• Consider muting all students and then unmuting the reader to avoid adult conversations during
the lesson. (Parent discussing elections and politics in Zoom_0.)
• Continue to plan for students missing items. Projecting the leveled readers and white board on
the screen for students to follow along ensures the lesson is not inhibited.
• When students are responding incorrectly, you have them rethink and try again. This sets high
expectations and shows that you are teaching students to seek understanding.
• Continue to be quick to respond to classroom disruption. You correct and state the
expectations. Well done!
• Breakout rooms allows for small group differentiated instruction. You provided various levels of
skills in order to meet the learning objective at the students’ levels and needs. Well done!
• Allowing students to work in breakout rooms for their independent activity is a nice way of
building a classroom culture.
Overall Feedback from Kathryn Gardner, Cooperating Teacher
Strengths Opportunities for Growth Suggestions/Ideas to Implement
• Great tone of voice • Continue to work on • Prepare to take over for the
• Continue to make each timing whole day
student feel valued and • Continue to look for more • Prepare to teach in a hybrid
appreciated total participation activities setting
• I can see your confidence • Use the Jan Richardson
growing! books for planning guided
• Great job jumping in and reading and word work
taking over guided reading activities
faster than expected • Try to plan for student
• Excellent job showing misconceptions, what do
enthusiasm and excitement you think they will struggle
during the Character Day with?
celebration. Every student
had a great experience.
• I loved that you infused
Halloween into your
science/health lesson on
bones. The students loved
the guided skeleton
drawing and movement
breaks.

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Sarah Shumaker 20575251

Bachelor of Science in Elementary Education

ELM-490 8/17/2020 11/29/2020

Arthur Middleton Elementary

FOR COURSE INSTRUCTORS ONLY:

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Sarah Shumaker 20575251

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

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Sarah Shumaker 20575251

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Date: November 5, 2020

Time: (Four Separate Recordings) - Recorded Posting of Virtual Instruction

Subject/Content: Guided Reading/Grade 1

Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor

Observation #3 Notes of Virtual Lesson:

Strengths Opportunities for Growth Suggestions/Ideas to Implement

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