Clinical Practice Evaluation 3 Encrypted

CLINICAL PRACTICE EVALUATION 3
Rosa Rosales 20640804

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 9/3/2020 12/16/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Mercey Springs Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Cecilia Duncan
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Marsha Heard
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
136.5 points
EVALUATION 3 TOTAL
POINTS 91.00 %
25.00 2,500.00 2,275.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
150
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 90
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
90
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. Rosales creates developmentally appropriate instruction to meet the needs of student She also collaborates with colleagues about what ways she can promote student
development.


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
91
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 91
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 91 1.00
learning differences or needs.
Evidence
Ms. Rosales supported students’ learning by asking students questions regarding the subject matter that helped students expand their prior knowledge and thinking. Also
demonstrated videos to support her lesson and to give all students a different point of view on the subject matter. Ms. Rosales understands that all students are unique and
each student requires different modes of learning.


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
91
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 91
environment.
Evidence
Ms. Rosales presented the social studies lesson via google meet. During this time she randomized student participation by pulling sticks with student names to make sure
that everyone participated. Also, students were able to stay engaged by using the nod feature on Google Meet, which allowed students to press on a thumbs up or raise
hand emoji. Students were also encouraged to use their hand signals and raise their hands if they preferred.
Rosa Rosales
TEACHER CANDIDATE NAME______________________________ 20640804
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 91 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 91 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 91 1.00
their content area.
Evidence
Ms. Rosales access students' prior content knowledge by asking content-related questions to create connections with the materials and information presented to them.
Examples are provided via a document camera while the student use a hard copy to follow instruction. examples for them to understand the content and be able to
expand their thinking. Ms. Rosales demonstrates an understanding of the content knowledge of each subject matter that is taught.


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 91 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Students were provided information to make connections to the content by using examples from their daily lives or real-world scenarios.
For example, students were asked to name places where they see the United States flag. Students had to think of all the places they have visited and think about
whether they have seen a flag in those places. Students were also given the opportunity to apply what they know and learned by reciting the Pledge of Allegiance
to the class and to their families. Ms. Rosales applies real-world applications with most of her teaching.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 91 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 91 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
91 1
language learning needs.
Evidence
Throughout this lesson, Ms. Rosales was able to assess what they know or learning throughout the lesson students were able to use hand signals to give me real time
feedback of what they know or learned. Also, students were given opportunities to verbally discuss content material and share what they know or learned throughout the
lesson. She examines the platforms that are used for assessment purposes. She makes the appropriate adjustments to her teaching after assessing students


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 91 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 91 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 91 1.00
knowledge, and student interest.
Evidence
The social students lesson was taught via Google Meet while keeping a positive learning environment. Also, students were encouraged to patriciate and ask questions
throughout the lesson. She plans her instruction daily/weekly depending on how the lessons go each day.


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) 91 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, 91 1.00
and helping students to question).
Evidence
Ms. Rosales provides students with multiple opportunities to ask questions, to participate in class discussions, and to apply what they know verbally and nonverbally. Students
were able to access the material and follow along with their hard copy and she presented the material via a document camera and shared my screen on Google Meet to
maximize learning and content material for all students. Teacher candidate uses a variety of technology tools to engage students in a lesson.


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
91
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 91
the school, as supports for analysis, reflection, and problem solving.
Evidence
Ms. Rosales communicates with the cooperating teacher to ask for tips and suggestions on how to approach the social studies lesson virtually. Books are provided to go along
with the students’ handout and that was a great resource for my lesson. She collaborates with colleagues whenever she gets a chance. She shares what she learns from
student teaching and from her own research outside of student teaching.


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 91
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 91 1.00
enact system change.
Evidence
The teacher candidate uses Seesaw and the Remind App to meet the needs of the families of her students.

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

91.00 %
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
Marsha Heard (Nov 18, 2020 22:49 CST) Nov 18, 2020

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CLINICAL PRACTICE EVALUATION 3

Rosa Rosales 20640804

Master of Education in Elementary Education

ELM-590 9/3/2020 12/16/2020

Mercey Springs Elementary School

FOR COURSE INSTRUCTORS ONLY:

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Rosa Rosales 20640804

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

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Rosa Rosales 20640804

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Rosa Rosales 20640804

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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