Lashon Clinical Practice Evaluation 2 - Single Placement Encrypted

CLINICAL PRACTICE EVALUATION 2S
Lashon Placencia 20673718

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/14/2021 4/28/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Cambridge Academy
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Amanda Kekic
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Mary Urich
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 100 points 100 %
25 2,500.00 2500 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 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)
No Evidence 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 No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 100 1.00
strengths, interests, and 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 100
student growth and development. 1.00
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. )
Lashon knows her students well and incorporates their interests, strengths, and needs within each lesson. She reads aloud frequently while encouraging the students to read
orally with her. Lashon meets with the general education teachers and provides them with a variety of strategies which reinforce student learning in multiple classroom settings.
Lashon has established positive relationships with the parents and is able to guide additional learning opportunties at home.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100 1.00
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 strategies
for making content accessible to English language students and for evaluating and supporting their 100 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 100 1.00
differences or needs.
Evidence
Lashon reviews the IEP goals and objectives frequently. She is sensitive to the growth and development for each student and is intentional with the lesson objectives. The
students represent a wide range of academic and behavioral abilities. Lashon provides multiple vocabulary development tasks, oral speaking, reading, math, and incorporates
science or social studies standards from the general education setting in the daily lessons. Students have numerous opportunties to practice, receive corrective feedback, and
apply content skills in her classroom.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 100 1.00
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
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100
1.00
environment.
Evidence
Lashon has been able to develop lessons which flow and support student learning despite the short or limited daily time with each group. The students have demonstrated
growth with their ability to listen to each other and take turns while sharing their thoughts, ideas, and presenting new information. Lashon moves within the classroom is able
to monitor student engagement, attention to task, and answer questions all in a timely manner.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 100 1.00
content area.
Evidence
Lashon uses the school resources as well as gleaning information from sites outside of the school. The lesson activation time frame is well designed and provides enough
information to draw students into the lesson. Review of prior knowledge affirms student retention of information as well as what skills require additional support and
practice. Lashon plans with the general education teachers and uses the information to pre-teach skills and concepts as well as to practice and apply the skills.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 100 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Lashon provides real life activity applications for her students. The students are able to explain their thinking and apply the information to personal experiences.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 100
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 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 100 1
language learning needs.
Evidence
Lashon uses pre-assessment information, data from student work and observation, as well as information from collaboration with general education teachers. Formative and
summative assessment data are used in planning, delivering, and revising lessons. The students have individual weekly goals which they set based upon their personal
performance. Lashon meets with the students and provides feedback which is used to guide further instruction.


evaluations)
teaching. teaching.
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 100 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 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Evidence
As previously mentioned, each student has individual weekly goals. Lashon develops her lessons based upon the goals of her students as well as their IEP goals and
objectives. Weekly assessments are used to revise and adjust instructional planning and delivery. Lashon does plan with the general education teachers as well as special
area teachers. Instruction is differentiated to support the unique learning needs and goals of each student.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
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, interpret, 100 1.00
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,
100
1.00
and helping students to question).
Evidence
Lashon wears many hats within the classroom and is able to transition between the instructional roles smoothly. While teaching she moves about the classroom and works
with students individually, in pairs, in small groups, and whole class. Lashon asks questions, probes for student thinking, and provides opportunties for the students to 'teach'
others within the classroom. Questions are scaffolded and adjusted to support learning depth for each student.


evaluations)
teaching. teaching.
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., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 100
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 100 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Lashon consistently demonstrates professional behavior. She routinely works with the general education teachers, support personnel, and school administration. She asks
questions and invites feedback.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 100 1.00
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 100 1.00
enact system change.
Evidence
Communication is essential and Lashon models a variety of communication methods with her students, their families, and her colleagues. She advocates for her students
during grade level meetings, PLC sessions, and IEP meetings.

Grand Canyon University: Impact on Student Learning

evaluations)
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 1.00
Evidence
Lashon is aware of her impact upon student learning. She meets with colleagues, school administration, and seeks feedback to continue her growth and development as an
educator.

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

100 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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

Mary Urich
Mary Urich (Mar 10, 2021 08:21 MST) Mar 10, 2021

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CLINICAL PRACTICE EVALUATION 2S

Lashon Placencia 20673718

Master of Education in Special Education

SPD-590 1/14/2021 4/28/2021

FOR COURSE INSTRUCTORS ONLY:

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Lashon Placencia 20673718

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Lashon Placencia 20673718

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Lashon Placencia 20673718

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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