Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Niquelle Crawford 20333129

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 1/25/2021 5/9/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Morrow Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Jennifer Deaver
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Rudy Cox
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
136.2 points
EVALUATION 3 TOTAL
POINTS 90.80 %
25.00 2,500.00 2,270.00 150
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 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 91
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
91
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. )
1.The teacher candidate created a lesson that was appropriate for the student level of learning. The teacher candidate took into account students interest, strengths, and
individual differences during the learning activities. Student enjoyed the lesson and they were successful in responding to the teacher's questions.
•Possible opportunities for improvement
o Uses multiple modalities to teach content such as visual, auditory, kinesthetic and tactile.
o Incorporates students’ interests when planning lessons
2.The teacher candidate collaborated with the cooperating teacher and all stake holders in an effort to make enhancement to the students learning.
o Communicates with parents/guardians on a regular basis
o Responds to communication from families in a timely manner


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 90 1.00
learning differences or needs.
Evidence
3.The teacher candidate differentiated instructions in an effort to meet the learning needs of all students.
o Observes and monitors all students’ learning patterns to determine what type of instructional strategies are most effective
o Provides opportunities for students to learn in multiple ways through the use of manipulatives and multisensory activities
4.The teacher candidate modeled the lesson plan to assist all students to include English language students.
o Plans for students to listen, speak, read and write throughout lessons
o Provides visuals throughout lessons to help make connections
5.The teacher candidate researched and used difference resources to meet the learning needs of individual students.


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
6.The teacher candidate provides a learning environment that was conducive to learning. The learning area was organized to enhance the learning environment for all
students.
o Designates appropriate amounts of time and resources for learning activities
o Allows opportunities for movement throughout lessons
7.The teacher candidate communicated verbally and non-verbally with students to engage students in learning activities appropriate to the individual learning levels. The
teacher candidate also communicated in ways that were conducive to all cultures within the classroom.
o Expresses interest in the cultural backgrounds of students
o Provides opportunities for students to share opinions, views, and ideas
Niquelle Crawford
TEACHER CANDIDATE NAME______________________________ 20333129
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 90 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
8.The teacher candidate communicated content knowledge in ways that were conducive to students and stimulated student learning. The teacher candidate used
examples and reflections that made learning connections with students.
o Allocates time for individual brainstorming before teaching new content, this may be done by posing a question related to previous learning or experiences and giving
ample think time or creating a web
o Allocates time for partner/group brainstorming before teaching new content, this may done by posing a question related to previous learning or experiences, and having
students recall and share with one another
9.The teacher candidate used a variety of classroom resources to enhance student learning. Resources included white board, computers, and other resources to promote
different learning styles.
o Utilizes technology such as a projector/LCD screen, document camera, iPods


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 91
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
11.The teacher candidate engaged students in the learning by giving instructions and asking questions of students related to real world situations. Students were
given opportunities to reflect and respond to the teacher’s questions.
oChooses one real world topic/theme and teaches multiple skills using the same topic
12.The teacher candidate facilitates student learning abilities by providing learning activities that reflected different cultures and learning models.
o Provides opportunities for students to share opinions from their own cultural perspective
o Provides articles, books, or short videos for students to learn about specific local or global issues from diverse cultural points of view


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 90 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
13.The teacher candidate designed assessments to match individual student differences and on target for the students learning levels.
o Creates assessments that align directly with learning objectives
o Utilizes rubrics when appropriate to minimize bias
14.The teacher candidate works independently and collaboratively with peers to review tests and other related materials to modify and enhance learning experiences for
students.
o Analyzes assessment results independently and designs future lesson plans based on the results
o Discusses student, class, and grade level data with colleagues and other educators to analyze learning and guide planning
15.The teacher candidate prepared all learners for the required and optional assessments. The candidate also made the necessary modifications to the environment or


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 90 1.00
knowledge, and student interest.
Evidence
16.The teacher’s plans of students learning goals can be clearly seen in the lesson plans for each lesson. The teacher candidate follows the lesson plans and they are
evident in the lessons. These learning goals includes differentiate instruction for individual and groups of learners. The lesson follows the Georgia Standards.
o Plans individual and group goals based on students’ ability levels
o Chooses appropriate strategies, accommodations, resources, and materials to help each student be successful in meeting their learning goals
17.The teacher candidate provides several method or techniques in presenting lessons to students. The teacher gives instructions and asks questions of students to check
for understanding. Individual and small group instructions are also used to enhance student learning.
o Designs lessons that build upon and practice previous learning, leading to students mastering sk


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) 90 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, 91 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
19.The teacher candidate varied instructions as teacher, counselor, learning coach, or facilitator to enhance outcome for student learning.
o Instructs the skills and expectations within the lesson
o Facilitates and guides the students to meet the lesson objections during group/independent work
20.The teacher candidate uses a variety of methods to enhance the learning for students by using computers, white board, and other available technologies.
o Presents a clear and concise essential question for students to analyze and answer by the end of the lesson
o Models and instructs different learning skills throughout the lesson to promote engagement and learning such as organization, critical reading strategies, note taking,
planning and time management
21.The teacher candidate gives instructions and asks questions of students to check for understanding and to promote discussions in the classroom.


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
22.The teacher candidate gives instructions and asks questions of students to check for understanding and to promote discussions in the classroom. Student understanding of
the subject matter could be observed through student responses and written assignment outcomes.
o Uses formative and summative assessment data to drive instruction
o Creates data walls in the classroom to get students involved with data driven choices
23.The teacher candidate uses all resources available at the school and surrounding communities to enhance learning outcomes for students.
o Asks the Cooperating teacher questions for support, feedback, and guidance.
o Reaches out for support from instructional coaches, behavior specialists, administration, counselors, social workers, psychologists, and reading specialists on campus as
needed


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
24.Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that engage students, families, and
colleagues.
o Builds learning communities with students by working with an assigned buddy class, assigning a pen pal with students on campus in other classes or off site around the
world, completing projects with other classrooms, using technology platforms for students to collaborate and communicate on learning
25.The teacher candidate is always looking for new ways to present learning and enhance the learning outcomes of students.
o Understands the needs of each student in the class and acts as an advocate when needed to make sure these needs are met
o Finds appropriate learning styles for each individual learner

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

90.80 %
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

Rudy B. Cox
Rudy B. Cox (Apr 12, 2021 11:12 EDT) Apr 12, 2021

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Niquelle Crawford 20333129

Bachelor of Science in Elementary Education

ELM-490 1/25/2021 5/9/2021

Morrow Elementary School

FOR COURSE INSTRUCTORS ONLY:

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Niquelle Crawford 20333129

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

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Niquelle Crawford 20333129

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Niquelle Crawford 20333129

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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