Clinical Practice Evaluation 1 Part 1 - Signed

CLINICAL PRACTICE EVALUATION 1
Shandai Johnston 20262411

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 1/28/2021 5/12/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Monarch Academy Annapolis

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Paige Thumel
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Nakeisha Savage
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 78.5 points 78.5 %
10.00 1000 785 100
0 0 0 0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners 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 disposition 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 insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 75
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Student teacher utilized grade-level curriculum for the lesson and followed the scripted directions provided in the lesson. Students were all required to complete the same task for this lesson
which did not take into account the various student levels, student strengths and student needs. In moving forward, Ms. Johnston has been encouraged to use data to guide her planning of her
lessons to ensure that all students are pushed in their thinking based on their strengths and needs. Additionally, Ms. Johnston has been encouraged to use the curriculum in conjunction with
other supplemental aids to support students in their understanding. Simply sticking to the script doesn’t address the diverse needs of the students. There is also a need for scaffolding, activating
Respect
prior forand
knowledge the Diversity
making of Others
connections to support student learning. Score No Evidence
Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 75 1.00
establish relationships characterized by respect and rapport.
Evidence
Student teacher utilized text that focused on the Jewish holiday, Passover. The text shared information about a Jewish family and their traditions. While this selection of text supports demonstrating
a respect for diverse cultures; there was a need for more of a build-up to include background information about the holiday, the tradition and the reason/purpose for the tradition. The lack of build-
up to inform students about these important facts resulting in students not fully understanding the content of the text and the referenced terms within the text. In moving forward, Ms. Johnston has
been encouraged to add to the curriculum in areas that students may not be familiar with to support them with their comprehension.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 80 1.00
Evidence
Student teacher called on a variety of students throughout the lesson to answer their questions and to address their questions and requests for clarification. All students were treated the same and
provided with the same instruction/instructions. In moving forward, Mrs. Johnston has been encouraged to think about ways in which she can promote social justice and equity within her classroom
and in her school community.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 80
Evidence 1.00
Student teacher’s actions reflect a positive role model for students. During the lesson, the student teacher reiterated the focus of the lesson, modeling the objective, providing guided practice and
releasing students to complete an independent task on their own. The student teacher, when questions by various students at the same time, requested patience from students as she addressed
their questions and concerns in order. This demonstrated the student teacher’s respect for and support of student learning and her willingness to restate and/or reiterate the lesson expectations
when students needed further clarification.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 80
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
The student teacher is very reflective about her actions overall in her student teaching assignment; as well as, during her formal observation. The student teacher was able to identify both strengths
and areas of improvement regarding the recorded lesson and was also able to identify changes that she would make if given the opportunity to reteach the lesson to strengthen its implementation.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
75
Evidence
The student teacher asked questions throughout the lesson to support student engagement; however, there were no higher order thinking questions asked that allowed students to justify their
thinking or explain their thought processes. The student teacher has been encouraged to pre-plan questions to ensure varied levels of questions. Additionally, the student teacher was encouraged
to think of additional ways of keeping/increasing student engagement and focus so that all students are listening and following along through this lesson. This can be addressed by asking questions
through a reading instead of just asking questions at the end of the reading. Additionally, asking students to repeat or restate information also helps hold students accountable to listening and
paying attention.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
80 1.00
Evidence
Student teacher demonstrated integrity through her attentiveness to student questions and her attempts to clarify misunderstandings. The student teacher also demonstrated respect for all student
voices, allowing them time and opportunity to respond to questions and ask questions when clarification was needed.
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 80
Evidence
Student teacher demonstrated a consistent tone with students and welcomed their questions throughout the lesson. Students were met with a warm, friendly demeanor that demonstrated respect for
all student voices and supported student questioning and requests for clarification as needed.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 75 1.00
Evidence
Student teacher demonstrated advocacy within her lesson by implementing the curriculum with fidelity recognizing the importance of providing students with the content outlined by the school
district. Advocacy was also seen in the student teacher’s willingness to support students in their understanding of the task they were to complete to ensure that all students were clear and could
meet success.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
85
1.00
Evidence
The student teacher demonstrates dedication to the profession of teaching and learning through her perseverance and reflection. While there are overwhelming circumstances that are concurrently
happening, the student teacher has pushed forward and worked to collaborate with her cooperating teacher and Site Supervisor regularly to ensure that she gets the best experience from the
student teaching assignment. Student teacher asks for feedback and is receptive to feedback as a way of continuously improving her practice.

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

78.5 %
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

Nakeisha Savage
Nakeisha Savage (Mar 2, 2021 04:42 EST) Mar 2, 2021

Clinical Practice Evaluation 1 Part 1 - Signed

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CLINICAL PRACTICE EVALUATION 1

Shandai Johnston 20262411

Master of Education in Elementary Education

ELM-590 1/28/2021 5/12/2021

Monarch Academy Annapolis

FOR COURSE INSTRUCTORS ONLY:

Shandai Johnston 20262411

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Shandai Johnston 20262411

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Shandai Johnston 20262411

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Shandai Johnston 20262411

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Shandai Johnston 20262411

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Shandai Johnston 20262411

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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