Points 88.92: Clinical Practice Evaluation 2S

CLINICAL PRACTICE EVALUATION 2S
LaMarcus Streeter 20644347

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: _____________________
Hickory Ridge Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Tennessee
SCHOOL STATE: ___________________________________
Megan O'Connor
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Wilner Bolden
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 88.92 points 88.92 %
25 2,500.00 2223 100
0
0
0
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

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’ 88 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 88
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. )
• Uses multiple modalities to teach content such as visual, auditory, kinesthetic and tactile.
• Incorporates students’ interests when planning lessons
• Designs innovative lesson plans that meet the diverse needs of every student differentiating instruction as needed
• Assesses and adjusts learning based on student’s performance
• Communicates with parents/guardians on a regular basis
• Responds to communication from families in a timely manner
• Shares students’ strengths and areas of improvement with parents/guardians, and provides suggestions on how they can support these areas at home
• Creates opportunities for parent involvement in classroom activities


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 89 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 89 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 89 1.00
differences or needs.
Evidence
• Observes and monitors all students’ learning patterns to determine what type of
instructional strategies are most effective
• Provides opportunities for students to learn in multiple ways through the use of
manipulatives and multisensory activities
• Prepares lesson extensions for students who complete work early
• Designs and delivers instruction that incorporate multiple learning styles
• Differentiates instruction as needed
• Plans for students to listen, speak, read and write throughout lessons
• Provides visuals throughout lessons to help make connections
• Focuses on introducing academic vocabulary terms in all content areas


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, 90 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
90
1.00
environment.
Evidence
• Designates appropriate amounts of time and resources for learning activities
• Allows opportunities for movement throughout lessons
• Incorporates small group/partner activities or discussion throughout lessons
• Uses hands-on materials such as whiteboards, manipulatives, or technology
• Expresses interest in the cultural backgrounds of students
• Provides opportunities for students to share opinions, views, and ideas
• Facilitates differing perspectives among students and teaches tolerance
• Utilizes multicultural literature in the classroom


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 89 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 89 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 89 1.00
content area.
Evidence
• 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
• Uses picture books, short videos, poems, short stories, or images to facilitate
connecting previous learning or experiences to new content
• Utilizes technology such as a projector/LCD screen, document camera, iPods, tablets,
computers, or other electronic devices to enhance learning
• Utilizes books, articles, short videos, games, hands on activities, whiteboards or
manipulatives
• Models correct usage of academic language
• Provides opportunities for students to listen, respond, and participate in activities that


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 88 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 88 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
• Provides opportunities for students to share opinions from their own cultural
perspective
• Provides articles, books, or short videos for students to learn about specific local or
global issues from diverse cultural points of view
• Allows students to generate ways the local and global issues learned about could be
solve


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 90
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 90 1
language learning needs.
Evidence
• Creates assessments that align directly with learning objectives
• Utilizes rubrics when appropriate to minimize bias
• Grades assessments fairly and impartially
• Assesses learning objectives in a variety of ways to ensure students fully understand
the content
• Obtains results from all learners, or a random sample of learners
• Analyzes assessment results independently and designs future lesson plans based on
the results
• Utilizes practice tests to familiarize students with the particular assessment formats
students will be exposed to


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 88 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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 88 1.00
knowledge, and student interest.
Evidence
• Plans individual and group goals based on students’ ability levels
• Chooses appropriate strategies, accommodations, resources, and materials to help
each student be successful in meeting their learning goals
• Designs lessons that build upon and practice previous learning, leading to students
mastering skills and concepts
• Sequences activities appropriately within a lesson
• Plans lessons based on student interests, such as incorporating technology, movement,
or music that students enjoy


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 89 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, 89 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,
89
1.00
and helping students to question).
Evidence
• Instructs the skills and expectations within the lesson
• Facilitates and guides the students to meet the lesson objections during
group/independent work
• Presents a clear and concise essential question for students to analyze and answer by
the end of the lesson
• Asks questions at the beginning of a lesson to spark curiosity
• Uses questions to guide students to find answers to what they are asking


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 90
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 90 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
• Uses formative and summative assessment data to drive instruction
• Creates data walls in the classroom to get students involved with data driven choices
• Meets with students to set learning goals, track progress, and set new learning goals as
students make progress
• Asks the Cooperating teacher questions for support, feedback, and guidance.
• Reaches out for support from instructional coaches, behavior specialists,
administration, counselors, social workers, psychologists, and reading specialists on
campus as needed


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 88 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 88 1.00
enact system change.
Evidence
• Builds learning communities with colleagues by meeting regularly with grade
level/subject team to collaborate on instruction and participating in school wide
professional development
• Understands the needs of each student in the class and acts as an advocate when
needed to make sure these needs are met
• Finds appropriate learning styles for each individual learner
• Researches modifications and accommodations to help each student succeed
• Ensures students have the resources and opportunities to support learning

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. 89 1.00
Evidence
• Tracks and analyzes pre and post assessment data
• Uses assessment data to guide instruction
• Makes connections from student teaching to STEP assignments

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

88.92 %
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
Wilner Bolden (Apr 4, 2021 13:42 CDT) Apr 4, 2021

Wilner Bolden III 03/29/21

Points 88.92: Clinical Practice Evaluation 2S

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CLINICAL PRACTICE EVALUATION 2S

LaMarcus Streeter 20644347

Master of Education in Elementary Education

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

Hickory Ridge Elementary

FOR COURSE INSTRUCTORS ONLY:

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

LaMarcus Streeter 20644347

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

LaMarcus Streeter 20644347

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

LaMarcus Streeter 20644347

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Wilner Bolden (Apr 4, 2021 13:42 CDT) Apr 4, 2021

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