Points 85.8: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Madison Macola 20735272

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 8/12/2021 11/24/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Cibola High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Joshua Norlien
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Thomas Volpe
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 85.8 points 85.8 %
10.00 1000 858 100
0 0 0 0 0 0 0 0 0 0 100 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. 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
improvement and the actionable steps for growth. )
Your lesson objective, "Given a quadratic equation, students will identify which method they will use to weather it is factoring, completing the square, or the quadratic formula to solve quadratic
equations" was appropriate for the grade level and subject area. You need to state the objective explicitly for the students, even if it is written for them on the board somewhere, which it didn't
appear to be. Stating the objective helps the students focus their attention on what is expected of them by the end of the class period.
Respect for the Diversity of Others 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 82 1.00
establish relationships characterized by respect and rapport.
Evidence
You stated in your lesson plans that you don't have any identified EL students in your class and therefore don't need to make any accommodations for them. You should always have
accommodations ready for students who may be ELLs. Just because a student is not identified as an EL student currently, doesn't mean that they weren't an EL student in previous grades. They
may have tested out of the program in a previous grade, but they still need help with the academic language of HS math. In addition, you never know when an identified EL student might be added
to your class roster suddenly, and you should have those accommodations ready for them if needed. Many of the accommodations made for students with special needs are also useful with EL
students. As for gifted students, "working ahead" in the course content is not an acceptable accommodation strategy. You can group those students together and give them an advanced project
that will deepen their understanding.


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. 85 1.00
Evidence
You are maintaining the appropriate amount of confidentiality with student data and information. Your assessments are made along with the subject area team and students who may need
accommodations are given what they need to be successful.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 90
Evidence 1.00
You act professionally at all times. You are a role model for students.


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. 83
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
You are meeting with your cooperating teacher frequently. Make sure you are going over your written lesson plans with him and discussing what may be needed to improve. One optional idea is to
use a legal pad split into three columns. As you reflect over your class periods or teaching day, think, "What went well today? What did the students really respond to today? Did the strategies I
used help them today?" List the positive things about your teaching day or strategies that worked in column 1. In column 2, write down the problems that you had during the day, or strategies that
did NOT work. Any behavior or attention problems can be listed in this column also. Use the second column as a point of discussions with your cooperating teacher. As you discuss the problems,
use column 3 to write the solutions to the problems from column 2. Think, "what do the students need that wasn't provided for them? What can I do differently
Curiosity Score to prevent those problems again?"
No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
80
Evidence
Your questions of students were mostly lower level recall. Use Costa's Levels of Inquiry to create questions at all 3 levels of thinking. Write the questions into your lesson plans as a way to ensure
that you will actually use them. You can also write them on post-it notes and stuck them onto your board to remind yourself to ask them during the class period. Use the questions as an opportunity
for students to "think-pair-share" and discuss their answers with each other. Then you can call on 1 or 2 students to share what they discussed. Then move on with the lesson.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
90 1.00
Evidence
You have been honest in all your words and actions at school. People can rely on you to speak truthfully.
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. 90
Evidence
You are friendly with the students, and you answer their questions and offer help when they ask for it. After school tutoring is in the plans pending approval.


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. 93 1.00
Evidence
You are volunteering with the Salvation Army in the the community to feed homeless and take photos of events. Family assistance is also a focus of your work with them.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
85
1.00
Evidence
You seem to be committed to the teaching profession and helping students learn. Consider observing other teachers teaching in their classrooms to get some additional ideas on how they deliver
effective instruction. This will help you improve your teaching delivery.

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

85.8 %
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

Sep 22, 2021

Points 85.8: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

Madison Macola 20735272

Master of Education in Secondary Education

SEC-590 8/12/2021 11/24/2021

Cibola High School

FOR COURSE INSTRUCTORS ONLY:

Madison Macola 20735272

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Madison Macola 20735272

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Madison Macola 20735272

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Madison Macola 20735272

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Madison Macola 20735272

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Madison Macola 20735272

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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