CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________

ELM-490 9/6/2021 12/19/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Nyquist Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Minnesota
SCHOOL STATE: ___________________________________

Stacy Borchert
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Stephanie Burdette
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 91.1 points 91.1 %
10.00 1000 911 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
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. 92
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. )
CT comments: Aleia does well supporting each student in a positve way. She gives positive comments throughout her lesson. Candidate self-reflection: In the video, the teacher candidate
identified students who were prepared for the lesson. Example is “I see Daisy is ready for the lesson, oh, and thank you Chaos for having your materials ready!” The teacher candidate included
all students to participate in whole class work and chose multiple students to speak after asking the class a question. Every student has an opportunity for success if the teacher allows them
enough time and support throughout their learning experience.
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 91 1.00
establish relationships characterized by respect and rapport.
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. )
CT comments: Aleia is sensitive/ thoughtful to each students individual needs and cultural differences. Candidate self-reflection: The teacher candidate supports every student in the classroom and
everything about them. Respecting one another in the classroom creates a positive and comfortable learning environment that allows students to feel safe so they can participate in a judgement
free zone. There are some needs of students in the classroom that are met to ensure that they stay positive throughout the school day. There are a couple students in this class that need re-
direction (often) and sometimes an item to fidget with during lecture and worktime. This has been discussed in the beginning of the school year that what each students needs may be different than
one another.
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
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. 91 1.00
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. )
CT comments: Aleia meets the standards in a manner appropriate to schools mission and goals. Candidate self-reflection: The teacher candidate understands and demonstrates the idea that each
student must be cared for a respected, but the kind of education that each student needs varies from student to student. This is the concept of “equity vs equality”. The teacher candidate does not
discuss confidential information about the students with anyone that does not work directly with the students during the day or anyone who does not have permission.

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 91
Evidence 1.00
(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. )
CT comments: Aleia is a positive role model for our students and our community. Candidate self-reflection: The teacher candidate dresses professionally every day, shows up early, leaves after
contract hours, is positive, helpful, and ethical. The teacher candidate is involved in the community by coaching a C-Squad basketball team within the district, supporting the school’s athletic events,
and being friendly to everyone she comes across.
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this 1.00
disposition and all
expectations for a Teacher
Candidate during student
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. 91
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. )
CT comments: Aleia and I had great discussions after her lesson to support her growth as an educator. Candidate self-reflection: The teacher candidate continues to ask the cooperating teacher
questions to improve knowledge in important areas that will help the teacher candidate grow as an individual and a future teacher. She always asks for feedback and makes changes accordingly to
help better mold to the classroom based on the needs of the students. The teacher candidate also stays on top of school work, studies for state licensure, and does outside research to help
develop in many areas.
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
91
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. )
CT comments: Aleia did well asking the students questions to promote and support their growth in math. Candidate self-reflection: Teacher candidate promotes curiosity by asking the teacher,
other faculty, and the students questions that can help her develop as a future teacher and better student teacher. The teacher candidate also encourages other students to ask their fellow
classmates questions to stimulate their own curiosities in the classroom.
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
91 1.00

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. )
CT comments: Aleia is honest and displays strong moral principles. Candidate self-reflection: The teacher candidate models honesty and integrity by communicating well with students and
cooperating teacher. The teacher candidate tells students that she cares about them and their education. Not only is that intention spoken verbally, but nonverbally as well by actions. The teacher
candidate is honest with cooperating teacher about insecurities, strengths, and weaknesses in the classroom and seeks guidance.

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. 91
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. )
CT comments: Aleia is friendly and welcoming to all. She greets everyone with a smile and happy disposition. Candidate self-reflection: The teacher candidate demonstrates professional
friendliness by greeting everyone she passes in the halls. The teacher candidate tries her best to be warming and caring by assisting anyone who needs it in the school. This includes cleaning trash
around the school, even if it does not belong to her class. I show compassion to others by asking kind questions (not too personal) like how their weekend was.
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
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. 91 1.00

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. )
CT comments: Aleia has attended a volleyball game and has volunteered to be a line judge for volleyball as well. She will be coaching the girls c-team basketball team this season. Candidate self-
reflection: The teacher candidate understands the impact of community involvement and that impacts of the educational setting. The teacher candidate volunteers for events throughout the school
like line judging for the volleyball team. She also spends time speaking with students in the class in what they are interests are. If a student were to say they wanted to join dance, I would try to seek
out more information to help them become involved.
Dedication Score No Evidence
Teacher candidates should be committed to the profession of teaching and learning.
91
1.00
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. )
CT comments: Aleia comes to school early and stays late to help in the planning and preparing of daily lessons. Aleia will make a wonderful teacher. She has great values and is naturally nurturing
to the students. As far as the lesson goes, she can work on giving more praise throughout the lesson to individual students to help inspire those off tasks students to get back on task. Candidate
self-reflection: The teacher candidate is committed to the profession of teaching and learning by showing up every day early, motivated, and excited to make a small difference in someone’s life. I try
to make it a point that I am still learning as a student teacher, and there is a lot that these students can teach me. I make an effort to have at least one meaningful conversation with each student
every day. There are some students in this class that may not have support at home, so I try to make it a point that I do believe in their success. I believe students are capable of so much.
 CLINICAL PRACTICE EVALUATION 1

Aleia Haggberg 20711417

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:

91.1 %
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

Dr. Stephanie Burdette
Dr. Stephanie Burdette (Oct 3, 2021 13:01 EDT) Oct 3, 2021