Completed Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Lakin Born 20756442

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 8/19/2021 12/1/2021

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Marshall Middle School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Texas
SCHOOL STATE: ___________________________________
Lauren Hale
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Michelle Lockwood-Snodgrass
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 98.52 points 98.52 %
25 2,500.00 2463 100
0
0
0
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
Lakin Born 20756442

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’ 98 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 99
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. )
Candidate states when creating instruction plans, she uses a variety of different materials. She explains how she takes the students interests into account by adding in
connection opportunities. For example, with 8th graders if they are talking about valence electrons and reactivity. she used an analogy that the students could connect to help
them understand. Candidate states she tries to make sure that all of her students are engaged in what they are learning. She gives them opportunities to explore, discover, and
question things on their own. She gave the students a list of scientists and had them explore what each scientist contributed to science and had them come up with lists of
questions to ask or researched on their own. Candidate collaborates with families by sending emails about what their students are doing, upcoming important dates such as
tests or labs, and any supplies they may need to bring or extra credit.
Lakin Born 20756442


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 99 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 98 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 100 1.00
differences or needs.
Evidence
When designing and delivering instruction the candidate states she takes all of of her students’ strengths into considerations. She looks to see how each of the students best
learn the information and try to incorporate that into her lesson and lesson plans. For example, a lot of students learn best by doing. For these students she will incorporate a
hands-on activity into the lesson. Candidate shares one of the ways she has incorporated language development tools into planning and instruction is the use of various
vocabulary cards, foldables, and poster activities. Candidate and her mentor work closely with the proper supports for the individual student. For example, an ESL student in their
classroom is very new to the English language. They have worked closely with the ESL teacher and a translator to help this student get the resources she needs to be
successful.
Lakin Born 20756442


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, 97 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
100
1.00
environment.
Evidence
Candidate states when creating the lesson plans, she tries to decide how much time the students will need to work on a specific activity. She will then set a timer in the
classroom to remind her that it is time to move on. Candidate has also found that setting a timer on her apple watch that just vibrates on her wrist letting her know when to
move on helps. Not having the sound go off tends to keep the students focused and not get distracted by the noise. Candidate states she verbally communicates respect to
cultural backgrounds is to get to know each individual student. Showing interest in their culture and allowing conversation about it is a great way to show respect for it. She
also talks about scientist from many walks of life. This includes scientist that come from different cultures, regions, and socioeconomic standing. Non-verbally she has shown
respect by respecting beliefs and practices.
Lakin Born 20756442


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 98 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 99 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 99 1.00
content area.
Evidence
Candidate shares one way that she stimulates student reflection on prior content knowledge is to have an open discussion. She often uses questions that may jog the
student's memory. During the discussion as students share their prior knowledge. Sometimes this helps other students remember something and they share what they
remembered. Candidate states technology is used to help supplement instruction. For example, she uses simulation games that help students explore the content that
they are learning. Coming up we will be sing an explore the cell simulation. This gives students another opportunity to learn the different organelles
Candidate says her favorite ways for students to learn academic language is to use foldables. Foldables help students recognize the word with a picture. The picture
usually helps the student remember the definition. This will ultimately lead to them recognizing the word with the definition.
Lakin Born 20756442


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 99 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 99 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Candidate shares she engages students in applying content knowledge to real-world problems is using science world articles. Her mentor has a subscription to science world
magazines. She chooses an article relevant with the topic they are talking about. This allows the students to see the topic in real world situations. She will then give them
questions that involve short answer, essay, multiple-choice, and even some math problems that go along with the article to check for understanding. Candidate states she
facilitates diverse social and cultural perspective by doing a project about scientist from around the world. During this project students will research scientist who have
different cultural background. They will create a poster about one of the scientists that will include where they are from, short family history, and what issues they are currently
working on. This poster will be presented to the class.
Lakin Born 20756442


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 98
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 99 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 99 1
language learning needs.
Evidence
Candidate shares assessments are designed with the objectives in mind. For example, when the objective is, “Students will be able to match the correct organelle to its function.”
A section of the assessment will be matching the functions to the organelle. To minimize sources of bias. This helps to ensure that all questions are straight forward, and fact
based. Candidate never includes questions that might have an opinion or things that could be offensive to certain groups of students. When looking at assessments, candidate
looks to see how well students did on questions based on certain objectives. She also looks to see how many students did well or poor. This information helps her determine if
they will need more instruction on a specific section of the unit or not. It also helps her to see if she can move on, the whole class needs help, or if she just needs to do a small
group tutorial for the students who need some extra help.
Lakin Born 20756442


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 98 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 97 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 98 1.00
knowledge, and student interest.
Evidence
Candidate explains students’ prior knowledge helps determine how much time the class will initially need on certain sections. She then uses students’ interest to help with
making connections during instruction. Candidate also uses formative assessments that students enjoy, like Kahoot. Candidate also develops appropriate sequencing of
learning by taking information and building upon that. For example, beginning the cells unit she would talk about cell theory and where the term cells come from before getting
into cell structure and function.
Lakin Born 20756442


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 98 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, 99 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,
98
1.00
and helping students to question).
Evidence
I will use questions that require students to really think. I also use questions that may need more questions to answer it. This promotes students to ask questions. The more
questions they ask the more they learn. Usually when students ask questions others my chime in to answer or ask a follow up question. Lastly, I use real world examples when
asking questions. Real-world examples usually get the students interested and involved in the discussion.
Lakin Born 20756442


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 99
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 97 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Candidate explains she asks herself if the teaching methods and classroom management practices she is currently using are working or not? If they are not, she will try to find
other methods that could work better. This is where collaboration comes from. She seeks to get with other colleagues or make a discussion post in the classroom that allows
her to see what works for another teacher or how they handle similar situations. The responses received can be implemented in her classroom and instruction methods to
better the students learning. Currently she actively talks with other educators about issues she may be having, good resources to use for certain units and about technology
that can be utilized. She shares that she also uses google research to help find resources she can use.
Lakin Born 20756442


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 99 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 99 1.00
enact system change.
Evidence
Candidate explains she uses google classrooms to communicate important dates and other classroom announcements to students and families. She send emails to parents
about important dates, classroom announcements, and their individual students’ status. She also gives parents a call on a case-by-case basis. Communication with parents
helps her understand the student better and can even help the students improve their learning because of the parent involvement. Communication between colleagues is
either email, text message, or in person meetings. Communication with colleagues helps with lesson planning, strategies, information, and new resources. Candidate states
to advocate to meet the needs of students is by getting in touch with administration to let them know what students need and why they are not currently getting their needs
met.
Lakin Born 20756442

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. 100 1.00
Evidence
The 1st STEP standard is knowing the school and community. She shows understanding of this by learning about the students she teaching. I learn their interests, abilities,
cultures, and accommodations needed. The 2nd STEP standard involves writing the learning goals. She looks at the standards and determine what she wants her students to
learn and create objectives that can be measured. The 3rd STEP standard involves assessment and data literacy. This involves creating pre-assessments and post-
assessments that can accurately help her understand the prior knowledge that students have and how well students are understanding the information given to them. The 4th
and 5th STEP standard involve unit and lesson planning and implementation of that lesson. She demonstrates this by creating a through lesson plan that serves as a guideline
to implementing. The 6th and 7th STEP standard involves analyzing the student learning. She analyzes student learning by looking at the results.
Lakin Born 20756442

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

98.52 %
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

Dr. Michelle Snodgrass
Dr. Michelle Snodgrass (Oct 14, 2021 11:05 CDT) Oct 14, 2021

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CLINICAL PRACTICE EVALUATION 2S

Lakin Born 20756442

Master of Education in Secondary Education

SEC-590 8/19/2021 12/1/2021

Marshall Middle School

FOR COURSE INSTRUCTORS ONLY:

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Lakin Born 20756442

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Lakin Born 20756442

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Lakin Born 20756442

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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