Completed Evaluation 3

CLINICAL PRACTICE EVALUATION 3
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:
148.5 points
EVALUATION 3 TOTAL
POINTS 99.00 %
25.00 2,500.00 2,475.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
0
0
0
0
150
0
0 0 0
150
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 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 standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 99
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
99
student growth and development.
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


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
99
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 99
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Evidence
Candidate states if a group of my students learn best by reading the materials she incorporates short reading passages followed by questions both short answer and multiple-
choice. She will adapt these activities for individual students who may need accommodations so they will be able to succeed. Candidate states for language she has also
allowed students to use their Chromebook for translation when they are unsure of what specific words mean. She also uses objects or pictures when she can to help these
students associate the words with an object or picture of what it is. 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


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
99
organizing, 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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 100
environment.
Evidence
Candidate explains when going over notes, she walks around while students are taking notes, talk about them, and take and answer questions students have about the
section they just talked about. Candidate feels walking around also keeps the students focused. To keep students’ attention, she uses a variety of different types of
activities that keep them engaged. Some of the things she has used are videos, quiz games, and activities that involve coloring in the notes as they go. 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
TEACHER CANDIDATE NAME______________________________ 20756442
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 99 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 99 1.00
their content area.
Evidence
Candidate states she has students fill out KWL charts during lessons. If the student already knew it, they write in the Know section. If a student says something they did
not know they write it in the Learned section and if a question comes to their mind during the discussion, they write it in the Wonder section. Candidate uses a text-to-
speech program to convert reading passages for students who may need those accommodations. Her ELL students are allowed to use a online translator when some
words may not be clear in English just yet. Candidate states she also likes to play vocabulary quiz games on Kahoot! This allows the students to have fun with learning
their vocabulary.
Lakin Born 20756442


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 99
of 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 states during warm-up she has students write about where they have seen the topic they are discussing in the real world. For example, she asked the
students to tell her where they have seen cells in the world? (This was the intro into the unit) Some of them said skin cells, prison cells, and some even said animal
and plant cells. 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)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 98 1.00
minimize 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)
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 99 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 99 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 99 1.00
knowledge, and student interest.
Evidence
Candidate states when planning instruction, she makes sure that the resources and materials used are delivered in many different ways. She states she usually chooses
methods that the students seem to understand the most and enjoy doing so they stay engaged. Candidate also incorporates a hands-on activity that correlates with the
information. Candidate always has alternative and accommodations available for students who may need them. Students who have trouble reading, passages have a
recording of her reading it or a text-to-speech option.
Lakin Born 20756442


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 98 1.00
in 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, 99 1.00
interpret, 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, 99 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)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
99
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 99
the 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)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 99
global 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

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

99.00 %
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. Michelle L. Snodgrass
Dr. Michelle L. Snodgrass (Oct 22, 2021 07:24 CDT) Oct 22, 2021

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CLINICAL PRACTICE EVALUATION 3

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

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

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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