CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Master of Education in Early Childhood Education and Early Childhood Special Education
PROGRAM: ______________________________________________________________________________________________________________________

ECS-595A
COURSE: ________________________________________START DATE: 8/18/2022 10/12/2022
END DATE:________________________

Daniel K Inouye Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: Hawaii

Kimberly Uyehara
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Rita Forsythe
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 165.2

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates (Teacher Candidates (Teacher Candidates (Target level for (Target level for
Supervisor should within this range within this range within this range may Teacher Candidates) Teacher Candidates)
create a plan with the require a Professional require a Professional benefit from a
Teacher Candidate to Growth Plan) Growth Plan) Professional Growth
determine how the Plan)
Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 0 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence The performance of the The performance of the The performance of The performance of The performance of
that the performance Teacher Candidate is Teacher Candidate is the Teacher the Teacher the Teacher
of the Teacher insufficient in meeting underdeveloped in Candidate is Candidate meets this Candidate
Candidate met this this disposition and meeting this disposition developing in meeting disposition and consistently
disposition or expectations for a and expectations for a this disposition and expectations for a exceedsthis
expectations for a Teacher Candidate Teacher Candidate expectations for a Teacher Candidate disposition and
Teacher Candidate during student during student Teacher Candidate during student expectations for a
during student teaching. teaching. during student teaching. Teacher Candidate
teaching. teaching. during student
teaching.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic
expectations for student success. 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.)
The Teacher Candidate sets and supports expectations positively for each student’s success. Examples include communicating whole class expectations
consistently and communicating instructional outcomes. Before the lesson, Carman verbalizes and posts learning outcomes. During the lesson, she “jumped back”
or referred to outcomes listed as: “When Venn diagrams are used to show the relationship between 2D shapes. I can show my understanding with a diagram.”
Excellent lesson plans. Great use of “I can statements” such as:
I can make sense of problems and persevere in solving them. <I can solve problems without giving up.>
I can construct viable arguments and critique the reasoning of others. <I can explain my thinking and try to understand others.>
I can model mathematics using the Venn Diagram. <I can show my work in many ways.>
I can use appropriate tools strategically. <I can use math tool and explain why I used them.>
I can attend to precision. <I can work carefully and check my work.>
I can look for and make use of structure. <I can use what I know to solve new problems.>

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

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 82
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 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.)
The Teacher Candidate communicates with co-workers, administration, parents, and community members to show respect and rapport by seeking out information.
She is open and eager to learn new things. Her cooperating teacher reports Carman is open to feedback from the staff and administration because she wants to do
her best for students. She is willing to learn and work hard by engaging in trainings.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

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. 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.)
The Teacher Candidate creates a safe learning environment that promotes respect and positivity. She models listening and respects student’s opinions, ideas, and
concerns. For example, students appeared to feel safe to share in the classroom. They raised their hands to speak and, when called upon, answered and
commented respectfully.
For next time: To exercise fairness to all students, call on students and allow students to share evenly from each group, from all parts of the classroom, being
mindful of gender equality and special needs students.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 81

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.)
The Teacher Candidate is a positive role model within the community. She is on the leadership team, is the grade level chair, and participates in meetings. As the
upper grade representative on the PTO, Carman is involved in community events. She assists and volunteers with events/extracurricular activities on campus while
maintaining a kind and positive demeanor.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

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 83
seek continual improvement.

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.)
The Teacher Candidate shows a desire for continual improvement in her professional practice. With the help of her Cooperating Teacher, she analyzes strengths
and weaknesses of lesson planning and delivery regularly, making necessary adjustments. During professional development days, she learns and shares with her
grade-level team. Carman seeks out professional feedback and learning opportunities. After teaching a lesson, she reflects on ways to improve.
Tip: A great way to reflect on your effectiveness is to watch videos of yourself teaching. It provides you with another perspective.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
82

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.)
The Teacher Candidate encourages active inquiry by giving ample wait time for all learners to comprehend questions and answers and asking open-ended and
higher-order thinking questions throughout instruction and varying teaching styles. I observed many best practices. When a student gave an answer, Carman did
not repeat their answer but moved on to the next question or prompt. This is an effective way to respect student voice. It encourages students to listen to other
students. Students can be teachers. Knowledge does not have to all come from an adult teacher.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
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 improvement and the actionable steps for growth.)

The Teacher Candidate models integrity through her words and actions by following through with commitments to her students by giving additional time when
needed. Students are assessed with a thumbs up, thumbs middle, or down for understanding. She tailored questions to the student’s needs. Transitions and passing
out of materials were smooth, orderly, and well planned out. During interruptions such as having to answer the phone, students behaved appropriately, showing
behavior expectations have been made clear.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Compassion Score No Evidence

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 85

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.)
The Teacher Candidate demonstrates genuine care in their relationship with students by creating a classroom that is friendly and warm while providing intellectual
and emotional support. She calls students by name, actively listens to students, and answers questions patiently. She offers praise such as, “Excellent answer, I love
it, and good job.” Teacher creates a positive rapport by smiling, laughing, and being actively engaged in conversations with students.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

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. 85

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.)
The Teacher Candidate strives to increase community involvement by communicating regularly with families in person, by phone, or in writing. Carman participates
in and promotes community events as a leader in her grade level. She has also assumed a leadership role in Army events and outreach and is always on the lookout
for resources to share with students related to the base. In this way she gets to know her students better and builds relationships with the students and their
parents. Carman is a positive liaison between the Army and the school.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
85

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.)
The Teacher Candidate’s overall demeanor is very positive as she interacts with staff, students, families, and other stakeholders. She is effective in connecting the
military with the school. Always a friendly face, Carman greets people who come into the school. She represents the school well in PTO, encouraging parents to
participate in events. She writes grants for her school with the PTO.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Carman McCann STUDENT NUMBER: 20835750

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

Total Scored Percentage

82.60 %

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 Rita Forsythe esigned on Tuesday, September 13, 2022 12:49 PM

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