CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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

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

COOPERATING SCHOOL NAME: Daniel K Inouye Elementary School

Hawaii
SCHOOL STATE:

Kimberly Uyehara
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME: Rita Forsythe

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 255
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Interstate Teacher Assessment and Support Consortium (InTASC) 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 standard in
future evaluations)
0 1 to 49
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
The performance of the
Teacher Candidate is
insufficient in meeting this
standard 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 standard 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
standard and expectations for
a Teacher Candidate during
student teaching.
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this standard and consistently exceeds this
expectations for a Teacher standard and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
teaching.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 1: Student Development Score

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 85
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 student growth and 85
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. )
Standard 1: Student Development
The Teacher candidate creates developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and enables
each student to advance and accelerate his or her learning. For example, she uses multiple modalities to teach content such as visual (displays information on the
screen), auditory (communicates verbally with students), kinesthetic and tactile (students were given thick paint to apply to paper as an exercise). The lesson plan
was innovative and met the diverse needs of every student. Carman differentiated instruction as needed.
Carman collaborates with colleagues, and other professionals to promote student growth and development. She communicates effectively with co-workers,
administration, parents, and community members and seeks 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.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 85
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 85
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 85

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. )
Standard 2: Learning Differences
The Teacher candidate designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and create opportunities for
students to demonstrate their learning in different ways. For example, Carman provided opportunities for students to learn in multiple ways through the use of
manipulatives and multisensory activities. This includes visual (displays information on the screen), auditory (communicates verbally with students), kinesthetic and
tactile (students were given thick paint to apply to paper as an exercise). During this multiplication lesson Carman made the point that everyone has unique learning
styles, so they can arrive at the correct answer using different methods. Carman plans for students to listen to teacher and each other, speak to teacher and each
other, read, write and participate in painting during this lesson. She collaborates with school personnel such as behavior coaches, reading specialists, school
psychologists, or Special Education teachers to meet students’ needs. At times students left the classroom to attend pull-out services.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 85
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 85
backgrounds and differing perspectives students bring to the learning environment.
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. )
Standard 3: Learning Environments
The Teacher candidate manages the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of
time, space, and students’ attention by using hands-on materials such as whiteboards, workbooks and an activity.
The Teacher candidate communicates verbally and nonverbally in ways that demonstrate respect for, and responsiveness to the cultural backgrounds and differing
perspectives students bring to the learning environment. Carman provides opportunities for students to share opinions, views, and ideas.
Carman made good use of signals such as, “Pause, hands in your lap, eyes on me.”
Try this: When you see a drop in attention (heads on desk, lack of focus, etc.), incorporate small group/partner activities or discussion. This can be a quick two-
minute activity, but it brings students’ attention back to you.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 85
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 85
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 85
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. )

Standard 4: Content Knowledge

The Teacher candidate stimulates student reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to students’
experiences. For example, since most students are from the military base, Carman used real-world problems with military terminology during the lesson. She uses
supplementary resources and technologies effectively to ensure accessibility and relevance for all students, such as a laptop, and a projector/LCD interactive screen.
Slides were prepared in advance. Carman creates opportunities for students to learn, practice, and master academic language in their content area. For example,
she provides opportunities for students to listen, respond, and participate in activities that involve academic language. Students were eager to share the various
ways a multiplication problem could be solved using learned terminology.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 85
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 85
and global issues and create novel approaches to solving problems.
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. )

Standard 5: Application of Content

The Teacher candidate engages students in applying content knowledge to real-world problems through the lens of interdisciplinary themes. For example, she
chose one real-world topic/theme and taught multiplication skills using the same topic. In this lesson, students learned how to efficiently multiply by four by doubling
a number and then doubling again. The following mathematical practices were developed: students describe real-world situations to match multiplication equations.
Carman’s students have parents in the military, so she uses real-world problems with military terminology during the lesson.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 85
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 85
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 85
assessments or testing conditions especially for students with disabilities and language learning needs.
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. )
Standard 6: Assessment
The Teacher candidate designs assessments that match learning objectives with assessment methods and minimize sources of bias that can distort assessment
results. During the lesson, Carman uses formative assessment and temperature checks for understanding (Thumbs up, in the middle, or down). She modifies
instruction based on these assessments. Students collaborated with a hands-on activity to demonstrate doubling in cooperative learning pods of 3 – 5 students. They
work together to share ideas. Students listen to the thinking and reasoning of others and see if they agree/disagree with the work that was shared. After working
with pods, the students have a better understanding of the concept of the four facts. Carman shared that in addition to the submitted lesson, weekly tasks will be
done in their journal, on whiteboards, or through practice activities. This will provide opportunities to gather data about student progress towards mastery and
identify areas of need, which will be addressed through reteaching using different strategies.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 85
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 demonstrate knowledge and 85
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 85
interest.
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. )

Standard 7: Planning for Instruction

The Teacher candidate plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to
differentiate instruction for individuals and groups of students. She uses a best practice strategy; I do, We do, You do. These represent:

Direct instruction - Google Slides and teacher demonstrations.

Guided practice - Students take turns answering slide problems and talk with partners about each problem. Group work: Talk about ways to solve each problem.
Students will see multiple ways to solve problems.
Independent work - Workbook pages individually and in groups.
Carman designs lessons that build upon and practice previous learning, leading to students mastering skills and concepts. Her lesson plans are well thought out and
include all necessary components and standards. She plans for instruction based on prior student knowledge and previous lessons taught as well as formative and
summative assessment data, prior student knowledge, and student interest.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 85
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, evaluate, and apply 85
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 85
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
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. )

Standard 8: Instructional Strategies

The Teacher candidate varies her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, purpose of instruction, and
student needs. She moves around the classroom, observing students collaborating with others on new learning while also staying visible and available to students.
She called on students to answer equitably, boys/girls, inclusion students, and students from every group. Carman’s teaching is engaging because she uses a range
of best practices. She uses technology such as a computer/laptop and presentation slides, and an interactive whiteboard. Carman stimulates discussion by probing
for student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question. She is very positive,
encouraging every student to answer. When she noticed that a boy was not engaged for several minutes, she told him that he would be next to answer, gave him the
topic in advance so he could think about it, then called him up to share with the class, which he did willingly. At other times she asked higher-order thinking questions
that help students analyze the “why” and “how.”

Try this for next time: Group work and hands-on activities are the best way to learn, but classroom management can be a challenge. Once students are engaged in
the work and are talking, calling them to order can be a challenge. Here’s a tip. Before you set them onto the task, give them all the instructions they will need for the
task (verbally and on the screen). If you must say something during group work, use a signal to get their attention. Don’t try to yell over them. That just makes
everyone talk louder and strains your vocal cords.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 85
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 85
analysis, reflection, and problem solving.
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. )
Standard 9: Professional Learning and Ethical Practice
Independently and in collaboration with colleagues, Carman uses a variety of data to evaluate the outcomes of teaching and learning and to adapt planning and
practice. She uses the school-wide online teaching and universal screener assessment program I Ready. This data informs Carman’s teaching. She knows what
lessons need to be retaught. The diagnostic tool shows which students need more help. She uses this information to group students and provides assistance in
small intervention groups. Reports are sent home to families with ways they can help their children. Carman participates in grade level articulation meetings to
study data trends.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 85
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 85
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. )

Standard 10: Leadership and Collaboration

The Teacher candidate uses technological tools and a variety of communication strategies to build local and global learning communities that engage students,
families, and colleagues. Carman is the grade level chair for the school’s leadership meetings, adding her voice concerning the needs of the school. All teachers in
the grade level decide how to message parents so that they are consistent across the board. Carman is also the PTO representative for her grade level. She actively
participates in weekly staff meetings.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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. 85

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. )

Grand Canyon University: Impact on Student Learning. Standard: The teacher candidate demonstrates an understanding of her impact on student learning as
evidenced in the Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. Carman tracks and analyzes pre and post-
assessment data and uses this data to guide instruction. Through report cards and parent conferences Carman shares I Ready data with families. Families and
students can track their progress and create learning goals. Carman sends home packets of information frequently.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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

Total Scored Percentage:

85.00 %

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 Saturday, September 24, 2022 12:55 PM
 Clinical Practice Time Log
8 Week Course
35-40 days per session, 75 total days required
STUDENT NAME (Last,
MCC First,ANN,CALMAN
Middle) ,KAN STUDENT ID: 20835 750 PROGRAM OF STUDY:
ECE GEN/SPED
COOPERATING TEACHER/MENTOR NAME: SCHOOL: GRADE: Brd aade
KTM yE HAKA DANTEL K.FNOUYE ELM.
PLACEMENT START DATE: AUG , 2022 COURSE START DATB: AUT I GCU FACULTY SUPERVISOR: 2rTA FORSyTHt
COOPERATING TEACHER CONTRACTED HOURS (ie. 8:00 am-3:00 pm): 7:30am t0:2: 30pm
1 Full Contracted Day= hours
Week Week Week Week Week Week Week Week Week Week
2 3 4 6 7 8 9 10
KEY WEEKS
X =Full Day Dates 8-8 8-15 8-22 8-2 -5 12 9 -19
Attendance in the placement
-2 - 1-1 23
following Cooperating Teacher 8-12 8-19 8-2
contracted hours listed above.
Mondayy
PD = Partial Day*
X X X X | D H |X .IL
Include number of hours
completed for the day. (i.e. PD 3).
IW= Inclement Weather*

Tuesday
xX XX
Wednesday
DH= District Holiday* X X X
Thursday
IL= Illness*
O Other*
Friday
X XXX X
Missed time/days must be
made up Days completed
XX DHXXXIL
5 5 4 5 5 4 |4
Cooperating
Teacher/Mentor
Initials
Total Number of Days Completed: Blo
Sign once time requirement has been met. I hereby certify that the GCU Teacher Candidate has completed the required number of days for Session A/B:
Cooperating Teacher Name: KIMeE RLEY MEHARA Signature MwMnbyV Date: 9:222
Teacher Candidate Name: LARMAN MCLANN Signature: O Date: 23 222
GCU Faculty Supervisor Name: Rita Forsythe Signature: Date: 09/24/2022
The GCU Faculty Supervisor will not submit Clinical Practice Evaluation #2/#4 until the time requirement has been met.
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