CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

PROGRAM:
Master of Education in Special Education

SPD-590
COURSE: START DATE: 8/25/2022 END DATE: 12/7/2022

COOPERATING SCHOOL NAME:

Mater Bonanza Academy Charter School

Nevada
SCHOOL STATE:

Teresa Torgerson
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Celeste Hunter

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
99.65

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)
No Evidence
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
TEACHER CANDIDATE NAME Amanda White
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
0 to 49
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.
CLINICAL PRACTICE EVALUATION 2S
STUDENT NUMBER 20825083
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 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 100
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 100
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. )

Ms. White worked on teaching small group lesson about the Hero's Journey from the Springboard ELA classroom. She utilized questioning techniques to
encourage student participation and draw them into critical thinking ideas about the story. Ms. White had a map visual she presented to the students. The lesson
was developmentally appropriate for students with learning gaps, both general education and special needs students were included. Ms. White uses multiple
modalities to teach content such as visual, auditory and kinesthetic. She designs innovative lesson plans that meet the diverse needs of every student differentiating
instruction as needed. Ms. White collaborates with grade/subject level team members to share ideas, activities, and resources.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100
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 100
for making content 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 100
differences or 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. )

Ms. White encourages students to participate by asking questions. She continually reviewed information that would be needed to develop a complete paragraph.
When students were reading, she gave time to try to figure out the words themselves without saying the word for them. She differentiates instruction as needed.
Ms. White incorporates multiple formative assessment for students to display learning and growth. She plans for students to listen, speak, read, and write
throughout lessons. She also provides visuals throughout lessons to help make connections. Ms. White uses educational technology tools to engage students and
for students to demonstrate learning.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 98
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 100
responsiveness to the cultural 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. )

Because this is a co-teach inclusive classroom, there was some background noise or other distractions beyond teacher control (pencil sharpener). Ms. White
waited for the noise to stop before continuing with the instruction. Students were engaged in the lesson and readily answered questions. Ms. White communicated
nonverbally by holding up her fingers to show a pause of emphasize a specific point. When she highlighted "Underground Road" she used hand signals to show
under and hand signals for explaining one to another. Ms. White designates appropriate amounts of time and resources for learning activities. She allows
opportunities for movement through lessons. Ms. White expresses interest in the cultural backgrounds of students. She provides opportunities for students to
share opinions, views, and ideas. She utilizes multicultural literature in the classroom.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 100
content area.
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. )

Ms. White connects students to prior knowledge by questioning. For example, she asked who they considered a hero and asked for examples. She asks students to
highlight important information and draws their attention to this skill by saying "ding, ding, ding" like a bell. She also spells out words to help them be aware of
academic language. She models correct usage of academic language. Ms. White encourages students to read diverse texts. She provides opportunities for
students to listen, respond, and participate in activities that involve academic language. Ms. White utilizes books, articles, short videos, games, and hands on
activities.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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 100
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100
their understanding of local 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. )

This unit was about Harriet Tubman, and Ms. White connects to real-world by asking them to explain who they considered to be their hero today - such as their mom or movies they
watch today that have heroes. She provides opportunities for students to share opinions from their own cultural perspective. Ms. White provides articles books, or short videos for
students to learn about specific global issues.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 100
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 98
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 95
appropriate modifications in 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. )

Ms. White's assessment mostly consists for informal questioning throughout the lesson and at the end of the lesson. Ms. White creates assessments that align
directly with learning objectives. She grades assessments fairly and impartially. Ms. White analyzes assessment results independently and designs future lessons
plans based on the results. Opportunities for growth is to make sure students understand the learning lesson. At the beginning of lesson introduce tools that will be
used during assessment such as iPad, rubric, guided practice, and graphic organizers.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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 100
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 100
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100
knowledge, and student 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. )
Ms. White uses highlighters during instruction, so students are able to highlight important names, dates, and events in the passage they are reading. The highlighted
information is used as a guide to help students answer the questions in the Springboard text after reading the text. Ms. White plans individual and group goals based
on students' ability levels. She chooses appropriate strategies, accommodations, resources, and materials to help each student be successful in meeting their
learning goals. Ms. White designs lessons that build upon and practice previous, leading to students mastering skills and concepts.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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 100
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, 100
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 100
student understanding, helping 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. )

Ms. White provides direct instruction and acts as a facilitator to guide students through reading the passage. She uses small groups to help students with below
grade level reading and to help students have access to materials as part of their IEP accommodations. All though the lesson, Ms. White is asking probing questions
to encourage students participation and to work on oral language skills.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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
100
observation, information 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 100
school, as supports for 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. )

Ms. White is part of the Verizon Virtual Learning Team. She utilizes iPads during class to encourage writing and additionally use the text-to-speech and speech-to-
text tools to support reading and writing. As part of this team, Ms. White works with students to support tools used throughout the curriculum such as Google
Classroom, Google Drive, Google Docs and Sheets. Ms. White tutors after-school on Mondays and Wednesday to assist with homework and i-Ready IEP Goals.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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 100
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 100
enact system change.
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. )

As a special education teacher, Ms. White uses a variety of communication strategies with both students, other teachers, and parents. One of the characteristics
that sets Mater Bonanza apart from some schools is that direct communication with parents and the connection teachers make with students and their families.
Ms. White is a perfect fit for Mater because she is warm, caring, and easily develops these relationships. Ms. White has set high standards and expectations for all
students and communicates that to each student.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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

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. )

Ms. White continually uses formative assessment in her lessons. She asks questions, listens to the students, and encourages discussion. Ms. White provides individual whiteboards
and graphic organizers to support their writing. Ms. White follows the STEP and both formative and summative assessments. She follows the accommodations listed in their IEP such
as small group testing, read aloud accommodations, and speech-to-text for writing prompts.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Amanda White STUDENT NUMBER 20825083

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

Total Scored Percentage:

99.65 %
ATTACHMENTS

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

Celeste Hunter esigned on Tuesday, October 18, 2022 1:45 PM