CLINICAL PRACTICE EVALUATION 3

Carman McCann 20835750

TEACHER CANDIDATE NAME STUDENT NUMBER

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

ECS-595B 10/13/2022 12/7/2022

COURSE: START DATE: END DATE:

Daniel K Inouye Elementary School

COOPERATING SCHOOL NAME:

Hawaii
SCHOOL STATE:

Gregg Miller
COOPERATING TEACHER/MENTOR NAME:

Rita Forsythe
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 184.48
 CLINICAL PRACTICE EVALUATION 3

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)
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.
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.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all expectations
for a Teacher Candidate
during student teaching.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 1: Student Development Score No Evidence

1.1
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 92
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 93
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. )

Standard 1: Student Development

In this lesson about common fractions 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, using workbooks, modeled with manipulatives), auditory (communicates verbally with students), kinesthetic and
tactile (students were given manipulatives to use.)
The lesson plan was comprehensive, 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 learning 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 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 94
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 92
strategies 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 92
learning 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. )

Standard 2: Learning Differences

The Teacher candidate design, adapt, and deliver 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. For example, she uses multiple modalities to teach content such as visual (displays information on the screen, using workbooks, modeled
with manipulatives), auditory (communicates verbally with students), kinesthetic and tactile (students were given manipulatives to use for hands-on learning to
deepen understanding.)
Carman’s students participated in class discussions, group discussions, and end of unit interviews to demonstrate understanding. Students worked in the workbook
(Carman assigned more or less depending on each student's need.) For example, she made notes for students in their workbook, highlighted, and gave feedback
regularly. She reviewed vocabulary, key terms, and standards daily. She recapped and checked understanding as a group and individually. She provided ELL
resources through the Stepping Stone program.
Carman expected students to listen to teacher and each other, speak to teacher and each other, read, write and participate in this lesson. She collaborates with
school personnel such as behavior coaches, reading specialists, school psychologists, and Special Education teachers to meet students’ needs.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 93
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
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
92
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 manipulatives, workbooks, a fractions flip book and activities.
Carman 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 for instructions, hands in your lap, eyes on me, class,class-yes,yes, eyes on me.” She was consistent with her
expectation that students raise their hands to be called on and she modeled the raised hands (and at times finger on the lips) when she posed a question.
Carman has a couple of students who have behavior challenges. She spoke to them patiently, but firmly, repeating her expectations for them but not getting into a
power struggle. Later, she highlighted their innovative workbook completion, bringing focus to their good behavior rather than the not good behavior. Very well
done.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 92
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 92
their 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. )

Standard 4: Content Knowledge

The Teacher candidate stimulates student reflection on prior content knowledge, link new concepts to familiar concepts and make connections to students’
experiences. For example, Carman used the real-world fraction problem of dividing a pizza. Carman uses online resources like iReady Math and Reading, Code.com
and Typing Club for Computer Science. She also uses Amplify online resources for Science. Students share work, display their work, and do collaborative projects.
Students complete exit interviews to demonstrate knowledge. Students are encouraged to create, discover, and share skills and strategies.
She uses supplementary resources and technologies effectively to ensure accessibility and relevance for all students such as a laptop, 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.
Students were eager to share the various ways a common fraction could be represented.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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 92
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 92
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. )

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 (Pizza) and common fractions using the same topic. Carman’s class is an inclusion class with one special education teacher and
one education assistant.
In this lesson, students considered the best fraction models to use when solving problems that involve fraction situations. Mathematical practices were developed
using the Essential Question: What fraction model should I use? Differentiation was applied during the lesson to accommodate students. Flexible seating was used
during instruction. One student needed a break from instruction. After he had time, he came back to join the group. Carman provided a challenge activity on board
for early finishers.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 92
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 92
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 92
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, temperature checks for understanding (Thumbs up, in the middle, or down). She modifies instruction
based on these assessments. Students listen to the thinking and reasoning of others and see if they agree/disagree with the work that was shared. Carman has
regular check in daily/weekly with students. She uses visual check-ins as a form of assessment like thumbs up, thumbs in the middle, and thumbs down as a
temperature check during instruction as well as pre-assessments check-ups, and final assessments for each math unit. IEP accommodations include students test
with EA, in small groups, extra time on tests, chunking, and proximity to the teacher. Carman provides a choice of extension activities for early finishers.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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 93
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 92
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92
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. )
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 – I do -- Google Slides and teacher demonstrations. Carman announced the lesson standard and essential question, “What fraction model should I
use?” She reviewed what the students know about fractions. For example, students may not realize that an area fraction can have the same value without having the
same shape. Carman facilitated a group discussion as the class reviewed slides.
Guided practice – We do -- Students take turns answering slide problems and talk with partners about each problem. Carman asked them to represent their fraction
using each of the models (area, length, and number line) on the support page as she moved around the room to observe the task.
The following questions (to make connections) were prepared in advance
Questions:
How did you figure out the number of parts that you needed to shade?
How did you show the position of your faction on the number line?
How are the models related? How are they different?
Can you write a word problem?
Independent work – You do -- Workbook pages individually and in groups.
Carman prepared the following I can statements”
I can make sense of fractions.
I can construct a fraction and explain my thinking.
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).
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 92
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, 92
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
93
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. )

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 part of the room. 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 and participate, praising innovative work. All remained on task.
Before Carman set students onto the task, she give all the instructions they needed for the task. When students began to talk before she was finished she said, “Pause
for the instruction.” Students responded positively.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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., 92
systematic 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 92
the 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. )

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 provide 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 3

TEACHER CANDIDATE NAME Carman McCann STUDENT NUMBER 20835750

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 92
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 92
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. )

Standard 10: Leadership and Collaboration

The Teacher candidate use technological tools and a variety of communication strategies to build local and global learning communities that engage students,
families, and colleagues. For example, Carman communicates daily/weekly with parents on Class Dojo. She creates open-communication and relays
messages/concerns to proper personnel. She involves parents in the learning process with homework, feedback, and goal creating.
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 to 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. Carman’s cooperating teacher says that Carman volunteers for many things. She’s worked summer school for two years, subbed, worked in the
library, and subbed in classrooms. She is known and admired by all.
 CLINICAL PRACTICE EVALUATION 3

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:

92.24 %

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 Monday, October 31, 2022 7:10 PM