CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

PROGRAM: Bachelor of Science in Elementary Education and Special Education

ELM-490A
COURSE: START DATE: 2/6/2023 END DATE: 4/2/2023

COOPERATING SCHOOL NAME: University Elementary School

New Jersey
SCHOOL STATE:

Elizabeth Stewart
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME: Christopher Hazeltine

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 270.81
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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 Jasmine Garretson STUDENT NUMBER 20230784

Standard 1: Student Development Score

1.1
Teache candida e c ea e de elo men all a o ia e in c ion ha ake in o acco n indi id al den eng h interests, and 90
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 88
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. )
Jasmine uses the curriculum and follows the lead of her cooperating teacher to plan lessons using differentiated instruction that considers individual students’
strengths, interests, and needs of the students. She ensures that the lessons are based on student’s grade level and what they have been learning in English
Language Arts to enhance their knowledge in a particular topic. During the lesson, Jasmine enables students to advance and accelerate learning by differentiating
the sounds and identifies words that have hard or soft c and hard or soft g. She collaborates with families and communities by attending events that involve parents
and communicates with her cooperating teacher. She collaborates with colleagues and other professionals by attending common planning meetings that promote
students’ academic growth and development.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

Standard 2: Learning Differences Score

2.1
Teache candida e de ign ada and deli e in c ion o add e each den di e e lea ning eng h and need and create 90
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 92
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. 90

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. )
Jasmine designs, adapts, and delivers instruction that addresses each students diverse learning strengths and needs by showing pictures to help students say the
name of the picture and to be able to sound out the words when determining if the word had a hard or soft c or g. In addition, She uses technology to show students
videos to help learn the difference that each sound makes when pronouncing the words that have a hard or soft c or g. She allows students to work with their peers
to receive help if they are struggling to grasp the material. She creats opportunities for students to demonstrate learning in different ways by having students sound
out the words and put the words in the correct category. Students were able to do work where they would color and write the name of the picture. Students were
able to demonstrate knowledge by using technology. The lesson was great for ELL learners to have a better understand of language and phonics skills while being
able to communicate with peers and receiving assistance.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 90
the e o ce of ime ace and den attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural 90
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. )
Jasmine manages the learning environment for students to be engaged in the lesson to grasp the material and ensures students finish in enough time to be able to
continue other activities throughout the day. During the lesson, she communicates verbally and nonverbally by making sure students understand the material when
she is speaking and when they are working on their own or watching a video.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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 88
o den experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 92
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 92
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. )

Jasmine stimulates students’ reflection on prior knowledge by reviewing with students soft c and g and linking the new concept of hard c and g to compare and
contrast the sounds when saying or identifying a word. She uses pictures that students are familiar with to make connections to students’ experiences to help them
say the words to hear the difference of the sounds. She uses a website called ixl.com and uses the smartboard with students as a whole class to effectively ensure
accessibility and relevance for all students. She creates opportunities for students to respond to questions pertaining to the lesson. Students were able to work with
their peers and communicate with other teachers to receive additional assistance.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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 88
(e.g., financial literacy, environmental literacy).
5.2
Teache candida e facili a e den abili o de elo di e e ocial and c l al e ec i e ha e and hei understanding of local 88
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. )

Jasmine engages students using relevant examples in her teaching to help students make connections to what they are learning by using pictures they are familiar
with to help say words related to pictures. She uses words in her lessons to teach students the difference of the sounds to be able to identify the different sounds
when using words in the real world.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 88
distort assessment results.
6.2
Teacher candidates work inde enden l and collabo a i el o e amine e and o he e fo mance da a o nde and each den 90
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 90
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. )
Jasmine creates formative assessments using ixl.com to give each students a chance to show how they grasp the material and sort words into the correct category
whether a hard or soft c or g using the smartboard then asking students whether they agree or disagree with the answer. This allowed her to test students’
knowledge on how well they grasped the material. She worked independently and collaboratively with her cooperating teacher reviewing students’ performance
data from previous assessment to help with guidance for her future lessons. When teaching the lesson, she ensures students understand the material and make
modifications to assessments based on the learning needs of the students and their performance when learning the material.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how o achie e each den lea ning goal choo ing a o ia e a egie and accommoda ion e o ce 92
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 94
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 93
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. )

Jasmine differentiates instruction by giving students the opportunity to help their peers or work independently while making accommodations using resources and
materials based on students’ performance. She models to students how to complete the worksheet and allows students to use technology while working with their
peers. She plans her instruction by giving students a pretest and looking at their data from the post test to determine how to deliver instruction.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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, 88
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 90
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 90
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. )

Jasmine varies her role of instruction by modeling to students for their understanding of the material and circulates the classroom to assist students who struggle to
grasp the material. She engages students by using technology for whole group and showing a video as well as having students work collaboratively with their peers
to finish the task. Students were also allowed to independently complete an assignment when finished. She asked students questions to check for their
understanding of the content by going over the assignment as a whole class.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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 92
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 90
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. )
Jasmine works independently to use data and collaborate with her cooperating teacher to use resources that she has given her to benefit the learning needs of
students for planning and practice. In addition, using the resources that are provided in meetings by specialist and doing research online to find resources that will
benefit her in her classroom that will be beneficial for all students.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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 90
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. 90
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. )

Jasmine uses technological skills when working with her cooperating teacher to communicate with parents, students and colleagues using email or class dojo to
build local and global learning communities to meet the learning needs for students. She advocates to meet the needs of students, to strengthen their learning
environment, and to enact system change by making sure students learn information they will use in the real world and achieve academic success.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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. 92

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. )

Jasmine understands her impact on student learning based on the evidence listed in this evaluation and in the STEP.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Jasmine Garretson STUDENT NUMBER 20230784

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

Total Scored Percentage:

90.27 %

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

Christopher Hazeltine esigned on Friday, March 31, 2023 5:10 PM
 Clinical Practice Time Log
8 Week Course
35-40 minimum day requirement per session, for total of 75 days over the full experience.

STUDENT NAME ( Last, First, Middle): Garretson, Jasmine STUDENT ID: 20230784
PROGRAM OF STUDY: GCU Elementary Education Student Teacher Program
2-6-23
PLACEMENT DISTRICT: Irvington Public Schools START DATE:

SCHOOL: University Elementary School COOPERATING TEACHER NAME: Elizabeth Stewart

GRADE: First Grade 1-1 GCU SUPERVISOR NAME: Christopher Hazeltine
Key WEEKS
X= student contact or teacher contract days Week Week Week Week Week Week Week Week Week Week
IW=inclement weather DH=district holiday 1 2 3 4 5 6 7 8 9 10
IL = illness O = Other
Dates
2/6 - 2/10 2/13-2/17 2/20-2/24 2/27-3/3 3/7-3/10 3/13-3/17 3/20-3/24 3/27-3/31
Monday
X X X X X X
Tuesday
X X X X X X X
Wednesday
X X X X X X X X
Thursday
X X X X X X X
Friday
X X X X X X X
Days to be made-up (inclement weather, district
holidays, illnesses, or other)
Cooperating Teacher’s Initials

35
Total Number of Days Completed: ____________________________________

I hereby certify that the above mentioned GCU Teacher Candidate has completed the required weeks of Student Teaching for Session A/B:
3-31-23
Cooperating Teacher Signature: __________________________________________________________________Date: ____________________________
3-31-23
Teacher Candidate Signature: ____________________________________________________________________Date: ____________________________
3/31/3023
GCU Site Supervisor Signature: __________________________________________________________________Date: ____________________________

The GCU Faculty Supervisor will not submit Clinical Practice Evaluation #2 / #4 until the attendance day requirement has been met.

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