CLINICAL PRACTICE EVALUATION 3

Elizabeth Nichelson 20841249

TEACHER CANDIDATE NAME STUDENT NUMBER

Master of Education in Secondary Education

PROGRAM:

SEC-590 1/5/2023 4/19/2023

COURSE: START DATE: END DATE:

Graham Kapowsin High School

COOPERATING SCHOOL NAME:

Washington
SCHOOL STATE:

Sarah Eschmeyer
COOPERATING TEACHER/MENTOR NAME:

Paul Oisboid
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 137.46
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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 Elizabeth Nichelson STUDENT NUMBER 20841249

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 91
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 90
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. )

The lesson observed was the culmination activity for the teacher designed unit on satire. The students started out by learning what satire is and the many forms it
takes. The unit ended with students (in groups) presenting their own satire about a world crisis and a possible solution. Students were given many options on how
to present their satire but most selected a poster with written description. Some fascinating presentations were made with it obvious that the students knew what
satire is and were able to create their own.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 91
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. )

Ms. Nichelson shared that she currently does not have any ELL students in her classes. However she has been working with her colleagues to develop materials for
ELL students in other classes that will also be doing an unit on satire. She has located materials in different languages to serve the school population. She has been
most willing to accept work either digitally or in written form, whichever suits the student the best. Instructional style has varied among the observed lessons to best
meet the needs of her students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 91
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. )
This lesson was the first observed where Ms. Nichelson used a hand motion to request quiet from her students. Surprisingly it worked quite well with the students
responding very quickly. Ms. Nichelson runs a relaxed classroom yet is able to keep her students on task with little wasted time. She is quite respectful to all and they
reciprocate appropriately. While the students were completing their presentations, Ms. Nichelson was in constant motion ensuring that her students were going to
be able to finish and to answer any last second questions.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 91
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. )

Ms. Nichelson makes use of student surveys to gauge prior knowledge and to check for understanding. By reading these surveys she has been able to determine
whether reteaching would be necessary or if she could continue with the unit. She has been observed using video, story telling, poetry reading, music, work and
independent work to keep her students engaged. Every lesson has shown her to ask students definitions of vocabulary words that are pertinent to the lesson. At the
end of the observed lesson she offered all students the opportunity to do additional work or to redo previous work to improve their grades.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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. )

As previously stated, this unit dealt with issues that the world is currently facing. The students job was to develop a satirical solution to that problem. Some of the
issues presented were gun control, voting accountability and literacy. From the presentations made it was apparent that the students took the project seriously yet
were able to have a good laugh at what they produced.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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 91
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 91
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. )

The presentations made during the observed lesson were the culmination of the satire unit. Throughout the unit the students were given surveys, analysis writing,
games and quizzes to check for understanding. She has worked with her mentor teacher to discuss different methods of assessment and the resulting data that was
collected. If necessary she was able to modify instruction to include modifications that would support any struggling students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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 92
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. )
This was a well designed unit from the start to the finish. Ms. Nichelson shared how she started the unit from the basic definition of satire to the final activity. Her
second observation was actually the beginning of the unit where she gave the students an excellent introduction to satire. It was obvious from their presentations
that they understood the idea as they took the concept of satire and applied it current world issues.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 93
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
92
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. Nichelson has shown different activities in each observed lesson. She keeps her classes on their toes and always working on something. During this observed
lesson she reviewed what they were working on and what would be expected from their presentations. She asked if the groups needed a little more time to finish
and of course they did! As they worked she was in constant motion checking their work, answering questions, giving advice and praise to all. The students were
actually excited to present what they were able to accomplish. You could see the pride in their facial expressions after Ms. Nichelson gave them a quick critique. She
served as an instructor in the beginning, coach while they were finishing and then audience member/motivator while presenting.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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., 91
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 91
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. )

Ms. Nichelson shared that she meets with her mentor teachers daily and with her department colleagues weekly. During these collaborations she learns about her
students from their previous teachers, ideas for instruction and ideas for assessment.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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. )

It should be noted at this point about the progress Ms. Nichelson has made during her student teaching placement. She has shared that she is quite nervous when
in front of her students and this observer will state that the nervousness is not apparent. Ms. Nichelson presents herself as a quite confident teacher who will be a
great addition to any school staff in the future.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Elizabeth Nichelson STUDENT NUMBER 20841249

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

Total Scored Percentage:

91.64 %

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

Paul Oisboid esigned on Tuesday, March 28, 2023 10:41 AM