CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Master of Education in Secondary Education

PROGRAM: ______________________________________________________________________________________________________________________

SEC-590
COURSE: ________________________________________START DATE: 1/19/2023 5/3/2023
END DATE:________________________

Rogers High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: Washington

Katherine Charters
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Thomas Falash
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 92

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates (Teacher Candidates (Teacher Candidates (Target level for (Target level for
Supervisor should within this range within this range within this range may Teacher Candidates) Teacher Candidates)
create a plan with the require a Professional require a Professional benefit from a
Teacher Candidate to Growth Plan) Growth Plan) Professional Growth
determine how the Plan)
Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 0 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence The performance of the The performance of the The performance of The performance of The performance of
that the performance Teacher Candidate is Teacher Candidate is the Teacher the Teacher the Teacher
of the Teacher insufficient in meeting underdeveloped in Candidate is Candidate meets this Candidate
Candidate met this this disposition and meeting this disposition developing in meeting disposition and consistently
disposition or expectations for a and expectations for a this disposition and expectations for a exceedsthis
expectations for a Teacher Candidate Teacher Candidate expectations for a Teacher Candidate disposition and
Teacher Candidate during student during student Teacher Candidate during student expectations for a
during student teaching. teaching. during student teaching. Teacher Candidate
teaching. teaching. during student
teaching.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic
expectations for student success. These expectations should be communicated in positive ways. 90

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David demonstrates, through designed lesson and incorporation of instructional strategies, a developed understanding providing supports and expectations for
student success by utilizing learning targets, outlined success criteria, and outcomes for student to demonstrate personal understanding of concepts through
completing self-reflection activities/worksheets, group discussion, and individual response to teacher questions.

Noted in the lesson was an effective design specific to 10th Grade English ‘Nature vs. Nurture’ where students were asked to synthesize multiple sources to develop
a claim/target on the topic. David demonstrated his awareness of higher-level thinking strategies by utilizing a purposeful design which challenging students to
identify and provide evidence related to a series of instructor provide articles. Student evidence was written postings utilizing Chromebooks or provided template.
Utilizing a (30) minute structures assessment time, students were encouraged to express their understanding of the learning objectives/activity. Expectations for
written posts utilizing proper sentence structure, use of descriptive language were given expectations and monitored utilizing instructor walkabout strategy.

David provided guided practice prior to the independent activity to measure students understand of prior knowledge from instruction and reading of the select
articles. Group discussion and written board examples to give ample opportunity to ask questions.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and
embrace the cultural diversity of the community. They should develop and maintain educational 90
communities marked by respect for others. They should interact with their students, fellow educators,
administrators, parents, and other community members with courtesy and civility and establish
relationships characterized by respect and rapport.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David strives and continues to build relationships with students by having a solid understanding of the diversity and differentiated instructional needs of class and
individual students. Planned instructional activity accounted for individual learning differences. It’s noted students understood and maintained appropriate self and
class interactions during guided practice and independent work times.

Individuals in need of special designed instruction or accommodations were accounted for in the lesson design and delivery to maximize learning opportunity for all.
Specific learning strategies were apparent for independent work observed with to have much success on the activity outcome.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of
confidentiality, and exercise fairness in all areas including assessment. 92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David’s designed classroom student management plan supports set school-wide behavioral expectations utilizing strategies, which promote consistent and fair
teacher/student interactions i.e., communication formal/informal, instructional planning, communications, and assessment/grading. This was evident through
postings, verbal cuing, written expectation, and through activity design.

He displayed his ‘sense of fairness’ through his individual/group interactions in which he utilized a consistent professional pattern of highly effective communication,
coaching, and verbal/non-verbal recognition of his student’s work and their efforts. His strategy to integrate visual materials, specific to the activity, challenge his
student high-level thinking skills was very effective, as evidenced by his open-ended questioning style, consistent voice patterns/tone, verbal pacing, and non-verbal
physical cueing, and praise supported and aided students having correct responses and understanding.

Discussed was the adherence to stated room policy on phones and earbuds. It might be helpful to be consistent in enforcing the rule, if that is the set room
management expectation. Several students utilized earbuds and headphones during independent activity time.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 94

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David displays solid professional judgement and models ethical behavior, as evidenced in his classroom management interactions with students, communications
with colleagues, and parents/guardians. He understands the unique communication needs of his students and other external parties. He continues to develop and
refine best practice strategies/methods to assure all individual are kept in the loop and well informed. He demonstrates, through his interactions with students, the
traits needed to support their academic, social, emotional, and physical needs in promoting and encouraging students to achieve to their highest potential in and
out of the classroom.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a
professional. Educators should be thoughtful about their professional practice, critically examine it, and 94
seek continual improvement.

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David recognizes the benefits of spending time reflecting on lesson/activity design, student/teacher interactions, communication, and management strategies
promoting his professional growth and confidence. He takes this to heart and continues to grow and seek opportunities for professional growth utilizing sound self-
reflection practices, opportunity for inquiry, and formal/informal discussions with cooperating teacher, and colleagues. He demonstrates an understanding of
utilizing individual/group data in instructional planning for student success in relation to the cultural diversity of the students he instructs.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
Through design and strategies incorporated into instructional design, David shows the knowledge and understanding and the concepts of lesson design and
supporting strategies to encourage and activate student inquiry. Evidenced observed in the lesson showed a utilization of multiple modality methods, group
discussion/inquiry, and active participation in whole class discussion, independent answering, structured group inquiry and exploration, and independent self-
reflection activity utilizing assessment journal postings. David monitored, encouraged, and guide students to utilize independent thinking at a higher level to
demonstrate their understanding of the lesson target objectives. He also used the ‘walkabout’ strategy to foster relationship building with individual students. It
helped to open the door for student/teacher dialogue and show himself as the caring and supportive instructor he chooses to be.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
94

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)

David’s lesson delivery showcased his understanding and knowledge of the English 10 activity, in which he modeled a high degree of integrity, appropriate and
effective communication, and interactions with students. He incorporated written and verbal strategies, considering individual learning needs, and diversity of his
students. He set the tone and expectations for appropriate student/group interactions and communication in holding individuals to be fair, consistent, and
acceptable, while holding students accountable established school standards.

He showed off his sense of self-confidence by example in his interactions with students and showed his humor and acceptance of student communication during his
walkabouts. Student interactions were observed showing smiles, chuckles, and displayed sense of a trust relationship.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Compassion Score No Evidence

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 90

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
Observed through his interactions with students, David modeled positive traits in developing and promoting an open caring learning environment for all students.
He showed a deep understanding and caring of the unique cultural makeup of the class and community, in which his students live and interact, which influences and
impacts interactions within the class. By having an understanding, he utilized verbal and non-verbal communication, modeled positive interaction behavior by
showing his kind-heartiness and true caring for the success of all his students.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it
applies to the welfare of others in the educational setting. 92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David demonstrates a desire to make a positive impact on his students, school, and community. Evidenced was his style and skills of ‘active listening’ with students.
He continues to build relationships and community within the class by modeling a positive professional attitude in interactions with students. This continues outside
the classroom, as he strives to build professional relationships with colleagues through PCL’s and individual interactions. He has a strong sense of self and accepts
responsibility for his actions in all phases of his professional and personal life. He is a strong advocate for all students, school, and community.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
David’s lesson design, guided instructional activities, assessment practices, and student interactions, it is evident he puts students first and foremost in attending to
their academic, emotional, and physical needs. As an instructor, David engages in reflective practices and review of his teaching strategies to ensure lessons
address the needs of all learners to a high degree and provide multi-modality opportunity for all individuals to demonstrate their learning of targeted tasks.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: David Rothe STUDENT NUMBER: 20910000

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

Total Scored Percentage

92.00 %

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 Thomas Falash esigned on Sunday, February 19, 2023 10:42 AM

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Course: 10th English Date: 02/15/2023
RHS Instructional Format:
Daily Learning Target(s):

I can synthesize multiple sources to develop my claim/argument.

Planning

Literacy Target(s):

I can use multiple sources to collect relevant evidence to support my claim (Common Core, n.d).

Opener:

Write a thesis statement in response to the prompt above. Remember, the statement must be only
Beginning

one sentence that answers the question directly and provides at least 2 reasons why.

Instructional Strategies & Student Activities:

Students will utilize 2 of the 3 sources provided and discussed in class to create a mini essay.
Focus Strategies:

They will develop a thesis statement, body paragraph, and conclusion. They will use this
 Writing
assessment to display their organizational skills, writing skills, and argumentative skills. The
 Inquiry

prompt students will work from is: “It’s Nature, not Nurture” or It’s Nurture, not Nature”. Students  Collaboration

will have the opportunity to complete the essay in either their notebook or on an essay templated  Organization

 Reading
paper.
During

 Student
Reflection

 Formative
Assessment

 Student
Choice in
Learning

 Student
Choice in
Assessment

Closer: (Regardless of progress made on the mini essay each student will complete the
following)

On a Timed Write Rubric, evaluate your growth by circling each criteria at the level appropriate to
Ending

your writing skills today. On closer sheet mark “Timed Write Reflection”. Turn in the timed write
stapled to the rubric with your Name on both the essay and the rubric reflection sheet.