CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

PROGRAM:
Bachelor of Arts in History for Secondary Education

SEC-490
COURSE: START DATE: 8/28/2023 END DATE: 12/10/2023

COOPERATING SCHOOL NAME:

Stevens High School

South Dakota
SCHOOL STATE:

David Herrick
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Debra Schwietert

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
90.15

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 Heather Harmon
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 20641941
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 Heather Harmon STUDENT NUMBER 20641941

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 90
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 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. )

Ms. Harmon uses multiple modalities and touches all learning styles within her lesson. She used audio, video, choral reading and gallery walks within this lesson.
Students were engaged and active in the discussion. She has a delightful personality and teaches with passion. Her students are lucky to have her.

MT: There have been multiple lessons in which the teacher candidate takes into account individual students’
strengths, interests, needs, etc. For instance, Mrs. Harmon created a partnered project in which students presented
upon one of the English Colonies, providing students the opportunity to select between using a poster board or making a PowerPoint presentation. This project
provided student choice and involved students working together, both characteristics of student learning that students usually enjoy.
1.2 – The teacher candidate has collaborated with colleagues, participating in district PLC (Professional Learning
Communities) meetings. Mrs. Harmon’s contributions demonstrate she will have much value to add towards productive collaboration with her colleagues.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 91
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 90
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 90
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. Harmon addresses multiple learning styles and uses many modalities, thus touching on learning differences whether identified or not. She has taken a lecture
style subject and made it interactive, fun and engaging. Her hard work shows in her many handouts, activities and embellishments to the lesson on world history.

Mt Evidence: 2.1 – Mrs. Harmon created a partnered project in which students presented one of the English
Colonies, providing students the opportunity to select between using a poster board or making a PowerPoint
presentation. This project provided student the opportunity to leverage different strengths and learning styles.
2.2 and 2.3 – There are not any students that are specifically identified as ELL; however, all students are certainly
building onto their respective vocabulary and English knowledge. In addition, there are many students with IEP and
504 modifications, which the teacher candidate takes into account.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 90
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 90
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. )

Ms. Harmon handled tardy students with grace and efficiency. Other students called out their tardiness and she nipped that in the bud. The class atmosphere was
such that students know the expectation is to be on time and they let the tardy students know it which shows a classroom environment where rules and
expectations are followed and respected. At the high school level, when students show this type of honor to their teacher, it is evidence of great amount of
relationship building within the classroom.

MT Evidence: 3.1 – Mrs. Harmon manages the classroom learning environment well, managing segments of lessons
transitioning from video clips, to whole-class discussions, and to lecture, etc. The transitions are quick, and Mrs.
Harmon does well facilitating instruction.
3.2 – The teacher candidate communicates in ways that are respectful to the students. During the lesson conducted on 10/11/2023, the teacher candidate,
responded to this situation: about five minutes into the lesson, two students came in late to class. Fellow students were communicating things like, “Smells like some
tardy sauce” and “Looks like a couple of students need to get caught up on writing down the vocabulary words on their own
time. But will they?” The teacher said, “Hey, no shame.” This, I think, is good as (1) the students being tardy need to
have consequences, (2) peer pressure in a positive way encouraging positive behaviors is good, but also at the same
time (3) students need to be respectful to their peers. This is not an easy situation to respond to – students being tardy –but the teacher candidate’s response to the
situation was very appropriate.
From the lesson, 10/11, 2023, there is a lot of positive student contribution towards learning in their interactions.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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 90
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90
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. Harmon used current examples and relative questions to her world history lesson. She read a quote (that was also on their handout) and asked the students
what it meant. Good discussion was had and then she took it a step further and asked how the concept applies to our lives now. Most students could not make the
connection so she scaffolded and gave some examples and asked for feedback.

MT Evidence: 4.1 – Mrs. Harmon focusses on vocabulary as a key component of her teaching, and she tries to provide
illustrations and examples that students understand. In discussing mercantilism, she discussed examples of items that students might purchase today. Then she
posed the question, “Do we all benefit from trade?” During the lesson conducted on 10/11/2023, the teacher candidate led a really good class discussion: How were
the
ideas of John Locke and Thomas Paine able to be spread so widely? Students mentioned the printing press to spread
ideas. The teacher referred to a quote from a handout on the “Enlightenment and the American Revolution” which was “Sell not virtue to purchase wealth, nor liberty
to purchase power,” stating what does this mean? A student said,
“Don’t give up your values to make wealth, or give up your freedom for power.” Also, the discussion included: The teacher candidate also engaged in a discussion –
after students turned to each other to discuss – the concept of “identity.” A student mentioned, “Who you are,” with another student saying “There are multiple parts
to it.”
4.2 and 4.3 – Again, as mentioned in a previous category, the videos she uses for instruction are very engaging and
seem to work well as supplementary materials, adding to the course textbook.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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 87
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 86
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. )

Ms. Harmon is making connections to current situations, such as jobs and work and having too much expected from us like the people in the lesson. Students could understand that
connection and a little personal reflection of students on a post it as an exit ticket could further their understanding.

Evidence: 5.1 – There has not been a lot of “applying content knowledge to real-world problems” yet in her lessons,
but I would imagine that this will come.
5.2 – Again, there has not been a lot of “facilitat[ing] students’ ability to develop diverse social and cultural
perspectives that expand their understanding of local and global issues” yet, but I would imagine that this will come.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 90
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 90
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 90
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. Harmon is still developing data to drive instruction. She gathers information on a pre-test and will use same questions (mixed up) on the post test. Students have
all the materials needed to succeed. She has built resources and data to achieve all necessary data to drive instruction.

MT: Evidence: 6.1, 6.2, and 6.3 – The teacher candidate has developed assessments (including worksheets and projects)
that are effective and critically assess students’ understanding on the content. In addition, the teacher candidate uses
assessments to inform future instruction.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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. )
Ms. Harmon goes well above board in planning excellent lessons and activities for her world history lesson. She created a gallery walk, shows videos, plays audio
files, created a packet, and handouts. She utilizes turn and talk strategy for students' personal reflection. Well done.

MT Evidence: 7.1, 7.2, and 7.3 – Mrs. Harmon does an adequate job of sequencing learning experiences for students
including videos and lectures, with subsequent learning experiences that provide a variety of learning opportunities for students, including lesson simulations. The
teacher candidate, in covering the Atlantic Slave Trade, did a simulation
activity, simulating the experience of being in a slave ship. Many students were very engaged in the lesson component, and these are creative opportunities for
students.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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 91
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, 91
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 91
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. Harmon used turn and talk several times in the lesson on 10-11-23. She coached students through understanding the content and facilitated their movement and
activities in the classroom. She used many tools to access, interpret, evaluate, and apply information. She asks many questions and sometimes rephrases the
question to get a response that is correct.

MT: Evidence: 8.1 – Mrs. Harmon does vary her instructional role.
8.2 – Again, as mentioned earlier, students were given a partnered project in which students presented upon one of the English Colonies, providing students the
opportunity to select between using a range of learning skills and technology to utilize and apply information. Again, some students used markers and posters,
whereas others used computers and technology to achieve the standards within the assignment.
8.3 – As with the comments shared earlier, with the lesson on 10/11/2023, the teacher led a discussion on events that
led to the American Revolution, including mercantilism, ideas of the Enlightenment, the Magna Carta and legal
traditions, the Second Great Awakening, etc. During the discussion, the teacher candidate effectively asked, “why do
we learning vocabulary?” A student in response said, “So we don’t have to look it up later.” The teacher candidate
added, “When we understand the vocabulary, it changes the meaning we receive when reading a text.” These were great examples of the teacher stimulating
instruction.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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
90
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 90
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. Harmon uses confidentiality and understands the importance of honoring parents' wishes. She participates in school meetings and contributes in meaningful
ways.

MT Evidence: 9.1 and 9.2 – The teacher candidate participates in PLC (Professional Learning Community) meetings and has many positive comments to contribute,
displaying much professional competency. Mrs. Harmon will contribute
much to the benefit of her future department.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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 90
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 90
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. )

Ms. Harmon was concerned that one of her students is not challenged enough and is going to check into his testing out of the course. She is also going to make him
some extension activities so that he is further challenged.

MT Evidence: 10.1 and 10.2 – The teacher candidate uses videos, lectures, handouts, and various modalities of learning to facilitate student intellectual growth.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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. 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. )

Ms. Harmon

Evidence: Yes. I think there is a lot of anecdotal and qualitative information that supports the statement, that the
teacher candidate “demonstrates an understanding of their impact on student learning,” as evidenced by the lesson on 10/11/2023 the teacher can take very complex ideas like
Enlightenment ideals and the Great Awakening, giving the
students specific ideas they can point to that would lead to the American Revolution. Overall, the teacher candidate is doing well in general, and this lesson specifically demonstrates
that things are doing
well.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Heather Harmon STUDENT NUMBER 20641941

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

Total Scored Percentage:

90.15 %
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

Debra Schwietert esigned on Thursday, October 12, 2023 2:59 AM