CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________

ECH-485
COURSE: ________________________________________START DATE: 1/8/2024 3/3/2024
END DATE:________________________

Brier Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: California

Jennifer Purnell
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Marsha Heard
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 182

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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: Tejpreet Kaur STUDENT NUMBER: 20631037

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.)
Candidate’s Evidence:
I try to make sure that I make accommodations and modify content according to the needs of students so that
they are learning according to where they are. This may mean that students don’t complete the entire
assignment in the time provided and that is okay as long as they understand the concept, especially if they are
English language learners or have an IEP. If I see that a student is getting overwhelmed with something, I don’t
try to force them to finish. Instead, I collect it and try to work with them one and one at a later time.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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 91
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.)
Candidate’s Evidence:
I try my best to make a connection and learn about the background of the students in my classroom and get to
know their families so that they feel comfortable around me and know that I respect them. I also made it a point
to introduce myself to every educator or administrator whoever comes into contact with the class I am student
teaching in, such as the speech therapist, the other kindergarten teachers, the principal, the secretaries in the
front office, etc. I always treat them with courtesy and civility.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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. 91

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.)
Candidate’s Evidence:
I never talk about the students in the class with anyone unless I know that it is something that they should know.
Even then I do not take the student’s name until I know that it is appropriate for me to do so. I try to make sure
that everything is equitable for the students in all areas. This can mean that some students may have to take an
assessment one-on-one because they are not able to appropriately display their knowledge in a group setting.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 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.)
Candidate’s Evidence:
I try to model positive behavior, so that I am not only teaching students how to behave positively, but also
showing them how to do so. This could mean that if I make a mistake, I acknowledge it and let the class know
what I will be doing to fix it. I never discipline students in front of the entire class, but take them side at an appropriate time and talk to them privately to figure out
what caused the behavior, and what they can do to fix
it so they don’t repeat it in the future.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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 91
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.)
Candidate’s Evidence:
I talk with my mentor teacher whenever there’s an opportunity, usually after the student’s go home every day
and try to get feedback and also talk through the next day’s lesson plans. When I feel that there was something
during the day that I was not 100% sure of or felt I could do better on, I talk about that with my mentor teacher
and try to come up with a game plan to improve on that in the future.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
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.)
Candidate’s Evidence:
I always try to engage the students in different things and never try to stifle or stop them from asking me
questions. To do that, I check in with the students every morning and have them share something about
themselves, about their day, how their weekend was or anything else that they want to talk about or ask
questions about.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
91

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.)

Candidate’s Evidence:
If I say something, I always go through with it but if there’s an instance where I cannot, I try to explain everything and
not just go back on my word. I also acknowledge my mistakes. So if I mess up, then I will let my students know that I
messed up and that that’s okay and we can fix it.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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. 91

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.)
Candidate’s Evidence:
I always listen to the students or their parents or anyone else and try to understand their point of view. I always try to be caring and show that I am there for them
with no judgment.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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. 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.)
Candidate’s Evidence:
I try to make sure that the students remain safe at all times and that they are taught according to their needs.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93

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.)
Candidate’s Evidence:
I try my best to come early and stay as long as I need to in order to make sure that I am prepared for anything that may come my way. I don’t look at the clock and
try to only be in the school for the contract hours. I’m also always trying to learn and get feedback and reflect so that I am improving every day.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Tejpreet Kaur STUDENT NUMBER: 20631037

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

Total Scored Percentage

91.00%

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 Marsha Heard esigned on Monday, February 19, 2024 7:22 PM

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