CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

PROGRAM:
Bachelor of Science in Elementary Education

ELM-490
COURSE: START DATE: 1/4/2024 END DATE: 4/28/2024

COOPERATING SCHOOL NAME:

Pueblo Del Sol School

Arizona
SCHOOL STATE:

Miranda Summers
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Deborah Hurst

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
98.31

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 Megan Buendia
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 20717755
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 Megan Buendia STUDENT NUMBER 20717755

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 100
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 100
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. Buendia creates daily lessons using technology with written and visual materials to reach every
student in the classroom. She provides one on one as well as small group instruction throughout the day for students with needs as well as individual work for those
that can work independently.
Ms. Buendia and her mentor meet regularly to discuss and develop ways to teach lessons. As a team they meet and work to deconstruct standards and materials
to use. She has reached out to all parents and met with all of them during parent-teacher conferences. She maintains a close professional relationship with staff
from the school (office, cafeteria, janitors, administrators). Planning each lesson, she keeps in mind students' academic abilities as well as their interests in order to
make each lesson as engaging as possible. She collaborates with both her team teachers and academic coach to receive any advice on how she should approach
teaching a lesson and if she needs clarity. She has found that opening a lesson in an engaging way can spark an interest in students' desire to learn. Megan checks
for prior knowledge, reviews prior academic vocabulary, and prefaces lessons with important information to aid in student learning.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100
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 100
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 100
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. Buendia creates daily instructional plans using technology, visuals, and written materials to
reach every student in class, providing opportunities for all to demonstrate their capabilities. All district materials as well as English supplemental materials are
designed to support mainstream as well as ELL students. Her class does not have English learners, but she does have students with IEPs. She utilizes all resources
accordingly based on students' learning levels. She is aware of students'IEPs and accommodates students as much as possible. Megan states: "I stand by the belief
that all students are capable of learning, despite any barriers or diversity within a group of students. When delivering instruction, I provide support for all students,
especially ELLs through modeling, guiding, and allowing collaboration between peer-to-peer. I differentiate for my learners to accommodate different learning styles
or abilities." In the observed lesson, some outstanding differentiation was provided to meet sa variety of student learning needs.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 95
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 96
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. Buendia plans around the district provided allotted time for each subject. She uses activities as well as
written materials to try to reach all students' levels. Some students' behavior creates a distraction in class, but as a team she and her mentor are working together
to diminish this issue. She’s developed different ways to keep students' attention without causing interruptions to the lessons. Students seem to be engaged and
responsive to these new interactive engaging activities. Megan shares: "Respect in the class amongst students and towards myself is a huge priority in my
classroom. Managing the learning environment is something that I have struggled with, but I have found that when students are engaged, feel seen and heard, they
will be willing to learn. I believe I provide my students with the needed guidance, resources and support to demonstrate their knowledge when asked." She has
created and maintains a warm, safe, supportive learning environment where students are eager to participate and not afraid to take a risk. This particular day she
used a ball to throw to students who wanted to participate with an answer. Very creative and fun for the students. Megan is always looking for ways to keep
students motivated, interested, and engaged.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 96
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. )

Megan and her team sit to create different ways of linking previous learned materials with new objectives. They discuss ways to use technology, engaging activities,
and supplemental materials that are relevant to the lessons, but also provide opportunities for all students to demonstrate learning of the objectives. She tries using
technology, visual, realia, and written materials to review, reteach, and practice new and learned skills. Megan has complete take over of this fourth grade
classroom, since the original mentor is out on maternity leave. This means she has had to become familiar with all the content she is teaching. Prior to each lesson,
she states that she previews the standard and desired learning objective in order to set up each lesson accordingly. Her instruction provides opportunities for
connections to be made, as well as reinforce academic vocabulary. She is doing an outstanding job on all fronts!
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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 98
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 98
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. Buendia realizes that students love to know why they are learning something and how they will be able to apply it to their future. Because of that, she consistently strives to
provide real world connections to the content we are learning in class, so that students may feel equipped as to why they are learning something specific. Having a diverse group of
students with different experiences, valuing each of their perspectives and allowing them to share them with the class is one of her many strengths.
Ms. Buendia utilizes the following strategies when teaching ELA, Reading, Social Studies, and Math:
Engages students in oral discussions with minimal distractions
Provides opportunities for them to share their opinions with minimal arguments
Enforces tier I and II vocabulary words throughout the lesson and discussions
Motivates students to use complete sentences stems and use academic vocabulary when sharing in whole group
She applies diverse strategies throughout each lesson.
She makes frequent references to real-world connections and student experiences, helping students to understand the relevance of what they are learning.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 98
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 96
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 96
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. )

Formative and summative assessments are used throughout her teaching practice, which both serve as valuable
assessment methods to gauge students' understanding. Summative assessment tests are curriculum based, which are taken throughout the grade level based on
the same standards. With these results, she is able to collaborate with the team to discuss what went well or what there could be improvement on. Ms. Munoz states
the following:
" I’ve seen her and worked with her to:
manipulate provided assessments to meet the standard and skills being taught.
research other ways to present the learning in order to meet the objectives
use different forms to assess students based on their level of learning to build confidence (I have watched the
students being engaged when she does that)"
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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 98
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 95
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 97
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. )
Before the start of a lesson, Megan always acknowledges the outcome or learning goal students should be able to
accomplish after the lesson. With that in mind, she also recognizes that in order to reach an end goal there are various strategies, resources, or materials that can
assist students in reaching these goals. Implementing hands-on models, visuals, providing sentence frames, and many other instructional strategies can help
support students' learning. For example:

Using slides and powerpoints to inform students of each and every activity for all lessons.
Writing powerpoints with several resources to meet students’ needs (videos, graphic organizers, visuals, etc.)
Using the curriculum, books, online materials provided and required by the district to write her lessons
Integrating different strategies and activities to present and apply a new learning or to reteach it in order to
reach all students
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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 98
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, 95
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 100
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. Buendia presents the lessons using different resources, but also modeling when introducing or reviewing new
skills. She develops powerpoints and technology activities in order to engage students in the learning -having them take notes, sketching, filling graphic organizers,
using different strategies for students to question, analyze, and respond during lessons. Ms. Buendia shared the following: "As a teacher candidate, I vary in my role
in order to create the most engaging and meaningful learning experiences that can meet the diverse needs of my students. I facilitate discussion as well as promote
further thinking on different topics, while encouraging students to apply information learned. I offer students various ways to exhibit their understanding,whether it
be verbally, written, or through illustrations." She utilizes excellent questioning strategies to stimulate inquiry and critical thinking.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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
100
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 100
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. )

She is developing her own techniques to communicate, teach, and assess students during instruction, as well as
during summative assessments. She follows the district system -Synergy- to provide and get information regarding
students’ levels of learning, background, IEPs, ELLs, communication with parents, administration, nurses, and other
school staff. She is in constant learning mode of researching and applying new techniques, ideas, and strategies to motivate, support, and expand the students’
minds. She is not afraid to ask for help and takes feedback in order to become a better teacher. It has been evident to Megan that teaching is a collaborative career,
and there is constant discourse between team teachers, academic coaches, and admin. She has been able to experience professional learning through PLC’s where
her team of fourth grade teachers share data and plan according to the individual pace of each class, individual planning with her academic coach, as well as
independent planning appropriate for her class. She shares: "It has been incredible to have a sense of community and support during this practice."
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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 100
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 100
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. Buendia has and is always willing to learn new ways to impact students positively. She communicates
with her mentor regarding students’ needs, strengths and weaknesses and together they work to resolve any issues or misunderstandings. On a daily basis, she
incorporates technology to increase engagement through Powerpoint slides, as well as to communicate with staff. Thanks to technology, Megan has almost all
parents connected on ClassDojo, which at any time she can message parents if the need arises. Students' overall well-being is her top priority, to which she does all
she can to make sure the needs of each student are being met.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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. 100

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.Buendia clearly understands and recognizes the impact she has as an educator on student learning.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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

Total Scored Percentage:

98.31%
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

Deborah Hurst esigned on Sunday, March 17, 2024 11:21 PM
 Overall Feedback—M.B. (#2)

Strengths Opportunities for Growth Suggestions/Ideas to Implement

 Willing to learn and implement
changes in order to have a positive
impact on students self esteem as well as  Watch the pacing, flow of your  Work with academic coach on how to
academics. lesson to ensure all are focused, incorporate student-to-student discourse
 Demonstrates tremendous strength, desire, engaged, participating and that
and skills necessary for the job! instruction does not lag.
 Excellent questioning strategies  Include more opportunities for
 Creates engaging lessons based on student movement during instruction (i.e.
interest Stand Up, Hand Up, Pair Up; Quiz- Megan,
 Makes lessons relevant; makes real-world Quiz-Trade; scavenger hunt, etc.)
application and connections to student You are doing an incredible job under
 Allow students to do more of the
experiences some difficult circumstances and what
work after you model; remember:
 Writes complete lesson plans! a trooper you are! Keep up the
“The one who talks/does the most,
 Excellent rapport with students learns the most.”
outstanding work!
 Walks around to monitor student progress,
check for understanding, provide assistance
where necessary
 Recognizes and acknowledges positive
expectations
 Hands out positive tickets to students who
are meeting expectations
 Enthusiastic, happy, very positive
 Excellent visuals!
 Takes initiative
 Patient
 Establishes, states clear expectations
 Encouraging, supportive
 Compassionate, caring
 Organized, well-prepared
 Supplies readily available
 Allows opportunities for all to participate
 Provides opportunities for student
collaboration, engagement
 Ability to redirect without stopping
instruction
 Excellent classroom management
 Self-reflective
 Offers prompt feedback, clarification
 Willing to jump in and try new things
 Very responsive to feedback
 Excellent modeling
 Ability to monitor and adjust

© 2018. Grand Canyon University. All Rights Reserved.