CLINICAL PRACTICE EVALUATION 3

Megan Buendia 20717755

TEACHER CANDIDATE NAME STUDENT NUMBER

Bachelor of Science in Elementary Education

PROGRAM:

ELM-490 1/4/2024 4/28/2024

COURSE: START DATE: END DATE:

Pueblo Del Sol School

COOPERATING SCHOOL NAME:

Arizona
SCHOOL STATE:

Miranda Summers
COOPERATING TEACHER/MENTOR NAME:

Deborah Hurst
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 148.14
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Megan Buendia STUDENT NUMBER 20717755

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 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’ strengths, interests, and needs and enables each student to advance and accelerate his or her 100
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. )

Having a diverse group of students, Ms. Buendia considers the learning needs of every student when presenting a lesson, and creates lessons to reach each
student and best meet their needs. She holds her students to high expectations, taking into consideration their academic abilities, and clearly communicates those
expectations in a positive way. She continuously works with her colleagues and other professionals such as resource teachers, who provide her with insight to best
support her instructional strategies. She plans and creates slides with visuals for the class, makes hands-on materials, selects students' partners carefully, and
uses a variety of instructional strategies to provide complete lessons and optimum learning opportunities for her students.
She regularly collaborates and plans with her mentor for guidance as she develops lesson plans and learning materials. Ms. Buendia regularly uses responsibility
sheets and/or ClassDojo to convey messages to the families.
 CLINICAL PRACTICE EVALUATION 3

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 100
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 100
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 100
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. )

As mentioned above, Megan carefully considers the diversity of her classroom and the wide range of abilities when planning instruction. She also is mindful of the
different ways she can differentiate and accommodate instruction to provide the best possible learning outcome for each student. Ms. Buendia states the following:
"I value teaching students how to use their resources, various strategies, and make connections in order to assist them in understanding something." Megan is
extremely resilient, flexible, and able to easily adapt instruction. On the day of the evaluation, some students were absent and she had to host some students. Based
on the situation, Ms. Buendia had to adjust the lesson and modified partners in order to reach all students’ needs. She had made enough materials for the lesson to
avoid issues. She circled the classroom, observing students behavior and learning skills. She prompted students to write sentences when the activity was
completed.
Students were guided to read, collaborate, write, and share within a group with similar work. After that they were sent to their original classroom group in order to
share the learned skill.
At this point, Ms. Buendia had managed to have all students working on the task at hand with few interruptions. She was able to match students with an IEP with a
helpful partner, assuring that all students were learning during the lesson. As stated before, she used technology/visuals to convey the needed information.
 CLINICAL PRACTICE EVALUATION 3

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 100
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
100
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. )
Megan states: "Managing the learning environment is something that I have had to learn through this experience. I find when students are excited about learning
they will be more engaged." She continues to research and find ways to encourage participation and make learning fun. For example, on the day of the observation,
a ball was used as a way of asking/answering questions. Students were asked to mark on their desk whether or not they would be comfortable answering
questions. Then Ms. Buendia would toss the ball to a student who chose to participate and ask them a question. It was very effective, engaging, and students loved it
as another way to ask/answer questions during class. Ms. Buendia shares the following regarding respect: "Maintaining respect amongst myself with students as
well as student-to-student is a priority in my class, which means I do not tolerate behavior that does not meet those expectations." It is clearly evident that students
respect, encourage, and support one another. Ms. Buendia has set an excellent example of this! Ms. Buendia planned partners and places ahead of time, but due to
unforeseeable circumstances she had to rearrange the partners and modify the lesson. Even so, she was able to accommodate everyone's needs in a short time. She
had the students working in different groups without too much disruption and flowing from table to table in order to complete the activity, all while monitoring their
learning and behavior. All students were capable of completing the tasks without stress or pressure.
 CLINICAL PRACTICE EVALUATION 3

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 98
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 98
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. )

At the beginning of a new lesson, Megan consistently checks for prior knowledge on either what was learned previously or to see if there is any background
knowledge that students may have. She has done an excellent jo of explicitly teaching students vocabulary and the meaning of certain concepts used in different
settings to support academic literacy through future grade levels. Prior to the observation, she had previously discussed the skill with the students and the
importance of it when reading and understanding the text. Technology, visuals, and supplemental materials were used for the introduction of the lesson and the
activity which were performed in the short period of time the schedule allows. The activity provided the students with the opportunities to collaborate and learn from
each other. Some students were observers/listeners while others were guiding the group discussion. It seemed that students didn’t mind and actually felt pride in
providing guidance for their group partners. The students had to complete a teacher-made quiz the next day, which the students completed individually with an 80%
accuracy.
 CLINICAL PRACTICE EVALUATION 3

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 97
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 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. )

Providing students with the insight of real-world connections is something Ms. Buendia feels is critical, as it
provides students with a purpose as to why they learn the things they do. Students come in with a variety of background knowledge on various things, and she
intentionally and consistently helps students make connections to the classroom learning from things they already know. She has observed how this is another
effective strategy for promoting classroom engagement.
The day following this observation during social studies and reading comprehension, the observation lesson was put into practice when students were prompted to
identify words with prefixes and highlight them. The new found words were written on an anchor chart and students were asked to read when writing their opinion
essay.
 CLINICAL PRACTICE EVALUATION 3

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 100
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 100
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 100
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. )

Megan shares the following evidence regarding assessment: "Designing an assessment must be suitable for the content that was taught and exemplify the skill that
was intended to be mastered by students throughout teaching. I have recognized that in order to gauge where students are at assessment is necessary in knowing
when to move forward or when further teaching is needed. While formative assessments are valuable and are sometimes observable during independent practice,
the insight provided from summative assessments
can really allow me to see how students comprehended the material. Collaborating with my team teachers to plan and prepare the most effective assessments
allowed me to recognize the importance of the data received from them. I have also realized the significance of closure in a lesson which can serve as a form of
assessment."
Ms. Buendia and her mentor regularly collaborate, as preciously stated. For example, prior to this lesson they discussed the type of assessment to use in order to
meet the content/skill. After sharing ideas on how to increase the rigor, Megan immediately created a quiz and some sentence frames regarding the understanding
of prefixes. Students completed the sentence frames before the quiz. This helped her to see how a simple quiz like this provides opportunities for all students to show
their learning levels.
 CLINICAL PRACTICE EVALUATION 3

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 96
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 98
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. Buendia understands the critical part that planning and preparation play in the instructional process to provide students with an optimum learning experience.
Ms. Buendia: "Being able to explicitly know what students
should accomplish by the end of each lesson is important in order to know how to pace the lesson and what exactly needs to be taught. Being able to choose
appropriate strategies can benefit engagement, and depending on the subject, can benefit comprehension of the material. In order to know if a lesson is successful,
assessment will be necessary to see how students gauge the content that was taught."
As previously stated, Ms. Buendia and her mentor meet frequently to collaborate, discuss, and plan lessons and activities to teach, based on the curriculum maps,
students levels, and time frames. They plan the skills, content, activities, and length of time to use for each lesson. Due to the different learning levels of both classes,
their activities are quite different, but not the skill nor the strategies. She develops appropriate activities that demand a higher effort from her students and small
group instruction from her IEP’s students. Throughout the planning time, we revise the district assessments and standards requirements in order to write
appropriate objectives and develop strategic activities. She has learned to take into account students' previous learning and to revise data in order to meet students'
learning/levels and bring them up to success.
 CLINICAL PRACTICE EVALUATION 3

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) 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, 95
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
98
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. )

I have observed Megan vary her role throughout the instructional process in each of her observations thus far. She does an excellent job of instructing and modeling
when she is explicitly teaching content. She becomes the
"guide on the side" during guided practice, encouraging students and moving them in the right direction. During indpendent work she takes more the role of the
audience as she encourages students while watching and observing their work. Ms. Muoz states the following: " Ms. Buendia is in the process of learning how to
smoothly change roles within the instructional time. Her lessons and activities are well developed but sometimes she struggles with communicating the lesson and
getting students' attention. This is something we are currently working on and I’ve seen tremendous progress after practicing how to and when to increase her
voice and position herself in front of the students in order to have their 100% undivided attention. She has a great notion of what the students need and how to move
them to the next level. She uses a variety of tools to teach and assess.
She’s learning to write objectives, sentence frames and implement HOT questions by learning to deconstruct the standard, analyzing curriculum maps, and revising
formative/summative assessments."
 CLINICAL PRACTICE EVALUATION 3

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., 100
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 100
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. )

Megan clearly recognizes that in this profession there is constant learning and growth. She seeks out and welcomes feedback, appreciating the fact that this is part
of her professional growth. When receiving feedback, she quickly makes any necessary adaptations that will benefit the students. Ms. Buendia is extremely self-
reflective and has demonstrated over and over that she is an excellent problem solver! She shares the following: "I have been able to receive valuable feedback on
the things I am both doing well and can use improvement on. I believe that this constructive criticism is what can shape me into a better teacher. Rather than
viewing it negatively I view it as pieces of wisdom being passed down from experienced teachers who have their best interest for me. I feel supported by my team,
teachers, and academic coaches to approach them with any questions or clarity needed prior to teaching a lesson."
Ms. Munoz shared the following: "We met on several occasions to discuss students' behavior and how to find the needed information regarding the specific
student, all of this in order to understand and find different ways to support the student. Ms. Buendia keeps in constant communication with parents regarding
students' successes and needs. She continuously surprises me with questions and ideas to improve herself. She develops slides, powerpoints, and is always
researching different ways to advance her teaching abilities."
I have had the opportunity to teach her the different software we use in the Isaac District: Synergy, Clever, Frontline, Illuminate, eduCLIMBER, iReady, and how to
navigate the curriculum map pages. She is a fast learner and a pleasure to work with.
 CLINICAL PRACTICE EVALUATION 3

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 100
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 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. )

Megan uses a variety of technological resources to connect with her team, colleagues, administration, and student families. She reaches students and parents
through Clever and ClassDojo. This allows her to reach out to families when a student is having either academic or behavioral concerns to not only bring the
concern to their attention, but to gain insight into the student's situation and learn how to best support them. At this point in the year, the team is in the process of
writing an essay to request donations from Donors Choose to provide students with needed supplies. The team meets to plan and discuss strategies twice a week,
reviewing assessments, standards, and curriculum maps to create effective lesson plans. They also analyze and use data to guide instruction. The team uses these
findings to plan step by step instruction, to provide appropriate support, and provide students' assignments. Twice a month the team meets with other grade levels
and administration. Megan participates in all staff meetings, PDs, and school activities.
 CLINICAL PRACTICE EVALUATION 3

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:

98.76%

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 Tuesday, April 2, 2024 3:03 PM
 Overall Feedback—M.B. (#3)

Strengths Opportunities for Growth Suggestions/Ideas to Implement

 Reflective, seeks out feedback  Practice using different voice levels,
 Use your physical presence in the classroom
 Takes feedback seriously, implements depending on the proximity, lesson, as a tool! Students will respond and
suggestions if changes are needed activity, or small group of students. acknowledge that presence and act
 Has a passion for teaching and learning!  Practice increasing voice level during accordingly, with little to no words having to
 Patient whole group instruction to capture be used!
 Good listener! and maintain student attention  As the end of the semester approaches,
 Quick learner  Watch the pacing, flow of your
 Applies all learning to improve her skills discipline will become even more
lesson to ensure all are focused, challenging. Make sure you have some
 Knowledgeable engaged, participating and that
 Curious, always seeking for ways to learn effective strategies to implement. Don’t be
instruction does not lag. afraid to be a little “tougher” and not let
and demonstrate her abilities
 Include more opportunities for students get away with too much.
 Takes all opportunities seriously in order to
movement during instruction (i.e.
succeed
Stand Up, Hand Up, Pair Up; Quiz-
 Always researching new ways and
strategies to implement content; great Quiz-Trade; scavenger hunt, etc.)
use of ball for asking/answering  Allow students to do more of the
questions! work after you model; Megan,
 Outstanding rapport with students, remember: “The one who
You’re doing an amazing job! You are a
coworkers, staff, maintenance talks/does the most, learns the
natural teacher and those students are so
 Demonstrates tremendous strength, desire, most.”
fortunate to have had you as their full-time
and skills necessary for the job!
teacher these past few months while their
 Use of chime/music to get attention, also as
a timer teacher was out. You have done this solo like
 Great check for prior knowledge a seasoned pro and are on the downhill side
 Excellent questioning strategies now. I love watching you in action! Keep up
 Creates engaging lessons based on student the great work!
interest Debbie
 Writes complete lesson plans!
 Designs creative lessons
 Walks around to monitor student progress,
check for understanding, provide assistance
where necessary
 Recognizes and acknowledges positive
expectations
 Enthusiastic, happy, very positive
 Excellent visuals!
 Takes initiative
 Establishes, states clear expectations
 Encouraging, supportive
 Compassionate, caring
 Organized, well-prepared
 Allows opportunities for all to participate
 Provides opportunities for student
collaboration, active engagement
 Ability to redirect without stopping
instruction
 Excellent classroom management
 Self-reflective
 Offers prompt feedback, clarification

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