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CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Elementary Education


PROGRAM: ______________________________________________________________________________________________________________________

ELM-490 2/12/2018 5/27/2018


COURSE: ________________________________________START DATE: END DATE:________________________

The Classical Academy- East Campus


COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Colorado
SCHOOL STATE:

Stacey Rogers
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________

Talitha Couture
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 2
TOTAL POINTS 92.43 points 92.43 %
23.00 2,300.00 2,126.00 100
0

0
0

0
0

0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 1: Student Development Score N/A


1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 87
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 95 1.00
student growth and development.
Comments
One student is content accelerated and leaves the classroom during math instruction for higher level math.
Content delivery is scaffolded appropriately to allow students to make connections and build off of prior knowledge.
Ms. Nelson's cooperating teacher notes that Amy shows great insight into students' strengths and needs and appropriately adjusts her instruction to meet those needs.
Ms. Nelson pulls a small group for additional focused instruction as needed.
Much of the instruction is delivered whole group in a call and response fashion. Students that finish early or who demonstrate mastery of the skill do not move past the group.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 2: Learning Differences Score N/A


2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 85 1.00
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
for making content accessible to English language students and for evaluating and supporting their
development of English proficiency.
2.3
✔ 0.00

Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
During her lesson delivery, Ms. Nelson varies the way in which students are working with the content (content vocabulary, listing, circling, fractions, word form, mental as well as
timed math).
There is little variance in regards to the way in which students demonstrate their learning. We discussed several different strategies that could be used.
Ms. Nelson's cooperating teacher notes that Amy takes the time to research various instructional strategies and utilizes the guidance and suggestions of colleagues.
In a charter setting, Ms. Nelson is bound tightly to the curriculum and minimal technological equipment. She utilizes (well) what is required of her.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 3: Learning Environments Score N/A


3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
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 1.00
environment.
Comments
This is one of Ms. Nelson's greatest strengths. She is constantly moving around the room monitoring student work and progress. She takes the time to redirect as needed
and manages the classroom in a positive manner. The students clearly respect her.
At one point during the lesson, a student responded with an incorrect answer while all the other students were correct. There was no embarrassment or hesitation to continue
to respond to further questions which is a testament to the rapport and safety that has been created in the classroom.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.

Standard 4: Content Knowledge Score N/A


4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 96 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 87 1.00
their content area.
Comments
The lesson was scaffolded extremely well. During direct instruction, Ms. Nelson referred frequently to the concepts taught previously by using the academic vocabulary
learned. The math problems that the students were expected to solve built upon one another and Ms. Nelson took the time to stop the class and debrief prior to the
students practicing a new skill. The students were expected to use the academic vocabulary and apply previous skills to the newly learned material.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 5: Application of Content Score N/A


5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 80 1.00
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 85 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
During the mental math portion of the lesson, the students were using real-world skills (although the connection was not explicitly stated). Ms. Nelson did take the time to
have some students justify their thinking as well as to test the reliability of their responses. Further, the students were asked to solve problems in a variety of ways.
During our post-conference, we discussed ways that the math being learned could connect to various professions or fields of study.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 6: Assessment Score N/A


6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 100 1.00
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 88 1.00
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
95 1
language learning needs.
Comments
The exit ticket was connected to the learning objective and was a direct assessment of the collaborative and independent practice that the students worked through.
Assessments include: Independent practice, exit tickets, pre-assessment and formal assessment every five lessons
Data analyzed includes observational data, assessment data, reteaching sheets
Ms. Nelson works collaboratively with her cooperating teacher as well as team to create assessments, lessons and analyze data.
She sets students up for success by being explicit with her instructions as well as having the students reiterate those expectations.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 7: Planning for Instruction Score N/A


7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 83 1.00
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 88 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 95 1.00
knowledge, and student interest.
Comments
Using the pre-assessment data, Ms. Nelson determined that she would need to eliminate some of the higher level problem solving portions of her lesson in order to devote
more time to direct instruction and collaborative problem solving.
The students demonstrated their thinking in word, number and explanatory form.
(Notes for standard 7.1) Students that have demonstrated mastery on the particular skill following the independent practice were not given an opportunity to think or problem
solve at a higher, more complex level. Differentiation for struggling students, however, was very strong as Ms. Nelson pulled them into a small, focus group for more direct
instruction.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 8: Instructional Strategies Score N/A


8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 82 1.00
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, 100 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
97 1.00
and helping students to question).
Comments
One of Ms. Nelson's strengths is her use of questioning. The level of questions posed varied in their degree of difficulty, students were asked repeatedly to explain their
thinking and justify their responses. We discussed strategies for engaging ALL students and holding them all responsible for processing the questions posed.
Ms. Nelson utilizes, effectively, the resources and technology made available to her.
(Notes for standard 8.1) Ms. Nelson remains in the instructor role much of the time delivering instruction in a whole group, call-and-response manner. She does step into the
role of coach when working with students individually. She has incredibly strong classroom management skills which will allow her to step easily into the role of facilitator and
audience as she becomes more comfortable.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 9: Professional Learning and Ethical Practice Score N/A


9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning
95
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 90 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
In addition to the data noted in the comments section of standard 6, Ms. Nelson participates in team planning and conversations. These meetings include a Response to
Intervention team member. Ms. Nelson's cooperating teacher notes the research that Amy conducts in order to better inform her planning, reflection and lesson delivery.
Instruction planning and delivery is informed using pre-assessment data.
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

InTASC Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.

Standard 10: Leadership and Collaboration Score N/A


10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and
global learning communities that engage students, families, and colleagues.
10.2
✔ 0.00

Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 98 1.00
enact system change.
Comments
Student placement for advanced classes was advocated for, safety and collaboration among peers and students within the learning environment is evident. Students are
placed in preferential seating as needed (Example: One student uses an exercise ball instead of a chair in order to increase focus. This demonstrates a willingness to work
with and meet the needs of this particular student).
CLINICAL PRACTICE EVALUATION 2

Amy Nelson 20358397


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.

Total Scored Percentage:


92.43 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)

Attachment 1:
(Optional)

Attachment 2:
(Optional)

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
Talitha Couture
Talitha Couture (Apr 6, 2018)
Date
Apr 6, 2018
Evaluation #2: In-Class Observation Notes

Amy Nelson (20358397)

April 3, 2018 (9:25-10:30)

9:25- Students return from recess and retrieve math books, one student is handing out a timed math
sheet, students are preparing for timed test- Ms. Nelson is at the front of the room waiting for students
to get ready.

9:30- 2 minute timed math facts- Ms. Nelson walks around the room monitoring

9:34- Ms. Nelson: “Yesterday we left off with Miles.” Student stands and reads equation; other students
are marking on their own papers and chorally sharing the answer. Process continues with students
taking turns reading rows.

9:35- Mental math (5 equations prepared; viewable via the overhead projector)
Students are given a few minutes to think—choral response—Ms. Nelson selects a student to
explain thinking.

9:40- Review of yesterday’s work (Factors) Ms. Nelson ties in academic vocabulary to today’s focus of
greatest common factor. “Using what we know from yesterday, what then do you think is the
greatest common factor between two numbers?” Students raise hands to respond. Ms. Nelson
selects a student to share.

9:43- White board work- Ms. Nelson projects two numbers, students are instructed to list the factors of
each. Ms. Nelson is walking around the room, monitoring student work. They are then
instructed to circle the common factors, going on to identify the GCF. Ms. Nelson then projects
the same numbers in fraction form and students are instructed to reduce the fraction using the
GCF.

9:50- Independent practice on white boards- Ms. Nelson stops to work with individual students as
questions arise. One student was doing the work incorrectly and she worked one-on-one with him for
two minutes.

9:54 Four students are selected by Ms. Nelson to go to the board and show their work.
-Reviewed student work whole group
-One student response was wrong- Ms. Nelson addressed the error

9:58 Students continue work with white boards (Reducing fractions using GCF)

10:01 Three new students are selected to show work on the board.
“How did you know to use 5/5 to reduce that fraction?” – Student explain thinking in response.

10:05- Exit ticket problem is projected- Word form


“Make sure you get this checked by me before you erase.” Students work independently on the
problem.

10:10 After checking all of the students’ exit tickets, some kids begin work out of their math books and
Ms. Nelson pulls six students to the side for small group instruction.
10:18 Small group pull-out students return to their seats wo work out of the math book.

10:27 Clean up begins to transition out of the classroom.