Sie sind auf Seite 1von 7

CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Master of Education in Special Education


PROGRAM: _________________________________________________________________________________________________________________________

SPD-590 9/6/2018 12/19/2018


COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Suitland Elementary School


COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Maryland
SCHOOL STATE: ___________________________________

Rona Santos
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Moherlie Coles
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 1 TOTAL
POINTS 91.3 points 91.3 %
10.00 1000 913 100
0 0 0 0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 0 0 0
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide


No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.

High Expectations Score No Evidence


Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 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. )
The candidate asked all students questions during the lesson offering assistance when needed. She gave lots of praise when students answered correctly. She gave positive reinforcement for
their efforts and correct answers.

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 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 94 1.00
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. )
The candidate gave more assistance to particular students who needed more accommodations or processing time. She allowed students to answer and applauded students for their efforts. She
assisted students in reading required texts.
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide


No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.

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. 95 1.00
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. )
She set expectations at the beginning of the lesson. When a late student entered she allowed them the opportunity to eat breakfast. She gave all students an opportunity to answer if their hands
were raised. Instead of having the same students answer, she also gave opportunities to students who did not have their hands raised.

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 1.00
(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 acted professionally and appropriately with students. She showed care and compassion.
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide


No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.

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 seek continual improvement. 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. )
The candidate designed her lesson to reflect on prior lessons and the skills previously taught to students. It was shown that she reflected on their strengths and weaknesses to develop a lesson
that will that would engage students.

Curiosity Score No Evidence 1.00


Teacher candidates should promote and support curiosity and encourage active inquiry.
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. )
The candidate asked students what other areas in the room they could find their amazing words. She asked students to make inferences about the new story they would be reading in the new unit.
They looked at the similarities and the differences between the last story read and the new story based on the book covers. She allowed students to make meanings of new words by hands-on
discovery and relating the words in their way.
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide


No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.

Honesty Score No Evidence


Teacher candidates should model integrity by their words and actions.
85 1.00

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. )
The candidate corrected students but encouraged them to try again.

Compassion Score No Evidence 1.00


Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 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. )
The candidate gave students extra processing time when needed. Lessons included accommodations for students with an IEP. She encouraged students to participate and gave praise for students
efforts.
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide


No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.

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 1.00

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. )
The candidate is an advocate of the whole child and related the lesson with their community, discussing similarities and differences.

Dedication Score No Evidence


Teacher candidates should be committed to the profession of teaching and learning.
88
1.00
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. )
The teacher showed her dedication to pushing students to try difficult tasks. The candidate encouraged students to read and offered assistance and encouragement to give them the opportunity to
finish reading the sentences when it was difficult.
CLINICAL PRACTICE EVALUATION 1

Katline Crockett 20453725


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:


91.3 %
ATTACHMENTS
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 Date


Moherlie Coles, PhD
Moherlie Coles, PhD (Sep 29, 2018) Sep 29, 2018