Clinical Practice Eval 3

CLINICAL PRACTICE EVALUATION 3
Dana Davis 20364149

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/13/2018 11/25/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Haxtun Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Colorado
SCHOOL STATE: ___________________________________
Larissa Knowlton
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Chandal Bass
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
138.3 points
EVALUATION 3 TOTAL
POINTS 92.20 %
25.00 2,500.00 2,305.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
150 0 0 0 0 0 0
150
Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) 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 standard 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 standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
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 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
90
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. Knowlton reports that Dana creates lessons while taking into account each faucet of each student. It is apparent that she considers strengths, needs and interests into
her lessons. She works with different staff members, as well as family members, to promote student growth. Dana uses multiple modalities to engage students throughout
the longer lesson period. Students have a chance to listen, work with others, and stand up to move around. Students always seem engaged in the lessons. This is a
strength for Dana.
Dana is able to listen and participate in conversations with home about individual students.
Dana Davis 20364149


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
93
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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 90
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 92 1.00
learning differences or needs.
Evidence
Differentiation is based on strategic grouping, accommodations and visuals/examples. Academic vocabulary is worked on throughout the lesson: sum, difference, solution.
Students are encouraged to use this vocabulary in their communication when answering questions. Dana wore her speaker system for the student who has a hearing need.
Dana works problems out on the board when she sees students are having trouble individually. Vocabulary words are listed on the wall for constant review.
Dana Davis 20364149


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
96
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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 96
environment.
Evidence
Dana creates a learning environment that is conducive to learning. Students are comfortable sharing their successes and failures. Students were able to celebrate
quietly when they got a correct answer on their homework. “I love that you guys are checking these.” “I know you can go above the bar!” Students are constantly
encouraged. This continues to be a strength for Dana. Students are given an appropriate amount of time to work through their work. Lessons are geared towards student
interest which increases participation.
Dana Davis
TEACHER CANDIDATE NAME______________________________ 20364149
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 93 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 90 1.00
their content area.
Evidence
Students were able to practice using the correct verbiage for place value during their homework review. Ms. Knowlton reports that Dana stimulates the students’ prior
knowledge with students. She uses resources to relay new concepts. Dana works to make sure students are using the correct vocabulary in their work. Students get
multiple opportunities to share with each other. Today, Dana used a fun game to work on addition and subtraction of decimals. Vocabulary is listed on the wall from
students to reference.
Dana Davis 20364149


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 90
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 91 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Dana’s cooperating teacher reports that Dana helps students to see different perspectives and allows the students to expand their understanding of the world.
During science, they are currently working on the human body. Students work on annotating the text, text to self, and world to text information. Students are able
to tell Ms. Davis about real world expectations at this time. During social studies, students are working on colonies. Students are learning about importing and
exporting.
Continue to try to make real world connections in every subject or connect concepts from math into science/social studies etc.
Dana Davis 20364149


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 91 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 90 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
90 1
language learning needs.
Evidence
Dana walks around the room during the lesson checking answers to make sure students are on the right track. She assists or offers suggestions as needed. If students are
easily understanding the work, she has planned to give out more difficult cards. Based on how students did on the math war game, Dana adjusted her lesson to include
activities on the chromebook that were also geared towards math. Dana always groups students based on her preference. She tries to pair a higher student with a lower
student.
Dana Davis 20364149


evaluations)
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 93 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 94 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93 1.00
knowledge, and student interest.
Evidence
Dana used a fun video for place value. Students were engaged the catchy toon. Dana reminds students of an activity they worked on previously and how that will connect to
today. Dana uses dry erase markers and laminated decimal addition cards for students to work in pairs. Dana tells the students how to be successful and allows them to use
their success criteria to evaluate their own work. She uses data to drive her instruction. This is a strength for Dana!
Dana has worked on tubs for center time that are differentiated for students. There are higher level tubs with mind power activities for some of her gifted students. Individual
goals were set at parent teacher conferences. Goals are reviewed with students through talking to her students.
Dana Davis 20364149


evaluations)
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 1.00
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, 93 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, 88 1.00
and helping students to question).
Evidence
Today’s lesson was built around previous lessons on place value. Students were able to work with partners to answer questions with ease. Dana offers constant positive
feedback to students. She walks around the room while staying visible to all others in the class. Instructional strategies used: Video, whiteboard, dry erase marker and eraser,
partners. Suggestions-Continue to gain ways of asking students clarifying questions making sure they understand the material and are able to form complete sentences to
answer those questions. Practice of vocabulary and explanation of work will increase ability to solve problems individually. Chromebook time is a great time to pull students to
work on individual skills or missing skills within a small group. Higher order thinking can also take place here.
Dana Davis 20364149


evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
93
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
It is apparent that Dana is constantly reflecting on her practice to make it better. She improves upon the suggestions that are given in previous observations. She is well
respected within the school community.
Dana Davis 20364149


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 91
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 95 1.00
enact system change.
Evidence
Dana uses appropriate learning styles to reach the needs of her students. Dana acts as an advocate for her students when they are in need. She is very approachable to
students and other colleagues.
Suggestions 10.1- Consider broadening the learning environment in your own classroom by having students work with others within the school or around the world. This can
be achieved by a buddy from another class/grade, completing projects with other classes, or pen pals.
Dana Davis 20364149

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

92.20 %
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

Chandal Bass
Chandal Bass (Oct 25, 2018) Oct 25, 2018

Clinical Practice Eval 3

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CLINICAL PRACTICE EVALUATION 3

Dana Davis 20364149

Bachelor of Science in Elementary Education

ELM-490 8/13/2018 11/25/2018

Haxtun Elementary School

FOR COURSE INSTRUCTORS ONLY:

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Dana Davis 20364149

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Dana Davis 20364149

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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