Clinical Practice Evaluation 2

CLINICAL PRACTICE EVALUATION 2S
Brienne Snyder 20368813

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/27/2018 12/9/2018

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Michigan
SCHOOL STATE: ___________________________________
Amy Johnston
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Betty McClintic
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 90.92 points 90.92 %
25 2,500.00 2273 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0

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 performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard 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.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 90 1.00
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 93
student growth and development. 1.00
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. )
Brienne approaches lessons, student responses and any interaction with students and co-workers positively. She
is very good at working with students individually based on their needs.
+Brienne takes into account a student's needs/level/personality as she sets up group team work- 'partner share'.
Brienne demonstrates appropriate 'wait time' to allow students to express ideas and respond to questions.
Brienne is working with other teachers in the school on different activities.
Brienne has had some contact with parents. Preparations for Parent/Teacher conferences are being made (Next week).


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 92 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 92 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 90 1.00
differences or needs.
Evidence
Brienne works had to make her lessons personal toward the students. The students were working on character
development and she told a story about moving and meeting a new girl. The students loved her story and then were
able to connect with her story to tell each of their own individual stories. The students shared their stories with a partner.
+Brienne demonstrates well thought out plans for lesson presentation. She uses review words at the beginning of lessons- She appears comfortable using multiple visual and
auditory resources to enhance daily lessons.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 92 1.00
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
92
1.00
environment.
Evidence
Brienne communicates her expectations verbally. She also claps and students respond to get their attention. I
have seen her just move into proximity of a student who was talking or off task to get them back to the learning
environment.
There are times students become off task, too loud or distracted. Brie is learning to refocus those students by clapping
for attention, sitting them by positive peer-student and by quietly verbally redirecting.
+Brienne presents very comfortably- she is a 'natural' in front of the classroom and also- individually speaking with students or smaller groups.
Brienne uses a quiet, yet clear/concise manner of speaking to the whole group. She reminds students of the noise level as they are working by inquiring from the students
what 'noise level' they think is current? and the what 'noise level' is expected.
She uses physical presence and moving about the classroom to keep students on task.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 92 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 90 1.00
content area.
Evidence
Brienne is very good about asking the students what they learned the day before and making a connection to
the lesson she was teaching that day. Brie also created a PowerPoint to teach a social studies lesson showing the
differences between natural, capital, and human resources. She also located a couple of student friendly YouTube
videos to make the social studies units more engaging and fun for the students.
+As Brienne developed the reading/literature lesson regarding analyzing characters, she clearly reviewed concepts from the previous day; clearly stated the purpose of
the activity for the day, and followed through with positive reinforcement.
This lesson involved discussion of feelings; abstract higher level thinking skills for this grade level as they explore the story.


evaluations)
teaching. teaching.
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 92 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Brienne was able to bring in the story of Ox-Cart Man to show different goods/services, different resources, the
problem of scarcity, and opportunity costs. She used a video on YouTube to show the economic problems of trading
with other countries.e designed an assessment for her reading lesson that did not ask for opinions but made them draw
+Brienne demonstrates preparedness and willingness to adventure out and try different techniques to motivate the students.
Brienne is apparently excited as this internship proceeds onward to more responsibilities and planning. Brie speaks about student's reactions to individual assessments and
evidence in understanding the concepts she is presenting.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 92
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
Brienne designed an assessment for her reading lesson that did not ask for opinions but made them draw
inferences about the story A Tiger Rising.
She created an interactive notebook in Social Studies. Each day something was added to help the students remember
the day’s lesson. For the assessment Brie allowed them to use their interactive notebook on their assessment. The
students did a wonderful job using the information they had gathered on their assessment. She followed the 504 plan
for our students with disabilities. The assessment was read to them.


evaluations)
teaching. teaching.
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 90 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 90 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 89 1.00
knowledge, and student interest.
Evidence
Brienne has used data from a math assessment to create a small group to reteach a concept. She shows them
the algorithm. Some students need more and she showed them the place-value method, or the algebraic method.
+Brienne has also developed short answer formative assessment to wrap up a reading/character analysis lesson plan. Students will demonstrate their understanding of the
vocabulary and descriptive words that were presented and studied.
The lesson progression provided multiple approaches to learning, including, writing, thinking, discussing, sharing, drawing, responding, creating and reading.


evaluations)
teaching. teaching.
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 92 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, interpret, 92 1.00
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,
89
1.00
and helping students to question).
Evidence
We use a Restorative Circle every morning to talk over issues in the classroom. During this time Brienne has
to vary her role. Sometimes she is the facilitator, sometimes she coaches them through the problem and sometimes she
is the audience and just listens. We also use this to introduce a new topic in math. Students talk about what they
already know and how they think they need to solve a problem. Sometimes Brie asks questions to get the students to
think in a different way. She poses new questions to further their thinking.
+Brienne is consistently pondering ways to develop techniques and query to create higher level thinking for the students.
This is a developing skill that I am sure will be enhanced as she spends more time in the classroom and takes on more daily teaching duties.
Brienne has demonstrated an admirable patience and positive facial and verbal expressions to react to student responses; accepting each response,then making calm
corrections or redirection if needed.


evaluations)
teaching. teaching.
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 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 90
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 92 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Brienne is on a task force about homework. She is collaborating with other teachers. They are researching,
gathering data and information to see if homework is beneficial. Once they gather the information the task force will
decide if our school will have a homework policy at any or all grades.


evaluations)
teaching. teaching.
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 90 1.00
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 90 1.00
enact system change.
Evidence
Brienne participated in helped promote our Illustrator Tom Woodruff visit. He came for the afternoon and then
stayed after school and the community was invited to meet and draw with the illustrator.
+Brienne has demonstrated true commitment to this school, community and progression of acquiring teacher certification and profession.
She speaks proudly of her past experiences within this school and is already an active part of the school's successes.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
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. 90 1.00
Evidence
Brienne stated a sincere confidence in responding to this self-evaluation.
It is readily apparent the desire to be the best she can be in order to prepare students for all subject matter and to create positive learning experiences
***Observation date 10/19/18


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

90.92 %
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 Date

Betty McClintic
Betty McClintic (Oct 21, 2018) Oct 21, 2018

Clinical Practice Evaluation 2

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CLINICAL PRACTICE EVALUATION 2S

Brienne Snyder 20368813

Bachelor of Science in Elementary Education

ELM-490 8/27/2018 12/9/2018

Vestaburg Elementary School

FOR COURSE INSTRUCTORS ONLY:

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Brienne Snyder 20368813

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Brienne Snyder 20368813

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

***Observation date 10/19/18

Brienne Snyder 20368813

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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