637147436366105706

CLINICAL PRACTICE EVALUATION 1
Claudia Ramos 20546267

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-680 8/15/2019 10/9/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
VIP Village Preschool

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Sonia Sandoval
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Tamara Andersen
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 199 points 99.5 %
10.00 1000 995 200
0 200 0 0 0 0 0 0 0 0 0 0 0 0
200
0 0 0 0 0 0 0 0

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. 95
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. )
Claudia demonstrated this expectation throughout the observed lesson. She knows the content being taught, the student's abilities and was able to identify alternate instructional strategies to
help raise expectations throughout instruction and play
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 100 1.00
establish relationships characterized by respect and rapport.
Evidence
Claudia demonstrated this expectation throughout the observed lesson. Claudia is well respected by her students and has taken a vested interest in her entire staff, the parents and the diverse
needs of "all" students. Even though the students have relocated (schools/classrooms), Claudia and her team have been able to continue to create a warm and supportive learning environment.


future evaluations)
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. 100 1.00
Evidence
Claudia demonstrated this expectation throughout the observed lesson. Claudia has a very diverse class and is able to speak both English and Spanish to her students, we discussed the
importance of being consistent when implementing behavioral expectations and expectations for her staff as well. Claudia understands the home life of her students, since she has to conduct home
visits, but also helps students meet achievement by being consistent in the learning environment.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 100
Evidence 1.00
Claudia demonstrated this expectation throughout the observed lesson. She arrives early and stays late, plans in advance and provides training for her staff as well. Claudia also takes the time to
listen to the students needs (academic, social and emotional) and frequently guides students to problem solving skills, helping to demonstrate and model appropriate behaviors and expectations,
inside and outside of the learning environment.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
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. 100
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
Claudia demonstrated this expectation throughout the observed lesson and during our post conference. Claudia has a strong understanding of the content she is teaching, her health aides needs,
in addition to the needs of her students as well. We discussed the lesson, how the lesson went, in addition to what Claudia could do in future lessons increase upon areas we have identified for
future support, such as working, training and managing her instructional assistants, and identify strategies to help students continue their growth and label the classroom.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
100
Evidence
Claudia demonstrated this expectation throughout the observed lesson. Claudia did an outstanding job with curiosity. She was able to keep the young learners activity engaged by hiding apples
under a cloth and asking engaging questions to help students build on what they already knew to help them identify what would be taught. Claudia demonstrated this expectation perfectly.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100 1.00
Evidence
Claudia demonstrated this expectation throughout the observed lesson. Claudia is very open and honest with herself and mentor. She is always looking for opportunities to improve upon her
instruction, supports and is very open about her strengths and areas of concerns. We appreciate her open mind and willingness to learn and grow throughout the program.
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. 100
Evidence
Claudia demonstrated this expectation throughout the observed lesson. She has very high expectations for herself and students, but also showed much compassion when her students needed
guidance and/or support. However, Claudia did not just "tell" the students what to do...she guides them to the answer and shows that she cares, but that the students also have to follow the rules
and expectations as well.


future evaluations)
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. 100 1.00
Evidence
Claudia demonstrated this expectation throughout the observed lesson. Claudia knows the content she is teaching, in addition to the student's academic, social and emotional needs. Claudia
understands the "expectations" and standards associated with early childhood, but takes the time to educate herself and know the law, expectations and make the necessary improvements to her
program to ensure her students are successful.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
100
1.00
Evidence
Claudia demonstrated this expectation prior to and throughout the observation. Claudia goes above and beyond to ensure she is well prepared and the lessons are supported throughout each
week. She provides the necessary insight, training and support to her instructional assistants and frequently reviews her own instructional practices with her mentor. Claudia is an outstanding
educator and has gone above and beyond to demonstrate her knowledge and ability to teach, support and guide her students to the necessary learning outcomes.

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

99.5 %
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

Dr. T. J. Andersen
Dr. T. J. Andersen (Sep 30, 2019) Sep 30, 2019

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CLINICAL PRACTICE EVALUATION 1

Claudia Ramos 20546267

Master of Education in Early Childhood Education

ECH-680 8/15/2019 10/9/2019

VIP Village Preschool

FOR COURSE INSTRUCTORS ONLY:

Claudia Ramos 20546267

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Claudia Ramos 20546267

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Claudia Ramos 20546267

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Claudia Ramos 20546267

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Claudia Ramos 20546267

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Claudia Ramos 20546267

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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