Clinical Practice Evaluation 1 1

CLINICAL PRACTICE EVALUATION 1
John Robinson II 20362132

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Arts in History for Secondary Education

PROGRAM: _________________________________________________________________________________________________________________________
SEC-490 2/10/2020 5/24/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
University High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Texas
SCHOOL STATE: ___________________________________
Dan Pfleging
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Sharron Miles
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 73 points 73 %
10.00 1000 730 100
0 0 0 0 0 0 0 0 0 0 0 0 100 0
100
0 0 0 0 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. 60
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 students in the class were very compliant. No students were called on by name. One student answered many of the questions posed by the teacher. A few other students also answered, but
the majority did not answer questions. The answers were called out by students. He accepted the answers and responded to wrong answers by saying"you're on the right track and asked guided
questions to get them to the correct response. The field supervisor recommended having students work in pairs to discuss the question and come up with an answer. The teacher could teach the
segment, and then have them work in small groups to write down 3 major points they learned from that segment taught.
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 70 1.00
establish relationships characterized by respect and rapport.
Evidence
Mr. Robinson greeted the students at the door as they entered the room. He also talked to students individually to see how they were before class began. He has a diverse group of students and
was respectful to all. He is in the process of learning all of their names, and he understands the importance of doing that. When students were doing the closing activity, he walked around the room,
monitored their work, and offered support.


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. 80 1.00
Evidence
The classroom learning environment appeared to be safe and evident that positivity and respect is expected in the room. He sought students' input and validated their answers in a positive manner.
There was one student who is autistic in the class, and he treated him as the other students.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 80
Evidence 1.00
Mr. Robinson has high ethical values. He shared that his faith is a priority in his life. He has been working in the Sheriff's office and has a strong personal sense of what is right and wrong. He is
respectful and maintains a kind and positive demeanor with his cooperating teacher, field supervisor, and his students.


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. 70
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
During the feedback conference, Mr. Robinson was very reflective. He talked about how he might have changed the lesson to make it better. He shared how he planned and prepared with color-
coded notes to be sure to cover important parts of the lesson. He shared how he appreciates feedback, and continues to seek resources to improve his skills. He stated that his Cooperating
Teacher is excellent and shares openly with him and models best practices in his instruction. He has had the opportunity to observe other teachers and also sit in on planning meetings.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
70
Evidence
The lesson was primarily fact-based. Students were generally not asked to justify their answers However, there were times when student responses required higher-order thinking skills. ( i.e. Why
do you think Martin Luther King led non-violent protests? Why did the members of the Nation Of Islam want to remove Malcome X?). He used real-world examples when talking about a topic
(i.e.when describing militant behavior he talked about how his father used a different tone and demeanor when he "meant it".)


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
80 1.00
Evidence
Since I first talked to him, it was clear that he is highly committed to becoming a teacher and is open to suggestions and support to be a great teacher. He takes it very seriously. He has been
proactive in getting into this program and being sure not to miss deadlines. He seems to have a great professional relationship with his Cooperating teacher and peers. His Cooperating Teacher
validated that and the feeling is reciprocal.
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. 70
Evidence
I believe that he has compassion. He hasn't had time to get to know the students well or learn their names, but he is moving that direction. He was given suggestions to develop more open
communication with the students and let their voices be heard in meaningful ways. I think the share-pair, and small group sharing activities will be helpful to move this along. At this time there is just
not enough voiced student engagement to assess.


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. 70 1.00
Evidence
He uses active listening when communicating with others. He maintains eye contact, and will often restate comments or summarize what was said. for clarification. This was demonstrated when he
was working with the students as well as in our feedback conference with his Cooperating teacher and me. He values the feedback from everyone and is open to try new ideas that will make his
lessons more engaging for students. He seeks guidance and suggested strategies to improve.He is looking forward to hearing from his GCU faculty supervisor with additional suggestions
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
80
1.00
Evidence
Mr. Robinson has put his life on hold to go back to school and get certified as a teacher. He is married with children and took a big step0 to leave his job to do this. That, in itself, tells me that he is
committed to the profession of teaching and learning. When talking to him, he takes it very seriously and is excited to be working with his Cooperating Teacher. His Cooperating Teacher said he has
let him start teaching two classes by himself because he was eager to get started. Of course, the Cooperating teacher stays in the room most of the time to monitor the lesson and steps in when he
feels he needs to. They seem to be getting along very well.

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

73 %
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

Sharron Miles
Sharron Miles (Mar 2, 2020) Mar 2, 2020

Clinical Practice Evaluation 1 1

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CLINICAL PRACTICE EVALUATION 1

John Robinson II 20362132

Bachelor of Arts in History for Secondary Education

SEC-490 2/10/2020 5/24/2020

University High School

FOR COURSE INSTRUCTORS ONLY:

John Robinson II 20362132

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

John Robinson II 20362132

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

John Robinson II 20362132

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

John Robinson II 20362132

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

John Robinson II 20362132

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

John Robinson II 20362132

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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