Points 90.8: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Samantha Swerda 20540296

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 9/14/2020 1/10/2021

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

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Tracey Stockdale
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Stacy Bonner
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 90.8 points 90.8 %
10.00 1000 908 100
0 0 0 0 0 0 0 100 0 0 0 0 0 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. 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. )
Cooperating Teacher Ms. Tracey Stockdale, GCU Faculty Supervisor Ms. Stacy Bonner, and Ms. Samantha Swerda identified some of Ms. Swerda's work in this Standard:
- Ms. Stockdale’s Comments/Evidence:
- Always uses positive praise!
-“Good Morning” … always encourages others in a friendly way.
Respect for
-Encouraged the who
a student Diversity
said they of Others
didn’t have any “work from the week”. Score No Evidence
Teacher
-Used thecandidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
hand signals.
-Gives wait time. They should develop and maintain educational communities marked by respect for others. They should interact
the community.
-Scaffolds
with theirthe learning
students, with prompts
fellow andadministrators,
educators, questions. parents, and other community members with courtesy and civility and 94 1.00
establish relationships characterized by respect and rapport.
Evidence
- Understands Military connected learners.
- Great interaction with others (Attends Meetings: Values and Respects the opinion of others.)
-Great respect and rapport with students.
- I have observed how a culturally diverse classroom, school, and community is beneficial to student learning and growth. I fully intend to continue treating my students, their families, my fellow
educators, administrators, and other community members with courtesy and respect through my actions and words.


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
- - Formal and Informed Answers.
-Creates assessments with the students needs in mind.
- Equity is very important to me, especially when it comes to student success. I advocate for differentiation to ensure that every student has equal opportunities to be successful. Differentiation
through grouping and
Professional individualized support are some of the ways I would like to incorporate differentiation into my daily practice.
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
- -Keeps things confidential, even though she lives in the neighborhood.
-Positive Role Model outside of School.
-Lending Library at home.
- I live near the school where I student teach. Many of my neighbors are students at the school so it is very important to me to be a positive role model in and out of school. I think as a teacher, we
must hold ourselves to higher standards even when we have left the school building.


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. 94
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
- - Always asking for feedback.
-Evaluating Lessons: What went well? She makes changes for the new lesson.
- I think that we are always harder on ourselves than we should be, however productive reflection helps us grow as professional educators. We are taught that we should always be learning and
bettering
Curiosity our practice, reflection is essential in that process. One way to seek continued improvement is to be open to feedback. Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
- -Asks to try new lessons.
-Finds new ideas.
-Continue to work on this as we move into the brick and mortar.
- Curiosity supports learning, and teachers should always encourage students to be curious by modeling curiosity and allowing students to opportunities to explore their curiosity and learn from it.
As a lifelong learner, curiosity is important to fuel growth.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
- - Always a positive demeanor.
-Respects Students and Families.
-Makes positive chat box with expectations for students.
- It is important for teachers to model honesty for their students. I think that it is inevitable that we will make mistakes as teachers. I think it’s important to learn from our mistakes by being honest and
Compassion Score No Evidence
taking steps to make corrections or improve. Lying or being deceitful doesn’t benefit students, our school, or our careers. I intended to be appropriately honest with my students in hopes that they 1.00
Teacher candidates should demonstrate
feel comfortable being honest with me. professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 93
Evidence
- - Stays on after Meetings to provide extra support.
-Flexibility during all grade-level meetings, checks for others ideas.
-Pulls small groups – very positive with the support.
-Does anything that is asked of a teacher.
- I feel as if virtual learning has us all down, but I have remained positive, encouraging, motivating, and I offer support to students, my mentor teacher, and members of her team when I can. I know
that a positive attitude can go along way and I try and share that positivity and excitement for education in a friendly caring way. I am always willing to help and go the extra mile to be
accommodating.


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. 90 1.00
Evidence
- -Looks at data and advocates for Intervention Help.
-Sat in on a 504 Meeting: listening & learning about student’s rights.
- As a parent and teacher, I will always advocate for quality education for students and welfare for educators. It is important for educators to advocate for students who may not be able to advocate
for themselves and their education. My mentor teacher says to always do what you know is best for kids, and I agree. I will take that with me in my future practice
Dedication Score No Evidence
Teacher candidates should be committed to the profession of teaching and learning.
90
1.00
Evidence
- - PLC Active Member.
-Creating and Facilitating Lessons.
-Professional Development opportunities.
- I am very dedicated to the profession of teaching and learning. I come from generations of teachers and understand that this is not a career that can be taken lightly. I have put in a great amount of
effort to become a teacher knowing that teaching is a very serious commitment. I have always enjoyed learning and look forward to being a lifelong learner as a teacher.

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

90.8 %
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

Stacy Bonner
Stacy Bonner (Oct 5, 2020 13:03 PDT) Oct 5, 2020

Points 90.8: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

Samantha Swerda 20540296

Bachelor of Science in Elementary Education

ELM-490 9/14/2020 1/10/2021

McBride Elementary School

FOR COURSE INSTRUCTORS ONLY:

Samantha Swerda 20540296

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Samantha Swerda 20540296

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Samantha Swerda 20540296

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Samantha Swerda 20540296

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Samantha Swerda 20540296

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Samantha Swerda 20540296

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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