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CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Early Childhood Education


PROGRAM: ______________________________________________________________________________________________________________________

ECH-485 2/12/2018 4/8/2018


COURSE: ________________________________________START DATE: END DATE:________________________

Samuel Chase Elementary School


COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Maryland
SCHOOL STATE:

Leah Lawson
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________

Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 1
TOTAL POINTS 200 points 100 %
10.00 1000 1000 200
0 0 0 0 0 0 0 0 0 0 0 0 0 0
200
200 0 0 0 0 0 0 0
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

High Expectations Score N/A


Teacher candidates should believe that all students could learn and should set and support realistic expectations
for student success. These expectations should be communicated in positive ways. 1.00
100

Comments
Mrs. Blakley demonstrates high expectations for all students. She sets realistic goals for the students based on their individual levels and has no problem challenging the students to work to the best of
their ability.

Respect for the Diversity of Others Score N/A


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 100 1.00
community members with courtesy and civility and establish relationships characterized by respect and
rapport.
Comments
Mrs. Blakley displays respect for each individual she comes in contact with. She values and respects the opinions of everyone, from the oldest down to the youngest.
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Fairness Score N/A


Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
and exercise fairness in all areas including assessment.
100 1.00

Comments
Mrs. Blakley demonstrates fairness by treating each of the students in an equal manner. When asking questions to the class, Mrs. Blakley will use equity sticks ensuring that all of the students have a
voice in the class discussion.

Professional Conduct Score N/A


Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model
within their community.
100 1.00

Comments
Mrs. Blakley conducts herself in a very professional manner. Mrs. Blakley is known as being a great asset and a willing helper not only within the kindergarten team but also throughout the entire school
building.
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Reflection Score N/A


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 1.00
continual improvement.
100

Comments
Mrs. Blakley is constantly reflecting on lessons that have been taught and activities that the students have completed. She is constantly asking for feedback from myself in order to better her teaching.

Curiosity Score N/A


Teacher candidates should promote and support curiosity and encourage active inquiry.
100 1.00

Comments
Mrs. Blakley not only shows curiosity herself but also encourages the students to inquire into various topics. She inspires the students to ask questions and to dig deeper into their learning.
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Honesty Score N/A


Teacher candidates should model integrity by their words and actions.
100 1.00

Comments
Mrs. Blakley is a woman of her word and she will always follow through on what she says she will do. When making promises to both the students and her Cooperating Teacher, she always keeps her
word.

Compassion Score N/A


Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 1.00
100

Comments
Mrs. Blakley makes it a point to create personal relationships with each of the students. She takes note of students’ interests and what is going on in their personal lives and uses that to offer guidance
and support.
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide


Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Advocacy Score N/A


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

Comments
Mrs. Blakley exhibits advocacy within the classroom, the school setting and any parent involvement workshops. Mrs. Blakley supported the school by attending and setting up for the Black History
Museum. She using Class Dojo to communicate with parents. She attended the school's PARCC Night to support families of students from her Long-term Substitute assignment.

Dedication Score N/A


Teacher candidates should be committed to the profession of teaching and learning.
100 1.00

Comments
Mrs. Blakley demonstrates dedication to teaching and learning on a daily basis. She works well beyond the assigned hours of duty, reporting early for work and staying hours after the children have gone
home. She constantly sacrifices in order to better the learning experience for the students as well as for herself.
CLINICAL PRACTICE EVALUATION 1

Linda Blakley 20271843


STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
100 %
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
Toni C. Melton-Trainor
Toni C. Melton-Trainor (Mar 10, 2018)
Date
Mar 10, 2018
Teacher Candidate: Linda Blakley

Date: 3-7-18

Time: 9:16-10:01

Subject/Content: ELA

Observation #1 Notes:

The observation began the students entering the classroom and sitting on their assigned spots on the
carpet. The teacher directed the students to look at the Morning Message while waiting. The teacher
acknowledged students who were reading the message quietly. A student told the teacher that she
found a word she was struggling with and the teacher underlined the word, farmer. Another student
shared that he was stuck on a word and the teacher directed the students to raise their hands if they
were stuck on a word. She called the students to the message and pointed to the word. The teacher
underlined the words for the students.

9:20-

The identification of struggling words continued as students read the Morning Message. Students who
followed the expectations were acknowledged through Class Dojo on the teacher’s Smartphone. The
teacher announced students who met the expectations. The teacher directed the students to think
about the strategies to help them with struggling words. The teacher reviewed the strategies with the
students and told them to try a strategy with a word they were struggling with.

Next, the teacher informed the students to find sight words. Using equity sticks, the teacher called Riley.
Riley was asked to find the word, want. The teacher spoke to a student about an item to put away. Riley
circled the word, what, and the teacher assisted the student in recognizing the difference between what
and want.

9:26-

Nyla was called with an equity stick and asked to circle the word, this. The teacher asked the students if
there was a chunk in the word. Ramani was redirected and the teacher moved to the next student.
London searched for the word, have. The teacher redirected the class to look for the word, have. As the
teacher prompted London to find the word, have, she scanned the class and redirected students.
Princeton was called to find the word, there. The teacher praised Ramani for listening to the sounds as
the student sounded out the word, there. The teacher praised Princeton for finding the word and she
called the next student. Ramani found the word, here, with some prompting. The next student found
the word, with, and the teacher said, “You just found this week’s sight word.”

9:35-

Next, the teacher told the students she would call five students who saw chunks. Students raised their
hands. A student said, “I know!” The teacher said, “I am looking for people who are sitting nicely.” -ng
and -er were identified. Ramani made the sounds of the chunk and the teacher reminded her that she
would have to take Class Dojo points, if she continued. The teacher assisted the students in pronouncing
the word, farmer.
9:39 –

A student left the group to go to the restroom as the teacher continued the lesson on finding chunks.
Kadyn found only one chunk instead of two. He found the -ng in morning and was complimented for his
efforts. He sat down with a frown on his face. The teacher had the students pronounce the word
morning. The next student underlined -ere in there and the teacher corrected the student that there
was the sight word and does not have the -re chunk in it.

9:42 –

The teacher pointed to the message and had the students read the message aloud. Students chorally
read the message as a class. The teacher complimented the students in the reading of the Morning
Message. Students who talked out were encouraged to raised hands to speak. Next, the teacher pointed
out the two vowels in week. The teacher taught the rule, “The first vowel says its name and the second
one is silent.” Placing her finger to her mouth, the teacher encouraged the class to be quiet. A student
shared his eye was burning and the teacher addressed his concern by directing him to a wet paper
towel. Kadyn left the group for the restroom.

9:46-

The teacher continued with choral reading of the Morning Message. The teacher directed the students
to stretch out the word farmer to read it correctly. The teacher circled the -be in the word before. The
teacher assisted the students in the pronunciation of -oo in choose.

9:52-

The choral reading of the Morning Message concluded, and the teacher asked for help from two friends.
The teacher called a student to find a word that started with the /f/ sound. Morgan looked at the board
and the teacher prompted her. Morgan recognized the word, favorite. Chase was called to find the
other sound of the week, /r/. Chase recognized the word, really. The teacher moved to the board and
asked a student for the word, it. She added the letter f and asked the students to say the word. This
continued from: it, fit, bit, and sit. The teacher asked the students the sound she added, and the
students said, “Ssss.” This continued to the word, hit. The next word, ad, was explained as a word for an
advertisement in a newspaper. The word changed to mad. When the students needed redirecting, the
teacher used a slightly firm tone and said, “Excuse me.” Then, she waited for the students to quiet
down.

9:58 –

The teacher asked London the sound she added to make, bad. This continued to the conclusion of the
observation.

Comments and Recommendations:

The classroom climate was calm and focused on instruction. Students demonstrated knowledge of the
routines and followed them with ease. The teacher’s demeanor was polite and caring. The teacher
communicated her expectations clearly to the students.

The use of Class Dojo was a great tool for managing student behavior and for communicating with
parents.
The teacher demonstrated knowledge of the students. She knew each child’s name.

You should be commended for your efforts in having the class Smartboard repaired. This would be a
wonderful way to project the Class Dojo and allowing the students to see their participation points.

After reviewing the strategy for struggling words, consider identifying a specific strategy for the class to
use. Each day, have the students try a new strategy. By the end of the week, have the students turn and
talk about which strategy they used to help them with their struggling word. Listen-in on the
conversations to determine which strategy needs re-teaching. Repeat the process of turn and talk to
ensure students understand the strategies. You can reteach student during small group instruction.

The use of equity sticks was an effective way of ensuring random participation and helped students to
focus on the instruction. This was because the potential of being selected to respond to the questions
posed by the teacher increased the students’ anticipation.

Teaching Riley the difference between what and want was a good teachable moment. Ensure the class
knows the differences between what and want in the lesson. Also, take note and during small group
instruction, come back to this with Riley. Note that she was seeing the beginning and the end of the
words. Help her to transition to seeing the middle of the words when reading.

You redirected students quickly and with little disruption in the learning. This was a positive way of
addressing student misbehaviors. Remember when correcting behavior, tell the student what was
unacceptable. For instance, when Ramani was saying a chunk and you told her she would lose Class Dojo
points, be sure to tell her what the unwanted behavior was.

It was unfortunate that you were not able to move through the lesson as planned for the observation.
Pacing is critical during the Morning Message. Since the Morning Message is a daily activity, moving
quickly through this process allows the teacher to get to the “meat” of the lesson. Transitioning to the
small group reading lesson is critical in English Language Arts. This is when the teacher teaches students
to read and the time allotted for small group instruction is needed to meet the needs of many students.
Please see the links below of sample resources on teaching the Morning Message. Here are the links:

Article and Blog:

https://www.scholastic.com/teachers/blog-posts/michelle-sullenberger/morning-message-valuable-
teaching-tool/

http://www.sps186.org/resources/languagearts/instruction/?p=22364

Video:

https://www.youtube.com/watch?v=EANlFne0pq4

Consider incorporating brain breaks when students are sitting and participating in a lengthy activity.
Kagan strategies are a good resources for building in brain breaks. Here are some links for your
reference:

https://www.pgsd.org/cms/lib/PA01916597/Centricity/Domain/43/Brain%20Breaks.pdf

https://www.youtube.com/watch?v=qg5MTk5fwkU

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