Clinical Practice Evaluation 1 Encrypted

CLINICAL PRACTICE EVALUATION 1
Karen Sepulbeda 20330198

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/13/2018 11/25/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
George J Anderson Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Texas
SCHOOL STATE: ___________________________________
Patty Bachellor
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Kathy Hoernke
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 98.11 points 98.11 %
9.00 900 883 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
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. 98
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. )
During writing time, Karen went to each of the students to assist them. She was very supportive, positive, and encouraging with each student. Each of the students were working at various
levels of ability in writing their stories. She addressed each student at the their level and encouraged them to go a little beyond while also accepting their skills.
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 98 1.00
establish relationships characterized by respect and rapport.
Evidence
Karen's classroom has several students with social and academic challenges. Her tone, interactions, and support of their needs is very respectful.


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. 98 1.00
Evidence
Karen is very mindful of the need for confidentiality of her students. She has been very positive in her approach working with the students and does not discuss any weaknesses.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community.
Evidence
✔ 0.00


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. 98
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
Karen has already taken on a teaching role in the classroom. The classroom has many students in need of extra attention. She and her cooperating teacher are teaming well to support the
students. As one leads the class as a whole, the other will roam around helping individual students and manage the other duties in the classroom. Their transitions from one activity to another are
smooth. They are a great support to each other as well.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
98
Evidence
i observed Karen reading a story and helping the students in their story writing activity. As she read the story, she would ask the students about the pictures on the page and the silly activities in the
story. The kids had fun trying to add their creative ideas to the story and question some of the silly actions. The story writing time gave the students time to make up their own stories and illustrate.
Karen went around helping the students edit and add to stories they had been working on as well as start new story ideas.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100 1.00
Evidence
Karen is supportive of her students and cooperating teacher. She has a positive approach as she helps guide the students through corrections, learning new skills, and expanding on their ideas.
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
Karen has a warm and welcoming personality. Her tone and interactions with the students are very genuine. The students are very accepting of her and enjoy working with her. Second graders can
add some of the silliest thoughts at story time. Karen did a great job making each kid feel like their input was valuable while also maintaining control of the story time reading.


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. 95 1.00
Evidence
Karen stepped into her role early by attending the meet the teacher night before the start of school. She is working well with her colleagues, students, and parents. She is a great support to the
cooperating teacher as they team together to work with their group.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
98
1.00
Evidence
Karen is very eager to learn as much as possible during her experience. She has stated that she is looking forward to experiencing every aspect of the teacher role to better prepare her for her
future role in the classroom. She is interested in working with each of the departments in the school to learn from them (special ed, counselors, team, etc.).

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

98.11 %
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
Kathy Hoernke (Aug 31, 2018) Aug 31, 2018

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CLINICAL PRACTICE EVALUATION 1

Karen Sepulbeda 20330198

Bachelor of Science in Elementary Education

ELM-490 8/13/2018 11/25/2018

George J Anderson Elementary School

FOR COURSE INSTRUCTORS ONLY:

Karen Sepulbeda 20330198

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Karen Sepulbeda 20330198

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Karen Sepulbeda 20330198

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Karen Sepulbeda 20330198

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Karen Sepulbeda 20330198

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Karen Sepulbeda 20330198

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Kathy Hoernke (Aug 31, 2018) Aug 31, 2018

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