Professional Documents
Culture Documents
Sheckler Elementary
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Pennsylvania
SCHOOL STATE: ___________________________________
Deborah Elek
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Diane Steiner
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
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. )
Amy was respectful of the students and her cooperating teacher. She was excited about students who were recognized in music class.
Amy's lesson time was cut short due to another obligation for the class. She became a bit flustered by this and started rushing through the lesson and the responses from the class. Start planning for
ways to gracefully bring a class to an end if your time is cut short (which it may often be in a school environment!)
CLINICAL PRACTICE EVALUATION 1
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. )
Amy is involved in children's lives in many ways. She coaches soccer and is a Sunday school teacher. She is lso the mother of 5 children. She knows first hand how important it is to be involved n
the community.
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Attachment 2:
(Optional)
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
Amy clearly outlined the order of the lesson in her lesson plan. She began by analyzing a poem, “A Taste of
the Good Life” with the students. The vocabulary in this and the following poems was rather difficult for the
students. The poems also contained idioms the students did not know. Amy verbally reviewed a graphic
organizer to use to find inferences in the poems, and then later told a student she didn't have to use it.
Non-verbal students would have benefited from seeing the poem on the overhead screen, then watching as
Amy highlighted clues in the poem. She walked the students through finding clues the first poem, then had
them independently read the remaining 3 poems and determine what they were about. It became pretty
clear the students didn't understand all of the words in the poems. Rather than asking for the clues found in
each poem, she simple polled the class to find out what the inference was for each poem. Remember - the
goal is to find clues to make inferences - not to simply come up with an inference. There was little discussion
about the clues. There was also no way to be sure that all students read and analyzed the poems.
At this point, Amy passed out four owls (with mini stories printed on them). She also passed out two sheets
of paper with caps and diplomas. She held up an 8x10 completed owl with a cap and diploma, read the story
on the owl, mentioned the clues she had found, and told the class what she found as an inference. She had
the class read through the anecdote on the first owl and generate a list of clues and the inference for the
anecdote. Although the end goal was going to be to cut out the owls, caps, and diplomas and color them,
there was no time for this activity.
The students were very confused about what to do with the diplomas and graduation caps for the
independent practice. Rather than trying to clear this up one on one, this should have been modeled on a
large owl that everyone could see. She simply held up the 8x10 completed owl, which couldn't be seen in the
back of the room.
Amy’s cooperating teacher cut the lesson short due to a conflict with a science lesson.
The lesson would have been more effective if Amy spent the time on just the poetry or just the owls - not
both. Even with a full period for the lesson, this was too much. I would have preferred to see her just do the
owl lesson. She could have had 1-2 required passages for them to analyze with a partner, with supplemental
passages available for faster workers. Perhaps she could have had groups turn and share their clues and
inferences with each other before bringing the class together to discuss all clues and inferences. Students
who finished early could have gone on to cut out their owls and paste them together.
Closing
There was no closing to the lesson. Make sure you recap the lesson at the end with questions like, “What did
you learn about inferences?” Make sure if vocabulary is part of the lesson, you tie the vocabulary back to the
discussions about the passages and into the recap.
Reflect on how long different activities take. The more you teach, the better you’ll get at anticipating the
time needed to complete an activity.