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CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Bachelor of Science in Elementary Education


PROGRAM: _________________________________________________________________________________________________________________________

ELM-490 9/10/2018 12/23/2018


COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Sheckler Elementary
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Pennsylvania
SCHOOL STATE: ___________________________________

Deborah Elek
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Diane Steiner
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:


EVALUATION 1 TOTAL
POINTS 89.8 points 89.8 %
10.00 1000 898 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0
CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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. 83
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 packed quite a bit into a lesson on inferencing. She may have expected the students to complete too many activities in the time frame alloted. When it became clear that she wouldn't finish
in time, she began to rush, which kept her from making sure the students understood (rather than simply completing the tasks she had assigned.) She rushed through modeling the activities, and
it was clear from the questions that students weren't sure what to do.

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 90 1.00
establish relationships characterized by respect and rapport.
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 had a good rapport with her cooperating teacher. She also worked well one-on-one with the students as they completed the activities. She had a large class of 24. She should make sure she
moves around to all students while they're working (not just the ones in the front of the room).
CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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. 85 1.00
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's assessment of success in the lesson appeared to be to complete the tasks rather than to gain a good understanding of the vocabulary and the term "inference". I do like how she tried to go
back and review the second owl story with the entire class after 3-4 students expressed confusion about it. I'm not sure she had the attention of the entire class when she started reviewing this task.

Professional Conduct Score No Evidence


Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 85
Evidence 1.00
(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 polite to the students. She should work on classroom management techniques to get the class's attention refocused on her. She should wait if they aren't paying attention rather than
moving forward.
CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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 1.00
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.

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. 90
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. )
We discussed at length the multiple activities she planned for this lesson. Amy reflected that she planned too many different activities for one session (both poems and stories) and realized that
she needed to more carefully assess the content of her materials to make sure the materials were understandable for the age level.

Curiosity Score No Evidence 1.00


Teacher candidates should promote and support curiosity and encourage active inquiry.
90
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 asked many closed-ended questions. When a child came up with an answer that matched hers, she said, "Good! That was my idea." This closed down the conversation. Always ask students if
they saw the problem in another way or came up with another answer.
CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

Honesty Score No Evidence


Teacher candidates should model integrity by their words and actions.
95 1.00

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.

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. 85
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'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

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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
(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.

Dedication Score No Evidence


Teacher candidates should be committed to the profession of teaching and learning.
100
1.00
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 tried many techniques in this lesson. I command her for being so creative and dedicated to her craft! Just remember - sometimes simpler is better!
CLINICAL PRACTICE EVALUATION 1

Amy Gair 0638465


TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:


89.8 %
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


Oct 3, 2018
Feedback on 10/1/18 Inference Lesson for Amy Gair
Anticipatory Set
This lesson was about making inferences. Although her lesson plan indicated she would open with writing
what the students knew about inferences on the board, she did not do so. In the anticipatory set, Amy
posted 6 vocabulary words on the board. Rather than asking students to tell what they knew about each
word, she simply asked, "which words do you have trouble with". Only a confident child will admit to not
knowing a word. Begin with what you "Know", not what you don't know. She went on to show a video about
inferences, but had no discussion about the content.

Multiple Means of Representation

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.

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