1st Evalution
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CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez
20407560
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 5/12/2019 1/28/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Estrella Vista STEM Academy
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Daisy Sandoval
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ronald Graham GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
100 points 1000
1000
%
100 100
0
0
0
0
0
0
0
100
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
High Expectations
Score
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.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy believes that all students can learn and she sets realistic expectations for her students. She engages all students.
Respect for the Diversity of Others
Score
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 establish relationships characterized by respect and rapport.
100
No Evidence
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. ) Kathy is sensitive to individual learning and the social needs of students. She works continually to establish relationships and incorporates respect and rapport with her students.
1.00
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Fairness
Score
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy promotes social justice and equity and exercises fairness in all areas including assessment. She creates a safe learning environment that promotes respect and positivity.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
100
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. ) Kathy exercises sound judgment and ethical behavior and is a positive model with the school community. She maintains a kind and positive demeanor.
1.00
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Reflection
Score
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.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
1.00
No Evidence
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. ) Kathy recognizes that reflection combined with experience leads to growth as a professional educator. She incorporates feedback including suggested strategies into instruction.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
100
No Evidence
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. ) Kathy promotes and supports curiosity and encourages active inquiry. She uses open ended questions and higher order thinking questions throughout instruction.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez 20407560 TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
Honesty
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates should model integrity by their words and actions.
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 1.00
100 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. ) Kathy models integrity by her words and actions. She follows through with commitments to others.
Compassion
Score
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support.
No Evidence
100
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. ) Kathy demonstrates professional friendliness and genuine caring in her relationships with others. She communicates clearly and kindly to all students.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez
20407560 TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Advocacy
Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy understands the servant leadership is much value to the welfare of others in the educational setting. She values others by being an active listener.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
100
No Evidence
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. ) Kathy demonstrates that she is committed to the profession of teaching and learning. She understands and adheres to her teacher responsibilities.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez
20407560
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:
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
Ronald Graham Ronald Graham (Feb 14, 2019)
Date
Feb 14, 2019
20407560
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 5/12/2019 1/28/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Estrella Vista STEM Academy
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Daisy Sandoval
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ronald Graham GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
100 points 1000
1000
%
100 100
0
0
0
0
0
0
0
100
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
High Expectations
Score
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.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy believes that all students can learn and she sets realistic expectations for her students. She engages all students.
Respect for the Diversity of Others
Score
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 establish relationships characterized by respect and rapport.
100
No Evidence
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. ) Kathy is sensitive to individual learning and the social needs of students. She works continually to establish relationships and incorporates respect and rapport with her students.
1.00
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Fairness
Score
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy promotes social justice and equity and exercises fairness in all areas including assessment. She creates a safe learning environment that promotes respect and positivity.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
100
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. ) Kathy exercises sound judgment and ethical behavior and is a positive model with the school community. She maintains a kind and positive demeanor.
1.00
CLINICAL PRACTICE EVALUATION 1 20407560
Kathy Gonzalez-Galvez TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Reflection
Score
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.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
1.00
No Evidence
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. ) Kathy recognizes that reflection combined with experience leads to growth as a professional educator. She incorporates feedback including suggested strategies into instruction.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
100
No Evidence
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. ) Kathy promotes and supports curiosity and encourages active inquiry. She uses open ended questions and higher order thinking questions throughout instruction.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez 20407560 TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
Honesty
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates should model integrity by their words and actions.
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 1.00
100 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. ) Kathy models integrity by her words and actions. She follows through with commitments to others.
Compassion
Score
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support.
No Evidence
100
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. ) Kathy demonstrates professional friendliness and genuine caring in her relationships with others. She communicates clearly and kindly to all students.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez
20407560 TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
GCU Professional Dispositions of Learners Scoring Guide No Evidence
Ineffective
Foundational
Emerging
Proficient
Distinguished
(The GCU Faculty Supervisor should create a plan with the Teacher Candidate to determine how the Teacher Candidate will meet this disposition in future evaluations)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range require a Professional Growth Plan)
(Teacher Candidates within this range may benefit from a Professional Growth Plan)
(Target level for Teacher Candidates)
(Usually reserved for master Teacher Candidates)
No Evidence There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
1 to 49 The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
50 to 69
70 to 79
The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Advocacy
Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.
100
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
No Evidence 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. ) Kathy understands the servant leadership is much value to the welfare of others in the educational setting. She values others by being an active listener.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
100
No Evidence
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. ) Kathy demonstrates that she is committed to the profession of teaching and learning. She understands and adheres to her teacher responsibilities.
1.00
CLINICAL PRACTICE EVALUATION 1 Kathy Gonzalez-Galvez
20407560
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:
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
Ronald Graham Ronald Graham (Feb 14, 2019)
Date
Feb 14, 2019
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