Clinical Evaluation 1
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CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz
20410196
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: _____________________
Breaux Bridge Primary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Louisiana
SCHOOL STATE: ___________________________________
Michaela Mallery
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
95.6 points 1000
956
%
95.6 100
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 20410196
Ashley Wiltz
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.
High Expectations
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 believe that all students could learn and should set and support realistic expectations for student success. These expectations should be communicated in positive ways.
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
95
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. ) Ashley has high expectations for herself and the students. This is evidenced by the manner in which she approaches her internship responsibilities. Her CT has provided excellent feedback in this realm and I concur with this assessment. Ashley is consistently prepared and she has a high level of enthusiasm for the teaching profession. She consistently goes above and beyond her basic responsibilities.
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.
No Evidence
95
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 20410196
Ashley Wiltz
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 20410196
Ashley Wiltz 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.
Reflection
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 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.
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
92
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
92 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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz 20410196 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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
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
95
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz
20410196 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.
Advocacy
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.
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
92
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
95 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. ) Ashley is dedicated to the teaching profession. This is evidenced by her desire to learn new strategies, as well as her consistent efforts to excel in classroom management and other key pedagogical skills.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz
20410196
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:
95.6
%
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
Judith Kelly Judith Kelly (Mar 5, 2019)
Date
Mar 5, 2019
Fax assessment to 772-212-1162
Student Teacher Name: _Ashley Wiltz________
Supervisor: Judith Kelly/ [email protected]
EVALUATION #1/ PROFESSIONALISM
(Fax: 772-212-1162)
1
Clinical Practice Evaluation #1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
High Expectations 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.
Score
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
95
Evidence Ms. Ashley always has a positive attitude. She goes over and beyond to help the students. She is very engaged and she takes the time to make sure she meets each student where they are. She has wonderful Respect for the Diversity of Others 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.
Score
No Evidence
94
Evidence Ashley is very well rounded. She definitely does not see race or gender. All the students love her and she does not treat any student different than the rest. She understands the needs of the students that we service.
2
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
95
Evidence Ms. Ashley is a very fair person. She uses different classroom management strategies to allow growth and opportunities for all the students in the classroom.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
95
Evidence Ashley is firm and compassionate. She sets her standards and expectations high for the students. She has proven that she understands what is expected of her and she has great decision-making skills
3
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
95
Evidence Ashley accepts and welcomes constructive criticism. She is so eager to learn and understand what she is teaching. She is a very good listener when we talk about how well she teaches.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
95
Evidence Ashley asks many questions to get the students curiosity rolling. She does purposeful planning and allows a lot of think pair share time for the students.
4
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Honesty
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
100
Evidence Ms. Ashley displays honesty and uses integrity by completing assignments, preparing lesson for the day, and going over and beyond what is expected of her in my classroom.
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 Ashley has a true love for the students in and out of the classroom. She is always saying positive things to the students and always letting them know she believes they can do anything.
5
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
96
Evidence Ashley stays after school for different school/community events. She volunteers her time to help out wherever she is needed. For example, Math and ELA night she volunteered to help make and play math /ela games with the students and talk to parents about the curriculum that we are using.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
100
Evidence Ashley goes above and beyond the call of duty for this profession. She comes early and stays late. She is always creating new things for the students to be engaged with. She has stayed after school to help students in need.
20410196
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: _____________________
Breaux Bridge Primary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Louisiana
SCHOOL STATE: ___________________________________
Michaela Mallery
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
95.6 points 1000
956
%
95.6 100
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 20410196
Ashley Wiltz
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.
High Expectations
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 believe that all students could learn and should set and support realistic expectations for student success. These expectations should be communicated in positive ways.
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
95
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. ) Ashley has high expectations for herself and the students. This is evidenced by the manner in which she approaches her internship responsibilities. Her CT has provided excellent feedback in this realm and I concur with this assessment. Ashley is consistently prepared and she has a high level of enthusiasm for the teaching profession. She consistently goes above and beyond her basic responsibilities.
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.
No Evidence
95
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 20410196
Ashley Wiltz
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 20410196
Ashley Wiltz 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.
Reflection
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 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.
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
92
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
92 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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz 20410196 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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
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
95
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz
20410196 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.
Advocacy
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.
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
92
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. ) This standard is satisfied. This assertion is based on Cooperating Teacher feedback and my observation. Ashley is doing excellent work.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
95 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. ) Ashley is dedicated to the teaching profession. This is evidenced by her desire to learn new strategies, as well as her consistent efforts to excel in classroom management and other key pedagogical skills.
1.00
CLINICAL PRACTICE EVALUATION 1 Ashley Wiltz
20410196
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:
95.6
%
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
Judith Kelly Judith Kelly (Mar 5, 2019)
Date
Mar 5, 2019
Fax assessment to 772-212-1162
Student Teacher Name: _Ashley Wiltz________
Supervisor: Judith Kelly/ [email protected]
EVALUATION #1/ PROFESSIONALISM
(Fax: 772-212-1162)
1
Clinical Practice Evaluation #1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
High Expectations 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.
Score
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
95
Evidence Ms. Ashley always has a positive attitude. She goes over and beyond to help the students. She is very engaged and she takes the time to make sure she meets each student where they are. She has wonderful Respect for the Diversity of Others 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.
Score
No Evidence
94
Evidence Ashley is very well rounded. She definitely does not see race or gender. All the students love her and she does not treat any student different than the rest. She understands the needs of the students that we service.
2
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
95
Evidence Ms. Ashley is a very fair person. She uses different classroom management strategies to allow growth and opportunities for all the students in the classroom.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
95
Evidence Ashley is firm and compassionate. She sets her standards and expectations high for the students. She has proven that she understands what is expected of her and she has great decision-making skills
3
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
95
Evidence Ashley accepts and welcomes constructive criticism. She is so eager to learn and understand what she is teaching. She is a very good listener when we talk about how well she teaches.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
95
Evidence Ashley asks many questions to get the students curiosity rolling. She does purposeful planning and allows a lot of think pair share time for the students.
4
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
Honesty
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
100
Evidence Ms. Ashley displays honesty and uses integrity by completing assignments, preparing lesson for the day, and going over and beyond what is expected of her in my classroom.
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 Ashley has a true love for the students in and out of the classroom. She is always saying positive things to the students and always letting them know she believes they can do anything.
5
Clinical Practice Evaluation # 1 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
1 to 49
50 to 69
70 to 79
80 to 92
There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.
The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.
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.
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.
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
96
Evidence Ashley stays after school for different school/community events. She volunteers her time to help out wherever she is needed. For example, Math and ELA night she volunteered to help make and play math /ela games with the students and talk to parents about the curriculum that we are using.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
100
Evidence Ashley goes above and beyond the call of duty for this profession. She comes early and stays late. She is always creating new things for the students to be engaged with. She has stayed after school to help students in need.
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