Clinical Practice Evaluation 1 Encrypted 2
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CLINICAL PRACTICE EVALUATION 1 Brooke Walker
20261258
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 4/28/2019 1/7/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Dennison Elementary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Colorado
SCHOOL STATE: ___________________________________
Melanie Zgabay
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Shawn Feaster Johnson GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
9.00
90 points 900
810
%
90 100
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 20261258
Brooke Walker
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
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. ) Brooke has maintained current classroom expectations through her positive and calm delivery and communication style. She clearly communicates her instruction with excellent SmartBoard presentations and classic whiteboard written instruction. She offers continual support after instruction and presents a welcoming accessibility.
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
✔
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. ) Not applicable observation at this point. Brooke is planning a multicultural literature unit.
0.00
CLINICAL PRACTICE EVALUATION 1 20261258
Brooke Walker
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.
Fairness
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment.
No Evidence
90
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. ) Brooke has continued to maintain the respectful and positive community of this classroom. She is respectful with students and listens carefully to their questions and concerns
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
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. ) Brooke is extremely professional. Her demeanor with students is exemplary. She consistently maintains a kind and positive demeanor. She has had opportunity to gently redirect students during learning
1.00
CLINICAL PRACTICE EVALUATION 1 20261258
Brooke Walker 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
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. ) In this area, Brooke has excelled. She has quickly honed in her lessons based on feedback and her own analysis. She consistently seeks guidance and feedback, and then incorporates suggestions into her practice. Brooke has also reached out to other professionals within the team and reflected on their skills and practices. She is confident in her choices and she modifies her instruction with suggestions if she feels it works for her. Brooke listens carefully to feedback, and her questions and reflections are impressive for a beginning teacher.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
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. ) Brooke is learning this arguably most important, and hardest to master, aspect of instruction. She has created clear instructional presentations that promotes an elevated level of interest for students. She is learning to pause and create a wait time for the more reluctant students to volunteer their knowledge.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker 20261258 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
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. ) Brooke exudes integrity, professionalism, and commitment to excellent teaching. Through a calm verbal and nonverbal delivery, Brooke evokes trust and fairness.
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
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. ) As mentioned previously, Brooke has a pleasant, soothing personality that makes students feel comfortable. She is learning to offer specific, authentic praise. As she becomes more comfortable in her teacher role, she is listening more actively and her communication and delivery is patient and positive.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker
20261258 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
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. ) Brooke is an active listener. She is participating in team meetings and whole staff meetings. Brooke is creating engaging lessons that are pushing students to higher level. She is beginning to build trust with students and as she continues, Brooke will learn each student’s unique personality and needs
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
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. ) Brooke practices professionalism at every turn. She is committed to learning and her interactions with staff have been positively noted on several occasions. She has complete understanding of her responsibilities as a student teacher and is constantly reflecting on, and questioning how to, improve her practice. Her attitude toward feedback is open and positive. She has adjusted her instruction based on feedback and improvement from day to day is notable.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker
20261258
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:
90
%
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
Shawn Feaster Johnson, Ed.D. Shawn Feaster Johnson, Ed.D. (Feb 2, 2019)
Date
Feb 2, 2019
20261258
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 4/28/2019 1/7/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Dennison Elementary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Colorado
SCHOOL STATE: ___________________________________
Melanie Zgabay
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Shawn Feaster Johnson GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
9.00
90 points 900
810
%
90 100
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 20261258
Brooke Walker
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
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. ) Brooke has maintained current classroom expectations through her positive and calm delivery and communication style. She clearly communicates her instruction with excellent SmartBoard presentations and classic whiteboard written instruction. She offers continual support after instruction and presents a welcoming accessibility.
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
✔
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. ) Not applicable observation at this point. Brooke is planning a multicultural literature unit.
0.00
CLINICAL PRACTICE EVALUATION 1 20261258
Brooke Walker
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.
Fairness
80 to 92 The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.
93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.
Score
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment.
No Evidence
90
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. ) Brooke has continued to maintain the respectful and positive community of this classroom. She is respectful with students and listens carefully to their questions and concerns
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
No Evidence
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. ) Brooke is extremely professional. Her demeanor with students is exemplary. She consistently maintains a kind and positive demeanor. She has had opportunity to gently redirect students during learning
1.00
CLINICAL PRACTICE EVALUATION 1 20261258
Brooke Walker 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
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. ) In this area, Brooke has excelled. She has quickly honed in her lessons based on feedback and her own analysis. She consistently seeks guidance and feedback, and then incorporates suggestions into her practice. Brooke has also reached out to other professionals within the team and reflected on their skills and practices. She is confident in her choices and she modifies her instruction with suggestions if she feels it works for her. Brooke listens carefully to feedback, and her questions and reflections are impressive for a beginning teacher.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
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. ) Brooke is learning this arguably most important, and hardest to master, aspect of instruction. She has created clear instructional presentations that promotes an elevated level of interest for students. She is learning to pause and create a wait time for the more reluctant students to volunteer their knowledge.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker 20261258 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
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. ) Brooke exudes integrity, professionalism, and commitment to excellent teaching. Through a calm verbal and nonverbal delivery, Brooke evokes trust and fairness.
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
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. ) As mentioned previously, Brooke has a pleasant, soothing personality that makes students feel comfortable. She is learning to offer specific, authentic praise. As she becomes more comfortable in her teacher role, she is listening more actively and her communication and delivery is patient and positive.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker
20261258 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
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. ) Brooke is an active listener. She is participating in team meetings and whole staff meetings. Brooke is creating engaging lessons that are pushing students to higher level. She is beginning to build trust with students and as she continues, Brooke will learn each student’s unique personality and needs
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
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. ) Brooke practices professionalism at every turn. She is committed to learning and her interactions with staff have been positively noted on several occasions. She has complete understanding of her responsibilities as a student teacher and is constantly reflecting on, and questioning how to, improve her practice. Her attitude toward feedback is open and positive. She has adjusted her instruction based on feedback and improvement from day to day is notable.
1.00
CLINICAL PRACTICE EVALUATION 1 Brooke Walker
20261258
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:
90
%
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
Shawn Feaster Johnson, Ed.D. Shawn Feaster Johnson, Ed.D. (Feb 2, 2019)
Date
Feb 2, 2019
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