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CLINICAL PRACTICE EVALUATION 1 Kyle Bradley
20079738
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 4/24/2019 1/10/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Adena High School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Scott Butler
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Charles Kemp GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
92 points 1000
920
%
92 100
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
0
0
0
100
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley
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
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. ) From the start of class to the end, Mr. Bradley demonstrated that he expected all students to learn and participate. He quietly drew alongside some students who were not participating and encouraged them to engage. His positive words to all students established an atmosphere for learning.
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
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. ) Mr. Bradley has established himself within the school and local community as the high school basketball coach. His success on the court has provided him opportunity to get students to engage with him in the PE classroom. His respect for the differences among his students is evident - he meets each one at their performance level in the classroom and works to 'push' them to achieve at higher than they thought possible levels.
1.00
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley
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.
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
92
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. ) I appreciated that Mr. Bradley did not disclose the needs of his students to me, but allowed me to discover who might need additional help and then watch him provide that needed support to them. He was completely aware of his students' needs and worked to meet them as individuals. His classroom is one where every student is able to perform at their level without the fear of ridicule from him or other students.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
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. ) His demeanor throughout the course was a model for others. His positive-can- do attitude was contagious. Students were willing to try new skills knowing he would support them. In discussion with his cooperating, I learned that Kyle is very respected in the community due to his work as high school basketball coach.
1.00
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley 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. ) In discussion with the cooperating and Mr. Bradley, I learned that he has changed some things in his practice due to reflection of his own and due to input from his cooperating. He reflects on student performance and makes adjustments as necessary so that all students are successful in the classroom.
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. ) I was so impressed to see 6th graders enjoying PE class - not just the 'athletic' ones, but everyone. It was clear the students respect him and work to please him.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley 20079738 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
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. ) The tell for this standard was his cooperating telling me how much he had learned from Mr. Bradley. A 20-year veteran learning from a student speaks well of the student. it was obvious from student reaction to Mr. Bradley that there was respect for him; inferring his words match his actions.
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
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. ) I witnessed him spend time with a couple of different students to encourage them in their work, to seek to get them more involved, and to support the effort they were already demonstrating.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley
20079738 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. ) His input with community members was discussed by his cooperating. Mr. Bradley develops relationships with community members to improve the community, not just gain support for his basketball program and to get a full - time position.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
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. ) His work on this degree shows his commitment to have greater input into the life of the school, his students, and his community. His desire is to make a difference in the lives of students and improve his community.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley
20079738
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:
92
%
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
Charles W. Kemp, Ed. D. Charles W. Kemp, Ed. D. (Feb 11, 2019)
Date
Feb 11, 2019
20079738
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Secondary Education PROGRAM: _________________________________________________________________________________________________________________________
SEC-590 4/24/2019 1/10/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Adena High School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Scott Butler
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Charles Kemp GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
92 points 1000
920
%
92 100
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
0
0
0
100
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley
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
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. ) From the start of class to the end, Mr. Bradley demonstrated that he expected all students to learn and participate. He quietly drew alongside some students who were not participating and encouraged them to engage. His positive words to all students established an atmosphere for learning.
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
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. ) Mr. Bradley has established himself within the school and local community as the high school basketball coach. His success on the court has provided him opportunity to get students to engage with him in the PE classroom. His respect for the differences among his students is evident - he meets each one at their performance level in the classroom and works to 'push' them to achieve at higher than they thought possible levels.
1.00
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley
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.
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
92
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. ) I appreciated that Mr. Bradley did not disclose the needs of his students to me, but allowed me to discover who might need additional help and then watch him provide that needed support to them. He was completely aware of his students' needs and worked to meet them as individuals. His classroom is one where every student is able to perform at their level without the fear of ridicule from him or other students.
Professional Conduct
Score
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community.
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. ) His demeanor throughout the course was a model for others. His positive-can- do attitude was contagious. Students were willing to try new skills knowing he would support them. In discussion with his cooperating, I learned that Kyle is very respected in the community due to his work as high school basketball coach.
1.00
CLINICAL PRACTICE EVALUATION 1 20079738
Kyle Bradley 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. ) In discussion with the cooperating and Mr. Bradley, I learned that he has changed some things in his practice due to reflection of his own and due to input from his cooperating. He reflects on student performance and makes adjustments as necessary so that all students are successful in the classroom.
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. ) I was so impressed to see 6th graders enjoying PE class - not just the 'athletic' ones, but everyone. It was clear the students respect him and work to please him.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley 20079738 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
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. ) The tell for this standard was his cooperating telling me how much he had learned from Mr. Bradley. A 20-year veteran learning from a student speaks well of the student. it was obvious from student reaction to Mr. Bradley that there was respect for him; inferring his words match his actions.
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
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. ) I witnessed him spend time with a couple of different students to encourage them in their work, to seek to get them more involved, and to support the effort they were already demonstrating.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley
20079738 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. ) His input with community members was discussed by his cooperating. Mr. Bradley develops relationships with community members to improve the community, not just gain support for his basketball program and to get a full - time position.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
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. ) His work on this degree shows his commitment to have greater input into the life of the school, his students, and his community. His desire is to make a difference in the lives of students and improve his community.
1.00
CLINICAL PRACTICE EVALUATION 1 Kyle Bradley
20079738
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:
92
%
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
Charles W. Kemp, Ed. D. Charles W. Kemp, Ed. D. (Feb 11, 2019)
Date
Feb 11, 2019
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