Lbowen Clinical Eval 1
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CLINICAL PRACTICE EVALUATION 1 Larene Bowen
20404315
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 4/21/2019 1/7/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Lame Deer Elementary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Montana
SCHOOL STATE: ___________________________________
Don Larsen
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Drenda Scolari GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
82.7 points 1000
827
%
82.7 100
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 20404315
Larene Bowen
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
77
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. ) Larene is using PDSRs to target realistic goals for individual students. Larene does a great job articulating how and why lessons are created and presented to support student learning growth expectations.
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
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. ) Larene is very respectful of the many cultures represented here on the Northern Cheyenne reservation. Larene has a strong awareness of the needs of her diverse group of students needs and is sensitive to cultural diversity.
1.00
CLINICAL PRACTICE EVALUATION 1 20404315
Larene Bowen
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
80
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. ) Larene has never been bias toward any student or staff member in the years she have worked within this school.
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. ) Miss Bowen presents herself very well and makes ethical decisions.
1.00
CLINICAL PRACTICE EVALUATION 1 20404315
Larene Bowen 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
79
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. ) Larene modifies her instruction based on training, feedback, and personal reflection. Larene is insightful and very reflective about her teaching strategies as she critically examines and seeks continual improvement.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
75 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. ) Larene works to figure out new technologies and usees applications during her lessons and with some training she will excel in this aspect of education.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen 20404315 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.
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 1.00
93 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. ) Larene has always been honest in her dealings with students and staff.
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
80
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. ) Larene does many activities with her students that fosters relationships. She lead a project for the whole third grade of making gingerbread houses for the Winter holiday. She worked many hours to make this happen.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen
20404315 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
78
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. ) At this time she does not have a lot of time for community involvement but does have a servant attitude.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
85 Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Larene demonstrates a lot of dedication to deal with the extreme issues in our district on a daily bases. Larene is completing student teaching in her own 3rd grade classroom as a contracted teacher with a mentor teacher available. She has embraced the student teaching experience and has done a great job communicating and working to fulfill the expectations of the teacher and student teacher.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen
20404315
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:
82.7
%
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
Drenda Scolari Drenda Scolari (Jan 31, 2019)
Date
Jan 31, 2019
20404315
TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 4/21/2019 1/7/2019 COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Lame Deer Elementary School
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Montana
SCHOOL STATE: ___________________________________
Don Larsen
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Drenda Scolari GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY: EVALUATION 1 TOTAL POINTS
10.00
82.7 points 1000
827
%
82.7 100
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 20404315
Larene Bowen
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
77
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. ) Larene is using PDSRs to target realistic goals for individual students. Larene does a great job articulating how and why lessons are created and presented to support student learning growth expectations.
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
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. ) Larene is very respectful of the many cultures represented here on the Northern Cheyenne reservation. Larene has a strong awareness of the needs of her diverse group of students needs and is sensitive to cultural diversity.
1.00
CLINICAL PRACTICE EVALUATION 1 20404315
Larene Bowen
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
80
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. ) Larene has never been bias toward any student or staff member in the years she have worked within this school.
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. ) Miss Bowen presents herself very well and makes ethical decisions.
1.00
CLINICAL PRACTICE EVALUATION 1 20404315
Larene Bowen 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
79
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. ) Larene modifies her instruction based on training, feedback, and personal reflection. Larene is insightful and very reflective about her teaching strategies as she critically examines and seeks continual improvement.
Curiosity
Score
Teacher candidates should promote and support curiosity and encourage active inquiry.
No Evidence
75 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. ) Larene works to figure out new technologies and usees applications during her lessons and with some training she will excel in this aspect of education.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen 20404315 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.
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 1.00
93 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. ) Larene has always been honest in her dealings with students and staff.
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
80
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. ) Larene does many activities with her students that fosters relationships. She lead a project for the whole third grade of making gingerbread houses for the Winter holiday. She worked many hours to make this happen.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen
20404315 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
78
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. ) At this time she does not have a lot of time for community involvement but does have a servant attitude.
Dedication
Score
Teacher candidates should be committed to the profession of teaching and learning.
No Evidence
85 Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Larene demonstrates a lot of dedication to deal with the extreme issues in our district on a daily bases. Larene is completing student teaching in her own 3rd grade classroom as a contracted teacher with a mentor teacher available. She has embraced the student teaching experience and has done a great job communicating and working to fulfill the expectations of the teacher and student teacher.
1.00
CLINICAL PRACTICE EVALUATION 1 Larene Bowen
20404315
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:
82.7
%
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
Drenda Scolari Drenda Scolari (Jan 31, 2019)
Date
Jan 31, 2019
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