636657493846854803

CLINICAL PRACTICE EVALUATION 4
Linda Blakley 20271843

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________
ECH-480 4/9/2018 6/3/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Samuel Chase Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Maryland
SCHOOL STATE:
Lorene Hoffler
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 4
TOTAL POINTS 0 points %
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
300
300 0 0 0 0 0 0 1

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.
High Expectations Score N/A

Teacher candidates should believe that all students could learn and should set and support realistic expectations
for student success. These expectations should be communicated in positive ways. 100 1.00
Comments
Mrs. Blakley clearly demonstrates a belief that all students can learn. She randomly picks students to demonstrate their learning at the conclusion of a lesson or asks appropriate questions to help push
a student in further developing their abilities. Frequently when instructing the students in whole group reading and the students are unable to identify a letter of the week or the sound it produces, she
scaffolds the questions or points out supports in the classroom, such as the word wall in which the letters are in alphabetic order, and helps lead the student through determining the answer. She also
frequently reminds students who are not meeting behavioral expectations of the expectations at the moment using respectful language and holds them accountable for meeting those expectations.While
lesson planning, she has created developmentally appropriate assessments and measurable objectives that are attainable in a pre-kindergarten class. Although she is still working toward ensuring
every lesson is delivered with the most efficacy, her lessons are developmentally appropriate for these students. Mrs. Blakley consistently provides positive feedback, in the form of positive words and
high-fives, to students when they demonstrate their learning.
Respect for the Diversity of Others Score N/A

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 100 1.00
community members with courtesy and civility and establish relationships characterized by respect and
rapport.
Comments
Mrs. Blakley demonstrates positivity within the classroom and school. She is very respectful to students and staff regarding their differences. She often speaks with the students using a caring,
compassionate manner when they express a concern about the manner in which they live or changes in their family. When students have disagreements or differences of opinion, she takes both
students aside, making the conversation private, and helps each student see the other side of the argument and, in turn, builds respect and a sense of classroom community between students. Building
cultural respect was established through educating the students in preparation for MultiCultural Day as she informed students about the differences in dress, food, wildlife, way of life, etc. through a clear,
unbiased approach. Within the professional peer capacity, Mrs. Blakley is very agreeable and politely states her point of view, not for contention, but for establishing a shared point of view or agreement
in a discussion. When she asks questions of her peers, it is with the respect that is displayed by all school staff and in my classroom.
2


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Fairness Score N/A

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
and exercise fairness in all areas including assessment.
100 1.00
Comments
Mrs. Blakley demonstrates fairness and confidentiality daily. When we collaboratively assessed students, she used the same consistent questioning technique or clear observational technique for all
students and scored students fairly using the rubrics provided. When discussing student scores, she did not involve other students or staff. She did not discuss the situations, academically or within the
community, of the students with other staff members. She treats all students the same, regardless of their socio-economic status, academic status, developmental issues, or differences within the school
and classroom.
Professional Conduct Score N/A

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model
within their community. 100 1.00
Comments
Mrs. Blakley consistently dresses as a professional teacher in casual dress attire. She always remains professional when working with the students, staff, and family members through her choice of
words, actions, and facial expressions.
3


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Reflection Score N/A

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 1.00
continual improvement.
100
Comments
Through frequent joint reflections, Mrs. Blakley has demonstrated an interest in improving her teaching abilities. She will follow through with suggested changes to her instruction and asks appropriate
questions for a beginning teacher. She has participated in many learning opportunities here at Samuel Chase Elementary, including a training on Response to Intervention, and more recently technology
training for the use of Chromebooks and Google Apps in the elementary school classroom. She will continue this by participating in a training this Wednesday about increasing motivation and
achievement through technology. She has often stated that she looks forward to participating in more professional development opportunities as she begins teaching and pursuing a Master’s Degree in
Education.
Curiosity Score N/A

Teacher candidates should promote and support curiosity and encourage active inquiry.
1.00
100
Comments
Curiosity is noted as a manner of engagement for Mrs. Blakley. She integrated her knowledge of honeybees into different lessons in our Animals unit of study. She had students asking questions about
honeybees and inspired their curiosity to learn more about these insects. The students were able inquire about the steps in the life cycle of a honeybee and examine pictures she produced to encourage
their learning. She also designed an activity in which the students made a honeybee from clothespins, chenille sticks, and tissue paper. After completing the craft, the students explored pollination
through the use of a pollen substitute and plates made to look like flowers. Through encouraging student curiosity and inquiry, Mrs. Blakley has often allowed questions and responded to them to help
inspire the curiosity within each student.
4


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Honesty Score N/A

Teacher candidates should model integrity by their words and actions.
100 1.00
Comments
Mrs. Blakley answers questions with honesty, even if the response is unexpected. She models respect of her peers through the use of her honesty. Her agreement to perform a task or plan is consistently
completed as expected.
Compassion Score N/A

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 1.00
100
Comments
Mrs. Blakley’s compassion and understanding is demonstrated in her care for the students. She has established quality relationships with students in both of her student teaching placements, which is
clearly observed as she walks down the hall. Students frequently ask when she is returning to the kindergarten classroom as their teacher, the third grade classroom as their full-time teacher, and
students in pre-kindergarten are excited to see her daily. Each student shows that they feel an honest sense of her degree of care for her students. She will hug a child, when they ask, especially when it
is to calm them when they are upset over a loss or ill feeling. When interacting with colleagues, Mrs. Blakely has a warm manner of greeting the staff here with a smile each morning. The staff have
accepted her and she accepts them willingly. If a staff member needs support in accomplishing a task, Mrs. Blakley willingly offers assistance and demonstrates her ability to participate as a team
member.
5
Linda
Linda Blakley
Blakley 20271843
20271843

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Advocacy Score N/A

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the
welfare of others in the educational setting. 1.00
100
Comments
Mrs. Blakley understands the importance and the impact of the community involvement and servant leadership as it applies to the welfare of others in the educational settings. For example, Mrs. Blakley
took it upon herself to have a conversation with me and the principal and advocating for another student in a different classroom and how she could support the students’ needs inside and outside of the
classroom. Mrs. Blakley advocated for the safety of a different student by reporting a suspected case of child abuse or neglect to the local department of Child Protective Services. During her student
teaching placement in a kindergarten classroom, she partnered with another professional in the building to explore writing grants to secure funding/financial support for student supports within the school.
Dedication Score N/A

Teacher candidates should be committed to the profession of teaching and learning.
100 1.00
Comments
Mrs Blakley definitely demonstrates a sense of dedication. She remains late at the school frequently to ensure the classroom is left neat and lesson planning is complete. She has remained behind to
participate in the dance to celebrate success on the PARCC assessment, help create decorations and set up for MultiCultural Day, and assist with setting up for our Black History Month Museum. She
continues to show her dedication through helping pre-kindergarten prepare for the promotion ceremony, which she indicated she plans to help setup for and attend. Additionally, her desire to learn more
and improve her teaching ability drives her professional development aspirations.
6

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her
100
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100 1.00
student growth and development.
Comments
When planning for instruction, Mrs. Blakley takes into account the students as individuals by looking at the student data. While she was doing her observation, she was able to
see the different levels of the students in the classroom. She took my classroom data and her own data to help support the students in the classroom. Mrs. Blakely always asks
questions to make sure that she is supporting and helping the students learning. Mrs. Blakley has also done a great job at not just collecting data but also collecting a lot of
anecdotal notes and observations on the students in the classroom.
7


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies 1.00
for making content accessible to English language students and for evaluating and supporting their
100
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
Mrs. Blakley uses the data she has collected (such as assessments, observations, and anecdotal notes) to be able to deliver instruction effectively to the students to be able to
address each student learning styles and needs. She utilizes the curriculum and outside resources to incorporated all forms of different modalities in order for the students to
learn in different ways. She also does a lot of small group activities with the students and provides hands on learning to support the student’s needs.
8


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100 1.00
environment.
Comments
Mrs. Blakley utilizes and reinforces the classroom commitments in the classroom environment to best support the students. She constantly offers opportunities for all
students to be engaged in learning by using different manipulatives and items to help support the students during small group instruction and classroom centers. She models
and shows respect for each of the students and acknowledges and incorporates any information that may be needed to add to the learning environment.
9


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100 1.00
their content area.
Comments
During the theme Mrs. Blakley, would ask questions to ask prior knowledge about the different topics and new vocabulary introduced. This also helps her to incorporate
her prior knowledge into her teaching as well. Mrs. Blakey has worked hard into getting her bulletin boards up inside and outside of the classroom, and provided an
explanation for each board. Some opportunities for growth recommend for Mrs. Blakley would be to take professional development courses in Math and Language and
Literacy it will help her gain a better understanding of Pre-Kindergarten.
10


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 100 1.00
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Mrs. Blakely has worked with the children to understand the concept of the new classroom theme. The classroom theme is Things That Move. Mrs. Blakely helped the
students gain a better understanding about different things moves. Mrs. Blakely helped the children explored all the many ways in which their bodies move. Mrs. Blakely
helped the children learn about traveling the children explored the different places to which people travel, the ways by which they might reach their destinations, and the
thoughtful planning and preparation that comes before, during, and after the choice of location and getting there. Mrs. Blakely helped the children explore the different types
of transportation and how people transport materials from one place to another. During this theme Mrs. Blakley, has also help support the students in the writing by writing the
letters of the week and working with students on letter sounds. She has also looked at the data to support the students in math by using manipulatives for teaching one-to-one
correspondence and recognizing numerals. During the theme of Animals Mrs. Blakely completely took charge of the classroom and made it into her own. During the animal’s
theme, she had the children explore farm animals and understanding their sounds and movements as well as their habits and unique characteristics. The children also
learned interesting facts about some of the earth’s most intriguing inhabitants animals. The children also explored bugs and insect and their habitats.
11


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 100 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make 1
appropriate modifications in assessments or testing conditions especially for students with disabilities and
100
language learning needs.
Comments
Mrs. Blakley has had the opportunity and understands the process of collecting data and assessments on the students in the classroom. She was also being given the
opportunity to help me create some new assessments during the week of testing with the students. Mrs., Blakey learned how to look at the previous data and analyzed the
data to be able to form her small groups with her students. She also was able to understand how to read the data, interpret the data, and analyze the data. She also assisted
me in the Early Learning Assessment and inputting that data into the system. The Early Learning Assessment is designed to be used in the natural environment multiple
times throughout the school year and to equip teachers with tools to track individual children’s growth, individualize learning opportunities, plan for intervention, engage in
real-time instructional planning, and ensure that all children are on the path for kindergarten readiness and beyond. The Early Learning Assessment follows a process to help
teachers document, analyze, and make instructional decisions based on the information they collect.
12


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 100 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Comments
When planning for instruction Mrs. Blakley uses her anecdotal notes, observational notes, and classroom data/assessments to plan for instruction with the students. She
groups the students based on the student’s different level to help support them during classroom centers and small group instruction. She takes and understands what the
students like and uses that to drives the classroom instruction.
13


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 100 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
100 1.00
and helping students to question).
Comments
Mrs. Blakely does not mind stepping in and playing any role at any given time. When she is the instructor, she is working with the students to support their individual needs.
When she is the facilitator she in encourages the students to communicate and to use their words at all times to express their feelings. When she is coaching students, she
asks questions to make sure students understand the concept or content. She utilizes the computer programs such as Waterford and Starfall in the classroom to help students
access and apply information being learned.
14


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning
100
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Mrs. Blakley has taken it upon herself to learn how to compare the data throughout the classroom. She also created charts and graphs to be implemented and used on the
classroom data wall. Mrs. Blakely took it upon herself to create the outside bulletin board some of the bulletin boards in the classroom. Mrs. Blakley has also been an active
member of our Collaborative Planning meetings that take place weekly. During these meetings, we examine assessments, compare student work samples, analyze the data
that has been collected, reflect on our teaching and apply what we have noticed and our wonderings to our planning. Mrs. Blakley recently had the opportunity to participate in
the Data Utilization meetings for the end of the school year. She was able to see the process of how students are placed into different classrooms for the upcoming school
year and what data is used to have a better understanding.
15


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 100 1.00
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 100 1.00
enact system change.
Comments
Mrs. Blakley has collaborated in classroom team meetings, helping with preparing a classroom field trip and in the process of helping with the student’s promotion ceremony.
Lastly, Mrs. Blakley has offered to assist the long-term substitute for 3rd grade. She collaborates with the 3rd grade teacher that is out on leave and works to create sub plans
for the teacher in order to keep the students on track with the curriculum, as best as possible, while their teacher is out. She also supports and volunteers for the after-school
detention program.
16

Specialized Professional Associations (SPA) Standards

Instructions Please use the chart below to determine the required SPA standards for your Teacher Candidate’s program of study. If your
Teacher Candidate’s program is not included below, the evaluation of SPA standards are not required.
Program Specialized Professional Associations (SPA) Pages
Dance NASD National Association of Schools of Dance 18-23
Early Childhood NAEYC National Association for the Education of Young Children 24-27
Early Childhood and Early Childhood Special Education NAEYC National Association for the Education of Young Children 24-27
CEC Council for Exceptional Children 28-31
Elementary ACEI Association of Childhood Education International 32-39
Elementary (ESL Emphasis) ACEI Association of Childhood Education International 32-39

TESOL Teachers of English to Speakers of Other Languages 40-45
Elementary and Special Education ACEI Association of Childhood Education International 32-39
CEC Council for Exceptional Children 28-31
Music NASM National Association of Schools of Music 46-53
Secondary- Business NBEA National Business Education Association 54-60
Secondary- English NCTE National Council of Teachers of English 61-62
Secondary- History NCSS National Council for the Social Studies 63-67
Secondary- Math NCTM National Council of Teachers of Mathematics 68-75

Secondary- Physical Education SHAPE Society of Health and Physical Educators- America 76-78
Secondary- Science NSTA National Science Teachers Association 79-83
Special Education CEC Council for Exceptional Children 28-31
Theatre NAST National Association of Schools of Theatre 84-87
17

Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 3a Score N/A

Ability to teach dance at various levels to different age groups and in a variety of classroom, studio, and
ensemble settings in ways that develop knowledge of how dance works syntactically as a communication
0
medium and developmentally as an agent of civilization. This set of abilities includes effective classroom, studio,
and rehearsal management.
Comments
NASD 3b Score N/A

An understanding of child growth and development and an understanding of principles of learning as they relate
to dance.
0
Comments
18


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 3c Score N/A

The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and
the nature of subject matter, and to plan educational programs to meet assessed needs. 0
Comments
NASD 3d Score N/A

Knowledge of current methods, materials, and repertories available in various fields and levels of dance
education appropriate to the teaching specialization.
0
Comments
19


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 3e Score N/A

The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching
situations. 0
Comments
NASD 3f Score N/A

Basic understanding of the principles and methods of developing curricula and the short- and long-term units
that comprise them.
0
Comments
20


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 3g Score N/A

An understanding of evaluative techniques and ability to apply them in assessing both the progress of students in
dance and the objectives and procedures of the curriculum.
0
Comments
NASD 5a Score N/A

Students should engage in observation and discussion of field-based teaching/learning experiences in diverse
settings
0
Comments
21


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 5b Score N/A

Students should be provided opportunities for various types of teaching and directed observation throughout
the degree program.
0
Comments
NASD 5c Score N/A

Teaching opportunities should be provided in actual pre-kindergarten, kindergarten, elementary, middle, and
secondary settings, as appropriate for the student’s certification level.
0
Comments
22


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASD 5d Score N/A

The choice of practice teaching sites must enable students to develop competencies consistent with standards
outlined above, and must be approved by qualified dance personnel from the degree-granting institution. 0
Comments
NASD 5e Score N/A

Sites and situations for student teaching and students must be supervised by qualified dance personnel from the
degree-granting institution and, when possible, the cooperating schools. 0
Comments
23

Early Childhood Placements: National Association for the Education of Young Children (NAEYC)
Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAEYC Standard 1: Promoting Child Development and Learning Score N/A

Students prepared in early childhood degree programs are grounded in a child development knowledge base.
They use their understanding of young children’s characteristics and needs and of the multiple interacting 1
influences on children’s development and learning to create environments that are healthy, respectful,
100
supportive, and challenging for each child.
Comments
The learning environment that Mrs. Blakley participated in met the standards for safety, toxicity, construction, and cleanliness. Samuel Chase Elementary School also complies with
zoning requirements, fire, health, and safety regulations. All of the furniture and equipment meet standards for safety, size, durability, toxicity, construction, and cleanliness. The
classroom environment is clean, free of clutter, well lighted and ventilated. The classroom environment is clean, free of clutter, well lighted and ventilated. The learning environment
reflects the goals of the early childhood program, creating an environment where learning is integrated across domains and the layout of the room is organized to support
intentional, integrated learning. Displays are at children’s eye level, are hung neatly, and reflect current learning goals. Walls, windows and bulletin boards have intentional displays
and are not cluttered. Mrs. Blakely fostered and appreciation and support for diversity with the students for intentional teaching. Mrs. Blakley used teaching strategies to promote an
awareness and appreciation of diversity and appreciation of diversity in all its forms such that children see themselves as full participating members in their early childhood program
NAEYC
and Standard
in the global community.2: ForBuilding Family
example, helping and Community
the students during MulticulturalRelationships Score
Day and building that into the curriculum in a variety of different N/A
ways. During Mrs. Blakey’s
lessons, she provided activities that accommodate various learning styles and are accessible to all
Students prepared in early childhood degree programs understand that successful early childhood education children. For example, children learn and play using their various learning styles.
Students work alone and quietly at the writing center. Students learn through a whole group experience through literature. Others learn through large movement and during outside
depends
time as theyupon partnerships
identify withnumbers,
authentic shapes, children’s families
colors andfound
and letters communities. Theyorknow
in the real world throughabout, understand,
technology and and
as they move valuedance. Students work on their own for some
the importance and complex characteristics of children’s families
quiet time outside or some quiet time using reading materials in the classroom. and communities. They use this understanding 100 1
to create respectful, reciprocal relationships that support and empower families and to involve all families in their
children’s development and learning.
Comments
Mrs. Blakley understands that family and community partnerships support the success of early learning programs. Mrs. Blakley assisted me in designing effective forms of
communication about programs offered at the school and program activities to help bridge the gap between families and programs. For example, we had a Girls Tea for the families
and students that are a part of the Girl Club. Mrs. Blakley understands that Effective communication provides opportunities for parents to communicate information regarding their
children’s strengths and needs, and their expectations for their child. For example, we utilize Class Dojo as a way to communicate back and forth with parents and Mrs. Blakely is
able to do that as well. In addition to communicating with pre-kindergarten parents on Class Dojo, she communicated instructional information with the third grade parents for whom
she is planning lessons. Expectations for the school and plans for implementing them are disseminated to parents on an ongoing basis. For example, Mrs. Blakley provided the
parents with a report on their progress recently and helped with the students report cards. Scheduling activities at times convenient and flexible for parents encourages family. For
example, Mrs. Blakley participated in the school wide Multi-Cultural Day that was open to the students and the families to come in an explore/tour the building and learn about the
different continents. 24

Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Score N/A
Families
Students prepared in early childhood degree programs understand that child observations, documentation, and other forms
of assessment are central to the practice of all early childhood professionals. They know about and understand the goals,
benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective 100 1
assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the
development of every child.
Comments
Assessment information is communicated with children and parents/guardians on a regular, ongoing basis or at least twice per year. Mrs. Blakely had the opportunity to observe all
of the students by taking anecdotal notes, observations, assessments, and building the students portfolio. Mrs. Blakey got to see me communicate with parents
about the importance of regular, ongoing assessment and how different assessments are used to monitor children’s progress. I helped Mrs. Blakley understand the importance of
assessments and how we as educators and families better understand the strengths and potential challenges of individual children, so that strategies can be tailored to best meet
each child’s interests and needs. Mrs. Blakely also had the opportunity to partake in giving students pre and post assessments and helping gather the information for the Early
Learning Assessments in the classroom.
INAEYC
explained Standard 4:about
to Mrs. Blakley UsingtheDevelopmentally
importance of holding aEffective Approaches
parent-teacher to Connect
which allows the withinformation
educator to share Childrenabout
andchildren’s learning
Score N/A
and the growth they have
made. Also, how critical in those conversations is the professional guidance by educators on what families can do at home to support their child’s learning. Providing suggestions
Families
for action is also important so that the family knows precisely what they can do to help their child make gains in a given area of development.
Students prepared in early childhood degree programs understand that teaching and learning with young children is a
complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching
and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their 1
work with young children and families. Students know, understand, and use a wide array of developmentally appropriate 100
approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s
development and learning.
Comments
Mrs. Blakley understands that family and community partnerships support the success of early learning programs. Mrs. Blakley assisted me in designing effective forms of
communication about programs offered at the school and program activities to help bridge the gap between families and programs. For example, we had a Girls Tea for the families
and students that are a part of the Girl Club. Mrs. Blakley understands that effective communication provides opportunities for parents to communicate information regarding their
children’s strengths and needs, and their expectations for their child. For example, we utilize Class Dojo as a way to communicate back and forth with parents and Mrs. Blakely is
able to do that as well. Expectations for the school and plans for implementing them are disseminated to parents on an ongoing basis. For example, Mrs. Blakley provided the
parents with a report on their progress recently. Mrs. Blakely took the time to listen to family ideas and concerns, as well as invite them to continuously share input. Mrs. Blakely,
myself and the families work together to set goals and identify ways in which they can work together to achieve those goals. We also sent home and provided resources for the 25

Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum Score N/A
Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement,
and evaluate experiences that promote positive development and learning for each and every young child. Students
understand the importance of developmental domains and academic (or content) disciplines in an early childhood
1
curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, 100
and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design,
implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning
outcomes for every young child.
Comments
Mrs. Blakley learned that the curriculum content is integrated and includes concepts for all areas, while being appropriate for the age and level of development of each child. Mrs.
Blakley established the learning experiences are interesting and appropriately challenging. For example, during math centers, students were asked to sort the bears and to identify
which group had the most and which group had the least. They were not told how the bears were to be sorted. The students decided to sort the bears based on their size (small,
medium, large). Mrs. Blakley provided a variety of materials are used for children to engage in learning that fits within the curriculum. For example, Mrs. Blakley had the students
use the magnifying glasses to explore the different types of bugs that were collected. In the social studies center she provided the students with Viewfinders to look at pictures taken
in different countries. The other two students are playing with and sorting animals that can be found in various places around the world.
Mrs. Blakley provided opportunities for practicing skills are integrated across the curriculum. For example, during the whole group read aloud, the students were able to practice
NAEYC
their literacyStandard 6: Becoming
and math skills. While readingathe
Professional
story “The Doorbell Rang”, students were asked various math and literacy questions. The studentsScore counted together eachN/A time new
friends
Students prepared in early childhood degreefigure
showed up at the door. They also helped out howidentify
programs many cookies each child
and conduct was supposed
themselves to get. The
as members students
of the early also told about the characters, setting, problem,
childhood
solution and events.
profession. Mrs. Blakley
They know and usemeet the needs
ethical of theand
guidelines individual child are balanced
other professional with therelated
standards needs of
to the group.
early For example,
childhood while
practice. teaching small group math, students are able
They
to receive support in areas that they need more assistance in. Within the group, individualized instruction is needed in order to help certain students master the skill being taught. 1
are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work,
Mrs. Blakley made sure and included that all learning experiences occurred in all domains. 100
making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound
educational practices and policies.
Comments
Mrs. Blakley comprehends the differences in the educational settings within early childhood programs. She has participated in assisting a daycare provider in lesson planning and
lesson delivery in her absence prior to beginning her student teaching. She was entrusted with the care and well-being of up to eight children, from birth through age 12, at a time
alone. Participation within her student teaching placements has helped her comprehend the differences in students, curriculums, classroom settings, and educational expectations
between pre-kindergarten and kindergarten. In student teaching, Mrs. Blakley has conducted herself following ethical guidelines and the standards set forth by Grand Canyon,
INTASC, and NAEYC. She has collaborated with her cooperating teachers in the design of lesson plans and activities for the students while consistently seeking constructive
criticism while reflecting herself, using her experience and learning, to determine a better approach to learning or assessment for improved student learning. She has even invited
the principal of the school to observe her lessons and provide constructive feedback. The use of technology within pre-kindergarten involves daily use of a school application to 26
support student learning as well as supplementing her lessons with videos or recordings presented through her laptop. Within the kindergarten setting, chromebooks were used for

Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAEYC Standard 7: Early Childhood Experience Score N/A

Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge,
skills, and professional dispositions necessary to promote the development and learning of young children across
the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth 100 1
– age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school
grades, child care centers and homes, Head Start programs).
Comments
Mrs. Blakley has participated in three different early childhood education settings during her educational career at Grand Canyon. She frequently substituted and volunteered at a
family daycare setting, assisting with curriculum development, lesson planning, delivering instruction, and ensuring safety of many children aged birth through age five during the
day. Her initial student teaching placement involved a kindergarten classroom, in a public school setting, of five and six year-olds at various stages of reading development. The
final student teaching placement involves a pre-kindergarten class, also in a public school setting, working with four and five year-olds. Mrs. Blakley is clearly aware of the
differences in development between the different age groups.
27

Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
N/A 0 to 79 80 to 86 87 to 100
student teacher.
CEC Standard 1: Learner Development and Individual Learning Differences Score N/A
Beginning special education professionals understand how exceptionalities may interact with development and
learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with 0
exceptionalities.
Comments
CEC Standard 2: Learning Environments Score N/A

Beginning special education professionals create safe, inclusive, culturally responsive learning environments so
that individuals with exceptionalities become active and effective learners and develop emotional well-being, 0
positive social interactions, and self-determination.
Comments
28

N/A 2 to 79 80 to 86 87 to 100
student teacher.
CEC Standard 3: Curricular Content Knowledge Score N/A

Beginning special education professionals use knowledge of general and specialized curricula to individualize
learning for individuals with exceptionalities. 0
Comments
CEC Standard 4: Assessment Score N/A

Beginning special education professionals use multiple methods of assessment and data sources in making
educational decisions.
0
Comments
29

N/A 2 to 79 80 to 86 87 to 100
student teacher.
CEC Standard 5: Instructional Planning and Strategies Score N/A

Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional
strategies to advance learning of individuals with exceptionalities. 0
Comments
CEC Standard 6: Professional Learning and Ethical Practice Score N/A

Beginning special education professionals use foundational knowledge of the field and their professional ethical
principles and practice standards to inform special education practice, to engage in lifelong learning, and to 0
advance the profession.
Comments
30

N/A 2 to 79 80 to 86 87 to 100
student teacher.
CEC Standard 7: Collaboration Score N/A

Beginning special education professionals collaborate with families, other educators, related service providers,
individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to 0
address the needs of individuals with exceptionalities across a range of learning experiences.
Comments
31

Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 1: Development, Learning, and Motivation Score N/A

Candidates know, understand, and use the major concepts, principles, theories, and research related to
development of children and young adolescents to construct learning opportunities that support individual 0
students’ development, acquisition of knowledge, and motivation.
Comments
ACEI Standard 2.1: Reading, Writing, and Oral Language Score N/A
Candidates demonstrate a high level of competence in the use of English language arts and they know,
understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, 0
viewing, listening, and thinking skills and to help students successfully apply their developing skills to many
different situations, materials, and ideas.
Comments
32

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 2.2: Science Score N/A

Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences.
Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student 0
understanding for personal and social applications, and to convey the nature of science.
Comments
ACEI Standard 2.3: Mathematics Score N/A

Candidates know, understand, and use the major concepts and procedures that define number and operations,
algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage
0
problem solving, reasoning and proof, communication, connections and representation.
Comments
33

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 2.4: Social Studies Score N/A

Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the
integrated study of history, geography, the social sciences, and other related areas—to promote elementary 0
students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and
interdependent world.
Comments
ACEI Standard 2.5: The Arts Score N/A

Candidates know, understand, and use—as appropriate to their own understanding and skills—the content,
functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media 0
for communication, inquiry, and engagement among elementary students.
Comments
34

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 2.6: Health Education Score N/A

Candidates know, understand, and use the major concepts in the subject matter of health education to create
opportunities for student development and practice of skills that contribute to good health. 0
Comments
ACEI Standard 2.7: Physical Education Score N/A

Candidates know, understand, and use—as appropriate to their own understanding and skills—human
movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life 0
for elementary students.
Comments
35

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction Score N/A
Candidates plan and implement instruction based on knowledge of students, learning theory, connections across
the curriculum, curricular goals, and community 0
Comments
ACEI Standard 3.2: Adaptation to Diverse Students Score N/A

Candidates know, understand, and use—as appropriate to their own understanding and skills—human
movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life 0
for elementary students.
Comments
36

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 3.3: Development of Critical Thinking and Problem Solving Score N/A
Candidates understand and use a variety of teaching strategies that encourage elementary students’
development of critical thinking and problem solving. 0
Comments
ACEI Standard 3.4: Active Engagement in Learning Score N/A

Candidates use their knowledge and understanding of individual and group motivation and behavior among
students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction 0
and to create supportive learning environments.
Comments
37

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 3.5: Communication to Foster Collaboration Score N/A

Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. 0
Comments
ACEI Standard 4: Assessment for Instruction Score N/A

Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and
strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of 0
each elementary student.
Comments
38

N/A 2 to 79 80 to 86 87 to 100
student teacher.
ACEI Standard 5.1: Professional Growth, Reflection And Evaluation Score N/A
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and
resources available for professional learning; they continually evaluate the effects of their professional decisions
and actions on students, families, and other professionals in the learning community and actively seek out
opportunities to grow professionally.
Comments
39

Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 1.a. Language as a System Score N/A

Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax,
pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in 0
the content areas.
Comments
Standard 1.b. Language Acquisition and Development Score N/A

Candidates understand and apply theories and research in language acquisition and development to support
their ELLs English language and literacy learning and content-area achievement. 0
Comments
40

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2. Culture as It Affects Student Learning Score N/A

Candidates know, understand, and use major theories and research related to the nature and role of culture in
their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect 0
language learning and school achievement.
Comments
Standard 3.a. Planning for Standards-Based ESL and Content Instruction Score N/A
Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in
a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse
0
backgrounds using standards-based ESL and content curriculum.
Comments
41

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Score N/A
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs access to 0
the core curriculum by teaching language through academic content.
Comments
Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Score N/A
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and
choose, adapt, and use them in effective ESL and content teaching. 0
Comments
42

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 4.a. Issues of Assessment for English Language Learners Score N/A
Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability,
bias, special education testing, language proficiency, and accommodations in formal testing situations. 0
Comments
Standard 4.b. Language Proficiency Assessment Score N/A

Candidates know and can use a variety of standards-based language proficiency instruments to show language
growth and to inform their instruction. They demonstrate understanding of their uses for identification, 0
placement, and reclassification of ELLs.
Comments
43

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 4.c. Classroom-Based Assessment for ESL Score N/A

Candidates know and can use a variety of performance-based assessment tools and techniques to inform
instruction in the classroom.
0
Comments
Standard 5.a. ESL Research and History Score N/A

Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the
field of ESL teaching and apply this knowledge to inform teaching and learning.
0
Comments
44

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5.b. Professional Development, Partnerships, and Advocacy Score N/A

Candidates take advantage of professional growth opportunities and demonstrate the ability to build
partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. 0
Comments
45

Music Placements: National Association of Schools of Music (NASM) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NASM Standard 6 a: General Studies Score N/A

a. Candidates are expected to have the ability to think, speak, and write clearly and effectively.
0
Comments

b. Candidates are expected to have an informed acquaintance with fields of study beyond music such as those in
the arts and humanities, the natural and physical sciences, and the social sciences. 0
Comments
46


N/A 2 to 79 80 to 86 87 to 100
student teacher.

c. Candidates are expected to have a functional awareness of the differences and commonalities regarding
work in artistic, scientific, and humanistic domains. 0
Comments

d. Candidates are expected to have awareness that multiple disciplinary perspectives and techniques are
available to consider all issues and responsibilities including, but not limited to, history, culture, moral and ethical
0
issues, and decision-making
Comments
47


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard B 1: Common Body of Knowledge and Skills – Performance Score N/A

Students must acquire:
a. Technical skills requisite for artistic self-expression in at least one major performance area at a level 0
appropriate for the particular music concentration.
Comments

b. An overview understanding of the repertory in their major performance area and the ability to perform from a 0
cross-section of that repertory.
Comments
48


N/A 2 to 79 80 to 86 87 to 100
student teacher.

c. The ability to read at sight with fluency demonstrating both general musicianship and, in the major
performance area, a level of skill relevant to professional standards appropriate for the particular music 0
concentration.
Comments

d. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.
0
Rehearsal and conducting skills are required as appropriate to the particular music concentration.
Comments
49


N/A 2 to 79 80 to 86 87 to 100
student teacher.

e. Keyboard competency. 0
Comments

f. Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular
0
ensemble experiences. Ensembles should be varied both in size and nature.
Comments
50


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard B 2: Musicianship Skills and Analysis Score N/A

a. An understanding of the common elements and organizational patterns of music and their interaction, the 0
ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.
Comments

b. Sufficient understanding of and capability with musical forms, processes, and structures to use this knowledge
0
and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the
requisites of their specializations.
Comments
51


N/A 2 to 79 80 to 86 87 to 100
student teacher.

c. The ability to place music in historical, cultural, and stylistic contexts. 0
Comments
Standard B 3: Composition/Improvisation Score N/A

Students must acquire a rudimentary capacity to create original or derivative music. It is the prerogative of each institution
to develop specific requirements regarding written, electronic, or improvisatory forms and methods. These may include, but
are not limited to, the creation of original compositions or improvisations, variations, or improvisations on existing materials,
experimentation with various sound sources, the imitation of musical styles, and manipulating the common elements in non- 0
traditional ways. Institutional requirements should help students gain a basic understanding of how to work freely and
cogently with musical materials in various composition-based activities, particularly those most associated with the major
field.
Comments
52


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard B 4: History and Repertory Score N/A

Students must acquire basic knowledge of music history and repertories through the present time, including
study and experience of musical language and achievement in addition to that of the primary culture 0
encompassing the area of specialization (see Standards III.L.).
Comments
Standard B 5: Synthesis Score N/A

While synthesis is a lifetime process, by the end of undergraduate study students must be able to work on musical
problems by combining, as appropriate to the issue, their capabilities in performance; aural, verbal, and visual
0
analysis; composition/improvisation; and history and repertory.
Comments
53

Business Placements: National Business Education Association (NBEA) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher candidate The performance of the teacher candidate is The performance of the teacher candidate The performance of the teacher
did not involve the standard. contrary to the standard and does not meet is frequently observed and meets candidate is constantly observed and
the expectations for a student teacher. expectations for a student teacher. consistently exceeds expectations for a
student teacher.
Standard 1: Professionalism Score N/A
1.1 Prospective business teachers reflect on and continually evaluates the effects of his or her choices and actions on others and actively
seeks out opportunities for personal and professional growth. 0
1.2 Prospective business teachers care deeply about students, colleagues, the business educations discipline, and the teaching
0
profession.
1.3 Prospective business teachers embrace teaching as lifelong learning to model best practices in instruction.
0
1.4 Prospective business teachers participates actively in professional organizations at all levels and seeks opportunities to serve in
leadership and advocacy roles. 0
1.5 Prospective business teachers contribute to the well-being of the school, school district, and community.
0
1.6 Prospective business teachers move beyond the boundaries of the classroom to assume responsibility as an advocate and promoter
0
of the profession in the community, state, and nation.
1.7 Prospective business teachers projects a positive professional image that personifies the discipline itself and exemplifies the goals and
ideals of the profession. 0
1.8 Prospective business teachers base all interaction on principles of respect, fairness, and ethics.
0
1.9 Prospective business teachers articulates the importance of professional standards in program development.
0
Comments
54


]

N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Curriculum Development Score N/A
2.1 Prospective business teachers create curriculum that includes content related to education for and about business.
0
2.2 Prospective business teachers create curriculum that reflect local, state, and national standards.
0
2.3 Prospective business teachers create curriculum that consists of achievement standards, performance expectations, and
assessment. 0
2.4 Prospective business teachers create curriculum that consists of sequential integrated learning experiences.
0
2.5 Prospective business teachers create curriculum that provides for delivery of content in a developmentally appropriate manner.
0
2.6 Prospective business teachers create curriculum that includes the development of knowledge, skills and attitudes.
0
2.7 Prospective business teachers create curriculum that encourages students to use reflective thinking, problem solving, and other
higher level thinking skills.
0
2.8 Prospective business teachers create curriculum that includes multidisciplinary approaches.
0
2.9 Prospective business teachers create curriculum that serves the needs of diverse populations.
0
2.10 Prospective business teachers create curriculum that enables students to make a transition from school to career.
0
2.11 Prospective business teachers create curriculum that focuses on continuous quality education.
0
Comments
55


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 3: Instruction Score N/A
3.1 Prospective business teachers use self-directed learning to help students gain access to knowledge, direct their own learning, and
learn how to learn. 0
3.2 Prospective business teachers employ a variety of instructional strategies to engage all students in the learning process.
0
3.3 Prospective business teachers facilitate collaborative learning that may include students, teachers, business and community
representatives, and others. 0
3.4 Prospective business teachers demonstrate effective communication skills to facilitate learning.
0
3.5 Prospective business teachers help all students realize their full potential.
0
3.6 Prospective business teachers use a variety of media to enhance and expand learning opportunities.
0
Comments
Standard 4: Assessment Score N/A

4.1 Prospective business teachers develop formative and summative assessments linked to achievement standards and performance
expectations for learning. 0
4.2 Prospective business teachers use multiple forms of assessment to obtain accurate measures of student progress including formal,
informal and authentic measures.
0
Comments
56


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the standard. candidate is contrary to the standard and candidate is frequently observed and candidate is constantly observed
does not meet the expectations for a meets expectations for a student and consistently exceeds
student teacher. teacher. expectations for a student teacher.
Standard 5: Classroom Environment Score N/A

5.1 Prospective business teachers establish and maintain a classroom environment based on rapport and respect.
0
5.2 Prospective business teachers promote a culture for learning.

0
5.3 Prospective business teachers develop and implement classroom procedures.

0
5.4 Prospective business teachers manage student behavior.

0
5.5 Prospective business teachers organize physical space.

0
Comments
Standard 6: Student Organizations Score N/A

6.1 Prospective business teachers support the student organization to provide an environment in which students grow professionally,
0
personally, and socially.
6.2 Prospective business teachers recognize that the student organization provides opportunities to involve the business and
0
professional community in support of the goals of the business education program.
6.3 Prospective business teachers recognize that the student-directed operation of the organization provides opportunities for personal
growth and leadership development. 0
Comments
57


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the standard. candidate is contrary to the standard and candidate is frequently observed and candidate is constantly observed
does not meet the expectations for a meets expectations for a student and consistently exceeds
student teacher. teacher. expectations for a student teacher.
Standard 7: Score N/A

7.1 Prospective business teachers base all communication on principles of respect, fairness, and honesty, and understands that building
0
relationships depends on these foundations.
7.2 Prospective business teachers exhibit an understanding of communication as a dynamic system of people, processes, cultures, media,
and fluid boundaries in developing strategies. 0
7.3 Prospective business teachers demonstrate effective communication skills to facilitate learning.
0
7.4 Prospective business teachers incorporate quality standards in all forms of communication.
0
7.5 Prospective business teachers serve as an ambassador for business education with all stakeholders.
0
7.6 Prospective business teachers recognize that culture impacts business communication.
0
7.7 Prospective business teachers use a variety of media to enhance and expand communication opportunities.
0
Comments
58


N/A 2 to 79 80 to 86 87 to 100
student teacher.
8.1 Prospective business teachers communicate effectively with all stakeholders by understanding communication as a dynamic system
of people, cultures, and media.
0
8.2 Prospective business teachers recognize that student achievement is a collaborative effort among a variety of stakeholders.
0
8.3 Prospective business teachers build professional relationships with stakeholders to create a learning environment in which students
0
move continuously and easily between school and community to facilitate the learning process.
8.4 Prospective business teachers develop partnerships with members of the educational, business and other communities to improve
programs, develop new programs, provide student access to learning to learning opportunities, and ensure a curriculum based on real 0
world experiences.
8.5 Prospective business teachers build professional relationships with all stakeholders based on trust, respect, ethical standards, and 0
mutual benefits to earn commitment, dedicated involvement, visible advocacy, and financial support.
Comments

9.1 Prospective business teachers assist students in adjusting to and functioning effectively in educational and business environments.
0
9.2 Prospective business teachers help students discover their potential for intellectual, personal, social and emotional growth.
0
9.3 Prospective business teachers help students make decisions regarding careers and career transitions.
0
9.4 Prospective business teachers collaborate with student support services when appropriate.
0
Comments
59


N/A 2 to 79 80 to 86 87 to 100
student teacher.

10.1 Prospective business teachers study a broad range of business content areas including accounting, business law, career
development, communication, computation, economics & personal finance, entrepreneurship, information technology, international 0
business, management, marketing, and the interrelatedness of business functions.
10.2 Prospective business teachers develop knowledge and competencies in written and oral communication: values, ethics, and social
0
responsibilities; quantitative skills; contributions of all segments of society; human behavior, cultural differences; and a global perspective.
10.3 Prospective business teachers demonstrate the knowledge and skills in educational foundations, teaching-learning theory, learning
styles, exceptionalities, instructional strategies, assessment techniques, and field experiences to effectively teach business education. 0
10.4 Prospective business teachers gain real life experience in the application of business knowledge and skills.
0
Comments
60

English Placements: National Council of Teachers of English (NCTE) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTE Standard 1: English Language Arts (ELA) Candidate Program Structure Score N/A
Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for
preservice English language arts teachers. 0
Comments
NCTE Standard 2: ELA Candidate Attitudes Score N/A

Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in
professional organizations, candidates adopt and strengthen professional attitudes needed by English language 0
arts teachers.
Comments
61

English Placements: National Council of Teachers of English (NCTE) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTE Standard 3: ELA Candidate Knowledge Score N/A

Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint
media; technology; and research theory and findings. 0
Comments
NCTE Standard 4: ELA Candidate Pedagogy Score N/A

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English
language arts, students, and teaching. 0
Comments
62

History Placements: National Council for the Social Studies (NCSS) Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCSS Theme 1: Culture and Cultural Diversity Score N/A

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of culture and cultural diversity. 0
Comments
NCSS Theme 2: Time, Continuity, and Change Score N/A

instruction at the appropriate school level for the study of time, continuity, and change. 0
Comments
63

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCSS Theme 3: People, Places, and Environments Score N/A

instruction at the appropriate school level for the study of people, places, and environments. 0
Comments
NCSS Theme 4: Individual Development and Identity Score N/A

instruction at the appropriate school level for the study of Individual development and identity 0
Comments
64

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCSS Theme 5: Individuals, Groups, and Institutions Score N/A

instruction at the appropriate school level for the study of interactions among individuals, groups, and 0
institutions.
Comments
NCSS Theme 6: Power, Authority, and Governance Score N/A

instruction at the appropriate school level for the study of power, authority, and governance. 0
Comments
65

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCSS Theme 7: Production, Distribution, and Consumption Score N/A

instruction at the appropriate school level for the study of how people organize for the production, distribution, 0
and consumption of goods and services.
Comments
NCSS Theme 8: Science, Technology, and Society Score N/A

instruction at the appropriate school level for the study of science, technology, and society. 0
Comments
66

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCSS Theme 9: Global Connections Score N/A

Social studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction at the
appropriate school level for the study of global connections and interdependence. 0
Comments
NCSS Theme 10: Civic Ideals and Practices Score N/A

instruction at the appropriate school level for the study of civic ideals and practices. 0
Comments
67

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 1: Knowledge of Mathematical Problem Solving Score N/A

Candidates know, understand, and apply the process of mathematical problem solving.
0
Comments
NCTM Standard 2: Knowledge of Reasoning and Proof Score N/A

Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for
mathematical rigor and inquiry 0
Comments
68


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 3: Knowledge of Mathematical Communication Score N/A

Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others.
0
Comments
NCTM Standard 4: Knowledge of Mathematical Connections Score N/A

Candidates recognize, use, and make connections between and among mathematical ideas and in contexts
outside mathematics to build mathematical understanding. 0
Comments
69


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 5: Knowledge of Mathematical Representation Score N/A

Candidates use varied representations of mathematical ideas to support and deepen students’ mathematical
understanding. 0
Comments
NCTM Standard 6: Knowledge of Technology Score N/A

Candidates embrace technology as an essential tool for teaching and learning mathematics.
0
Comments
70


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 7: Dispositions Score N/A

Candidates support a positive disposition toward mathematical processes and mathematical learning.
0
Comments
NCTM Standard 8: Knowledge of Mathematics Pedagogy Score N/A

Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge
specific to mathematics teaching and learning.
0
Comments
71


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 9: Knowledge of Number and Operation Score N/A

Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of
representing numbers, relationships among number and number systems, and meanings of operations.
0
Comments
NCTM Standard 10: Knowledge of Different Perspectives on Algebra Score N/A

Candidates emphasize relationships among quantities including functions, ways of representing mathematical
relationships, and the analysis of change. 0
Comments
72


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 11: Knowledge of Geometries Score N/A

Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes,
structures, and their properties. 0
Comments
NCTM Standard 12: Knowledge of Calculus Score N/A

Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a
thorough background in the techniques and application of the calculus.
0
Comments
73


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 13: Knowledge of Discrete Mathematics Score N/A

Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.
0
Comments
NCTM Standard 14: Knowledge of Data Analysis, Statistics, and Probability Score N/A
Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and
probability.
0
Comments
74


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NCTM Standard 15: Knowledge of Measurement Score N/A

Candidates apply and use measurement concepts and tools.
0
Comments
75

Physical Education Placements: Society of Health and Physical Educators (SHAPE) Scoring Guide
N/A 2 to 79 80 to 86 87 to 100
student teacher.
SHAPE: Standard 1 Score N/A

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
0
Comments

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance. 0
Comments
76

N/A 2 to 79 80 to 86 87 to 100
student teacher.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-
enhancing level of physical activity and fitness. 0
Comments

The physically literate individual exhibits responsible personal and social behavior that respects self and others.
0
Comments
77

N/A 2 to 79 80 to 86 87 to 100
student teacher.

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-
expression and/or social interaction. 0
Comments
78

Science Placements: National Science Teachers Association (NSTA) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NSTA Standard 1: Content Score N/A

Teachers of science understand and can articulate the knowledge and practices of contemporary science. They
can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can 0
conduct scientific investigations.
Comments
NSTA Standard 2: Nature of Science Score N/A

Teachers of science engage students effectively in studies of the history, philosophy, and practice of science.
They enable students to distinguish science from nonscience, understand the evolution and practice of science as 0
a human endeavor, and critically analyze assertions made in the name of science.
Comments
79


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NSTA Standard 3: Inquiry Score N/A

Teachers of science engage students both in studies of various methods of scientific inquiry and in active
learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask
0
questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from
empirical experiences.
Comments
NSTA Standard 4: Issues Score N/A

Teachers of science recognize that informed citizens must be prepared to make decisions and take action on
contemporary science- and technology-related issues of interest to the general society. They require students to
0
conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon
their goals and values.
Comments
80


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NSTA Standard 5: General Skills of Teaching Score N/A

Teachers of science create a community of diverse learners who construct meaning from their science
experience and possess a disposition for further exploration and learning. They use, and can justify, a variety of 0
classroom arrangements, groupings, actions, strategies, and methodologies.
Comments
NSTA Standard 6: Curriculum Score N/A

Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the
goals and recommendations of the National Science Education Standards. They begin with the end in mind and 0
effectively incorporate contemporary practices and resources into their planning and teaching.
Comments
81


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NSTA Standard 7: Science in the Community Score N/A

Teachers of science relate their discipline to their local and regional communities, involving stakeholders and
using the individual, institutional, and natural resources of the community in their teaching. They actively engage 0
students in science-related studies or activities related to locally important issues.
Comments
NSTA Standard 8: Assessment Score N/A

Teachers of science construct and use effective assessment strategies to determine the backgrounds and
achievement of learners and facilitate their intellectual, social, and personal development. They assess students
0
fairly and equitably, and require that students engage in ongoing self-assessment.
Comments
82


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NSTA Standard 9: Safety and Welfare Score N/A

Teachers of science organize safe and effective learning environments that promote the success of students
and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the
0
welfare of all living things used in the classroom or found in the field.
Comments
NSTA Standard 10: Professional Growth Score N/A

Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse
needs of their students, school, community, and profession. They have a desire and disposition for growth and 0
betterment.
Comments
83

Theatre Placements: National Association of Schools of Theatre (NAST) Scoring Guide

N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAST Item 2a: Score N/A

An understanding of child development and the identification and understanding of psychological principles of
learning as these relate to theatre education. 0
Comments
NAST Item 2b: Score N/A

An understanding of the philosophical and social foundation underlying theatre in education and the ability to
express a rationale for personal attitudes and beliefs. 0
Comments
84


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAST Item 2c: Score N/A

An ability to assess aptitudes, experiential backgrounds, skills, and interests of individuals and groups of pupils,
to devise learning experiences to meet assessed needs, and to manage classrooms and rehearsals effectively. 0
Comments
NAST Item 2d: Score N/A

Knowledge of current methods and materials available in all fields and levels of theatre education.
0
Comments
85


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAST Item 2e: Score N/A

An understanding of the principles and methods of developing curricula and the short- and long-term units that
comprises them. 0
Comments
NAST Item 2f: Score N/A

An understanding of evaluative techniques and the ability to apply them in assessing both the progress of
students and in the objectives and procedures of the curriculum. 0
Comments
86


N/A 2 to 79 80 to 86 87 to 100
student teacher.
NAST Item 2g: Score N/A

An awareness of the need for continuing study, self-evaluation, and professional growth.
0
Comments
87

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.
%
Total Scored Percentage:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
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- Date

Signature Toni C. Melton-Trainor
Toni C. Melton-Trainor (Jun 6, 2018) Jun 6, 2018
88
Teacher Candidate: Linda Blakley
Date: June 5, 2018
Time: 10:00-10:45
Subject/Content: ELA/Small Group and Centers
Observation #4 Notes:
9:53 a.m. -
The observation began with the teacher explaining to the whole class what they will do during small
group and centers. The teacher pointed out the letters they will study, which are: Bb, Dd, Rr, Uu, and Yy.
The teacher explained that while the students are in the library to look for words they are learning. The
teacher told the students she would wait for the students to settle down. The Cooperating Teacher
raised her voice and asked the class why she hears voices. The teacher continued to explain what the
students will be doing while in centers.
9:57 –
Ms. Hoffler, the Cooperating Teacher, disciplines the class for talking while Ms. Blakley explains the
centers. Students were told by Ms. Hoffler that they would receive a consequence if they continued with
their talking. The teacher called names of students who could go to centers.
10:00 –
Student were directed to the centers. Ms. Blakley informed the students that in a minute she will call
her first group over.
10:03-
The teacher collected four students to the table. She placed plastic letters onto the table and told the
students that they will be working on the letters that they do not know very well. The students shared
the letters aloud. The teacher asked the students to find someone who has the same letter as they do.
The students had upper and lower case letters of R and U. The teacher assisted a student who thought
she had the letter n instead of the letter u.
The teacher, using a laptop of pictures, had the students look at the pictures and think about the first
sound in the thing in the picture and state the letter it represents. A student announced /r/. Next the
teacher presented a picture of an umbrella. Students made the /y/ and the teacher corrected the
students to make the /u/. Next, the teacher presented a picture of a yo-yo. She asked the students to
tell her the letter that makes the /y/. The teacher collected the letters from the students due to fiddling.
The teacher placed the letters in front of her and had the students say the sounds and identify the
letters that make the /y/.
10:09-
The next picture of a rocket required clarification between rocket and ship. The teacher asked the
students if any of the letters are an s and whether it can be a ship or a rocket ship. Ms. Hoffler
announced for the students to sit down.
The teacher asked the students the first sound in the word rocket, what letter makes the /r/. Next, to
settle the behavior of the children, the teacher stopped the group of students and explained her
expectations of their behavior.
10:13 –
The lesson continued with the sounds that each letter makes. The teacher attempted the process of
elimination to assist the students in identifying the sound at the beginning of rocket. Next, the teacher
presented the picture of underwear. Ms. Hoffler told the students to sit down because she could not
see. The teacher continued with the process of elimination to identify the first sound in underwear. The
teacher repeated the task with each student.
10:18-
The teacher continued with identifying the first sound in underwear. While the teacher worked with the
small group, students participated in centers. The instructional assistant worked with a small group of
students on letters. Both the Cooperating Teacher and the Instructional Assistant monitored and
redirected the students at centers. The teacher asked the students to give her words that begin with the
/u/. A student said yogurt and the teacher told her the word was incorrect. The teacher had her come
up with another word and the student said umbrella.
10:22 –
The teacher collected another group for the next lesson. Before the lesson began, the teacher reminded
the students that she wanted them to think prior to speaking. The teacher presented two letters, Yy and
Uu. The teacher mixed the letters and asked the students which was y and which was u. The teacher
presented pictures to the students and asked for the first sound that they hear. Then she had them
identify the letter that represents the initial sound.
10:29-
When a student came to the teacher in small group, the Cooperating Teacher redirected the students to
her. The teacher continued with her lesson. The teacher asked if yogurt starts with /u/ or /y/. Next, the
teacher provided each student with a sheet of paper. On one side the teacher asked the students to
write the letter U at the top and on the other side the letter Y.
10:33-
On a tray the teacher had a set of objects (yo-yo, underwear, uncle doll, etc.). The teacher handed the
object to the students and had them place the object on the U or Y side of their papers. The students
were dismissed.
Comments and Recommendations:
You approach of addressing student behaviors exhibit patience and supportive guidance that students
need at a very young age.
You effectively communicated expectations and provided students with clear understanding of the tasks
ahead.
Consider chanting the alphabet (chanting chunks) prior to presenting the pictures to identify the sounds.
The benefits of chanting the alphabet are to help children with letter naming and listening for letter
sounds. Here is a YouTube resource that may help in the future:
https://www.youtube.com/watch?v=Fm5UQdYqlTk
Excellent job in managing the transitions of the small groups by moving to the centers and collecting the
students. When moving to the centers, consider using this time to check on the progress of the students
working.
When students are at centers, consider looking up from your small group lesson and visually scan the
room for on and off task student behaviors.
Excellent job in utilizing ELA assessment data in determining your instructional groups. In addition to
assessment data, consider student interaction and behavior when planning your groups.
When incorporating technology into your lessons, consider technology that the students will engage
with during the learning in order to assist and enhance their learning.
You were determined to assist the students who struggled with letter-sound recognition. To strengthen
your ability to teach reading, consider seeking professional development opportunities.
Primary Reading – Pre-Kindergarten RELA DTA Planning Guide
Reading/English Language Arts Planner for Pre-Kindergarten

Date: June 5, 2018 Unit: 8 Week: 1 Day: 2 Selection(s):The Gift by Gerry West
Initial Planning Template
FFT Support, 1.c (Setting Instructional Outcomes), 1.f (Designing Student Assessments)
IDENTIFY STRATEGY(IES) or SKILL(S) FROM STANDARDS Standards
Think Abouts… Greeting Circle/Morning Message:
 Are standards from more than one strand included (Foundational Skills, Reading, F1.b Recognize that spoken words can be written and read.
Writing, Speaking and Listening, Language)? RF1.d Recognize and name some upper and lowercase letters of the alphabet.
 Are standards and rubrics made available? RF3.b Demonstrate basic knowledge of one-to-one letter sound correspondence by producing the
 How are they posted and shared with students? most frequent sound for some consonants.
Whole Group Read Aloud:

RL1 With modeling and support, answer questions about details in a text.
RL3 With modeling and support, identify characters, settings, and major events in a story.
SL1.a Follow agreed-upon roles for discussions (e.g. listening to others and taking turns, speaking
about the topics and texts under discussion).
SL2 Confirm understanding of text read aloud or information presented orally or through other media
by asking and answering questions about key details with modeling and support.
Small Group:
RF1.d Recognize and name some upper and lowercase letters of the alphabet.
RF3.a Recognize that words are made up of letters and their sounds.
RF2.e Isolate and pronounce the initial sound in spoken words.
RF3.b Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the
most frequent sound for some consonants.
MATCH OBJECTIVE WITH TEXT The Gift by Gerry West
Ensure each text(s) is well aligned to the chosen strategy/skill and to student
needs/interests/cultural diversity. This text will be used to identify characters, settings, and events in the story and respond to questions
Think Abouts… about/ discuss the changes the main character undergoes.
 Is the text complexity appropriate considering the quantitative measures, qualitative Standards
measures, the students, and the tasks (RL.10/RI.10)? RL1 With modeling and support, answer questions about details in a text.
 Are various texts are used for whole group as well as small group instruction? RL3 With modeling and support, identify characters, settings, and major events in a story.
SL1.a Follow agreed-upon roles for discussions (e.g. listening to others and taking turns, speaking
about the topics and texts under discussion).
SL2 Confirm understanding of text read aloud or information presented orally or through other media
by asking and answering questions about key details with modeling and support.
LESSON OBJECTIVE(S)/OUTCOMES Greeting Circle:
Objective(s) must be specific, measurable, rigorous, stated as a learning outcome, and in 1. Students will follow the teacher writing and reading the morning message to associate oral
PGCPS format. language with written language.
Think Abouts… 2. Students will identify the letters of the week (Rr, Dd, Vv, Uu, and Yy) and orally produce the
 Why are you setting this objective? sound associated with each letter.
FFT Lesson Planner – Elementary Reading K-5, 2017 1

Prince George’s County Public Schools
 What is the expected learning outcome of this lesson? 3. Students will examine the Morning Message to locate the five letters of the week (Rr, Dd,
 Does the lesson objective articulate the assessment criteria for learning outcome? Vv, Uu, and Yy).
 What verbs have been included in the objective to ensure high expectations and high
levels of rigor? Whole Group Read Aloud:
 Does the objective(s)/outcome prompt students to raise questions, solve problems, 1. Students will listen to the text, The Gift by Gerry West, paying attention to the details in the
think, and reason? story.
2. Students will identify the characters, settings, and other major events in the story and
confirm their understanding of the story through asking and answering questions..
3. Students will identify the changes in the main character through responses to questions and
discussions that follow class rules.
Small Group Reading:

1. Students will identify the focus letters and orally produce the sound associated with the
letter.
2. Students will examine objects and orally state the object’s name.
3. Students will segment the initial sound from the remainder of the sounds in the object’s
name.
4. Students will associate the initial sound of the object name with the letter that makes the
same sound/match the sound and letter.
MATERIALS AND/OR TECHNOLOGY RESOURCES (AS NEEDED) Greeting Circle:
Materials that are necessary for the lesson; resources that will enhance instruction. 1. Classroom carpet
Think Abouts… 2. Whiteboard and markers
 How will these materials and/or resources enhance instruction, increase the 3. Mystery word card: Mature
academic rigor for students, or support teaching through multiple modalities? 4. Letter Cards (Rr, Dd, Vv, Uu, and Yy)
Whole Group Read Aloud:

1. The Gift by Gerry West text
2. Classroom carpet
3. Story Element visuals/sticks to help identify the characters, setting, events
Small Group:
1. Small Group setting/table
2. Objects whose names begin with sounds associated with the focus letters
3. Sorting work mat featuring blocks for the focus letters
4. Focus letter magnets (Rr, Uu, and Yy)
5. Magnetic Whiteboard
6. Student pencils
VALUE, SEQUENCE, AND ALIGNMENT/BALANCE Whole Group Read Aloud Fit: This lesson fits into the Frog Street unit named Changes. The
Students must be able to build their understanding of important ideas from concept to students will understand that the main character of the story changes in the story. In the last unit, the
concept. students examined the changes in insects during their life cycle. By the conclusion of the unit, the
Think Abouts… students are expected to understand that over time they will also change.
 How does the lesson fit in with previous and future lessons in the context of a unit of
study/arc of learning? Small Group/Greeting Circle Phonics Fit: Through the last eight units students have been
 How will this lesson proceed in terms of time and learning tasks? introduced to each of the 26 letters of the alphabet. Many students can recognize 20 to 26 of the
 What interdisciplinary connections and/or technology will be made in this lesson? uppercase letters and between 10 and 26 lowercase letters. The Greeting Circle activity of locating
 In what ways is this lesson rigorous and authentic? the week’s letters assists students who have not yet demonstrated proficiency in identifying these
Is there a balance of instruction utilizing multiple modes of learning? letters through continued practice and exposure. However, they do not yet know all the sounds
associated with all the letters. The small group lesson continues to focus on the sounds of the week’s
letters that the students do not yet know and associating these with initial sounds in objects’ names.
This ability leads to the ability to decode words and spell words through phonics knowledge.
Technology: During centers, students will visit the technology center to enhance their understanding
of these elements through their learning on the Waterford program. During small group instruction, the
teacher will show the students images of objects that begin with the focus letters and help them
determine the letter associated with the initial sound.
Authenticity and Rigor: Whole Group Read Aloud: This story is about an animal who changes and
has to give something up. The students may connect this to their life in determining that they have
changed and have given up something as a result of the change (clothing, toys, etc.); Small Group:
Students will use appropriately sized real objects, including toys or manipulatives, that they would
encounter in real-life and whose names they should already know. Students do not already know the
sounds associated with the focus letters based on last month’s assessment data.
Balance: Whole Group Read Aloud: Visual students will examine the photos and hand gestures used;
Auditory learners will listen to the words; kinesthetic learners may repeat the hand gestures. Small
Group: Visual learners will observe the object in the teacher demonstration being moved to the
corresponding letter on the work mat; Auditory learners will hear letter sounds and produce the letter
sounds associated with the initial letter in the object name; Kinesthetic learners will physically move
the objects closer to the letter associated with the initial sound.
SUITABILITY FOR DIVERSE LEARNERS  Students will be provided ample time for processing and determining a response.
Think Abouts…  Teacher will use hand gestures to indicate word meaning and visuals as possible.
 What accommodations or differentiation of instruction/use of UDL has been provided  Students will collaborate in the small group activity.
for diverse learners (TAG, ESOL, SPED, 504, etc.)?
 Students will openly discuss the elements of the Read Aloud text with ample time for response
 Do the outcomes provide cultural sensitivity? between them.
 Are assessments differentiated with explicit criteria so that every learner can  Cultural differences or different understandings of the text will be addressed in a manner of
demonstrate mastery of the concept/content? understanding the differences between individuals.
ASSESSMENT Whole Group Read Aloud:
Think Abouts…  The teacher will ask comprehension questions while reading the text and note student
 How will students expand and solidify their understanding of the concept and apply responses.
it?  The teacher will record student responses to story element identification questions on a white
 How will progress be monitored during the lesson? board and note appropriate responses.
 How will assessment expectations be communicated to students?
 The teacher will also note the student indications of the changes the main character exhibits
 How can students monitor their own progress toward the outcomes?
during the story noting the students who provide the correct responses.
 How can students monitor their own progress toward the outcomes?
 How will students demonstrate their mastery of the essential learning outcomes?
Small Group:
 What evidence will be necessary to illustrate mastery?
 Will assessments need to be modified to meet the needs of individual students?
 The teacher will observe student actions during the collaborative portion of the lesson
as well as the oral presentation of the sounds.
 How will feedback be provided aligned to the standards, rubrics, and exemplars?
 The teacher will observe the individual student actions during the independent portion
of the lesson as well as their oral presentations of the sounds.
 The students’ ability to find two objects whose names begin with a sound matching
each focus letter and place them in the appropriate area of the work mat shall be used as
an exit ticket.
PLANNING FOR SMALL GROUP GUIDED READING INSTRUCTION  There will be two different small groups and different focus letter groups.
Think Abouts…  The students identified for each group demonstrated a lack of knowledge of the focus
 What strategies and skills are students integrating or neglecting? letters’ associated sound in the May ELA assessment.
o How have I used anecdotal notes and/or running records to identify these  The use of age appropriate familiar objects to be matched with their beginning letter
skills and strategies? based on the initial sound shall enhance instruction as it provides a meaningful
o How will this lesson fit in with previous and future lessons? application of this skill.
 Does the text selected match students’ reading level and provide opportunities to
teach skills and strategies?
 What materials and resources will I need to enhance instruction?
 How will the lesson provide students the avenue to practice the skill, strategy, or
standard while reading, writing and/or speaking?

Pre-Kindergarten FFT Planner
Lesson Components Teachers might also include think alouds and teaching moves on sticky Differentiation/Modifications and
FFT Support, 1.e (Designing coherent Instruction) notes in their instructional resources, as well as noting them on this Resources Needed
planning sheet.
FFT Support, 2b (Establishing a Culture for Learning)
FFT Support, 2c (Managing Classroom Procedures)
FFT Support, 2d (Managing Student Behavior)
FFT Support, 3a (Communicating with Students)
FFT Support, 3.b (Questioning/Discussion Techniques)
FFT Support, 3.c (Engaging Students)
FFT Support, 3d (Using Assessment in Instruction)
Opening Routines/ Greeting Circle Greeting Circle: Daily Classroom Materials:
 Attendance 1. Students sit in their assigned spot on the carpet. One student is selected by  Attendance pocket chart
 Calendar the Co-teacher (Ms. Clark) to pass out name tags for those students who are  Pointer
seated appropriately to select their own job for the day.
 Meteorlogist  Calendar with dates
2. The Co-teacher then leads the Attendance counter to count the number of
 Movement and Learning students present and use the number in a complete sentence. She also leads  Meteorological chart
 Morning Message them in determining the number of students absent that day and using that
number in a complete sentence. Movement and Learning:
3. The Co-teacher also encourages the Calendar Helper to review the calendar  “Five Silly Monkeys” or “Five Little
for the day, post the day’s date on the calendar and having students repeat the Speckled Frogs” recorded songs
days of the week, month of the year, numbers on the calendar, and state the on CD
date in a complete sentence.  Teacher’s Edition p. 199 or p.200
4. The Meteorologist then observes the weather while the students sing the song
and states the weather for the day using a complete sentence. Morning Message:
5. The Co-teacher lads the students through the song of the day (Movement and  Whiteboard and markers
Learning).  Letter cards week (Rr, Dd, Vv, Uu,
Morning Message (the teacher): and Yy)
1. The students observe and assist with recording the date at the top of the
whiteboard.
2. The teacher reviews the meaning of the wonderful word of the week: mature.
3. The students observe the teacher reading the morning message using her
finger to indicate the word being read. (Every day you change and grow.)
4. Students are invited to identify the letter of the week and its associated sound.
5. Students are invited to use the marker on the whiteboard to circle the letter of
the week in a word (one student per word) and identify the letter name.
6. Teacher models using the letter sounds to sound out the word day when that
word is examined.

planning sheet.
Whole Group—Reading/Writing Instruction Whole Group Reading/Writing Instruction: Vocabulary: change, mature, give up
 Introduce the concept, build concept, extend concept (build The teacher will ask the students what they looked like when they were born
background, oral language) (babies). The class will discuss how they talked and moved during the time they
 Guiding Question (How can an animal change?) were a baby (cried, moved their arms and legs, turned over). The teacher talks
 Concept Oral Vocabulary about how they began to crawl and how they started eating real food as a
Read Aloud/Listening Comprehension toddler. The teacher then indicates that the way they moved when they became
 Literature Big Book-initial reading strategy focus a toddler changed and so did what they ate. The teacher asks them to compare
these to who they are now (can walk now, can eat on their own, can talk). The
teacher tells them that as they change they mature. The teacher quickly asks
them what they had to give up as a baby or toddler to become who they are now
(crib, baby clothes, walker, some toys, etc.). The teacher can record these on
the white board for students to see.
Read Aloud/Listening Comprehension: Materials:

The Gift by Gerry West
The teacher reads the cover of the book The Gift. She introduces the book as it
Whiteboard and marker
is about a lion cub who changes and receives gifts. She asks the students to pay
close attention to what happens in the story and who is in the story. At the
conclusion of the story, she asks the students to identify the story elements and
records them on a white board. She also asks them to identify the changes in
the lion cub and records them on the white board. Finally, the students and
teacher discuss what the lion cub gives up in the story as he matures.

Small Group Guided Reading Rotation: Guided Reading First Group (Focus Letters: Rr, Uu, Yy): Materials:
Instruction occurs on Days 1-7 with instructional level 1. The teacher passes out magnetic letters for each of the focus letters.  magnetic letters for Rr, Uu, and
texts. She asks students to identify each letter and find their partner with the Yy
 See Recommended Time Use for Options for Day 7 upper/lowercase letter to sit next to. The teacher and students produce  teacher computer with images
and the Guided Reading Lesson Planners
the sounds for each letter. The teacher observes mouth formation and of objects (rabbits, umbrellas,
listens for proper intonation while students produce the sound a second yogurt, yoyos, underwear, and
time. Each of the sounds is associated with the letters being held up. a rocket)
2. The teacher then tells the students that they are going to work with  whiteboard
these letters and some pictures and objects. They will determine which  work mat with the space for
pictures and objects have names that begin with these letters. The each of the letters.
teacher shows pictures of rabbits, umbrella, yoyo, yarn, rocket, and  Student pencils
underwear. As they see each one, the students identify the object  Objects whose names begin
name and the teacher leads them through segmenting the initial sound with the focus letters (and some
as well as matching it to the appropriate letter. Students holding that that do not begin with these
letter hold it up high as they state the sound and name of the object. letters)
3. The teacher then asks the students to put the magnets on the white
board behind her. She presents the students with a work mat with
space for each of the letters. The students write the letters at the top of Differentiation: Based on student
the boxes using the magnetic letters as guides. assessment group data, the lessons
4. The teacher then presents a pile of objects whose names begin with are differentiated by the content
the focus letters. She invites the students to work with their partner to (focus letters).
place one object in each block under the letter that its name begins
with. The teacher models on her own work mat one example. The Extension: If finishing early,
teacher observes and assists as needed. When all students have students may discuss the result of
participated and there is one object under each letter on a pair’s work the sorting activity and then produce
mat, the teacher shall ask them to return the objects to the pile. the name of an object that begins
5. The teacher then invites the students to work independently sorting out with the sound of a focus letter.
the objects and reminds them that they cannot fight over an object but
instead get one and figure out where it goes on their own work mat.
Teacher observes during this step and assists as needed.
6. If time permits, the teacher and student shall discuss the results of the
sorting activity.
Second Group (Focus Letters: Uu, Yy): The teacher repeats the same steps
with this group but only focusing on two of the week’s letters as these students
have demonstrated a clear knowledge of the letter sound relationship for Rr.
Centers Ms. Clark (Co-teacher) will work with students in the centers and make
 Listening/Library observations during this time.
 Pretend and Learn
 Creativity Station Listening/Library: Students will explore texts looking for the letters of the week.
 Writing Pretend and Learn: Students will prepare foods for a baby, toddler, and
 Math themselves reflecting the way foods change as people change.
planning sheet.
 Science Creativity Station: Students may draw images of themselves as they mature or
the lion cub in The Gift as he matures.
Writing: students will write the names of objects/images that begin with the
letters of the week (using the cards from the curriculum with images on one side
and the words on the other side) while practicing letter formations.
Math: Using stencils, the students shall create common shapes and write the
names of the shapes. They may also illustrate the shape to represent an object
having that shape in everyday life.
Science: Life Cycles Activity: Students shall use the Lakeshore Life Cycle box
to make the life cycle of any of the animals/insects. They must then illustrate the
life cycle on a piece of paper numbering the steps.

\Images for Small Group Lessons (presented through the computer):
Rabbits umbrella yoyo
Rocket underwear yogurt


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CLINICAL PRACTICE EVALUATION 4

Linda Blakley 20271843

Bachelor of Science in Early Childhood Education

ECH-480 4/9/2018 6/3/2018

Samuel Chase Elementary School

FOR COURSE INSTRUCTORS ONLY:

Linda Blakley 20271843

Professional Dispositions of Learners Scoring Guide

High Expectations Score N/A

Respect for the Diversity of Others Score N/A

Linda Blakley 20271843

Professional Dispositions of Learners Scoring Guide

Fairness Score N/A

Professional Conduct Score N/A

Linda Blakley 20271843

Professional Dispositions of Learners Scoring Guide

Reflection Score N/A

Curiosity Score N/A

Linda Blakley 20271843

Professional Dispositions of Learners Scoring Guide

Honesty Score N/A

Compassion Score N/A

Professional Dispositions of Learners Scoring Guide

Advocacy Score N/A

Dedication Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Linda Blakley 20271843

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Linda Blakley 20271843

Specialized Professional Associations (SPA) Standards

Program Specialized Professional Associations (SPA) Pages

Dance NASD National Association of Schools of Dance 18-23

Elementary (ESL Emphasis) ACEI Association of Childhood Education International 32-39

Secondary- Business NBEA National Business Education Association 54-60

Secondary- English NCTE National Council of Teachers of English 61-62

Secondary- Math NCTM National Council of Teachers of Mathematics 68-75