Observation 2

CLINICAL PRACTICE EVALUATION 2S
Nora Torres 20413368

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/27/2018 12/9/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Zuni Hills Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Karl Maynes
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Margaret Jacobs
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 93.8 points 93.8 %
25 2,500.00 2345 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 94 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 95
student growth and development. 1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
The teacher candidate develops lessons with the other same grade level teacher of social studies. She is constantly collaborating with those teacher and other staff members in
addressing the best ways to meet all students' needs. She uses the app called Remind, emails and phone calls to communicate with families . During her lesson, the
anticipatory set allowed for students to get a review of previous lessons to support all levels in learning the new content.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 90 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
for making content accessible to English language students and for evaluating and supporting their 92 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 91 1.00
differences or needs.
Evidence
The teacher candidate incorporated language related did not demonstrate variation of instruction nor frequent comprehension checks but explained she does do more of such
with her other, more diverse groups. There were no ELL students in the group observed but vocabulary per the topic of Lincoln Debates was covered. She did ask questions
following three of the slides reviewed from her power point. Her original presentation of the information was creative and demonstrated very developed skills in accessing
resources to meet the particular learning needs of students she works with throughout each school day. She was asked to provide more examples of instructional strategies per
her next evaluation.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 94 1.00
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
96
1.00
environment.
Evidence
The teacher candidate demonstrates respect and responsiveness in her interactions with students in every situation this evaluator observes. While the lesson observed was
a lecture format, students were paying attention and taking notes. There was one student quietly talking to peers in the back of the room who eventually stopped chattering.
Students appeared to enjoy lesson and asked a few questions during the class.The teacher candidate moved around the room towards the end of the lesson.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 96 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 97 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 96 1.00
content area.
Evidence
The teacher candidate is teaching in two content areas and is demonstrating mastery of the material being taught. She consistently has students reflecting on content from
prior learning to link with new information. During the observed lesson on the Lincoln Debates, she asked students about material learned in previous lessons regarding
what led to and the beginning of the Civil War. She is much appreciated by her colleagues for her technological skills and using supplementary resources to help students
connect with lessons as related to the standards, She creates opportunities for students to master content.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 96 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
The teacher candidate tied in the content of the Lincoln Debates in to real-world problems such as when she shared about the present day court system and issues related to
diversity. She talked about the continued philosophy in the United States that 'All Men Are Created Equal." She answered a question and supported their need for more detail
to more fully understand the related content. She is effective in being able to apply content in both subject areas taught per the cooperating teacher.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 91
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 91 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
appropriate modifications in assessments or testing conditions especially for students with disabilities and 92 1
language learning needs.
Evidence
The teacher candidate is learning from the other department teachers about creating assessments that directly align to lessons taught/standards being covered. She is able
to do such without any concerns of bias. She has students take notes and review them prior to testing mastery. She uses formative measures such as 'Exit Tickets' to get
data on daily levels of learning.


evaluations)
teaching. teaching.
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 94 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 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 94 1.00
knowledge, and student interest.
Evidence
The teacher candidate develops lessons with the other same grade level teacher of social studies. She is constantly collaborating with those teacher and other staff members
in addressing the best ways to meet all students' needs. She knows the ability level of the students in the group observed and that they are able to move along at a faster
pacing than her other groups. Thus, she teaches accordingly and moves at a quicker pace. She is acquiring new strategies for mastering content and to check comprehension
through out lessons.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 90 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, interpret, 96 1.00
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,
92
1.00
and helping students to question).
Evidence
The teacher candidate used the instructor role and a few moments of being a facilitator during the observed lesson. Per the cooperating teacher, the teacher candidate is able
to facilitate and coach students. The candidate has not had students teaching or in a position where she is the audience. She does use technology with ease for student to
access information. She asked a few stimulating questions during the observed lesson.


evaluations)
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score No Evidence

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 and 97
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 97 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
The teacher candidate uses PLC time with the teacher in the 7th grade social studies and English departments to plan. During these sessions, she is evaluating the outcomes
of how effective material is meeting students' needs, aligning with standards, etc.She seeks information from peers and the professional community on a regular basis. Her
background in CPS has provided a wealth of knowledge in the area of using community resources, etc. to help in meeting students' needs.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 92 1.00
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 95 1.00
enact system change.
Evidence
The teacher candidate advocates for her students by sharing of unique learning needs during PLC and other collaborative times with staff. She talks with students about ways
she can support them when they are struggling.She is using the app Remind to communicate with parents about what is going on in her classes, assignments, etc. She is
open to being more involved with building learning communities with families.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 95 1.00
Evidence
The teacher candidate uses noted assessments on a regular basis to have understanding on how her efforts as a teacher are working in supporting students to be master
content and be the best they can be.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

93.8 %
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-Signature Date

Margaret M Jacobs
Margaret M Jacobs (Oct 17, 2018) Oct 17, 2018

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CLINICAL PRACTICE EVALUATION 2S

Nora Torres 20413368

Bachelor of Science in Elementary Education

ELM-490 8/27/2018 12/9/2018

Zuni Hills Elementary

FOR COURSE INSTRUCTORS ONLY:

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Nora Torres 20413368

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Nora Torres 20413368

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Nora Torres 20413368

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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