Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Walter Collins Jr. 20500911

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 9/6/2018 12/19/2018

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Homewood-Flossmoor High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Illinois
SCHOOL STATE: ___________________________________
Veronica Vargas
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Olevia Perry
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
148.5 points
EVALUATION 3 TOTAL
POINTS 99.00 %
25.00 2,500.00 2,475.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 150 0 0
150

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 The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 99
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
99
student growth and development.
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. )
You are aware of the students' needs. You review their IEPs, classroom and testing accommodations and goals. In addition, reading their progile, you create a "cheat
sheet" that shows all students' accommodations. You do an excellent job getting to know the students. For example, during appropriate class time (either in the beginning of
class or towards the end) you ask students about their weekend and what they are interested in. You feel that you have a great relationship with colleagues and will discuss
ideas pertaining to how to help the students become more successful learners.


evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
99
strengths 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 1.00
strategies for making content accessible to English language students and for evaluating and supporting 99
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 99 1.00
learning differences or needs.
Evidence
You engage in continuous reflection based on relevant assessment (formative/summative). This helps in planning lessons. You continue to seek advice from colleagues and
supervisors and listen and learn from the experiences of others. You participate in professional learning meetings and school development days. You frequently engage in
professional discussions with other colleagues as a means of improving your teaching practice. You create study guides for your students to help them prepare for their quiz
or test. You create review learning games such as Jeopardy, Kahoot and Quizziz (educational technology used as a game-based learning platform).


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
99
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 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 99
environment.
Evidence
You continue to communicate your expectations with students and lead as a positive role model. You write the agenda/objectives/activities for the day on the white
board. If you observe a student who is having an "off day", you usually ask the student to speak with you in hallway. If you are unable to assist the student, you are able to
guide the student to someone he or she can talk to and hopefully give them the support that is needed. Students are encouraged to demonstrate respect for their peers.
You explain the importance of respect for others as a life skill beyond the high school setting. .
Walter Collins Jr.

TEACHER CANDIDATE NAME______________________________ 20500911
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 99 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 99 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 99 1.00
their content area.
Evidence
You have a strong science background. You continue to use the Smartboard and or tablet to project power points and mini science video clips. You also use the
whiteboard/Smartboard for students to demonstrate what they have learned in class such as conversion problems or drawing an organelle on a plant cell. You have lab
supplies that you use to conduct lbs and reinforce content. Additional resources include IXL, (educational technology offering educational practice on skills for math,
science, etc.), Kahoot and Quizziz, which are used as a game based learning platform.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 99
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 99 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
You realize that science relates to math and reading and have integrated those disciplines within the classroom. You also personalize lessons, for example, you
have personalized unit conversion problems so students can better understand how these problems can relate to real world experience such as converting
American money into pesos.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 99 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 99 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
99 1
language learning needs.
Evidence
You continue to give formative assessments throughout the unit in both your Biology, Chemistry and Physical Science classes. These assessments help you identify
students’ strengths and weaknesses and target areas that need work. Students also receive Chapter HomeFun packets for every chapter that is covered. Completing the
Chapter HomeFun packet helps prepare students for their summative assessment which they take at the end of the chapter/unit. You continue to give out study guides
(Physical Science, Biology and Chemistry) to help students prepare for their summative assessment. You stress to the students that the study guide is important for them to
complete. After students complete complete their study guide, you always take time to review the correct answers so students have the correct answers to study from.


evaluations)
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 99 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 99 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 99 1.00
knowledge, and student interest.
Evidence
All learning activities are aligned with the objectives set for the day. You begin your classes with bell work. Bell work usually reviews something that was taught the previous
day. You also check at the beginning of class to make sure students have their class materials. Students will earn “Preparation Points” each day they are prepared for class.
The objectives are reviewed at the beginning of class and at the end of class. They are reinforced with a short homework assignment in which students have an opportunity to
start homework in class, so they can ask questions for clarification or get help from either you or your cooperating teacher. Instructional groups are selected in various ways.
Some groups are selected based on students’ different ability levels, while other groups might be selected based on proximity. Continue to work on flexibility in delivering
lessons.


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 99 1.00
in 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, 99 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, 99 1.00
and helping students to question).
Evidence
You do an excellent job of engaging students in learning. You use various strategies including the Smartboard and or tablet to project power points and minii science video
clips, Kahoot, Quizzizz and IXL. In your Biology classes, students did a cell campaign project on a cell organelle. Students were assigned organelle and paired with a student
to research organelle. For their cell campaign project, students created a Google slide presentation and poster focusing on why their organelle is the most important and
should be selected as “Organelle in Chief.” Another strategy that was used successfully after a review of previously learned material was a Jeopardy Game style review.
Students were really engaged in this activity and demonstrated good content knowledge.


evaluations)
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., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
99
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 99
the school, as supports for analysis, reflection, and problem solving.
Evidence
You use bell work and exit slips as a formative assessment tool to check the students’ understanding of a topic/lesson. You use this information to adapt instruction to meet
students’ needs and help guide planning. You engage in continuous reflection based on relevant assessment. This helps in planning lessons. Continue to seek advice from
colleagues and supervisors as well as participating in professional development activities to improve your teaching practice. You frequently engage in professional discussions
with other colleagues as a means of improving his teaching practice and recently participated in Parent-Teacher conferences (Thursday, November 1, 2018).


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 99
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 99 1.00
enact system change.
Evidence
You share your objectives for the day on the board in the classroom and post in Google Classroom. If students are absent or forget to write the assignments down, they
have the ability to check Google Classroom. Parents may access it as well. You have demonstrated that you are a team player.. You work well with the team and build
relationships with colleagues that are characterized by mutual support and cooperation.You actively participate in a culture of professional inquiry.and volunteer to participate
in school events and in school and projects, making a substantial contribution. You demonstrate excellent classroom management techniques, build positive relationships with
students and have established an excellent rapport.

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

99.00 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Olevia Perry
Olevia Perry (Nov 22, 2018) Nov 22, 2018

Clinical Practice Evaluation 3 - Signed 1

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Walter Collins Jr. 20500911

Master of Education in Special Education

SPD-590 9/6/2018 12/19/2018

Homewood-Flossmoor High School

FOR COURSE INSTRUCTORS ONLY:

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Walter Collins Jr.

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Walter Collins Jr. 20500911

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Walter Collins Jr. 20500911

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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