Clinical Practice Evaluation 1 Encrypted

CLINICAL PRACTICE EVALUATION 1
Danielle Purcell 20276830

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education and Special Education

PROGRAM: _________________________________________________________________________________________________________________________
EED-480NA 1/7/2019 3/3/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Desert Palms Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Alexis Mason
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Beth Morford
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 190 points 95 %
10.00 1000 950 200
0 0 200 0 0 0 0 0 0 0 0 0 0 0
200
0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners 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 disposition 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 insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 95
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Danielle treated all students with 100% equality. Every student had the ability and opportunity to participate and learn fairly and appropriately. There were a handful of students that needed
accommodations and did not stand out. Every student was respected with the highest level possible. Positive reinforcements were given when redirection was necessary. The classroom
management was one of the best I have ever seen. It was very clear the students understood Danielle was there to teach and guide them. They respected her as much as she did them. It was a
wonderful learning environment for all.
Respect for the Diversity of Others Score No Evidence
Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 95 1.00
establish relationships characterized by respect and rapport.
Evidence
Danielle has been in this classroom just a short time and has already been working with the cooperating teacher to make changes to the seating arrangements in order to be a bit more sensitive to
the relationships of students in the class. She wanted to diffuse certain situations and embrace other relationships fostering with peers. She is also very keen and aware of students' special needs
and differentiated seating that has benefited the room, entirely. Some students have special noise-canceling headphones, or just need to sit in the front or back -- out of the small circle settings, so
they can focus and not be distracted. She has a great handle on this special needs and not one time were they excluded from the instruction. They were 100% included and it worked very well.
Students in class also seemed to be very accustomed to these few students' accommodations and also different groups coming and going from class time to their unique pullouts.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 95 1.00
Evidence
Danielle does not treat any student differently when it comes to the ability to learn. Every student has the opportunity; some with different accommodations. Seating has been recently adjusted to
ensure all students felt comfortable next to their peers. In a room close to 25 students, this is important to manage, and she does it well. She has also developed pulling names randomly (sticks with
names) when calling aloud for answers or feedback so that all students have an equal opportunity to participate; regardless if they will have the right answer or not. It is not about having the exact
right answer, it's about the experience and feeling included...not excluded in any way. She and the cooperating teacher also practice this when conducting formal or informal assessments.
Professional Conduct Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 95
Evidence 1.00
Danielle believes she is a very good role model for her students. She exudes a very stable and peaceful demeanor and never was her voice raised. During our first time together, this is not
something I would fully be able to know outside of the school, but she was a very good role model when it came to modeling good behavior, classroom management, respect/authority, and the
students fully respected her command of the room so that learning could take place. Danielle not only manages full time schooling (student teaching) but also working after hours. She understands
work/school balance and does the 'do whatever it takes' mentality. She will stay late and be a part of the school community, as if she were a full time employee.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 95
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
After each lesson, Danielle and her cooperating teacher (at the end of the day) - review what lessons were taught and what can be tweaked, enhanced, etc.. They also discuss not only curriculum,
but student engagement. Danielle will re-evaluate lessons and tweak them before the next day. Hours are spent above and beyond what is expected and one day per week, they stay late to work
on curriculum and PD opportunities. She participates with her colleagues, as a student teacher. She fulfills all duties and is a member of her grade level team.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
95
Evidence
At the beginning of the lesson, I was amazed at the interest and enthusiasm the students portrayed when they knew they were going to be taking part in an hour-long lesson that included many
different skills of ELA. This lesson included reading, reading comprehension, character analysis, group work, independent work, multiple choice practice, and even Social-Emotional learning
competencies. It was a full lesson and the students were very engaged for most of the hour. They were eager to find answers and please the teacher. They were curious to see if they could find
answers independently or with their partners. The story of sports, the understanding of perseverance; which was an SEL copentency in the story, and the continuation of a routine practice was a
good feeling for these studnets to want to work and succeed.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
95 1.00
Evidence
Immediately, I noticed Danielle treated al students with the same respect. During times when one may get off track or have a special need which prompted the student to perform a behavior that was
not 100% appropriate, Danielle understood the needs of all and how they needed to be communicated to. She never needed to raise a voice. The entire class had an understanding that when
Danielle said "1-2-3, Eyes on Me" -- they all heard it, even if they were talking and would stop whatever they were doing and reply with "1-2 Eyes on You." It was quite a sight to see and hear. It did
not take any raising of a voice and it fully redirected the students to get back on track to focus on her and the lesson every single time. It was magical and it worked. When you have control of a
class and the voice never needs to be raised -- that is a well run group and you know that learning takes place. Her actions and her words, definitely told me a story of what was going on in there on
Compassion
a daily basis.
Score No Evidence 1.00
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 95
Evidence
While this is something that I could not fully see during my first visit - it is very clear she listens to the students and vice versa. When Danielle and I spoke after the observation, she mentioned to me
that if a student ever comes to her with a problem, she is always there to listen. Danielle mentioned not to necessarily be their friend, but to be a support and to be a kind, caring, listener...and to
show them that she absolutely cared about them. She is ganing more and more understanding of the family systems and does what she can when appropriate; mostly, just to listen.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 95 1.00
Evidence
As mentioned in the previous topic, Danielle understands most all of her students and school is Title 1 --- and the majority do stay for the after school program - where students stay at school until
parents are done with work, around 6, 6:30PM. That is a lot of time at school for a student and is gaining an understanding of how much parental support is available. Danielle takes part in PD at
school and is doing all that is available to be a member of the community at this time.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
Danielle is completing all of her required work for GCU. She also stays late with her cooperating teacher and teammates. On Wednesdays, they have prep hours which she takes part in. This has
her staying more than her required contracted hours. She is invested in making sure she understands student needs by having an additional major of Special Education and if a lesson didn't go very
well -- it is revamped. If seating is not working out - we reconfigure. Danielle understands that keeping things status quo is not acceptable and is committed to making every day a little bit better.

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

95 %
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

Beth Morford
Beth Morford (Jan 26, 2019) Jan 26, 2019

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CLINICAL PRACTICE EVALUATION 1

Danielle Purcell 20276830

Bachelor of Science in Elementary Education and Special Education

EED-480NA 1/7/2019 3/3/2019

Desert Palms Elementary School

FOR COURSE INSTRUCTORS ONLY:

Danielle Purcell 20276830

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Danielle Purcell 20276830

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Danielle Purcell 20276830

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Danielle Purcell 20276830

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Danielle Purcell 20276830

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Danielle Purcell 20276830

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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