Clinical Practice Evaluation 2 - Dual Placement Encrypted

CLINICAL PRACTICE EVALUATION 2D
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 2D
TOTAL POINTS 282.6 points 94.2 %
25 2,500.00 2355
0
0
0
0
300
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0 0 0 0 0 0 0 0 0 0 0
300
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)
0 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

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 95
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 student growth and 95
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. )
Danielle had a wonderful lesson in Science - on clouds. This is a long unit on weather they have been working on and will be continuing to do so. The students learned about
3 types of clouds with a story to start them off with visuals and initial context. They also were able to take this and look outside to use pictures in their science book and
compare them to what types of clouds were outside. They were very excited to know that an art project was going to sum up the lesson at the end to show mastery. Danielle
also just took part in conferences last week with her cooperating teacher -- as well as weekly team meetings to plan on what units and curriculum/ideas will be taught as a team.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 93
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 93
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 95
Evidence
Danielle does a fantastic job at meeting the student's needs when it comes to learning environments. If they need a separate space (i.e., not together in a table/group setting) -
she is very good about having a separate desk for them to work. She also knows when they may need noise-blocking headphones, or to put up Privacy Shields. She and her
cooperating teacher do a good job with positive reinforcement when those students are having a good day (or moment)! They also know they need a little extra wiggle room and
if they happen to need to stand, it is okay. They do not seem to have any ELL students in their room at this time. There are a couple with behavioral issues they are just starting
to work on and maybe one or two that have trouble finishing work in class. They are just investigating if it is due to learning struggles or the ability to focus and complete tasks.
This is one thing I mentioned to Danielle --- to monitor the room a bit more.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 93
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 97
backgrounds and differing perspectives students bring to the learning environment.
Evidence
Danielle has an excellent way to speak with the students in a very low tone and does not ever need to raise her voice. She is respectful of all and they, of her. She can
give a verbal cue in a very low tone, even if the students' voices are a bit higher than normal. They will hear the words - '1, 2, 3 - eyes on me' -- and immediately, you will
hear back - '1, 2 - eyes on you'. So, just when you think they may not be listening, they will hear her soft voice. Students do not need to feel stressed or a part of a tense
environment. Classrooms should and do get louder, but when she needs to bring it back down, the immediately listen and obey her subtle commands. The students are
seated appropriately and those that need separate seating will get it! My only suggestion to her, was to monitor the room as much as possible to check for understanding.
The Doc Cam is used much of the time, maybe assign that to a student and she can monitor the room and their work.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 93
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
95
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 95
Evidence
For this lesson, the students are learning new vocabulary words in science and they touched on that they had been learning about weather and different areas and so
today's lesson was to now focus on clouds. It was referring back to a bigger concept. The teacher used a storybook to introduce the lesson. She also used the actual
sky, so students could apply real-life scenarios to the cloud lesson, and also as a physical representation, they used cotton balls to make replicas of the cloud types and
formations.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 97
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 95
and global issues and create novel approaches to solving problems.
Evidence
As mentioned before, the students went outside to view the actual clouds in the sky to then discuss what types of clouds were which type. It was a great way to have them
visualize and identify. Coming up, we discussed a unit project they are working on in weather - and they will be having a long-term project to talk about natural disasters that
can happen. These are global issues and how will they solve the natural disaster that they select. They will learn about them all, but then will select one of interest to do a
project on with a diorama and present to their parents.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 93
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 93
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 93
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Danielle and cooperating teacher are using a variety of assessment markers on this lesson. At the end of each day/lesson - there are informal assessments, based on in-
class work. This might be done independently or with groups. At the end of the unit, they have a booklet they can take with them and on the last page(s), there are concepts,
vocabulary words, etc... that they will have to independently complete. This will be their summative assessment on this unit. I was not aware if anything will be adapted for
anyone, but at this time, I am not sure that that is a necessity for anyone in the class -- academically. I am confident that Danielle or the cooperating teacher will make those
accommodations if required.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 93
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 demonstrate knowledge and 95
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 95
interest.
Evidence
As mentioned before, at this time, during this particular lesson -- academics and activities were not needed to be altered for anyone. They were all able to take part in the
read aloud, follow along with the story, and the activity. If they did struggle, they had the teacher to assist and/or their neighbor. But, again, they are appropriate sitting where
they need to, for academic success. Danielle used 4 different means to teach this lesson. A storybook, a textbook, real-life weather outdoors, and a hands-on art project for
demonstration/replication. Assessments were discussed previously and are done on a daily basis as well as a larger summative project that is written, as well as a display
project for showing mastery.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 93
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, evaluate, and apply 95
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 93
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
Danielle did a great job in changing up the way the students were to absorb the 3 types of clouds in this initial lesson. By 4 different applications, they were able to see, hear,
and actually touch (cotton) in order to make sense of the types of clouds and terminology. In this particular lesson, Danielle is mostly an instructor and facilitator, It wasn't an
appropriate or rather, a time for her to be an audience member. She will be when they do the summative assessment when the students do their final project and need to
present to the teachers/parents. I believe she will do a bit more back and forth communication - to stimulate curiosity and probing of questions to promote thought in the next
lesson. This was a very introductory lesson on the topic.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 95
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 93
analysis, reflection, and problem solving.
Evidence
Danielle works with her cooperating teacher and 2nd grade team of teachers on a weekly basis. If she is in need of something to enhance the lesson, she will search for this
via the internet to find the best resources for her students.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 95
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 93
Evidence
Danielle and the cooperating teacher incorporate computer/center time every morning, first thing. They rotate and work on reading and math via iReady -- where it is
adaptive to meet the needs of where the student is working. They were happy to report that semester reports showed growth on every student with this program. They
presented this material during parent teacher conferences last week. They also have a parent night coming up this spring where 2nd grade students will be presenting their
project on a selected natural disaster.
(10.2) - not applicable to this lesson

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
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
Evidence
Danielle is aware of her responsibilities as a student teacher and the evaluation process. She very much wants to do a great job and make an impact on the lives of the
students and to know that she knows how to teach them well and in the right way. She also wants to feel confident and reassured in her methods. She has a personal goal of
what grade level she would love teach in the future and takes this position as a full time 'job'. She understands the time and energy that goes into this role.

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

94.2 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
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 (Feb 27, 2019) Feb 27, 2019

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CLINICAL PRACTICE EVALUATION 2D

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

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Danielle Purcell 20276830

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Danielle Purcell 20276830

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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