Clinical Evaluation 1 1

CLINICAL PRACTICE EVALUATION 1
Rena Riemann 20426563

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 1/10/2019 4/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Bain Elementary
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Wyoming
SCHOOL STATE: ___________________________________
Michelle Brutsman
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Virginia Jorden
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 93 points 93 %
10.00 1000 930 100
0 0 0 0 0 0 0 0 100 0 0 0 0 0
100
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. 93
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. )
Observation #1 included three small-group reading lessons using the story “The Rough-Faced Girl.” Rena’s groups were based on identifying strengths and weaknesses in students through prior
assessments. Using that knowledge she was able to individualize instruction for each group. During the three lessons, she communicated her expectations in a positive way. She invited each
student to think about her questions, some of which would not be found in the book. She redirected struggling students to find evidence on the page to answer her questions. She guided students
to go back and reread if they didn’t remember, thereby ensuring their success. One group needed her to reset the group expectations in the middle of the lesson. After she did so, the group met
Respect
those for the
expectations and Diversity of Others
she complimented the group telling them that they were acting much better than before. She encouraged students who were Score No Evidence
struggling to answer her comprehension
Teacher candidates
questions shouldgive
by stating “don’t be sensitive
up." 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 93 1.00
establish relationships characterized by respect and rapport.
Evidence
Rena has had several opportunities to respectfully interact with fellow teachers and parents, as well as students. She has been an active participant in Professional Learning Community (PLC)
meetings and trainings with staff. The cooperating teacher commented that Rena has taken an active role in those meetings. As an experienced teacher in Montana, she comes to this placement
with confidence. In fact, after only one month, she has taken over almost 100% of the classroom instruction. The school district is made up of numerous neighborhood schools which are as diverse
as the neighborhood in which they are located Rena has used diversity to cast light on perspective. She has incorporated a variety of literature into lessons by selecting stories from a cultural
perspective different from Cheyenne’s own. The story “The Rough-Faced Girl” is an example. She remained true to her lesson plan including RL2.2 Recount stories, including fables and folktales
from diverse cultures.


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. 93 1.00
Evidence
During the observation, I noted that Rena effectively listened to student questions and responses and adapted her lesson accordingly. She gave all students in the group a chance to respond and
treated all students with respect. Her cooperating teacher commented that Rena listens to students and colleagues, maintains a safe environment, and follows school district policies.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 93
Evidence 1.00
Rena exhibited professionalism during the observation and subsequent debriefing in terms of timeliness, attire, and attitude. Her cooperating teacher commented that Rena has volunteered to help
with school wide celebrations and is always approachable. When given a task, the cooperating teacher has confidence that Rena will complete it. Moreover, Rena has shown responsibility,
accountability, integrity, and resourcefulness. She often creates lessons by inventing manipulative aids for her students. She arrives at school before class time and stays after dismissal. She
communicates with families through use of the weekly classroom newsletter and effectively introduced herself to families through a personal letter. (See attached document). As stated earlier,
Rena’s initiative caused the cooperating teacher to turn over most of the classroom after only one month.


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. 93
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
Reflection on her teaching is not new to Rena given her experience in the classroom. Rena reflected on her lesson after the observation. She indicated how she monitored and adjusted her
actions during each of the three small group sessions. She reflected on the entire lesson and indicated why she deviated slightly from the lesson plan. She noted to me and the cooperating
teacher the areas she thought went well and the student responses that surprised her. Her cooperating teacher confirmed in her worksheet that Rena discusses what works well for her in a lesson
and how to modify it using feedback and her own reflection.
Curiosity Score No Evidence 1.00
Teacher candidates should promote and support curiosity and encourage active inquiry.
93
Evidence
Students appeared very engaged in Rena’s selection of The Rough-Faced Girl. Engagement often results from curiosity. I think the title and the pictures made students curious about the story.
More importantly, she guided students in one group to a deeper level of understanding after students responded on a more cursory level to her question asking, “What did you learn about the
sisters?” Rena’s cooperating teacher indicated that Rena asks extended questions and probes for understanding.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
Rena’s cooperating teacher indicated that Rena is responsible and follows through with her commitments. She indicated to me that she places a lot of trust in Rena and felt comfortable having Rena
assume so much control in a relatively short period of time. This indicates to me a high level of trust based on Rena’s character and integrity. During one of the small group lessons, Rena was true to
her promise to a student to take a turn reading. All the students had taken turns reading and no one would fault Rena if she had forgotten, but she didn’t. I believe that Rena’s reading to the one
group really added to the lesson in that she could model fluency while adding even more interest to the story. I would encourage Rena to continue taking a turn during small group reading.
Compassion 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. 93
Evidence
During the lesson, I observed that Rena genuinely guided students who might be struggling when asked a comprehension question. With compassion, she gently guided students by naming a
strategy he/she could use to make a proper response. The cooperating teacher indicated that Rena knows all the students’ names and works well with the students to problem solve.


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. 93 1.00
Evidence
Rena’s cooperating teacher indicated that Rena helped with a school wide celebration. She also communicated with parents through the classroom newsletter. Rena has also participated in BIT
meetings with parents and will be present for parent/teacher conferences. I would encourage Rena to continue getting to know students by engaging with them in conversations beyond the scope
of the classroom to learn their interests and needs. Rena should look for opportunities where she can demonstrate advocacy as defined in GCU's Professional Dispositions of Learners.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93
1.00
Evidence
Perhaps dedication is most noticeable in that Rena has gone to much expense and effort to complete this student teaching placement in order to obtain a teaching license in Wyoming. She has a
teaching license in Montana. Rena has been punctual arriving at school before class time and staying after dismissal. Her attendance is consistent. She has a positive attitude. She has engaged in
professional development offered by the district as well as participated in BIT and staff meetings. She is seeking a master’s degree in Elementary Education to add to her credentials which include a
bachelor’s degree in Special Education PK-12.

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

93 %
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

Virginia C. Jorden
Virginia C. Jorden (Feb 3, 2019) Feb 3, 2019

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CLINICAL PRACTICE EVALUATION 1

Rena Riemann 20426563

Master of Education in Elementary Education

ELM-590 1/10/2019 4/24/2019

FOR COURSE INSTRUCTORS ONLY:

Rena Riemann 20426563

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Rena Riemann 20426563

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Rena Riemann 20426563

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Rena Riemann 20426563

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Rena Riemann 20426563

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Rena Riemann 20426563

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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