Points 249.96: Clinical Practice Evaluation 2D

CLINICAL PRACTICE EVALUATION 2D
Brian Milburn 20397216

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: _____________________
Eileen Conners Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Nevada
SCHOOL STATE: ___________________________________
Stephanie Fazio
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Mike Foster
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 249.96 points 83.32 %
25 2,500.00 2083
0
0
0
0
300
0
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 82
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 84
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. )
Brian was able to use visuals and charts during his lesson on Autism-differentiated instruction was evident by him calling on each learning level groups before moving on-Brian
takes time to meet with parents to discuss their child's progress and behavioral issue for some students-homework is sent home with instructions and how they can help with
any weaknesses their child might have


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 81
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 80
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. 83
Evidence
Brian was able to introduce the lesson with discussion and student feedback-normally called on the students who raised their hands and also used the popsicle sticks for his cold
all-could have had his model fully completed so the students could see each step,as well as, the finish product-tried to complete it when the students were already working- was
effective in visually showing them the KWL charts hat they would on working on-did introduce the vocabulary they needed for their work-effective use of the Smartboard,
whiteboards and posters or their visuals


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 79
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 78
backgrounds and differing perspectives students bring to the learning environment.
Evidence
This is a very unique learning environment with students sitting on the floor, at tables and in chairs-they are spread out all over the room-with this model, Brian needs to keep
all students focused when he and students are speaking-needs to provide a behavioral expectations for each activity they are engaged in and be consistent with
consequences -with this seating arrangement it allows students to work in pairs/small groups-he needs to learn to scan the entire room when presenting(all of this will come
with time/experience-when he wanted to be assertive with his discipline the students did follow his instruction(for a while)


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 84
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
83
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 83
Evidence
Brian was able to use KWL and anchor charts when presenting his lesson on Autism-this was used to help students make prior learning connections, as well as, time to
think and communicate with others-visuals used were the Smartboard andKWL chart-vocabulary was introduced and review before they began to assignment-students
were allowed to discuss and work in partners, small groups or individually to complete their work-Brian was able to use the vocabulary learned throughout this lesson


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 84
(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 84
and global issues and create novel approaches to solving problems.
Evidence
The theme for this top[ic was Autism and ways that students can better understand the different levels of Autism and ways to work effectively with these students-students did
begin to work on their KWL working together-they would continue this lesson in the coming days with a better understanding on the different aspects of Autism and how it
can affect any group of people- Brian has worked extensively in this area and will ge placed in an Autistic classroom for his next assignment-


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 85
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 84
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 86
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Brian's assessment were aligned with the standards and learning criteria-all the materials that will be collected after this multiple day lesson will be graded and assessed
according to the students learning levels-he took time to more around and check students' progress offering assistance to those who needed it-Brian makes sure to attend all
grade level meetings to discuss students learning plans, test scores and adjustments that need to be made to ensure student success- he is also able to review for the
students before tests and during assignments to make sure they understand-I would suggest, when giving instructions for this assignment, call on students to repeat what
they need to do to complete the work


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, 85
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 85
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 86
interest.
Evidence
Differentiated instruction was evident when soliciting feedback with his popsicle sticks and also calling on students randomly checking for understanding-he allowed himself
time to circulate and assist and monitor progress-this lesson was introduced for the first time which was sequenced by assessing prior knowledge on what they though Autism
was, then introducing the vocabulary to age used and providing them with a visual posted on the wall(K W L )-allowed students to work together while he circulated around the
room-make sure to state the behavioral expectations with each step of this lesson-working with his CT, he was able to include both formative and summative assessments for
the lessons that he has been teaching-this lesson was only an introduction with the assessment including student feedback and completion of their KWL charts


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, 84
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 82
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 84
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
Brian did vary his roles with the students with his introduction, assessing prior's knowledge, providing positive comments for their responses and effort-giving them information
needed to complete work-checking student work and allowing them to work together-they had plenty of time to complete their work when they came back from specials-did a
good job of opening up the lesson by asking the students what Autism was, what would be some of the signs that a person might have Autism and how would they interact
with an autistic student-I believe Brian should of had a model of the finish product so the students could get some idea of what his expectations were-he stated it be could have
also used the complete visual


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 84
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 85
analysis, reflection, and problem solving.
Evidence
Brian was able to share with his students different elements of Autism-he has extensive knowledge in this topic and presented this material at the age/grade appropriate level-
was able to assess prior knowledge before beginning lesson-daily feedback from his CT is in place and suggestions made to improve his understanding-Brian is also working
with other professionals on ways to improve instruction and understanding students and their behaviors


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 84
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. 84
Evidence
Communication with parents is daily with updates about student progress and behavior in his classroom-he is aware of each students learning patterns and he makes sure to
design his lessons to met their needs-used visuals, such as, Smartboard, whiteboards, posters, took time to outline the objectives that would be taught and allowed for student
input-he made sure to walk around room monitoring progress

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. 85
Evidence
Brian used both pre-post assessments to check if students understood the concepts being taught with the unit he designed-these assessments were based on the standards,
objectives and learning goals mentioned in Standards 2-3

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
83.32 %
Total Scored Percentage:
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

Mike A. Foster
Mike A. Foster (Feb 28, 2019) Feb 28, 2019

Points 249.96: Clinical Practice Evaluation 2D

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CLINICAL PRACTICE EVALUATION 2D

Brian Milburn 20397216

Bachelor of Science in Elementary Education and Special Education

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

Eileen Conners Elementary School

FOR COURSE INSTRUCTORS ONLY:

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Brian Milburn 20397216

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Brian Milburn 20397216

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Brian Milburn 20397216

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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