Clinical Practice Evaluation 3 Encrypted 2

CLINICAL PRACTICE EVALUATION 3
Danielle Purcell 20276830

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

PROGRAM: _________________________________________________________________________________________________________________________
SPE-448NB 2/25/2019 4/28/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
The Aces-Peoria
COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Jessica Dennis
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Beth Morford
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
190.8 points
EVALUATION 3 TOTAL
POINTS 95.40 %
25.00 2,500.00 2,385.00 200
0
0
0
0
0
0
0
0
0
0
0
0
200 0
0
0 0 0 0 0 0 0
200

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 95
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
95
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. )
Danielle is completing her second session of student teaching at ACES, where she is in a classroom of students in grades 1-4. This is a mixed group of ages and grade
levels, all with developmentally delayed disabilities. All are autistic and only 1 student is able to read. Danielle works with the cooperating teacher to decide which activities
and adaptive curriculum is going to be appropriate for their group of students. This is done on a daily basis and then one day a week - Wednesdays - they have team
meetings where they meet with other teachers to discuss rotations, support, field trips, specials, IEP meetings, etc...
During IEP meetings, Danielle has been able to meet with families and other support specialists to learn what the goals are for the student(s) and how she can best support
the child(ren) and faculties.


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
95
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 95
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 95 1.00
learning differences or needs.
Evidence
This is a classroom that serves students that need very individualistic needs, who are very developmentally delayed. One is non-verbal, and only one can read. All speak or
understand the English language, but not all are clearly verbal in their speech. Curriculum is always differentiated, as well as specials, recess, lunch, etc.. Some students
have a 1:1 aide. They use a rotation model where one table is for 1:1 instruction, 1 table is for independent work, 1 table is for building / tactile learning, and the other is
sortig/blocks/puzzles. Everything usually needs a verbal prompt and they use the adaptive curriculum and focus on real-world experiences in most everything they do so
students can somewhat relate. The classroom teacher and Danielle also must modify for each student every assignment, as some students have OT needs, visual needs,
and even altering nap needs due to medicine.


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
97
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 97
environment.
Evidence
Danielle is learning very well from her cooperating teacher on how to work with students on the spectrum and their needs when it comes to student attention, space and
time spent with each one. Every hour, every minute can change from the next. Not only do they have 3 aides in the room, but how to structure the room, how to allocate
the time per subject, per recess, per even lining up for the busses. Everything is very structured per day --- but then during each short block of time -- things can easily be
altered per student to ensure that the students are learning, but in the best way for themselves, based on their individual emotional or medical need. Each child is
receiving maximum attention and yet encouraged to try and perform individually and learn those independent skills. The kind words of encouragement are key. The
words of ensuring they know they are so special to them - including physical hugs (when appropriate) - are - indeed - necessary for this group of children.
Danielle Purcell
TEACHER CANDIDATE NAME______________________________ 20276830
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 95 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 95 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95 1.00
their content area.
Evidence
As mentioned before, Danielle is learning about this population and from the cooperating teacher on how to 'teach' academics to this population of students. They have
Reading, Math, and Writing, every day. During opening classroom per day - they will put on a video that is soothing, but somewhat of a nature theme to bring in science.
They have a structured science and social studies lesson one time a week. Every morning, they also have song time. This will get them all together and bring them in
tune with 'school time' before learning can take place. Repetition is pretty much in everything they do - tied into life skills - Netflix - and things they need to use in real life.
Going to back to their rotation models for learning centers, this is also the way to ensure students are practicing academic content areas in various methodologies.


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 97
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 93 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
These students are very developmentally delayed, so solving or understanding global issues with solutions is not going to be a part of their curriculum. However,
they do take part in life-skills, field trips, using money to pay for things out at a movie theater or McDonald's - for an example. Videos are a great way for them to
connect to their real life and discuss as a group. Each student can bring their own experiences to the discussion, for the most part.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 95 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 97 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
97 1
language learning needs.
Evidence
Each student is on an IEP and during these meetings, it is then decided which summative assessment the student will take for the state. None of them take the required
state assessment for the general education population, but they do take the MSAA. During the classroom - for benchmarks, they will take part in iReady or VB MAPP. The,
during regular class time, they are assessed individually at the 1:1 table with their teacher to see if they are grasping concepts. This is done every day. During the IEP
meetings, they will determine which academic, social, emotional, speech, OT, or other goals have been met, approached and/or need to be rewritten.


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 97 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 95 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93 1.00
knowledge, and student interest.
Evidence
Danielle is learning wonderful techniques to use with each student and their needs. They use different adaptive curriculum and iPads, but then also adapt each activity or
learning environment for each student. Some need a beanbag. One may need a quiet desk to focus. One may need cutting done for them, as fine motor skills are not there.
With all students, anything that is meant to be cut out - they go over it first in bright marker, so they can follow over it (as they do not know how to read), so they can at least
take part in the activity of cutting pictures. Most everything they do - is picture related, even to tell a story. They will use current events or things they would use at home - life
skills - to help with teaching to make it easier for processing. They are also following what goals each one has via the IEP and choose the appropriate learning goals and
appropriate strategies.


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) 97 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, 95 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, 95 1.00
and helping students to question).
Evidence
This classroom is a constant flow and change regarding how the teacher/student interact and change roles. Whether it be teacher led, student led, group work, 1:1,
aide/student, etc... - this group needs structure, but as mentioned before, they also need to change activities frequently. Example, they have PE 3 times a day, even if it is
simply to do a few laps and then stretching. They may move to some music, as well! Theses students need constant positives and encouragement, but also redirection that is
not discriminatory. They are a very sweet group of students that can only understand or process so much. They are loving and caring about one another and it is obvious they
love to be in school with each other and their teachers.


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
97
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 97
the school, as supports for analysis, reflection, and problem solving.
Evidence
When working with this population (or any group of students), data is compiled constantly. Not only during curriculum assignments - pre/post tests, summative assessment,
but also on behavioral needs (communication, speech, OT, attendance, etc..). Data is often, if not always utilized for IEP meetings, as well as reporting home to parents as to
how the day went. The team of teachers also meet weekly to discuss this age group and collaborate on activities, specific students, curriculum, ideas, etc.. They work closely
with all of the support staff - psych team, speech, OT, state department, parents, physicians, etc..


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 93
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 93 1.00
enact system change.
Evidence
This question is a bit difficult to answer for this population, however, with that said, Danielle and her teacher deserve as many points possible. As with most of these question
on this evaluation; most do not apply to this group of students at this outplacement school. They do use technology and many different strategies to increase student learning
and retention of what has been taught. Repetition is the best form of learning - no matter if it is a life skill - or a fine motor skill. It was a beautiful room with staff and faculty
that have built a culture of safety, community, friendship, respect, and learning how to be a citizen in this world. They are trying to teach skills that are much different than
most students and watching it was a beautiful thing. These students have an amazing placement and Danielle is really enjoying her time here and working with her students.
It's nice to watch and I look forward to going back.

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

95.40 %
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 (Mar 31, 2019) Mar 31, 2019

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CLINICAL PRACTICE EVALUATION 3

Danielle Purcell 20276830

Bachelor of Science in Elementary Education and Special Education

SPE-448NB 2/25/2019 4/28/2019

FOR COURSE INSTRUCTORS ONLY:

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Danielle Purcell 20276830

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Danielle Purcell 20276830

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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