CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________

SPD-590 1/24/2019 5/8/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Snowflake Intermediate School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

Arizona
SCHOOL STATE: ___________________________________

Karen James
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Susan Myers
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 100 points 100 %
10.00 1000 1000 100
0 0 0 0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
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. 100
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. )
Kimberly believes that all students have the ability to learn. She supports all students and has realistic expectations. All student's academic needs are met to help students gain academic
success.

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 100 1.00
establish relationships characterized by respect and rapport.
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. )
Kimberly is sensitive to the learning needs of all students. Cultural diversity of the school's climate and culture are embraced. Respect is shown by both the teacher and students.
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
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. 100 1.00
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. )
Fairness is demonstrated with all students. Social justice and equity are maintained along with confidentiality. Keep up the great work Kimberly.

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 100
Evidence 1.00
(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. )
Sound judgement and ethical behavior are demonstrated with both students and peers. Kimberly is positive and has a positive influence on students.
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this disposition and consistently exceeds this 1.00
expectations for a Teacher disposition and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
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. 100
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. )
Reflection is done on a daily basis. The teacher candidate reflects on daily tasks, professional practices and critical thinking skills.

Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
100
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. )
Kimberly does a great job of promoting and supporting the classroom environment, culture and daily practices on a daily basis. Kimberly is engaging and supports student curiosity.
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this disposition and consistently exceeds this
expectations for a Teacher disposition and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
teaching.

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100 1.00

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. )
Honesty and integrity are demonstrated during the day and on a daily basis.

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. 100
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. )
Kimberly is professional, compassionate, friendly and exhibits warmth towards students and staff.
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

GCU Professional Dispositions of Learners Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations for
a Teacher Candidate during
student teaching.
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this disposition and consistently exceeds this
expectations for a Teacher disposition and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
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. 100 1.00

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. )
Kimberly is an advocate for all students with an understanding of community involvement and leadership in an educational setting.

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
100
1.00
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. )
Kimberly is dedicated as a teacher and instructional leader. Ongoing assessment takes place on a regular basis. Student stay engaged and participate while good classroom management takes
place.

Keep up the great work!! I look forward to your next observation. Take care and let me know if I can be of assistance.
 CLINICAL PRACTICE EVALUATION 1

Kimberly Gribble 20474836

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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

Total Scored Percentage:

100 %
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

Susan Myers EdD
Susan Myers EdD (Feb 18, 2019) Feb 18, 2019