CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________

ELM-590 8/29/2019 12/11/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

Petrova Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

New York
SCHOOL STATE: ___________________________________

Suzanne Brosseau
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

Judith Kelly
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 97 points 97 %
10.00 1000 970 100
0 0 0 0 0 0 0 0 100 0 0 0 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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. 98
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. )
Debra is a passionate educator who has high expectations for herself and her students. Debra is determined, hard- working, and 100% dedicated to the teaching profession. This view is
supported by observation and cooperating teacher feedback. She is off to a great start! See the attached notes.

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 98 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. )
Debra has demonstrated respect for each student in her classroom. This is evident by the tone she uses when she addresses the students and by the patient manner by which she delivers the
lessons. As I observed her teaching, it was evident that Debra showed respect by addressing students at their level. Her cooperating teacher provided excellent feedback in this domain. See the
attached notes.
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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. 98 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. )
As I observed Debra’s interaction with the student's, it was clear that she made efforts to be fair. She consistently called upon students from each corner of the room and encouraged the quiet
students to participate. Her cooperating teacher provided excellent feedback in this domain. See the attached notes.

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 98
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. )
The teacher candidate has satisfied the criteria in this realm. She is working hard and has exemplified high standards.
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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. 95
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. )
It is important to reflect upon one's progress with the goal to improve. The teach candidate has exemplified this willingness.

Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
95
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. )
Debra exemplifies a strong sense of curiosity, as she asks questions and conducts independent research to improve as an educator.
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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.
98 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. )
The teacher candidate has demonstrated professionalism and honesty.

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. 98
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. )
The teacher candidate shows compassion for the students by her caring approach and by her desire to attain pedagogical excellence.
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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.

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. 94 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. )
The teacher candidate is learning to advocate for students. She is moving forward in this realm. See the attached notes.

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
98
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. )
The teacher candidate is dedicated to the teaching profession. This is evident by her impressive attendance record and by her unwavering efforts in the classroom. I look forward to seeing her grow
in the key areas that all new educators must focus on, such as classroom management, specific feedback, and lesson planning. Keep up the good work!
 CLINICAL PRACTICE EVALUATION 1

Debra Yando 20519616

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:

97 %
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

Judith Kelly
Judith Kelly (Sep 24, 2019) Sep 24, 2019
 Clinical Practice Evaluation 1 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.

Clinical Practice Evaluation 1 focuses on GCU’s Professional Dispositions. Please consider how the teacher candidate has
interacted with students and staff in relation to the following standards.

Professional Dispositions of Learners

High Expectations
Teacher candidates should believe that all students could learn and should set and support realistic expectations for
student success. These expectations should be communicated in positive ways.
Comments: Deb consistently encourages students to answer. She calls on students randomly which makes students
engage because she is expecting their attention.

Respect for the Diversity of Others

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 establish relationships characterized by respect and rapport.
Comments: During the videotaped lesson, she made sure to talk with each small group and praise, or instruct as
needed. She was able to address the needs of all students.

Fairness
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and
exercise fairness in all areas including assessment.
Comments: She respects all students equally and maintains the same expectations for everyone. She graded the
workbook assignment after her lesson fairly.

Professional Conduct
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within
their community.
Comments: She allows students to feel safe and secure when answering questions. She shows her compassion for each
student by allowing wait time to answer and helping individually when needed.

Reflection
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.
Comments: Deb listens to all of my feedback when commenting on her lessons. She is eager to learn and is always
reading or rereading her lessons. I see improvements in her teaching style every time she leads the class in a lesson.

Curiosity
Teacher candidates should promote and support curiosity and encourage active inquiry.
Comments: This is my favorite part of having Deb in my classroom. She always wants to understand what I am doing
and why. She sees me interact with students and will asks questions to learn more.

Honesty
Teacher candidates should model integrity by their words and actions.
Comments: I trust Deb.

© 2018. Grand Canyon University. All Rights Reserved.

Compassion
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while providing intellectual, emotional, and spiritual support.
Comments: She has a very easy and encouraging way with the students. They know she is there for them and will help
them when they ask.

Advocacy
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare
of others in the educational setting.
Comments: Deb is a strong part of our school community. The children know her and respect what she does for them.

Dedication
Teacher candidates should be committed to the profession of teaching and learning.
Comments: She goes beyond what I expected of her. She is willing to take on large and small tasks. She even comes
into school on Saturdays to help me plan.

© 2018. Grand Canyon University. All Rights Reserved.

 Overall Feedback

Strengths Opportunities for Growth Suggestions/Ideas to Implement

Deb’s major strength is her I wish she could be more I would like to see her ask
compassion and willingness to comfortable with her abilities. questions and involve more
learn. students during whole class
instruction.

I wanted to make sure that I added

that this evaluation is based on the
entire time I have known Deb. It is
not exclusively based on her
twenty-minute video lesson.

© 2018. Grand Canyon University. All Rights Reserved.