Clinical Practical Evaluation 2

CLINICAL PRACTICE EVALUATION 2D
Isha Avilez 20391921

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Early Childhood Education

PROGRAM: _________________________________________________________________________________________________________________________
ECH-480 8/12/2019 10/6/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Pinnacle Peak Preparatory

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Becky Colebrook
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Susan Johnson
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 255.84 points 85.28 %
25 2,500.00 2132
300
0
0
0
0
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 80
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 83
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. )
I was able to observe Isha using manipulatives with her preschool students. She adjusted her pace based on student performance. Isha regularly meets with the grade level
team to discuss ideas and various resources.


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 82
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 82
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. 82
Evidence
Isha utilizes multisensory activities with her students. I have observed her differentiate instruction as needed. Students are given multiple opportunities to speak and listen
during lessons. Some examples of academic used in this preschool setting include: same, different, color names, number words, larger and smaller. Isha''s cooperating teacher
shared with me that she uses songs and movement to introduce new topics and to reinforce previously learned skills.


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 88
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
The students in Isha's classroom are given ample opportunities for movement . She uses a variety of hands on materials such as dice, kinetic sand and markers.
I discussed with Isha the importance of allowing students uninterrupted opportunities to share their thoughts and opinions. I suggested working on the students raising their
hands when they have something to contribute to the lesson.


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 88
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
85
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 87
Evidence
During my recent visit, I observed Isha using a picture book to link prior knowledge as well as introducing a new topic. Technology is not a large part of this classroom, but
I feel that is very appropriate for this age level. Instead books, learning games and manipulatives are the norm. Isha does a nice job of modeling correct usage of
grammar and academic vocabulary.


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 88
(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 82
and global issues and create novel approaches to solving problems.
Evidence
Isha uses both weekly and monthly themes to plan activities that cover multiple disciplines. For example, she used a Johnny Appleseed theme in September. There is also
a "letter of the week" that the students are exposed to through a variety of activities and guided practice.


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 84
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 85
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 85
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Isha has been using mainly classroom observations during small group and individual time to assess learning objectives. She and her cooperating teacher discuss this data
to drive future instruction. There is no standardized testing at this level. However, I have observed Isha provide accommodations to specific students.


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, 90
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 90
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 85
interest.
Evidence
Isha chooses appropriate strategies to allow students to be successful in meeting their goals. She builds upon previous learning when new concepts are being introduced
and practiced. Isha plans activities that have high student interest.


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, 82
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 85
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 90
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
Even though this is a preschool setting, I discussed the importance of clearly stating behavioral and learning expectations before each lesson. During my observation, the
majority of the students were actively engaged in the lesson. Isha uses guided questioning techniques to help the students find the correct answers.


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 86
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 90
analysis, reflection, and problem solving.
Evidence
Together with her cooperating teacher, Isha analyzes student performance and adjusts future lessons as needed. Her cooperating teacher shared with me that Isha is open to
suggestions and is quick to implement them.


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 85
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. 90
Evidence
Isha participates in the grade level professional learning community meetings. I feel she is a strong advocate for all of the students and will readily make modifications to
ensure their success.

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. 90
Evidence
I believe that Isha understands the importance of her role as an educator. She is dedicated to becoming a great teacher that will work to support all students.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
85.28 %
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

Susie Kay Johnson
Susie Kay Johnson (Sep 30, 2019) Sep 30, 2019
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CLINICAL PRACTICE EVALUATION 2D

Isha Avilez 20391921

Bachelor of Science in Early Childhood Education

ECH-480 8/12/2019 10/6/2019

Pinnacle Peak Preparatory

FOR COURSE INSTRUCTORS ONLY:

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Isha Avilez 20391921

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Isha Avilez 20391921

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Isha Avilez 20391921

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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