Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Lacey Sheeley 20489413

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 2/10/2020 5/24/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Lura M. Sharp Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
New York
SCHOOL STATE: ___________________________________
Michelle Majerus
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Tasha Frigmanski
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
141.6 points
EVALUATION 3 TOTAL
POINTS 94.40 %
25.00 2,500.00 2,360.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
150
0
0
0
0
0
0 0 0 0
150

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 94
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
94
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. )
.Teacher candidate demonstrates an understanding that students are individual in their development and needs, additionally he is mindful that students are approaching the
instruction with different strengths, weaknesses interests and background. Many lessons revolved around technology as this is a preferred interest of many students. Now
technology is being used to communicate. Although students find this easy, they need help with this huge change going on in our educational learning. When the students
get frustrated the teacher candidate talks to them in a morning video chat everyday. She also offers office hours for students to be able to join a video chat with her one on
one and get any help they need. This can be done in groups or individually depending on the students needs. Teacher candidate creates an environment that is conducive to
the various differences that exist in the classroom. She remains very connected to her colleagues and collaborates often with her mentor.


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
94
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 93
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 94 1.00
learning differences or needs.
Evidence
The teacher candidate uses a variety of resources and supports to help her meet the diverse needs in the learning environment. All instruction is taking place through virtually
at this time, due to the school closing with COVID. However, the teacher candidate continues to provide educational resources to every student. She finds alternative
resources for students who might need help with other things such as typing. She found a great typing website for students in 4th grade to practice with. She sent this to the
students she knew who really needed the help and skill. She also posted it for anyone to go to as well on the Google Classroom site.She has done a great job getting to know
her students so that so too can identify needs to better be able to meet the learning differences.


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
95
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 93
environment.
Evidence
Things look differently with distance learning, but the teacher candidate does her best to manage the learning environment. She starts off the day with a whole class
virtual meeting, to work on social skills and map out the day. She offers office hours from 10-12 and the mentor teacher offers hours from 1-3. This gives the students an
opportunity to use both teachers as a resource when they are stuck on assignment and need that extra help.. During normal school sessions before the virus, students
were spaced in a setting that meets their needs. Students that are struggling readers and the student with the 504 Plans have preferential seating during lessons for a
better visual and support. A lot of timed learning stations were used because the students in the class do very well with this learning strategy. They also used a lot of
technology. She also talked to the students frequently about what they wanted to learn about, to draw on interests.
Lacey Sheeley
TEACHER CANDIDATE NAME______________________________ 20489413
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 94 1.00
their content area.
Evidence
The teacher does a great job building from perviously learned concepts. She starts lessons by beginning with a recap asking the students to explain what they already
have learned from the previous lesson. She asks students to explain the theme and main idea. She then explains that they are going to take it one step further. She does
a nice job on integrating supplementary resources and technologies to ensure accessibility for students, such as MobyMax and Google Classroom activities.


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 95
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 95 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
This time period is a good example of that. Students have noticed that other students or people are having a hard time right now with everything being shut down.
Students have mentioned to her that they want to help in ways if they can. Social distancing measures make this difficult, so the teacher candidate came up with a
plan that allows for students to help support other students in group activities or lessons. She has also allowed students to write nice things to others on the Google
classroom to make others feel better. She also offers 15 minutes of just talking on Google Chat between the students, with the presence of herself or the mentor
teachers supervision. They have noticed this helps build up students' moods and interaction with others. Students have also learned that when going through a
rough time, we should all be there for each other even if we have differences. The struggles around COVID has presented as a discussion platform and learning
experience for all.


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 95 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
95 1
language learning needs.
Evidence
Teacher candidate uses a variety of assessment collected on Google Classroom. She can access the assignments when the students are working on them and be able to
see every move the student makes individually. She also collects data through the use of websites such as math data on MobyMax and Khan Academy. She can see the
skills the students are reaching as well as skills the students are lacking. She then meets with students on Google Classroom Chats to give one to one assistance if needed.
For the students that are struggling readers and the students with the 504 Plan, She accommodate lessons and testing to meet their needs by either reading the material to
them if needed and having them voice to the text. She also edits their assignments and tests to meet their skill levels.


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 94 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 94 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
The teacher candidate works closely with her cooperating teacher to follow the NY standards and goals to create lesson plans. She is also careful to follow IEPs and 504
plans. Throughout lessons, she ensures there is something for each level of students to understand and successfully answer. Teacher candidate demonstrates an ability to
plan for each students learning goals and choosing appropriate strategies and accommodations that differentiates instruction for both individuals and groups of students. I
encourage the teacher candidate to also incorporate in data whenever possible. It is important to know how and where to meet students within the curriculum.


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) 95 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
The teacher candidate uses a variety of instructional strategies to engage student and uses a variety of learning skills and technology to apply information. The teacher
candidate asks questions throughout the lesson to probe for understanding, and helping students articulate questions and ideas. She also meets with them through chats for
extra support. She is struggling at the moment with not being able to better "control" the learning environment. She is experiencing a group of 5 students who are not doing
work at home or online with us teachers since they do not have the parent support at home to enforce the students to go online and to do the work. She is currently trying to
communicate with these families to engage and provide more support for those that need it.


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
95
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 95
the school, as supports for analysis, reflection, and problem solving.
Evidence
The teacher candidate has participated in many facets of professional learning within her current placement. She attends weekly grade level video Google Chat meeting every
Wednesday to keep on the same track as the other 4th grade teachers, as well as full staff meetings every other week with the Principal and Superintendent to check in on
how everyone is doing and to see if any changes have been made due to the virus. The teacher candidate actively seeks opportunity that strengthens and grows her as a
teacher. She is very reflective and works hard at further developing herself as a professional.


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 94
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 94 1.00
enact system change.
Evidence
The teacher candidate uses a variety of technological tools and communication strategies for building a learning community. She always communicate in a positive way. She
indicated that many in her community, adults, students, and parents feel scared due to COVID and all the changes. She continues to be supportive and encouraging
especially during this unprecedented time. She assures the students that she is there for them to talk to and there. She makes it a point to stay positive, which is really
important considering that she is in a state (NY) that is being hit hard by the virus. The teacher candidate works hard to strengthen the learning environment through building
relationships with all stakeholders.

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

94.40 %
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

Dr. Tasha M. Frigmanski
Dr. Tasha M. Frigmanski (Apr 25, 2020) Apr 25, 2020

Clinical Practice Evaluation 3 - Signed

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Lacey Sheeley 20489413

Bachelor of Science in Elementary Education

ELM-490 2/10/2020 5/24/2020

Lura M. Sharp Elementary

FOR COURSE INSTRUCTORS ONLY:

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Lacey Sheeley 20489413

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

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Lacey Sheeley 20489413

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Lacey Sheeley 20489413

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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