Points %: Clinical Practice Evaluation 3

CLINICAL PRACTICE EVALUATION 3
Sierra Bernardini-Smith 20533036

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 1/30/2020 5/13/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Edison Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Michigan
SCHOOL STATE: ___________________________________
Brandi Wangelin
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Macell Myers
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
142.02 points
EVALUATION 3 TOTAL
POINTS 94.68 %
22.00 2,200.00 2,083.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0 0
0
0
150
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 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. )
Lessons are developed based on national and state standards. Sierra collaborates with her mentoring teacher to develop lessons that will meet the needs of all learners in
an engaging manner using differentiated instruction. She collaborates with the school community and parents through conferences, meetings, district professional
development initiatives to drive student achievement.


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
Sierra addresses students needs using data from assessments and testing results from accommodations that have to be made to meet student needs. English language
learners (ELL): She will provide images/ drawings and examples along with the verbal explanations. Students with special needs: She will walk through the exact steps she's
taking and provide highlights on the virtual whiteboard such as arrows and underlining the numbers she's addressing.


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 95
environment.
Evidence
Sierra has adapted well to the alternative learning environment brought on by the pandemic. She demonstrates the care ethic for her students and her dedication to
teaching in her preparedness. She actively engages them through the use of technology with interactive whiteboard with sound and real-time writing to display the lesson
on the whiteboard. She communicates through voice and whiteboard writing/illustration and nonverbally through the assignments that are posted for students to
complete. Also, she gives pause in her instruction for students to think and do.
Sierra Bernardini-Smith
TEACHER CANDIDATE NAME______________________________ 20533036
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
Sierra begins the lesson with a review to, "keep them fresh," as she states and link prior learning to what's ahead. She recalls the vocabulary used with word sound,
defining and examples of word usage. Sierra has quickly adapted to the technology available to students in order to continue the learning experience. Sierra explained
improper fractions, recalling what the mentor teacher taught prior, and gave instructed to students to then stop and video and do a practice problem. She also paused
during the lesson to allow the students to reflect and think about their response before proceeding. Then students were given an assignment to further practice, with
similar problems, to build mastery.


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 90
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
Mathematics are linked to everyday life for students as consumers and science. Fractions are used by students to navigate their understand of global supply and
demand.


evaluations)
Standard 6: Assessment Score No Evidence
✔
6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 0.00
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 0.00
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 0
language learning needs.
Evidence


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 95 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 95 1.00
knowledge, and student interest.
Evidence
Sierra collaborates with her mentoring teacher and grade level teams to analyze the data, develop lesson plans and strategies to meet student needs. Differentiated
instruction as well as any accommodations is apart of strategies utilized to drive student achievement. Sierra is organized and teaching is based on the district curriculum and
pacing chart.


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
Sierra's role is varied, as much as possible, given the circumstances, instruction in teaching the lesson, facilitating the online experience and audience in listening to student
voice. Students are involved in weekly discussion, videos, DOJO, interactive whiteboard and e-mail. Sierra asks probing questions, "What do we do first?" "What is a mixed
number?" "How do we do that?" "Do you remember?" "What is our first step?"


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
Sierra collaborates with district staff and grade level teams through professional developments and meetings to analyze data to create strategies to drive student achievement.
Sierra was encouraged to keep a journal of her experience to create reflective practices to make adjustments in order to meet student needs.


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 95
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 95 1.00
enact system change.
Evidence
Students are involved in weekly discussion, videos, DOJO, interactive whiteboard and e-mail to continue the learning process. Sierra advocates for her students in her
preparedness for the alternative method of instruction.

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

94.68 %
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

Macell L. Myers
Macell L. Myers (May 14, 2020) May 14, 2020

Points %: Clinical Practice Evaluation 3

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CLINICAL PRACTICE EVALUATION 3

Sierra Bernardini-Smith 20533036

Master of Education in Elementary Education

ELM-590 1/30/2020 5/13/2020

Edison Elementary School

FOR COURSE INSTRUCTORS ONLY:

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Sierra Bernardini-Smith 20533036

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

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Sierra Bernardini-Smith 20533036

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Sierra Bernardini-Smith 20533036

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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