CLINICAL PRACTICE EVALUATION 3

Monica Longley 20671589

TEACHER CANDIDATE NAME STUDENT NUMBER

Master of Education in Elementary Education

PROGRAM:

ELM-590 1/6/2022 4/20/2022

COURSE: START DATE: END DATE:

Burgess Elementary School

COOPERATING SCHOOL NAME:

Texas
SCHOOL STATE:

Shelly Hutchins
COOPERATING TEACHER/MENTOR NAME:

Mary Rearden
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 137.16
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

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 0 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.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 1: Student Development Score No Evidence

1.1
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 93
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 91
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. )

Monica's lessons are appropriate for the learning development of her students by keeping an appropriate pace, modeling thought processes, and incorporating a
variety of activities that include different learning styles. She gives students many opportunities to practice new learning.
Even though Monica is new to this community, she has reached out to meet parents and community members. She visits with parents at the end of the day ans is a
positive influence with colleagues.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 92
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 92
strategies for making content 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 91
learning differences or needs.
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. )

During the Math lesson about fractions that I observed, Monica presented the concept of halves and quarters verbally, with pictures, by showing a movie, and by with
a computer program. She reviewed the vocabulary necessary such as halves, fourths, numerator, and denominator. She used the words many times and asked the
students to use them and identify their place in a fraction. She is also able to differentiate and offer individual assistance for students who needed more time or
reinforcement.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 92
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
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
91
environment.
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. )
Monica creates an excellent learning environment in her classroom by giving clear instructions, changing activities at a pace that keeps students' attention and
motivation, and by giving cheerful, specific feedback.
Getting the attention of all students after a transition and before giving directions is important.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 92
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 93
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 93
their content area.
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. )

Monica began her lesson on fractions by reviewing previously learned vocabulary and concepts relating to fractions. She used technology to show students a movie
relating to fractions when sharing pizza. She also reinforced the concept by having students practice using the computer game in Kahoot!.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 92
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 90
their understanding of local and global issues and create novel approaches to solving problems.
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. )

While teaching fractions, Monica presented the real world problem of using fractions when sharing pizza with family and friends. She is sensitive to the cultural
diversity of students in her class and responds in a positive manner to all.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 92
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 90
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 90
language learning needs.
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. )

Monica gives students a variety of opportunities to practice new concepts. During her math lesson students responded verbally, in writing and on the computer to
demonstrate what they had learned. Through these formative assessments she is able to determine who has grasped the concept and who needs more instruction.
She has also reviewed data from summative assessments to assess learning. She has also learned to make needed assessment accommodations.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

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 91
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 92
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 91
knowledge, and student interest.
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. )
Monica sequences her lessons building from instruction and modeling thinking and doing to We Do IT, You Do It activities so that students develop confidence and
success as they work independently. By including a variety of activities she appeals to different learning styles and interests.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 92
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, 92
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
90
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
and helping students to question).
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. )

Monica rotates her role during her lessons by instructing, asking students to respond and practice, by guiding students to success, and by viewing student work and
reinforcing where necessary. She engages her students by offering a variety of ways to learn and practice at a pace that keeps their attention. She asks questions
and has all students to answer. I suggest that she varies the types of questions by planning for them within her lessons using Bloom's questions starters to
encourage different kinds of thinking.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

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., 90
systematic observation, information 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 90
the school, as supports for analysis, reflection, and problem solving.
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. )

Monica reports that she has learned so much from her cooperating teacher and others in her school about effective teaching strategies and how to use
assessment data as well as student profiles to adapt lessons for her students.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 92
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 92
enact system change.
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. )

Monica uses technology in a variety of ways to teach and to communicate. She is friendly and able to engage students, colleagues and parents. She likes to visit with
parents at the end of the school day.
Monica has grouped the seating of her students in ways she thinks would benefit their learning. She has also created centers to reinforce student learning.
CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Monica Longley STUDENT NUMBER 20671589

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

Total Scored Percentage:

91.44 %

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

Mary Rearden esigned on Thursday, March 10, 2022 3:59 PM