Clinical Practice Evaluation 2
Clinical Practice Evaluation 2
Clinical Practice Evaluation 2
Ohio
SCHOOL STATE: ___________________________________
Melodee Mears
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
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CLINICAL PRACTICE EVALUATION 2S
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. )
Mae's impact on student learning has been significant.
CLINICAL PRACTICE EVALUATION 2S
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Attachment 1:
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I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
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I hereby certify that the above mentioned GCU Teacher Candidate has completed the required weeks of Clinical Practice (Student Teaching):
Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards.
Please consider how the teacher candidate has performed in relation to the following standards.
Mrs. Hughes uses multi-methods intended to engage all students such as: use of multi-elements
of music, dance, visuals, pantomime, textual, and tactile elements. Children are engaged through games
and actions that accomplish chosen goals of each lesson taught while keeping students’ strengths,
interests, and needs in focus.
During the early weeks of school, the teacher candidate is just beginning to explore and learn
about the diverse needs of each student. It is understood that the discovery of diverse needs and
strengths of each student will be a task for every teacher at the beginning of a new school year. Until
Mrs. Hughes discovers individual student needs, she is attempting to use good variety in her lessons for
the entire class.
Mrs. Hughes draws from a vast array of teaching tools available from her classroom, internet,
and teacher stores in her area when she plans and instructs her classroom children each day. She is very
adept at creating a fascinating environment in her classroom. Her verbal and non-verbal cues help to
create a wonderful learning environment with a minimum of unnecessary distractions.
Mrs. Hughes seems to have a good knowledge of her students’ previous pre-school learning
experiences, and she finds creative avenues to connect it with new content and knowledge being
learned daily. She has reviewed new learning since the beginning of the year for reinforcement of new
and older content areas. Through the use of appropriate visuals, flashcards, and manipulatives, she
blends old with newer material.
With the use of a curriculum called “Community Helpers”, the teacher candidate is able to
introduce children in the class to a view of their world through the microcosm of people with different
jobs in their own community. The lives of people in their own families, community, and country is
discovered through visuals and special “day” experiences put together by Mrs. Hughes and local
speakers.
Standard 6: Assessment
6.1 Teacher candidates design assessments that match leaming objectives with assessment methods and 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
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 language learning needs
Evidence:
Mrs. Hughes employs both curriculum evaluations and teacher-made assessments, using both
verbal and non-verbal modes. She then uses these student assessments to guide her plans for review
lessons and future lesson content and lesson material. The teacher also uses the tutorial teacher
presented by her school to help with any students with disabilities or specialized learning needs.
Mrs. Hughes reviews the curriculum and makes plans to achieve learning goals through her daily
instruction. Weekly and daily lesson plans guide the teacher in her development of a smooth flow of
learning experiences covering all of the required subjects directed by her school curriculum. Using her
previous student assessment data, the teacher aptly crafts an exciting, interesting, and fun learning
environment for her children.
The use of instructional strategies is both varied and challenging in this teacher’s classroom.
The children greatly enjoy “teaching” for their classmates about review material. Her questions to
children before a new lesson presentation allows her to pique their curiosity and imagination. The
children are allowed and encouraged to actively participate in the lessons presented because the
teacher has aptly prepared each lesson ahead of time. Spontaneity is welcomed because of good lesson
preparation by the teacher.
Mrs. Hughes is herself very teachable. She often talks with fellow educators and seeks new,
available, and time tested teaching ideas. She is aware of the varied teacher magazines and internet
resources available to all educators. Her school provides her with professional teacher development
seminars, discussions, and threads through ACSI membership.
Mrs. Hughes uses a variety of communication strategies to reach out to parents, such as a
weekly newsletter, telephone conferences, and speaking to parents in a one-on-one setting if needed. A
school website is also available. Parental visits to the classroom are used if needed.
Evidence Grand Canyon University: Impact on Student Learning
Mrs. Hughes is knowledgeable in her subject material. She uses common sense, imagination,
and creativity in lesson planning. Her students seem very comfortable in her classroom, and a sense of
peace, love, and joy fill the learning atmosphere she creates. Students are being daily impacted by her
teaching style and care for each student.
Additional Feedback Areas Below
Overall Feedback
* excellent teacher-student *as Mrs. Hughes spends time * staff of Mrs. Hughes’s school
rapport in the classroom, she is learn is attending a two day ACSI
ing to discover strengths and seminar for professional
*carefully helps children with weaknesses of each child development in October
needs
*great opportunity for her to
*engages children with songs, gather new teacher techniques
questions, and special class
sayings