CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Bachelor of Science in Elementary Education

PROGRAM: ______________________________________________________________________________________________________________________

ELM-490 2/12/2018 5/27/2018

COURSE: ________________________________________START DATE: END DATE:________________________

The Classical Academy- East Campus

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

Colorado
SCHOOL STATE:

Stacey Rogers
COOPERATING TEACHER/MENTOR NAME:_____________________________________________________________________________________

Talitha Couture
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 95.6 points 95.6 %
10.00 1000 956 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

High Expectations Score N/A

Teacher candidates should believe that all students could learn and should set and support realistic expectations
for student success. These expectations should be communicated in positive ways. 1.00
95

Comments
Student learning support has been taken into account by way of preferential seating and partnering based on student needs.
When working with partners it is evident that expectations have been established. The students' interactions were respectful and collaborative.

Respect for the Diversity of Others Score N/A

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the
cultural diversity of the community. They should develop and maintain educational communities marked by
respect for others. They should interact with their students, fellow educators, administrators, parents, and other 100 1.00
community members with courtesy and civility and establish relationships characterized by respect and
rapport.
Comments
Amy is spoken of highly by her cooperating teacher as well as front office staff. It is evident that she has developed a respectful and positive rapport with these individuals.
If a student reported an incorrect response to a question, Amy was respectful, yet corrective when addressing the error. She has established a respectful, positive rapport with the students in the class as
well.
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Fairness Score N/A

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality,
and exercise fairness in all areas including assessment.
90 1.00

Comments
During the lesson delivery, Amy balanced her questioning and responses provided by male and female students. She varied the positions from which she called on students in regards to their placement
in the room. Assessment strategies are varied to address different learning modalities (exit tickets, written responses, one-on-one conferencing and individualized goal-setting).

Professional Conduct Score N/A

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model
within their community.
100 1.00

Comments
Amy conducts herself with integrity both in and out of the classroom. Her community involvement consists of leading a small group in her home and volunteering in the church's nursery.
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Reflection Score N/A

Teacher candidates should recognize that reflection combined with experience leads to growth as a
professional. Educators should be thoughtful about their professional practice, critically examine it, and seek 1.00
continual improvement.
86

Comments
Amy is focusing on broadening her engagement strategies. Within this lesson she made it a point to check in with individual students and tap the desks of those students whose posture demonstrated
disengagement.
I would encourage Amy to continue to acquire a variety of engagement strategies to add to her toolbox as she progresses through the program and reflect on what impact they have on the students in her
classroom.
Additional areas of her professional practice that she is examining and reflecting upon have not been discussed.

Curiosity Score N/A

Teacher candidates should promote and support curiosity and encourage active inquiry.
85 1.00

Comments
Amy's questioning strategies supported active inquiry during the lesson. She asked several follow-up questions and prompted students to demonstrate their thinking and understanding in a variety of
ways. Students were also expected to provide examples on their own.
I would encourage Amy to create a sense of curiosity/anticipation for the next day's work by leaving students with a question to ponder or a challenge to address/solve for the next day.
For reflection- How might the student's examples improved had they been given your example first to serve as a model for their thinking?
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Honesty Score N/A

Teacher candidates should model integrity by their words and actions.
100 1.00

Comments
Amy's cooperating teacher cited examples of when Amy is quick to point out her own mistakes to the students which serves as a powerful example that mistakes are an opportunity for growth as well as
how to go about correcting them.
She also participates in teaching character lessons which allow her to pause and take advantage of teachable moments.

Compassion Score N/A

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 1.00
100

Comments
Amy has an extremely warm disposition. She is approachable, friendly and open with staff and students alike. It is evident that she has taken the time to build positive, supportive relationships with the
students. They are quick to seek her guidance and clarification.
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

Professional Dispositions of Learners Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The disposition is frequently The disposition is constantly
candidate did not involve the candidate is contrary to the observed through the performance observed through the
disposition. disposition and does not meet the of the teacher candidate and meets performance of the teacher
expectations for a student teacher. expectations for a student teacher. candidate and consistently
exceeds expectations for a
student teacher.

Advocacy Score N/A

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the
welfare of others in the educational setting.
100 1.00

Comments
As a small group leader for her church, Amy is involved in many community outreach programs including, but not limited to, The Springs Rescue Mission and visiting nursing homes. Her time spent
pursuing the field of education is a testament to this advocacy as well.

Dedication Score N/A

Teacher candidates should be committed to the profession of teaching and learning.
100 1.00

Comments
Amy has worked within the TCA schools for four years prior to her student teaching experience. She is invested in the school community and continues to pursue growth opportunities.
 CLINICAL PRACTICE EVALUATION 1

Amy Nelson 20358397

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
95.6 %
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
Talitha Couture
Talitha Couture (Mar 7, 2018)
Date
Mar 7, 2018
Evaluation #1: In-Class Observation Notes

Amy Nelson (20358397)

March 6, 2018 (12:40-1:20)

Students return to the classroom- putting items in lockers, drinks, settling in

Amy-“Pull out your binders.”

Students get binders out of their desks (some students continue to settle in—one young man is
struggling with a leaking ice pack) 

Review from yesterday- “Who remembers what nominative pronouns are?”

Student provides example
Amy-“Give me another example besides ‘she’.”
“So what pronoun would replace it?”
“Yesterday we…” –Amy proceeds to recap yesterday’s work
Amy-“Today we will work on objective pronouns.”

Amy writes definition on the board. Students are copying notes into binders. Amy provides a list of
objective pronouns.
Amy redirects student whose binder has spilled—Gets her caught up

Whole class questioning- Amy asks for an example of a prepositional phrase. Student provides an
example. Amy asks, “What’s the phrase?”
“Sentence with a direct object?” Student provides sentence.
A student is asked to substitute direct objects with objective pronouns.
Sentences provided didn’t work with the lesson.

Amy provides an example—Writes it on the board. Asks a student to identify the prep. phrase, subject
and direct object. Another student is asked to replace the DO w/ an objective pronoun.

Student provides a silly, attention-seeking response, Amy redirect his focus.

Amy call the students’ attention back to the lesson pertaining to me/I from yesterday.

Students are released to complete partner work (worksheet provided).

Students finished early are reading.

Amy walks around the room checking student work and providing feedback/redirection as needed.

Whole class brought back to check answers. One student stands at a time to read directions and then
answer to one question at a time. Remaining students check their answers silently. Amy corrects
incorrect responses.

Another worksheet is projected onto the board.

One student comes up to share answers to grammatical corrections made in the sentences projected.

Students are asked to put away binders and they line up to go outside.