CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

PROGRAM:
Master of Education in Special Education

SPD-590
COURSE: START DATE: 1/4/2024 END DATE: 4/17/2024

COOPERATING SCHOOL NAME:

Round Valley High School

Arizona
SCHOOL STATE:

Deborah Bennett
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Susan Myers

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
100
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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 performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 100
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100
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. )

Theresa continues to do a great job with her teaching. I have enjoyed viewing her videos. Her lessons are right on target and align with where she should be. So
many good points and examples walking students through the learning of concepts process.
She is great at collaborating with families and all stakeholders involved. She looks at all situations to promote
learner growth and development. She is very student-centered.
All lessons are designed and adapted to meet individual students needs. She also creates an environment that provides an opportunity for students to demonstrate
their learning differences.
Great job on your first evaluation/video. You are an amazing teacher
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100
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 strategies 100
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 learning 100
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. )

Theresa has good/solid instruction. Students are engaged and on-task. Lots of positive energy. There is consistency throughout the lesson with her instruction
taking into account learners' interests and strengths. Lots of good questionning techniques take place. Different learning styles are addressed. Great feedback and
interaction with students.
All available resources are used to meet particular learning differences, styles, and needs.
Theresa meets the needs of all her students in her classroom. She makes sure that they can access the resources and curriculum. If specialized assistance is needed
then it is provided. She looks at each individual learning abilities and makes sure that their learning styles are met.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 100
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 100
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
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. )

Great classroom management is demonstrated. All students were engaged and participating. There is organization and structure to the lessons. All students were
attentive and doing what they were instructed to do.
Lots of interaction takes place. Good participation from students. Students are communicating both verbally and nonverbally in ways that demonstrates respect for
everyone in the group.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 100
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. )

Theresa has a great way of keeping students attention and stimulating learners to reflect on prior content knowledge and linking it to new concepts and familiar
concepts. Lots of good postive feedback and guided instruction. She knows her content and is good at presenting it.
All available resources are used both supplementary and technologies to ensure accessibility and relevance for all learners. Students have ample opportunities to
relearn and practice new concepts to mastery.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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 of 100
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100
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. )

Theresa has a great way of keeping students attention and stimulating learners to reflect on prior content knowledge and linking it to new concepts and familiar concepts.
All available resources are used both supplementary and technologies to ensure accessibility and relevance for all learners.
Students have ample opportunities to relearn and practice new concepts to mastery.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 100
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100
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 100
appropriate modifications in assessments or testing conditions especially for students with disabilities and
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. )

All assessment are designed to meet, and match, the learning objectives of the lessons taught. All needed information is on the board. On going assessment took
place through questionning.
Theresa works in collaboration with other staff to ensure an understanding of the tests, formal and informal observations, weekly formative etc....to fully understand
each learners progress which guides her planning.
The individual needs of all learners are taken into account with assessments. Appropriate modifications and accommodations are used for learners with disabilities
and language learning needs.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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 100
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 100
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100
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. )
Each student's learning goals are assessed to drive planning and instruction. Great planning for instruction. Theresa is prepared and students responld well to the
lesson. Appropriate strategies and accommodations along with resources are used to drive differentiated instruction for all learners in the classroom.
All planning for instruction is appropriate providing sequencing of learning experiences and multiple ways to demonstrate knowledge of skill.
All instruction is driven/based on formative and summative assessments, data, prior learner knowledge, and student interest.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100
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, interpret, 100
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 100
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. )

Each student's learning goals are assessed to drive planning and instruction. Great planning for instruction. Theresa is prepared and students responld well to the
lesson. Appropriate strategies and accommodations along with resources are used to drive differentiated instruction for all learners in the classroom.
All planning for instruction is appropriate providing sequencing of learning experiences and multiple ways to demonstrate knowledge of skill.
All instruction is driven/based on formative and summative assessments, data, prior learner knowledge, and student interest.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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., systematic
100
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 the 100
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. )

Theresa uses a variety of resources to evaluate the outcomes of teaching and where you students are performing. This also drives her planning which she adapts if
needed.
Theresa seeks professional advice and counsel from her CT. She also uses all available resource in the school building. These materials are used to encourage
students to analyze, reflect, and think critically
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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 global 100
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 100
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. )

All available resources are used to build local and global learning for both students and families.
Theresa has done a wonderful job of building a sense of community and family in her classroom. This expands beyond the classroom into a global learning of
communities where all stakeholders are involved.
Keep up the great work Theresa. You are almost done. Two more evaluation to go! I look forward to viewing them.
Sue Myers Ed.D
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 100

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. )

Theresa demonstrates an understanding of the impact that she has on student learning as evident through her student teaching.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Teresa Moore STUDENT NUMBER 20970180

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

Total Scored Percentage:

100.00%
ATTACHMENTS

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

Susan Myers esigned on Thursday, February 29, 2024 9:27 PM