ELM590 Clinical Practice Evaluation Paper

Clinical Practice Evaluation # 4 GCU Professional Dispositions of Learners Scoring Guide No Evidence Ineffective (Teacher Candidates within this range require a Professional Growth Plan) Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 0 1 to 49 50 to 69 70 to 79 80 to 92 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching. High Expectations Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching. Score 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. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Respect for the Diversity of Others Score 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 community members with courtesy and civility and establish relationships characterized by respect and rapport. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Clinical Practice Evaluation # 4 GCU Professional Dispositions of Learners Scoring Guide No Evidence Ineffective (Teacher Candidates within this range require a Professional Growth Plan) Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 0 1 to 49 50 to 69 70 to 79 80 to 92 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching. Fairness Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching. Score Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Professional Conduct Score Teacher candidates should exercise sound judgment and ethical behavior.

They should be a positive role model within their community. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Clinical Practice Evaluation # 4 GCU Professional Dispositions of Learners Scoring Guide No Evidence Ineffective (Teacher Candidates within this range require a Professional Growth Plan) Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 0 1 to 49 50 to 69 70 to 79 80 to 92 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching. Reflection Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching. Score 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 continual improvement. Evidence ((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition.

For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Curiosity Score Teacher candidates should promote and support curiosity and encourage active inquiry. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Clinical Practice Evaluation # 4 GCU Professional Dispositions of Learners Scoring Guide No Evidence Ineffective (Teacher Candidates within this range require a Professional Growth Plan) Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 0 1 to 49 50 to 69 70 to 79 80 to 92 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching. Honesty Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching.

Score Teacher candidates should model integrity by their words and actions. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Compassion Score Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Clinical Practice Evaluation # 4 GCU Professional Dispositions of Learners Scoring Guide No Evidence Ineffective (Teacher Candidates within this range require a Professional Growth Plan) Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 0 1 to 49 50 to 69 70 to 79 80 to 92 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching. Advocacy Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student teaching. Score Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Dedication Score Teacher candidates should be committed to the profession of teaching and learning. Evidence (The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition.

For lack of evidence, please provide suggestions for improvement and the actionable steps for growth. ) Clinical Practice Evaluation # 4 Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide No Evidence 0 There is no evidence that the performance of the Teacher Candidate met this standard or expectations for a Teacher Candidate during student teaching. Ineffective (Teacher Candidates within this range require a Professional Growth Plan) 1 to 49 The performance of the Teacher Candidate is insufficient in meeting this standard and expectations for a Teacher Candidate during student teaching. Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 50 to 69 70 to 79 80 to 92 The performance of the Teacher Candidate is underdeveloped in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this standard and expectations for a Teacher Candidate during student teaching. Standard 1: Student Development Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Score 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 learning. 1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 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. ) Clinical Practice Evaluation # 4 Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide No Evidence 0 There is no evidence that the performance of the Teacher Candidate met this standard or expectations for a Teacher Candidate during student teaching. Ineffective (Teacher Candidates within this range require a Professional Growth Plan) 1 to 49 The performance of the Teacher Candidate is insufficient in meeting this standard and expectations for a Teacher Candidate during student teaching. Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 50 to 69 70 to 79 80 to 92 The performance of the Teacher Candidate is underdeveloped in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this standard and expectations for a Teacher Candidate during student teaching.

Standard 2: Learning Differences Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Score 2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 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 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 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. ) Clinical Practice Evaluation # 4 Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide No Evidence 0 There is no evidence that the performance of the Teacher Candidate met this standard or expectations for a Teacher Candidate during student teaching. Ineffective (Teacher Candidates within this range require a Professional Growth Plan) 1 to 49 The performance of the Teacher Candidate is insufficient in meeting this standard and expectations for a Teacher Candidate during student teaching.

Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 50 to 69 70 to 79 80 to 92 The performance of the Teacher Candidate is underdeveloped in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate meets this standard and expectations for a Teacher Candidate during student teaching. Standard 3: Learning Environments Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Score 3.1 Teacher candidates manage the learning environment to actively and equitably engage students by 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 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. ) Clinical Practice Evaluation # 4 Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide No Evidence 0 There is no evidence that the performance of the Teacher Candidate met this standard or expectations for a Teacher Candidate during student teaching. Ineffective (Teacher Candidates within this range require a Professional Growth Plan) 1 to 49

The performance of the Teacher Candidate is insufficient in meeting this standard and expectations for a Teacher Candidate during student teaching. Foundational (Teacher Candidates within this range require a Professional Growth Plan) Emerging (Teacher Candidates within this range may benefit from a Professional Growth Plan) Proficient (Target level for Teacher Candidates) 50 to 69 70 to 79 80 to 92 The performance of the Teacher Candidate is underdeveloped in meeting this standard and expectations for a Teacher Candidate during student teaching. The performance of the Teacher Candidate is developing in meeting this standard and expectations for a Teacher Candidate during student teaching. ELM590 Clinical Practice Evaluation Paper

The performance of the Teacher Candidate meets this standard and expectations for a Teacher Candidate during student teaching. Standard 4: Content Knowledge Distinguished (Usually reserved for master Teacher Candidates) 93 to 100 The performance of the Teacher Candidate consistently exceeds this standard and all expectations for a Teacher Candidate during student teaching. Score 4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections to students’ experiences. 4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 4.3 Teacher candidates create opportunities for students to learn, practice, a… ELM590 Clinical Practice Evaluation Paper