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Clinical Practice Evaluation 4 – FOR FEEDBACK PURPOSES ONLY* Formative Feedback Worksheet

* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit each official Clinical Practice Evaluation to GCU.

Clinical Practice Evaluation 4 is a summative evaluation pertaining to: • GCU’s Professional Dispositions • InTASC Standards • Specialized Professional Associations (SPA) Standards • Overall Feedback *please note the Overall Feedback section is located under the SPA Standards.

Please consider how the teacher candidate has performed in relation to the following standards.

Printing Directions: Before printing, please expand all sections you have entered information in under SPA Standards including the Overall Feedback section, in order to print all information you have entered for your teacher candidate.

Professional Dispositions of Learners High Expectations 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: Respect for the Diversity of Others 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: Fairness Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. Evidence: Professional Conduct Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community. Evidence: Reflection 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: Curiosity Teacher candidates should promote and support curiosity and encourage active inquiry. Evidence:

Honesty Teacher candidates should model integrity by their words and actions. Evidence: Compassion Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. Evidence: Advocacy Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting. Evidence: Dedication Teacher candidates should be committed to the profession of teaching and learning. Evidence:

Interstate Teacher Assessment and Support Consortium (InTASC) Standards Standard 1: Student Development

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:

Standard 2: Learning Differences 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:

Standard 3: Learning Environments 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:

Standard 4: Content Knowledge

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, and master academic language in their content area. Evidence:

Standard 5: Application of Content 5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their understanding of local and global issues and create novel approaches to solving problems. Evidence:

Standard 6: Assessment 6.1 Teacher candidates design assessments that match learning 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:

Standard 7: Planning for Instruction 7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 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 demonstrate knowledge and skill. 7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. Evidence:

Standard 8: Instructional Strategies 8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 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, interpret, evaluate, and apply information. 8.3 Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question). Evidence:

Standard 9: Professional Learning and Ethical Practice 9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., 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 the school, as supports for analysis, reflection, and problem solving. Evidence:

Standard 10: Leadership and Collaboration 10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and 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 enact system change. Evidence:

Grand Canyon University: Impact on Student Learning 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. Evidence:

Specialized Professional Associations (SPA) Standards Please use the chart below to determine the required SPA standards for your teacher candidate’s program of study.

Click on the dropdown arrows of the blue headings to view and complete the required SPA standards. If your teacher candidate’s program is not included in the chart, the evaluation of the SPA standards are not required.

Dance National Association of Schools of Dance (NASD) Early Childhood National Association for the Education of Young Children (NAEYC) Early Childhood and Early Childhood Special Education

National Association for the Education of Young Children (NAEYC) Council for Exceptional Children (CEC)

Elementary Association of Childhood Education International (ACEI) Elementary (ESL Emphasis) Association of Childhood Education International (ACEI)

Teachers of English to Speakers of Other Languages (TESOL) Elementary and Special Education

Association of Childhood Education International (ACEI) Council for Exceptional Children (CEC)

Music National Association of Schools of Music (NASM) Secondary – Business National Business Education Association (NBEA) Secondary – English National Council of Teachers of English (NCTE) Secondary – History National Council for the Social Studies (NCSS) Secondary – Math National Council of Teachers of Mathematics (NCTM) Secondary – Physical Education Society of Health and Physical Educators- America (SHAPE) Secondary – Science National Science Teachers Association (NSTA) Special Education Council for Exceptional Children (CEC) Theatre National Association of Schools of Theatre (NAST)

Dance Placements: National Association of Schools of Dance (NASD) Standards NASD 3a Ability to teach dance at various levels to different age groups and in a variety of classroom, studio, and ensemble settings in ways that develop knowledge of how dance works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom, studio, and rehearsal management. Evidence: NASD 3b

An understanding of child growth and development and an understanding of principles of learning as they relate to dance. Evidence: NASD 3c The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs. Evidence: NASD 3d Knowledge of current methods, materials, and repertories available in various fields and levels of dance education appropriate to the teaching specialization. Evidence: NASD 3e The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations. Evidence: NASD 3f Basic understanding of the principles and methods of developing curricula and the short- and long-term units that comprise them. Evidence: NASD 3g An understanding of evaluative techniques and ability to apply them in assessing both the progress of students in dance and the objectives and procedures of the curriculum. Evidence: NASD 5a Students should engage in observation and discussion of field-based teaching/learning experiences in diverse settings. Evidence: NASD 5b Students should be provided opportunities for various types of teaching and directed observation throughout the degree program. Evidence: NASD 5c Teaching opportunities should be provided in actual pre-kindergarten, kindergarten, elementary, middle, and secondary settings, as appropriate for the student’s certification level. Evidence:

NASD 5d The choice of practice teaching sites must enable students to develop competencies consistent with standards outlined above, and must be approved by qualified dance personnel from the degree-granting institution. Evidence: NASD 5e Sites and situations for student teaching and students must be supervised by qualified dance personnel from the degree- granting institution and, when possible, the cooperating schools. Evidence:

Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Standards NAEYC Standard 1: Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child. Evidence: NAEYC Standard 2: Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning. Evidence: NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observations, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Evidence: NAEYC Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Evidence: NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum

Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child. Evidence: NAEYC Standard 6: Becoming a Professional Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Evidence: NAEYC Standard 7: Early Childhood Experience Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills, and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth –age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). Evidence:

Special Education Placements: Council for Exceptional Children (CEC) Standards CEC Standard 1: Learner Development and Individual Learning Differences Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Evidence: CEC Standard 2: Learning Environments Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Evidence: CEC Standard 3: Curricular Content Knowledge Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. Evidence: CEC Standard 4: Assessment

Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. Evidence: CEC Standard 5: Instructional Planning and Strategies Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Evidence: CEC Standard 6: Professional Learning and Ethical Practice Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Evidence: CEC Standard 7: Collaboration Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Evidence:

Elementary Placements: Association for Childhood Education International (ACEI) Standards ACEI Standard 1: Development, Learning, and Motivation Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Evidence: ACEI Standard 2.1: Reading, Writing, and Oral Language Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. Evidence: ACEI Standard 2.2: Science Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Evidence: ACEI Standard 2.3: Mathematics

Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections and representation. Evidence: ACEI Standard 2.4: Social Studies Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Evidence: ACEI Standard 2.5: The Arts Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. Evidence: ACEI Standard 2.6: Health Education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Evidence: ACEI Standard 2.7: Physical Education Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Evidence: ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. Evidence: ACEI Standard 3.2: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Evidence: ACEI Standard 3.3: Development of Critical Thinking and Problem Solving Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Evidence: ACEI Standard 3.4: Active Engagement in Learning

Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. Evidence: ACEI Standard 3.5: Communication to Foster Collaboration Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. Evidence: ACEI Standard 4: Assessment for Instruction Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. Evidence: ACEI Standard 5.1: Professional Growth, Reflection And Evaluation Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community and actively seek out opportunities to grow professionally. Evidence:

Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Standards Standard 1a: Language as a System Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Evidence: Standard 1b: Language Acquisition and Development Candidates understand and apply theories and research in language acquisition and development to support their ELLs English language and literacy learning and content-area achievement. Evidence: Standard 2: Culture as It Affects Student Learning Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Evidence: Standard 3a: Planning for Standards-Based ESL and Content Instruction

Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Evidence: Standard 3b: Implementing and Managing Standards-Based ESL and Content Instruction Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content. Evidence: Standard 3c: Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching. Evidence: Standard 4a: Issues of Assessment for English Language Learners Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations. Evidence: Standard 4b: Language Proficiency Assessment Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs. Evidence: Standard 4c: Classroom-Based Assessment for ESL Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom. Evidence: Standard 5a: ESL Research and History Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning. Evidence: Standard 5b: Professional Development, Partnerships, and Advocacy Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. Evidence:

Music Placements: National Association of Schools of Music (NASM) Standards NASM Standard 6a: General Studies

a. Candidates are expected to have the ability to think, speak, and write clearly and effectively Evidence:

b. Candidates are expected to have an informed acquaintance with fields of study beyond music such as those in the arts and humanities, the natural and physical sciences, and the social sciences.

Evidence:

c. Candidates are expected to have a functional awareness of the differences and commonalities regarding work in artistic, scientific, and humanistic domains.

Evidence:

d. Candidates are expected to have awareness that multiple disciplinary perspectives and techniques are available to consider all issues and responsibilities including, but not limited to, history, culture, moral and ethical issues, and decision-making.

Evidence: Standard B 1: Common Body of Knowledge and Skills – Performance Students must acquire:

a. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.