Questionnaire due tonight before 11:59

ClincialPracticeEvaluation2.pdf

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Clinical Practice Evaluation 2 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 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.

Standard 1: Student Development 1.1 Teache ca dida e c ea e de el me all a ia e i c i ha ake i acc i di id al de 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 de di e e lea i g e g h a d 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, all ca i g, a d c di a i g he e ce f ime, ace, a d de 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, a d make c ec i de e e ie ce . 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 abili de el di e e cial a d c l al e ec i e ha e a d hei 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 de g e a d g ide la i g. 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 Teache ca dida e la h achie e each de lea i g g al , ch i g a ia e a egie a d 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:

Additional Feedback Areas Below

Overall Feedback

Strengths

Opportunities for Growth

Suggestions/Ideas to Implement