Clinical Practice Evaluation 1 Encrypted

CLINICAL PRACTICE EVALUATION 1
Stephanie Wilson 20454280

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 1/10/2019 4/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
E.K. Key Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Louisiana
SCHOOL STATE: ___________________________________
Rebecca Vaussine
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Thail Pete
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 92.11 points 92.11 %
9.00 900 829 100
0 0 0 0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners 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 disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition 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.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 92
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. )
Ms. Wilson is in a unique situation for this observation document. She teaches an autistic class. She is sensitive to the needs of each of the students. She has posted their daily schedule for
them to be aware of what is expected throughout the day.
Respect for the Diversity of Others Score No Evidence

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 92 1.00
establish relationships characterized by respect and rapport.
Evidence
As I entered the classroom she was sitting on the floor with a student calming her for the morning activity. She directed the student in a calm voice of what was expected of her and helped her get
materials to begin her activity. She always showed respect towards the student and the student was affectionate towards the teacher.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 90 1.00
Evidence
Throughout the time we discussed her teaching methods she maintained the confidentiality of each student. Appropriate attention was give towards each student. Each student had a different
program to follow.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 92
Evidence 1.00
Ms. Wilson was positive toward each and every person in the classroom. She knew what was necessary to keep each student calm and engaged. I must say here that she has an outstanding
paraprofessional who works under Ms. Wilson's guidance. The cooperating teacher speaks highly of Ms. Wilson and stated that she is very good at working at things within the school and
classroom.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

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. 90
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
Ms. Wilson started as a paraprofessional and had the responsibility of teaching thrust upon her. She rose to the challenge and decided to seek her certification. She stated that she loved what
she is doing and looks forward to her certification.She is learning multitasking.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
As much as she can with the students she work with she is constantly talking to them and asking or guiding responses from the students. The class levels range from first through fourth. The
students in the class can and do have reading skills and respond to questioning when asked, of course with teacher guidance.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
95 1.00
Evidence
Ms. Wilson is thought of highly by her cooperating teacher and administration. She is interning within her own classroom.
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 93
Evidence
The traits described in compassion fully describe Ms. Wilson and her interaction with her students. She is a professional and is very caring of the students she work with daily.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. ✔ 0.00
Evidence
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
95
1.00
Evidence
After working as a paraprofessional she has now worked to certify in special education with the goal to continue to work with autistic students.

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

92.11 %
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 Date

Thail Pete
Thail Pete (Feb 1, 2019) Feb 1, 2019

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CLINICAL PRACTICE EVALUATION 1

Stephanie Wilson 20454280

Master of Education in Special Education

SPD-590 1/10/2019 4/24/2019

E.K. Key Elementary School

FOR COURSE INSTRUCTORS ONLY:

Stephanie Wilson 20454280

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Stephanie Wilson 20454280

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Stephanie Wilson 20454280

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Stephanie Wilson 20454280

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Stephanie Wilson 20454280

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Stephanie Wilson 20454280

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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