Elm 590 Clinical Evaluation 1 Kenny

CLINICAL PRACTICE EVALUATION 1
Kenneth Hill 20477047

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-590 2/7/2019 5/22/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Northside Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Melanie Helton
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Judith Kelly
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 94.3 points 94.3 %
10.00 1000 943 100
0 0 0 0 0 0 0 0 100 0 0 0 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. 93
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. )
Kenneth has high expectations for himself and the students. This is evidenced by the manner in which he approaches his internship responsibilities. His CT has provided excellent feedback in
this realm. I observed exceptional teaching.
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 95 1.00
establish relationships characterized by respect and rapport.
Evidence
This standard is satisfied. Kenneth’s efforts have been sincere and wholehearted, and his professionalism has been notable. This is supported by Cooperating Teacher feedback and observation.
See attached notes.


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. 95 1.00
Evidence
See attached notes.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 95
Evidence 1.00
See attached notes.


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. 93
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
See attached notes.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
90
Evidence
See attached notes.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
100 1.00
Evidence
See attached notes.
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. 94
Evidence
See attached notes.


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. 90 1.00
Evidence
See attached notes.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
98
1.00
Evidence
Kenneth is dedicated to the teaching profession. This is evidenced by his desire to learn new strategies to enhance his pedagogical skills. Kenneth’s Cooperating Teacher has faith in his abilities to
have a positive impact on student learning.

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

94.3 %
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

Judith Kelly
Judith Kelly (Mar 7, 2019) Mar 7, 2019
Fax assessment to 772-212-1162
Student Teacher Name: _Mr. Kenneth Hill_________________________
Supervisor: Judith Kelly/ judithdkelly1@gmail.com (Fax: 772-212-1162)
EVALUATION #1/ PROFESSIONALISM

1
Clinical Practice Evaluation #1
Candidate to determine
how the Teacher Candidate
will meet this disposition in
future evaluations)
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 disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher for a Teacher Candidate Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student during 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. These expectations should be communicated in positive ways.
Emerging
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. )
Mr. Hill has had the opportunity to get acclimated to a classroom that consists of a diverse population of learners. He has expressed ideas of how to promote student learning for those who struggle
the most academically and behaviorally. His expectations of students continue to develop as he begins to take more control of the classroom. Mr. Hill is able to directly state his expectation of
student behavior and/or tasks at hand to students in a firm but positive manner.
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.
Proficient
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
Mr. Hill demonstrates respect to administrators, fellow educators and students. He is polite and courteous. Mr. Hill participates in Professional Learning Communities and offers input in a respectful
way. Mr. Hill recognizes the differences in the social and/or cultural diversities of the students that we serve and respects those social and/or cultural differences. He engages with students about their
lives to better understand the whole student.
2
Clinical Practice Evaluation # 1
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.
Proficient
Evidence
Mr. Hill has demonstrated the ability to be fair and consistent with students. He treats each student with dignity and respect. Mr. Hill has been involved in situations where confidentiality is
imperative and has demonstrated a respect for the staff and students in regards to those situations.
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community.
Proficient
Evidence
Mr. Hill demonstrates ethical behavior and sound judgement in his interactions within the school and classroom communities. He has become a mentor to some of the male students in our room by
taking a personal interest in the things that they care about and encourages them.
3
future evaluations)
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.
Proficient
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
Mr. Hill has participated in open conversations regarding the reflection of his video lessons and his participation in the classroom so far. Mr. Hill shared during his reflection that he felt that he needs
to grow in the areas of instructional planning, classroom management and providing more positive feedback to students. We have discussed ways that we can put more focus on these areas with my
assistance.
Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
Emerging
Evidence
Mr. Hill continues to work on guiding students through their instruction. He is learning how to guide students through questioning and encouragement instead of giving them the answers.
4
future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
Proficient
Evidence
Mr. Hill demonstrates integrity and honesty.
Compassion Score No Evidence

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while providing intellectual, emotional, and spiritual support.
Proficient
Evidence
Mr. Hill greets students each morning as they enter the classroom. He speaks to other students throughout the building when he encounters them. Mr. Hill greets staff and engages in conversation
with them. He interacts with students to learn more about them and to understand how their lives impact their learning experience. Mr. Hill is consistent and firm with students. When working in
small groups with him, students are engaged and supported. We are continuing to work on providing more positive feedback.
5
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.
Evidence
Mr. Hill understands that the classroom is a community in itself. He understands that each student plays a role in how our classroom community functions. Mr. Hill has observed and conversation has
been shared how students who struggle behaviorally takes away from whole class instruction time.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
Proficient
Evidence
Mr. Hill is excited to become a teacher. Through conversation Mr. Hill has shared his desire to teach and make a difference in student lives.

Elm 590 Clinical Evaluation 1 Kenny

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Elm 590 Clinical Evaluation 1 Kenny

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CLINICAL PRACTICE EVALUATION 1

Kenneth Hill 20477047

Master of Education in Elementary Education

ELM-590 2/7/2019 5/22/2019

Northside Elementary School

FOR COURSE INSTRUCTORS ONLY:

Kenneth Hill 20477047

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Kenneth Hill 20477047

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Kenneth Hill 20477047

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Kenneth Hill 20477047

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Kenneth Hill 20477047

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Kenneth Hill 20477047

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Student Teacher Name: _Mr. Kenneth Hill_________________________

Supervisor: Judith Kelly/ judithdkelly1@gmail.com (Fax: 772-212-1162)

EVALUATION #1/ PROFESSIONALISM

High Expectations Score No Evidence

Fairness Score No Evidence

Professional Conduct Score No Evidence

Reflection Score No Evidence

Curiosity Score No Evidence

Honesty Score No Evidence

Compassion Score No Evidence

Advocacy Score No Evidence

Dedication Score No Evidence

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