Grand Canyon University

Single Placement
Clinical Practice Manual:
ELM 490/590, ESL490, SEC 490/590, SPD 590

© 2017. Grand Canyon University. All Rights Reserved.

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Table of Contents
Table of Contents ......................................................................................................................................... 2

Introduction .................................................................................................................................................. 4

Disclaimer .................................................................................................................................................... 4

College of Education Mission Statement ..................................................................................................... 4

Statement of Education Philosophy.............................................................................................................. 6

Conceptual Framework ................................................................................................................................ 7

Clinical Practice: Serving ............................................................................................................................. 7

College of Education – Learning, Leading, Serving Pledge ........................................................................ 7

College of Education Promise ...................................................................................................................... 8

Professional Learning Network (PLN) ......................................................................................................... 8

Clinical Practice Roles ................................................................................................................................. 9

Clinical Practice 15 Week Recommended Schedule .................................................................................. 10

Teacher Candidate Responsibilities............................................................................................................ 14

Clinical Practice Course ............................................................................................................................. 14

Clinical Practice Courses ............................................................................................................................ 16

Curriculum/ Lesson Planning ..................................................................................................................... 17

Prerequisites & Application ....................................................................................................................... 17

Potential Sites ............................................................................................................................................. 19

Placement Assignments and Changes ........................................................................................................ 19

Cancellation of a Placement ....................................................................................................................... 20

Clinical Practice Activity/Time Log........................................................................................................... 21

COE Clinical Practice Expectations and Academic Standards .................................................................. 21

Dispositional Expectations ......................................................................................................................... 22

Clinical Practice Expectation Violations .................................................................................................... 23

© 2017. Grand Canyon University. All Rights Reserved.

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Model Code of Ethics for Educators (MCEE)............................................................................................ 25

Zero Tolerance Policy ................................................................................................................................ 25

Disability Services and Special Accommodations ..................................................................................... 25

Cooperating Teacher Responsibilities ........................................................................................................ 26

Collaborative Observation Process............................................................................................................. 27

GCU Faculty Supervisor Responsibilities .................................................................................................. 28

Mentor Responsibilities .............................................................................................................................. 30

Supervision, Evaluation, and Performance-based Assessment .................................................................. 32

Teacher Candidate Professional Growth Plan, Corrective Action Plan, and Unsuccessful Attempts ........ 34

Appendix .................................................................................................................................................... 36

© 2017. Grand Canyon University. All Rights Reserved.

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Introduction
Congratulations on your advancement to the final stage of your degree program: Clinical Practice. We
are dedicated to supporting you through this process and to promote a positive and productive clinical
practice experience.

This handbook contains an overview of the GCU College of Education and the clinical practice
experience. It further describes the role of the Teacher Candidate and the responsibilities he/she is
expected to fulfill in the host Cooperating Teacher’s classroom, as well as in the seminar coursework. It
is important to review the supporting roles involved in the clinical practice experience to understand
your resources.

For further information regarding graduation requirements, degree programs offered, admission
requirements and general academic regulations please refer to the Grand Canyon University Policy
Handbook provided on the GCU homepage (www.gcu.edu).

Disclaimer
Grand Canyon University’s College of Education reserves the right to make changes of any nature to
this manual when they are deemed necessary or desirable. This manual is for informational purposes and
does not constitute a contract. The Grand Canyon University Teacher Preparation Program
Practicum/Field Experience Manual does not establish a contractual relationship; rather, the manual sets
forth academic and other requirements that a teacher candidate must meet to be granted a degree and, in
some circumstances, to continue to be enrolled at the institution. While counselors and other Grand
Canyon University personnel are available to guide the teacher candidate with respect to the
requirements, it is the ultimate responsibility of the teacher candidate to follow them.

College of Education Mission Statement

Professional education programs at Grand Canyon University are designed to support and promote the
University's mission to prepare learners to become global citizens, critical thinkers, effective
communicators and responsible leaders from the context of its Christian heritage. The College
of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative and
collaborative teaching practices to maximize student learning and achievement; promotes servant
leadership in educational communities; and engages a diverse and global community of learners
with purpose and passion.

Through its professional education programs, the College teaches that all students can learn and that
focused teaching or administrator practice can maximize that learning and achievement. The culture and
Christian heritage of the University promote a spirit of servant leadership within the College's faculty,
staff, and learners so they can minister to people within the broader educational community. Education
is a powerful tool with which to purposefully engage a diverse, global community; the College exhorts
its faculty, staff, and learners to do so with fervor.
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The College of Education's Arizona state-approved educator preparation programs are designed to
promote the required knowledge, skills, and dispositions necessary for learners to become highly
effective educational leaders in the broader educational community. Opportunities for teacher and
administrator candidates to refine and apply them are integrated throughout their programs of study in
practicum/field experiences, possibly culminating in a Clinical Practice or internship experience
dependent on the program. Non-certification programs are designed to increase the learner's knowledge
and opportunities within their chosen fields of study.

© 2017. Grand Canyon University. All Rights Reserved.

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Statement of Education Philosophy

Learning, Leading, Serving

Learning: We believe that all students can learn and that highly effective, innovative and collaborative
teaching and administration maximizes best practices as well as student learning and achievement.
Effective teachers and administrators are highly educated, skilled, committed and compassionate; they
ensure all students learn to the best of their ability.

Leading: We believe that education is a powerful tool with which to purposefully engage a diverse,
global community. As our teacher and administrator candidates find their purpose and calling
within education, they seek to lead others to reach their God-given potential in order for them to
influence the changing world.

Serving: The culture and Christian heritage of the University promotes a spirit of servant leadership
within the College of Education's faculty, staff and learners so they can serve people within the broader
educational community.

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Conceptual Framework
A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work
in P–12 schools. It provides direction for programs, courses, teaching, candidate performance,
scholarship, service, and unit accountability. The conceptual framework is knowledge-based, articulated,
shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated. The
conceptual framework provides the bases that describe the unit’s intellectual philosophy and institutional
standards, which distinguish graduates of one institution from those of another. (2012-2012 NCATE)

Clinical Practice: Serving

This final portion in the Teacher Candidate’s experience is the summative experience of full-time
clinical practice which we mark as the serving role. Assigned to a specific school and Cooperating
Teacher, the Teacher Candidate moves from the assisting role to taking over all of the regular teaching
duties during the full-time time experience. While in the full-time role, the Teacher Candidate works
closely with the Cooperating Teacher as well as the GCU Faculty Supervisor to receive feedback on
their teaching duties and instructional competence. Frequent opportunities for feedback and reflection
are given to the Teacher Candidate with targeted feedback designed around specified InTASC standards
and the COE collaborative clinical practice evaluation form. This allows for formative and summative
feedback in all areas necessary for a Teacher Candidate.

College of Education – Learning, Leading, Serving Pledge

In keeping with Grand Canyon University’s Christian heritage, in the College of Education we find our
purpose and calling in teaching, and we seek to lead others to reach their God-given potential by
integrating faith into our work.

We believe all students can learn and are deserving of highly effective, innovative, skilled, committed
and compassionate educators who ensure that all of their students learn to the best of their abilities.

We believe education is a powerful tool to purposefully engage a multicultural, global community to

make a difference in a changing world.

We believe in the spirit of servant leadership and are committed to serving all students within our local
and broader educational communities, and to leading with creativity and innovation in our profession
with a commitment to personal integrity, professional ethics, collaboration, and excellence for all.

As a Grand Canyon University College of Education, teacher candidate/ teacher/ educator I pledge to:
1) Enter my class as a professional educator, fully prepared every day.
2) Maximize learning for all students, inspiring them to achieve at their highest potential.
3) Approach teaching and learning for all students with the heart of a servant leader.

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 4) Be a culturally responsive educator, engaging with and advocating for social justice, and
supporting each student and their unique learning needs.
5) Model personal integrity, professional ethics, collaboration, and excellence for all.
6) Be a lifelong learner to advance my commitment as a professional educator.

This pledge is made to affirm my commitment and devotion to learning, leading and serving.

College of Education Promise

GCU and the College of Education promise assistance to any graduates of our teacher and principal
preparation programs who are experiencing difficulty in their first year of teaching or leading. Believing
in the excellence of our programs, we will provide assistance to any graduate recommended by GCU for
teaching or principal certification.

In 1984, GCU and the College of Education began offering graduates of our licensure programs
assistance when needed at no expense to the school district or to the teacher/principal graduate. The
need for assistance may be requested by the GCU graduate, the principal or the superintendent. The
appropriate assistance will be determined by the College of Education and can range from the graduate
taking a refresher course in the area of difficulty to receiving mentoring by faculty who will coach in
such areas as curriculum planning and design, classroom and time management, content presentation
and individualized instruction.

To submit a request or for questions about the College of Education Promise, email us at
[email protected].

Professional Learning Network (PLN)

This network supports GCU’s Conceptual Framework of Learning, Leading, and Serving, by providing
a virtual space for Teacher Candidates, AZ Teaching Interns, Educational Administration Candidates,
GCU Faculty Supervisors, and Faculty to learn, collaborate, and connect in a supportive environment
working towards successful clinical practice experiences.
As a participant in clinical practice, members are encouraged to participate in this virtual space.
Engaging in this space can support you in your clinical practice experience as you take efforts to
embody the GCU Conceptual Framework of Learning, Leading, and Serving.

The PLN Navigation heading contains icons and titles to enable ease of use. Below is an overview of
each page you can access:

 Home- This is the landing page. Here you can quickly access document folders, links, upcoming
events, PLN news, recent activity, and PLN Conduct Expectations.
 Resources- This page provides GCU resource links, Social Media links, Resource folders, and
Library discussion
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  Education News- This page provides Education News as posted by the Clinical Practice group,
and News Chatter posted by you- our users
 Calendar- The Calendar provides dates of educational conferences, webinars, and GCU events
 Groups- Find the Group Spaces relevant to you and join into the chat community. Here you can
chat with your peers in a protected space.
 Discussions- This is an open dialogue space for all members of the PLN
 People- This area provides profiles of each PLN member. You can find peers in your region,
those studying in your program, or your GCU Faculty Supervisor!

The PLN can be accessed by registering with your preferred email address and permanent password.

Navigate to https://pln.gcu.edu

To get started, here are a few things you can do:

 Fill out your personal profile

 Connect with Groups
 Post into relevant Discussions
 Review and comment on PLN news updates
 Visit the Resources space to obtain helpful materials and links
 Check the Calendar for upcoming events

Clinical Practice Roles

The following individuals are in position to support Teacher Candidates during the Clinical Practice
experience. Each role contributes a vital aspect of development in the skills and attributes necessary of a
Teacher Candidate. It is important the Cooperating Teacher, GCU Faculty Supervisor, and Field
Experience Specialist work together with open communication and dialogue regarding candidate
progress.

 Cooperating Teacher: The Cooperating Teacher is the teacher in whose classroom the Teacher
Candidate is placed in to complete the Clinical Practice experience. The Cooperating Teacher
must be certified, endorsed, and/or licensed as a teacher. The primary responsibility of the
Cooperating Teacher is to the school and district, then to the Teacher Candidate. These
individuals have the expertise to provide formative and summative feedback on Teacher
Candidate performance.

 GCU Faculty Supervisor: The GCU Faculty Supervisor is the local GCU-approved supervisor
who has oversight responsibility for the development, implementation, and evaluation of the
Teacher Candidate. The GCU Faculty Supervisor is also certified, endorsed, and/or licensed as a
teacher. This individual will work closely with the Teacher Candidate, the Cooperating Teacher,

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 and the course instructor, to ensure that the quality, integrity, and outcomes of Clinical Practice
experience meet the university’s standards.

 Course Instructor: The course instructor is the GCU faculty member assigned to teach the
Clinical Practice courses. Course instructors are responsible for implementing course
assignments, as required through the syllabus, which relate to the Clinical Practice experience
and to provide formative feedback on Teacher Candidate performance.

 Field Experience Specialist: The Field Experience Specialist is the university representative
that supports the cooperating school personnel. The Field Experience Specialist verifies the
Cooperating Teacher’s credentials, and acts as liaison between the Clinical Practice placement
and the university. The Field Experience Specialists are the primary support resource for
Cooperating Teachers and faculty supervisors.

 Mentor: For Teacher Candidates who are at a Masters level, and currently serving in a
contracted teaching position, it is not necessary to secure a Cooperating Teacher for supervisory
responsibilities. In those cases, and upon approval of the building principal, a mentor will be
assigned to coach the Teacher Candidate.

 Field Experience Counselor (FEC): The Field Experience Counselor support Teacher
Candidates in meeting College of Education specific supplementary requirements throughout
their program. These requirements include, but are not limited to, background clearance, testing
requirements, field experiences, clinical practice, and Institutional Recommendation. The Field
Experience Counselor also ensures all required programmatic criteria necessary to participate in
the clinical practice experience is met by the Teacher Candidate prior to placement, which
include the prerequisite hours and coursework for clinical practice. The FECs will work in
tandem with the Teacher Candidates’ Student Service Counselor and other offices on campus to
facilitate completion of the Teacher Candidate’s program of study.

 Teacher Placement Counselor (TPC): The Teacher Placement Counselor completes the
placement for Clinical Practice. The TPC communicates with districts and Teacher Candidates
during Clinical Practice placement and Clinical Practice course regarding roles and expectations
of Clinical Practice.

Clinical Practice 15 Week Recommended Schedule

When possible, the beginning of the Clinical Practice experience is aligned with the first day of the
Clinical Practice course per the GCU Academic Calendar. You may opt to begin Clinical Practice prior
to the first day of the Clinical Practice course if it has been discussed with and approved by your

© 2017. Grand Canyon University. All Rights Reserved.

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Cooperating Teacher. These hours may count toward your total hours; however you must coordinate
with the faculty supervisor and online course instructor to ensure coursework is completed on time.

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Week Teacher Candidate Cooperating Teacher

Prior to Contact the CT and the GCU FS to discuss Submit paperwork to GCU Office of Field
Week 1 expectations, policies and procedures. Contact Experience or FES. Contact the TC and the GCU FS
the Teacher Placement Counselor with any to discuss expectations, policies and procedures.
questions. Coordinate schedules for collaborative
observations.

Week 1-2 Acclimate to the school classroom. Introduce Assist in the TC acclimating to the school.
yourself to key individuals, get to know your Introduce them to key individuals; help introduce
students and parents. Discuss curriculum them to the students and parents. Talk through
planning with your CT and begin to brainstorm curriculum planning, lesson planning and
ideas for your work sample. Observe the CT and management plans in the classroom. Assist the
begin to assist in the classroom. Practice lesson candidate in brainstorming unit ideas for the
planning each week. Take part in daily and work sample. Have them assist with students,
weekly routines. Be prepared for the first model lessons, learn classroom routines and
observation by the end of week 4. grading procedures, and set up daily/weekly
expectations. Be prepared for the first
observation by the end of week 4.

Week 3-7 Begin to increase the number of subjects/ Gradually increase TC responsibility as
activities you take over. Begin to grade and appropriate. Informally assess and mentor the TC
record assignments. Know how you will record through management, lesson preparation,
your grades and keep them organized. By week weekly planning, assessment and grading and
6-7, increase your workload so you are planning pedagogy. This phase is one where the TC may
and preparing all the lessons with assistance need additional coaching as they begin to apply
and team teaching with CT. Expect to plan and their skills. Keep a close watch on the
teach your work sample before week 7. Be development of these skills and contact the
prepared for your second evaluation at the end faculty supervisor for support. Support the
of week 7. candidate in planning and delivery of the work
sample. Be prepared for the second evaluation at
the end of week 7.

Week 8-12 Increase responsibility and assume full Increase TC responsibility. Be available for
responsibility of the classroom. You are fully in questions, ideas, offer suggestions and support.
charge of the classroom. Work with the CT for Make sure to provide regular and consistent
ideas, suggestions, feedback and help if you need feedback. Be available for questions and
it. Be prepared for observation 3 at the end of concerns. Be prepared for observation 3 at the
week 12. end of week 12.

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Week 12-15 Begin to transition the class back to the CT. Begin to transition back into the classroom
Observe other classroom grades, teachers and responsibilities. Fully in charge of classroom by
environments. Complete time cards by the end week 15. Complete 4th evaluation by week 15.
of week 15. Prepare professional portfolio, Finalize feedback forms. Support TC through the
resume. Ask for letters of transition into the field. Offer sound professional
recommendation. Make contact with schools guidance.
and principals and begin initial interviews. Plan
to have your 4th evaluation completed by week
15. At the time of your evaluation #4 you will
give the completed Clinical Practice
Time/Activity Log to your supervisor.

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Teacher Candidate Responsibilities
The Teacher Candidate is responsible for formal interviews of the Cooperating Teacher, shadowing and
observing their skills and applied methodology, exploration of the profession, understanding related
ethical standards, and acclimating to the work setting. Readiness to accept responsibility will be the
driving force regarding increased independent responsibility. Drawing upon the academic Program of
Study, Teacher Candidates are expected to synthesize previous course material, and apply theories and
content knowledge to develop an individual professional style.

Clinical Practice Time Requirement

Teacher Candidates must be prepared to complete a full-time 15-week Clinical Practice experience, in
the same classroom. Time will be documented and verified on the Clinical Practice Time/Activity Log.

The Cooperating Teacher, Faculty Supervisor and Teacher Candidate will identify the proposed end date
at the beginning of the clinical practice. Teacher Candidates must document 15 weeks/ and a minimum
of 70 classroom days in the clinical practice placement. Note: this is the minimum requirement. Some
states may require additional weeks/days (e.g. TN: 16 weeks).

Classroom days include the following:

 Student Contact time-Any instructional classroom time spent directly with students.

 Teacher Contract time-Any function at the Cooperating school/s that the contracted teacher
is required to attend. This includes prep time and professional development time.

 District holidays/Inclement weather days are NOT to be counted.

Responsibilities
 Contact and coordinate with the GCU Faculty Supervisor.
 Meet with the GCU Faculty Supervisor in the first two weeks of Clinical Practice.
 Participate in a conference during the eighth week of the Clinical Practice experience to discuss
the evaluations completed by your Cooperating Teacher and GCU Faculty Supervisor.
 Meet with the Cooperating Teacher and GCU Faculty Supervisor at the end of Clinical Practice
to discuss the Summative Evaluation.
 Maintain the responsibilities of your coursework, including participation in discussion as
appropriate.
 Teacher candidates are required to perform the essential functions of the teaching position
without endangering the health and safety of the individual or others.

Clinical Practice Course

The Clinical Practice Course of the Clinical Practice experience includes practical classroom
experiences, research and analysis, and teaching to support compilation and creation of a work sample.
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The work sample is a 5 day unit that demonstrates a Teacher Candidate’s ability to plan, implement, and
assess effective lesson planning using the following 7 standards.

 Standard 1: Contextual Factors: School and Community Demographics, Classroom

Demographics, Building Trust Relationships, and Classroom Management
 Standard 2: Topics and Learning Goals
 Standard 3: Assessment Plan: Assessing, Documenting, and Communicating Student Progress
 Standard 4: Design for Instruction and Lesson Plans
 Standard 5: Instructional Decision Making
 Standard 6: Analysis of Student Learning
 Standard 7: Reflection and Self-Evaluation

Teacher Candidates will design and implement the 5 day work sample as part of their regular Clinical
Practice duties. In addition to the above standards, all Teacher Candidates are expected to ensure that all
local and classroom goals are also met within the work sample. Work with the Cooperating Teacher and
GCU Faculty Supervisor to help decide on the unit to be used for the work sample and of the timing of
the work sample. One of your 4 evaluations could include observations by the Cooperating Teacher and
GCU Faculty Supervisor of your teaching during the work sample.

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Clinical Practice Courses

Course Course Title Clinical Field Experience Setting: Single Placement

Number Practice
Hours

ELM Clinical Practice 15 Weeks Elementary Classroom

490/590 (Student Teaching)
for Elementary
Teacher Candidates

ESL 490 Clinical Practice 15 Weeks Elementary Classroom with English

(Student Teaching) Language Learners
for Elementary
Teacher Candidates
with an ESL
Emphasis
SEC Clinical Practice 15 Weeks Secondary Classroom
490/590 (Student Teaching)
for Secondary
Teacher Candidates

SPD 590 Clinical Practice 15 Weeks Special Education Classroom

(Student Teaching)
for Special Education
Teacher Candidates

© 2017. Grand Canyon University. All Rights Reserved.

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Curriculum/ Lesson Planning
The Teacher Candidate will be required to follow the state standards and district scope and sequence for
all lesson planning. She/he will follow the model of the Cooperating Teacher, who will support the
Teacher Candidate in lesson planning to address the standards. The Teacher Candidate will be coached
to integrate best practices along with some original ideas. The Cooperating Teacher will offer feedback
and help Teacher Candidates use criticism to improve their techniques.

Teacher Candidates are expected to use the lesson plan design templates used at the school of
placement. If the school does not have a generally accepted format, the Teacher Candidate will use one
of the GCU supported templates: EEI- Essential Elements of Instruction, SIOP- Sheltered Instruction
Observation Protocol, or UBD- Understanding by Design. Each of these templates contains the vital
sections of effective lesson planning. Teacher Candidates should be familiar with utilizing these
templates from lesson planning throughout their program.

Throughout the Clinical Practice Experience Teacher Candidates will write complete lesson plans for
each topic or subject area they will be teaching. This includes morning work, group work, and whole
class instruction. It is expected that lesson plans be submitted to the Cooperating Teacher a minimum of
48 hours in advance, or earlier as abiding by the time guidelines of the Cooperating Teacher.

Please remember this experience is a learning process for the Teacher Candidate. The Teacher
Candidate may need support as he/she advances in lesson planning and teaching responsibilities. If at
any time the Teacher Candidate needs additional support beyond what the Cooperating Teacher deems
reasonable, the Field Experience Specialist must be notified.

State Mandated Assessments

During the state mandated assessments, the Cooperating Teacher should be the one who administers the
test to the students in the classroom. At no time, should the Teacher Candidate be in charge of
administering or proctoring these tests.

Prerequisites & Application

The following is a list of prerequisites that need to be met to be eligible for Clinical Practice (Student
Teaching):

 Current Fingerprint Clearance Card

 Passing scores on state-mandated basic skills or Praxis I® (Basic Skills) prior to Clinical Practice.
 Passing scores on a Content Knowledge Exam prior to Clinical Practice. (Teacher Candidates
requiring Arizona certification in application for their local state licensure will need to complete the
appropriate National Evaluation Series (NES) exams prior to receiving an Arizona IR. For content

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 areas outside the approved NES areas, Teacher Candidates seeking Arizona certification will be
required to hold 24 units in the certification content area.)
 Minimum GPA of 2.8 for the Bachelor of Science program and a 3.0 for the Master of Education
program
 Work with the appropriate university department to remove any academic and/or financial holds on
account to ensure that the academic counselor is able to complete the required registration process.
The Teacher Candidate can also contact the academic counselor to discuss program progression and
academic eligibility.
 Complete all courses in the program of study prior to Clinical Practice.

Teacher Candidates should submit the Clinical Practice Application electronically prior to the assigned
deadline. The online application is available on the College of Education website. Teacher Candidates
will be required to list three potential placement preferences along with the appropriate contact
information. Teacher Candidates should not attempt to make the initial contact with potential
school districts. Initial contact will be made by the Teacher Placement Counselor.

Teacher Candidates are required to submit a Clinical Practice Application prior to the assigned deadline.

 February 1st is the deadline for the Fall Clinical Practice experience
 August 1st is the deadline for the Spring Clinical Practice experience

Teacher Candidates should contact their assigned Field Experience Counselor with any questions
pertaining to the application.

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Potential Sites
Following consultation with your Field Experience Counselor regarding your interests, needs, goals, and
Clinical Practice expectations, site selection is the first and possibly most important step towards
beginning Clinical Practice. You are responsible for assembling a list of three potential sites to request
for placement. You will need to list these sites on your Clinical Practice application. Consider the
schools where you have completed field experiences and the relationships you have developed with
them. Be sure your potential placement is consistent with Clinical Practice requirements, desires for skill
development, and future certification or licensure criteria.

Consider the following:

 Your personal interests, needs, goals, and expectations

 Ethical standards, interactive learning, and experiential opportunities afforded you by the staff
and function of the site

 Professional and state licensure/certification requirements regarding Clinical Practice

experiences: Rule out sites and/or supervisors that cannot enable you to satisfy licensure or
certification requirements

 Clinical practice must be completed at a public school setting or a licensed/accredited nonpublic

school setting.

PLEASE NOTE: As stated in the University Policy Handbook, Teacher Candidates may not complete
the clinical practice in the classroom(s) in which they are employed as paraprofessionals.
Paraprofessionals are not teachers of record. As assistants to a classroom teacher, their responsibilities
are more limited than those required of a classroom teacher. Therefore, paraprofessionals will need to
take a leave of absence from their duties and responsibilities while they complete the clinical practice
requirements for their program of study.

In addition, Teacher Candidates are not permitted to substitute during clinical practice. Any job that
does not interfere with clinical practice requirements, such as planning, etc. would be considered
acceptable but not advised.

Placement Assignments and Changes

Your site placement preferences will be honored, if possible and/or feasible. However, the University
reserves the right to make assignments or adjustments deemed to be in your best interest and the interest
of other involved parties.

Once the Clinical Practice Application has been received, you will be contacted by your assigned Field
Experience Counselor to discuss the application prior to contacting the school district and/or school.
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This allows you and your Field Experience Counselor to discuss the placement confirmation process and
to obtain any additional information that may be necessary.

During the placement process, you might be required to complete additional district requirements which
will be completed at your expense. These may include:

 Interview with school district officials (which may include writing samples)

 Submission of academic resume and/or transcripts

 Physical exam

 TB test

 School Board approval

 Additional background checks

Your Teacher Placement Counselor will notify you when the Clinical Practice placement has been
finalized.

After your placement is secured, your Teacher Placement Counselor will provide you with pertinent
Clinical Practice information, via the primary email on file, including the contact information for your
assigned GCU Faculty Supervisor, with whom you and your Cooperating Teacher will be working
throughout your Clinical Practice experience. You are required to make contact with the Cooperating
Teacher/Mentor prior to the start date of the Clinical Practice experience to start building a working
relationship and to discuss the expectations of all parties. Also be sure to obtain and review a copy of the
school/district policy manual for teachers, which you will be expected to abide by throughout your
experience.

Please contact your Teacher Placement Counselor immediately if there is a need to cancel, postpone, or
make changes in the placement. Requests for a change in Clinical Practice requires a completed Clinical
Practice Cancellation Form. A circumstance such as extended illness that may interrupt or delay
completion of Clinical Practice will be addressed on an individual basis.

Cancellation of a Placement
Grand Canyon University is committed to building strong relationships with its cooperating districts and
fostering growth in its Teacher Candidates. As such, should a Teacher Candidate wish to withdraw from
or cancel their Clinical Practice placement, they will not be eligible to be replaced until the upcoming
semester.

Cancellation Process

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The Teacher Candidate must contact the Teacher Placement Counselor immediately if there is a need to
cancel, postpone, or make changes in the placement. Requests for a change in Clinical Practice status
must be made in writing, with the submission of the Clinical Practice Cancellation Form.

If a Teacher Candidate chooses to cancel an assigned placement greater than 30 DAYS PRIOR to the
course and/or physical placement start date, the placement will not count as the Teacher Candidate’s
first attempt at Clinical Practice. This instance will be notated as a cancellation. A Teacher Candidate
will be allowed to submit a cancellation a maximum of one time. After one instance the Teacher
Candidate will be given one additional opportunity to accept placement.

If a Teacher Candidate decides to cancel an assigned placement less than 30 DAYS PRIOR to the
course and/or physical placement start date, the placement will count as the Teacher Candidate’s first
attempt at Clinical Practice. In this case the Teacher Candidate will receive one additional opportunity
for Clinical Practice placement.

Clinical Practice Activity/Time Log

Teacher Candidates are expected to record a weekly summary of their teaching activities and contact
hours. The Cooperating Teacher must initial weekly for approval. Completed and signed copies of the
card for each 8 week session must be sent to your GCU Faculty Supervisor to submit with the 2nd and 4th
evaluations. Students are encouraged to keep a copy for professional records.

COE Clinical Practice Expectations and Academic Standards

The following clinical practice expectations for Teacher Candidates in the College of Education seek to
address the common issues and responsibilities of Teacher Candidates who are out in schools and school
districts in a field experience and clinical practice setting. The statements are designed to be reflective of
the fundamental principles and values that are desired of a Teacher Candidate and his/her professional
and personal conduct in the field experience and clinical setting. The conduct expectations clarify
conduct unbecoming of a Teacher Candidate, and thus are subject to disciplinary action. By addressing
these issues we seek to respond to and clarify our expectations for all of our Teacher Candidates who are
representing themselves and Grand Canyon University in their role and work with students, Cooperating
Teachers, GCU Faculty Supervisors, and school communities.

Teacher Candidates in the College of Education represent GCU’s value-based liberal arts institution. All
Teacher Candidates who go out into the field are expected to abide by the responsibilities of university
citizenship and to show consideration and respect for personal freedom and property rights of members
of the civic, academic, and school community. Teacher Candidates are expected to abide by ethical,
professional, and academic standards that are conducive to a positive learning experience. These
expectations include, but are not limited to the expectation that the Teacher Candidate:

 Gives appropriate attention to college and site placement work

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  Attends class, exercises, and engagements as required by the college and school site placement

 Acknowledges and accepts the responsibility of honorable adherence to the university’s and site
placement’s standards, rules, policies, and procedures

 Supports and exhibits ethical behavior with students, faculty, staff, school placement personnel,
and the community

 Recognizes and embraces the diversity and personal values of others

 Exhibits self-direction and self-reliance as a college student and in the pursuit of individual and
collaborative learning objectives and goals

 Acknowledges and accepts personal responsibility and accountability for his or her actions,
interactions, and communication in all forms with students, faculty, staff, school placement
personnel, and the community

 Upholds confidentiality and respect for personal or professional information communicated in

the placement classroom

 Adheres to college dispositional expectations, policies, and standards of academic honesty

 Represents themselves solely in all matters related to Clinical Practice performance, evaluation,
assessments, disciplinary action, etc.

 Dresses according to professional attire expectations which can be interpreted as:

o Women: slacks (dress pants), skirts (mid-calf to about two inches above the knee),
blouses, shells, cardigans, blazers, dresses
o Men: dress pants, button down shirts, polo shirts (with a collar), blazers
o Dress not permitted: Anything that is see-through, short, tight, or shows too much skin,
flip-flops, tennis shoes, jeans that are too loose fitting, ripped or faded. Teacher
Candidates must also follow the dress code of teachers at the school site.

Dispositional Expectations
 High Expectations- Educators should believe that all students can learn and should set and
support realistic expectations for student success.

 Respect for the Diversity of Others- Educators should be sensitive to individual learning and
social needs of students and embrace the cultural diversity of the community.

 Fairness- Educators should promote social justice and equity, maintain appropriate standards of
confidentiality, and exercise fairness in all areas including assessment.

 Professional Conduct- Educators should exercise sound judgment and ethical behavior. They
should be a positive role model within their community.

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  Reflection- Educators 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.

 Curiosity- Educators should promote and support curiosity and encourage active inquiry. They
should be able to think innovatively and creatively, using critical thinking as a problem-solving
approach.

 Honesty- Educators should model integrity by their words and actions. They should be forthright
with others and uphold high standards of trust, character, and integrity.

 Compassion- Educators should demonstrate professional friendliness, warmth, and genuine

caring in their relationships with others while providing intellectual, emotional, and spiritual
support.

 Advocacy- Teachers understand the impact of community involvement and servant leadership as
it applies to the welfare of others in the educational setting.

 Dedication- Educators should be committed to the profession of teaching and learning. They
should be professionally active, lifelong learners and seek opportunities for professional
development.

Clinical Practice Expectation Violations

The following violations clarify conduct unbecoming of Teacher Candidates in the College of
Education. Teacher Candidates are expected not to engage in such action while in a clinical setting at a
school or school district. The following is a non-exhaustive list of actions that are considered clinical
practice conduct violations, for which Teacher Candidates are subjected to disciplinary action up to and
including expulsion from the university. If Teacher Candidates are found eligible to continue with the
program, Clinical Practice can only be repeated once as indicated in the GCU Policy Handbook.

 Falsification, forgery, alteration, or invention of information, including, but not limited to, any
document used for admission or eligibility to the university, document related to:
o Admission or eligibility to Clinical Practice
o Information regarding the site placement school, the district and/or personnel
o Information regarding students
o Information regarding curriculum content in the classroom

 Disruptive behavior in any form that creates a hostile or offensive educational environment for a
student, Cooperating Teacher, GCU Faculty Supervisor, faculty or staff

 Failure to comply promptly with any reasonable directive from a Cooperating Teacher, GCU
Faculty Supervisors, GCU course instructor, or staff

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 Failure to cooperate with an investigation

 Possession, use, distribution, or behavior under the influence of alcohol or illegal or banned
drugs or substances while on school property, or as part of any school-related activity

 Communication orally, in writing, or by use of any technological device, including, and not
limited to any phone or computer device, outside the classroom in a manner that could be
perceived as inappropriate by any member of the site placement school, its extended community
or university

 Failure to maintain a professional approach to personal relationships with the students or the
school community member

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Model Code of Ethics for Educators (MCEE)
Grand Canyon University's College of Education has adopted the Model Code of Ethics for Educators
(MCEE), put forth by the National Association of State Directors of Teacher Education and
Certification.

Zero Tolerance Policy

The College of Education is committed to an educational environment that is free from violence, both
on-campus, off-campus, and at any school placement setting. The zero tolerance policy includes
threatening statements, behaviors, or acts of violence against students, faculty, and staff. The university
prohibits and will take immediate action against:

 Acts or communication in any form whether oral or written, that threatens or violates the
personal safety of others

 Action which can be interpreted as physical assault or abuse

 Threats to harm or endanger the safety of others

 Behaviors or actions interpreted by a reasonable person as carrying the potential for violence or
acts of aggression
Failure to comply with the requirements as outlined in the Single Placement Clinical Practice Manual
may result in a Code of Conduct violation

Disability Services and Special Accommodations

Teacher Candidates that require special accommodations for their Clinical Practice experience
placement must register with the Disability Office at Grand Canyon University prior to their official
placement. Teacher Candidates will be required to complete the steps to accommodations, which include
submitting the Accommodation Request Form and providing supporting documentation of their
disability. Determinations about what accommodations will be provided are based on the criteria
outlined in the University Policy Handbook for Disability Services.

To start the accommodation process, you can contact the Disability Office as follows:

Phone: 602-639-6342; Email: [email protected]

In order to establish certain accommodations at the placement facility, the University may need to
disclose information regarding the Teacher Candidate’s disability status. Notification of the approved
accommodation will be given to the placement school, the supervising teacher and also to the school
district in order to ensure that the accommodations are appropriately facilitated.

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Cooperating Teacher Responsibilities
The Cooperating Teacher is the teacher in whose classroom the Clinical Practice experience is taking
place. The Cooperating Teacher must be certified, endorsed, and/or licensed as a teacher. The primary
responsibility of the Cooperating Teacher is to the school and district, then to the Teacher Candidate.
These individuals have the expertise to provide formative and summative feedback on the Teacher
Candidate’s performance.

Qualifications
 A valid current professional license with proper endorsement for the teaching assignment
 Master’s degree or exceptional experience
 A minimum of three years teaching experience
 A current classification of highly effective or effective as pursuant to 15-203(A)(38) and full
recommendation of the building principal to serve as a Cooperating Teacher
 Desire and ability to work cooperatively with Teacher Candidates

Responsibilities
The primary responsibility of the Cooperating Teacher is to the education of the pupils assigned to
their class. However, Teacher Candidate preparation is also an important professional
responsibility. The following suggestions will enable the Cooperating Teacher to involve their
Teacher Candidate in his/her school and class:

As a role model, mentor, and coach:

 Assume responsibility for direct supervision, oversight, and support to the Teacher Candidate while
on site
 Maintain and document close contact with the Teacher Candidate on a daily basis.
 Confer regularly with the Teacher Candidate concerning his or her performance and progress.
 With the GCU Faculty Supervisor, develop and monitor any needed remediation plans for
strengthening a marginal Teacher Candidate’s performance.
 Maintain Clinical Practice records and documents for the purpose of evaluating the Teacher
Candidate.
 Provide on-site opportunities for the Teacher Candidate to observe, practice, and lead when and
where possible.

As an evaluator:

 Participate in an initial conference with the Teacher Candidate and the GCU Faculty Supervisor
during the first two weeks of Clinical Practice.
 Participate in a conference with the Teacher Candidate and the GCU Faculty Supervisor during
week 8 week to debrief on the success of the Teacher Candidate.

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 Complete Formative Evaluations (Clinical Practice Evaluation #1, #2, and #3 and any other
informal evaluations) of the Teacher Candidate and provide copies of those evaluations to both the
Teacher Candidate and the GCU Faculty Supervisor during the conference.
 Complete Summative Evaluation (Clinical Practice Evaluation #4) of the Teacher Candidate prior
to the meeting with the Teacher Candidate and the GCU Faculty Supervisor during the last week of
the clinical practice experience.
 The four evaluations are formal collaborative observations conducted in conjunction with GCU
Faculty Supervisor utilizing Grand Canyon University’s collaborative evaluation instrument.

Collaborative Observation Process

The collaborative observation is a process between the GCU Faculty Supervisor and Cooperating
Teacher to collaboratively reflect on the Teacher Candidate’s performance. The participants will
work together to effectively produce a final score using the evaluation instruments. To complete the
collaborative observation, the GCU Faculty Supervisor and Cooperating Teacher must both have a
copy of the Clinical Practice Evaluation # 1 and #2, #3, and #4.

 Step 1: The in-class observation is objectively collected data that records (not verbatim) the
Teacher Candidate’s actions and student responses. These notes should be free of analysis and
notate relevant behavior.

 Step 2: The post-observation conference is a follow-up meeting preferably immediately after the
Teacher Candidate’s observation between the Cooperating Teacher and GCU Faculty
Supervisor. Both observers will culminate their responses using the performance rubric to
complete the scores on the evaluation instrument.

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GCU Faculty Supervisor Responsibilities
The GCU Faculty Supervisor is the local GCU-approved supervisor who has oversight responsibility for
the development, implementation, and evaluation of the Teacher Candidate. The GCU Faculty
Supervisor is also certified, endorsed, and/or licensed as a teacher. This individual will work closely
with the Cooperating Teacher, the Teacher Candidate, and the course instructor to ensure that the
quality, integrity, and outcomes of the Clinical Practice experience meet the University’s standards.

Qualifications

 Master’s Degree, Doctoral Degree in Elementary, Secondary (must be certified in area of

supervision) or Special Education
 A valid current teacher certification or license
 Minimum of 3-5 years of classroom experience.

Responsibilities

As a role model, mentor, and coach:

 Establish and maintain a professional working relationship with the cooperating school and/or
district. Maintain effective communication with the Cooperating Teacher and Office of Field
Experience.
 Act as a resource person to the Teacher Candidate by providing additional sources of information
and by being available through phone or mandatory weekly email personal contact, and
cooperatively deriving workable solutions if difficulties arise.
 Provide information on the development and implementation of future professional plans.
 Encourage responsibility and creativity in the Clinical Practice experience.
 Keep adequate records on the Teacher Candidate.
 Provide knowledge about evaluation procedures.
 Create and maintain a professional, friendly relationship with the Teacher Candidate and the
Cooperating Teacher.

As an evaluator:

 Participate in an initial conference with the Teacher Candidate and the Cooperating Teacher
during the first two weeks of Clinical Practice.
 Participate in a conference with the Teacher Candidate and the GCU Faculty Supervisor during
week 8 week to debrief on the success of the Teacher Candidate.
 Complete formative evaluations (Clinical Practice Evaluation #1, #2, and #3 and any other
informal evaluations) of the Teacher Candidate.

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 Complete summative evaluation (Clinical Practice Evaluation #4) of the Teacher Candidate prior
to the meeting with the Teacher Candidate and the GCU Faculty Supervisor during the last week
of the clinical practice experience.
 The 4 evaluations are formal collaborative observations conducted in conjunction with
Cooperating Teacher utilizing Grand Canyon University’s collaborative evaluation instrument.

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Mentor Responsibilities
(As applicable)
In those instances where the Teacher Candidate is currently serving in a contracted teaching position, it
is not necessary to secure a Cooperating Teacher for supervisory responsibilities. In those cases, and
upon approval of the building principal, a mentor will be assigned to the Teacher Candidate.

The mentor is the professional colleague who supports the Teacher Candidate in completing the Clinical
Practice experience. The mentor must be certified, endorsed, and/or licensed as a teacher. The primary
responsibility of the mentor is to the school and district, then to the Teacher Candidate. These
individuals have the expertise to provide formative feedback on the Teacher Candidate’s performance.

Qualifications
 A valid current professional license with proper endorsement for the teaching assignment
 Master’s degree or exceptional experience
 A minimum of three years teaching experience
 A current classification of highly effective or effective as pursuant to 15-203(A)(38) and full
recommendation of the building principal to serve as a Cooperating Teacher
 Desire and ability to work cooperatively with Teacher Candidates

Responsibilities
The primary responsibility of the mentor is to the education of the pupils assigned to their class.
However, Teacher Candidate preparation is also an important professional responsibility. The
following suggestions will enable the mentor to collaborate with the Teacher Candidate in his/her
school and class:

As a role model, mentor, and coach:

 Assume responsibility for collaboration and support to the Teacher Candidate while on site.
 Maintain and document close contact with the Teacher Candidate.
 Confer regularly with the Teacher Candidate concerning his or her performance and
progress.
 With the GCU Faculty Supervisor, develop and monitor any needed remediation plans for
strengthening a marginal Teacher Candidate’s performance.
 Maintain Clinical Practice records and documents for the purpose of evaluating the Teacher
Candidate.
 Encourage on-site opportunities for the Teacher Candidate to observe, practice, and lead
when and where possible.

As an evaluator:

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 Participate in an initial conference with the Teacher Candidate and the GCU Faculty
Supervisor during the first two weeks of Clinical Practice.
 Participate in a conference with the Teacher Candidate and the GCU Faculty Supervisor
during week 8 week to debrief on the success of the Teacher Candidate.
 Complete formative evaluations (Clinical Practice Evaluation #1, #2, and #3 and any other
informal evaluations) of the Teacher Candidate and provide copies of those evaluations to
both the Teacher Candidate and the GCU Faculty Supervisor during the conference.
 Complete Summative Evaluation (Clinical Practice Evaluation #4) of the Teacher Candidate
prior to the meeting with the Teacher Candidate and the GCU Faculty Supervisor during the
last week of the clinical practice experience.
 The 4 evaluations are formal collaborative observations conducted in conjunction with GCU
Faculty Supervisor utilizing Grand Canyon University’s collaborative evaluation instrument.

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Supervision, Evaluation, and Performance-based Assessment
You should be kept informed of progress through formal and informal evaluative feedback from your
Cooperating Teacher and GCU Faculty Supervisor. The Cooperating Teacher is the primary source of
continuous daily mentoring, supervision, and weekly substantive conferences.

For both teachers and students, assessment is the most appropriate way to comprehend what the learner
actually knows. You are required to pass rigorous assessments to guarantee that you are prepared to
teach in your own classrooms. The purpose of assessment during Clinical Practice is to ensure that all
state and federal standards are met and you are ready for certification.

GCU Teacher Candidate Progress Form

The GCU Teacher Candidate Progress Form has been designed as an informal assessment tool for mentoring and
coaching. Your Cooperating Teacher will utilize this on a weekly basis to identify areas of strength as well as
opportunities for growth in lesson planning, instruction and assessment.

Formative Assessment
Formative assessments will include the Clinical Practice Evaluation # 1, #2, #3 and any other informal
evaluations done by the Cooperating Teacher. Throughout the Clinical Practice experience, the
Cooperating Teacher will conduct formal and informal supervisory conferences with you. The course
instructor will also expect weekly contact via the classroom to discuss progress, offer suggestions, help
solve problems, and provide vital mentoring functions. It will be important that you stay in close contact
with the Cooperating Teacher to ensure successful progress. During meetings, your performance,
progress, and goals will be reviewed, including recommendations for improvement. You will be
formally evaluated midway through each Clinical Practice session and again at the end of each session,
for a total of four evaluations. The GCU Faculty Supervisor and Cooperating Teacher will evaluate you
collaboratively for the purpose of enhancing skills, offering constructive feedback, and developing
future goals. It will be important that you freely express perceptions and feelings regarding the
assessment so those perceptions can be validated.

Please note that the evaluation instruments for evaluations #1 and #4 are aligned to the GCU
Professional Dispositions of Learners, including: 1) High Expectations, 2) Respect for the Diversity of
Others, 3) Fairness, 4) Professional Conduct, 5) Reflection, 6) Curiosity, 7) Honesty, 8) Compassion, 9)
Advocacy, and 10) Dedication. The appropriate dispositions are documented on the evaluation
instrument, according to the numeric order listed above, subsequent to each item.

Summative Evaluation
As part of the closure activities, your GCU Faculty Supervisor and Cooperating Teacher will complete a
summative evaluation with you using the Clinical Practice Evaluation #4. This final evaluation process
will formally appraise your efforts and professional growth using measurable, objective, and observable
data based on standards developed for your professional discipline. It will be important that you respond
to the evaluation by asking questions and obtaining clarification of its contents. Ideally, GCU Faculty
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Supervisors will demonstrate strong advocacy for you as a professional, given the significant investment
they have made in your development. You will also be invited to evaluate GCU Faculty Supervisors. An
honest, frank assessment and interpretation of your experience will be most valuable to the continued
success and development of the Clinical Practice course. You may ask GCU Faculty Supervisors to
serve as professional references.

Summary Conference
Final conferences provide opportunities to review your experience, evaluate your progress and to discuss
future directions. Conference topics will include the following:

 Review and analysis of your evaluations

 Review and analysis of your documented work using Clinical Practice forms

 Review and analysis of videotaped activities (if appropriate)

 Review and analysis of the E-Portfolio

 Review and analysis of the Clinical Practice Time/Activity Log Summary

 Review and analysis of the résumé

 Discussion of strengths and areas of improvement

 Discussion of future plans for employment

Grading
In order to earn a final grade for Clinical Practice, you must ensure that all projects, forms, evaluations,
and documents needed to fulfill course requirements have been accurately and professionally completed
and returned in a timely manner. The course instructor will submit a course grade. The course instructor
will use the grading scale, assignment percentage plan, and project or learning activity rubrics identified
in the syllabus to determine your final grade.

Your final semester grade will be calculated by weighting the Teacher Candidate evaluation scores as
well as individual classroom assignments and the final work sample. If you receive a failing grade you
may petition the College of Education to reapply for Clinical Practice or choose to complete a degree
without certification or institutional recommendation.

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Teacher Candidate Professional Growth Plan, Corrective Action Plan, and
Unsuccessful Attempts
The teacher preparation program assists Teacher Candidates with the transition from coursework to
clinical practice with the integration of field experience hours. However, even with some classroom
experience, transitioning your professional practice from theory to practice in the field can be
challenging. As such, the Cooperating Teacher and/or GCU Faculty Supervisor may choose to
implement an in-class support process for a Teacher Candidate who needs additional support in one or
several targeted areas aligned with InTASC standards. This support is documented with the Office of
Clinical Practice, Field Experience Specialist, using the Professional Growth Plan template.

The College may take disciplinary action against a Teacher Candidate who demonstrates insufficient
performance or dispositions, conduct unbecoming of a Teacher Candidate, or is terminated by the
cooperating school. A remedial Corrective Action Plan (CAP) is implemented if the Teacher Candidate
does not demonstrate sufficient progress with regard to performance or dispositions.

 The cooperating school may initiate the termination through the GCU Faculty Supervisor and the
Field Experience Specialist. The Office of Clinical Practice works with the, cooperating school
and GCU Faculty Supervisor to confirm that all options have been exhausted. Teacher
Candidates have an opportunity to present their perspective in writing to the members of
Corrective Action Plan Committee.
 The Office of Clinical Practice collects all school and Teacher Candidate documentation
regarding the termination. The College of Education Corrective Action Committee reviews all
documentation and makes a determination as to whether the alleged violation or deficiency has
been substantiated and which College-level support and/or penalty may apply.
 If a Teacher Candidate is administratively withdrawn from the clinical practice course as part of
a termination, they may need to retake the complete clinical practice time requirement in a new
setting.
 If a Teacher Candidate is administratively withdrawn from the clinical practice course as part of
a termination, they may need to retake the course at their own expense. Teacher Candidates are
encouraged to discuss any financial or other concerns with a Student Services Counselor (SSC).
 Teacher Candidates may not complete more than one Corrective Action Plan. Teacher
Candidates who do not successfully complete their Corrective Action Plan will not be able to
graduate from a College of Education licensure program.
 To resume clinical practice (student teaching), Teacher Candidates must successfully complete
the terms of their individual Corrective Action Plan within the allotted period. Teacher
Candidates will not earn credits or clinical practice hours for completing a Corrective Action
Plan.

Unsuccessful Clinical Practice Penalties

Please understand that at all times Teacher Candidates are guests of the school district and the school
site in which they are placed. It is the prerogative of the district, principal, or Cooperating Teacher to

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34
request the placement be terminated at will. In this case, the Professional Growth Plan is not applicable.
As such, it is necessary to demonstrate professionalism in word, deed, and action at all times.

The College of Education Corrective Action Plan Committee determines all college level penalties. In
making their determination, the committee considers the severity of the offense as well as Teacher
Candidate’s academic history. A college level penalty may include but is not limited to:

 Removal from Clinical Practice course

 Awarding a failing grade for the Clinical Practice course(s)

 Awarding the grade earned in the Clinical Practice course (s)

 Awarding a (w) grade in the Clinical Practice course(s)

 Completion of an 8 week remediation plan

 Immediate replacement in new assignment

 Replaced in new assignment after the completion of an 8 week corrective action plan

 Possible referral to University Office of Academic Compliance

As stated in the Grand Canyon University Policy Handbook, Clinical Practice may only be repeated
once.

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Appendix

Association for Childhood Education International (ACEI) – Elementary Education Placements

Council for Exceptional Children (CEC)– Early Childhood Special Education Placements

Council for Exceptional Children (CEC) – Special Education Placements

National Association for the Education of Young Children (NAEYC) – Early Childhood Placements

National Association for Sport & Physical Education (NASPE) – Physical Education Placements

National Business Education Association (NBEA) – Secondary Business Education Placements

National Council for the Social Studies (NCSS) – Secondary History Placements

National Council of Teachers of English (NCTE) – Secondary English Placements

National Council of Teachers of Mathematics (NCTM) – Secondary Math Placements

AMLE Association of Middle Level Education (formerly NMSA) – Middle School Placements

National Science Teachers Association (NSTA) – Secondary Science Placements

© 2017. Grand Canyon University. All Rights Reserved.