Evaluation 1 - 4 Weeks

CLINICAL PRACTICE EVALUATION 1
Mattie Spriggs 20416859

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Plantation Park Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Louisiana
SCHOOL STATE: ___________________________________
Tracie Simmons
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
April King
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 87.4 points 87.4 %
10.00 1000 874 100
0 0 0 0 0 0 0 100 0 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. 82
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. )
Spriggs demonstrates high expectations for all students for work and behavior. She frequently refers to expectations throughout the course of the day. She adds fresh perspective to to the
classroom that improves the flow of 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 82 1.00
establish relationships characterized by respect and rapport.
Evidence
Spriggs is very polite to parents, other teachers, and the students. She does not isolate students based on their special needs or accommodations. She provides the modifications and
accommodations for students recieving speech services. She researches new ideas to deal with issues within the classroo. The classroom is very diverse regarding student ethnicity and religious
beliefs. There has been no instance when Spriggs did not exhibit appropriate professional behavior and respect for the students.


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. 82 1.00
Evidence
Spriggs is very fair to all of the students. She utilizes equity sticks to ensure that all students have a turn. She grades fairly through the use of a scoring rubric.
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
Spriggs is a very good role model for the students. She has maintained fair attendance. She arrives early and stays late to participate in the planning and preparations for class. She speaks
professionally at all times and contributes to class progressions.
In the absence of her cooperating teacher, Spriggs was able to handle the Back-to-School Night presentation for the parents and community stakeholders.


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
Spriggs maintains a daily journal. She keeps a log of events, successes, and failures in her lessons. She writes down questions to address with her cooperating teacher and possible remedies to
issues.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
89
Evidence
Spriggs asks questions during her discussions with the cooperating teacher. She bounces ideas around to other teachers and develops a plan of action. She participates in lesson planning sessions
with the grade level and makes sure that she understands everything. She encourages the students to ask focused questions.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
92 1.00
Evidence
Spriggs is a positive person in words and actions. She keeps her promises and makes sure that students do the same.
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. 90
Evidence
Spriggs is helpful to me in class and to the students. She speaks to students in private to address issues. She pays attention to the students and they pay attention to her because of that. She reacts
with ease to opportunities to demonstrate compassion to others. She takes this seriously.


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. 82 1.00
Evidence
Spriggs understands how the school is important to the community. She understands how the community is important to the school. She attends events and functions where the community is
present knowing her pressence signifies commitment..
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
93
1.00
Evidence
Spriggs utilizes teachable moments to help build learner knowledge. She worked at a daycare in the past. She wants to teach in order to build the experiences of the young people in her classroom.

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

87.4 %
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
A. King (Sep 10, 2019) Sep 10, 2019

Mattie Spriggs
September 5, 2019
Site Evaluation 1
8:15
Lesson Plan Objective and Posted Learning Target: I can distinguish between fiction books and
nonfiction books.
Lesson Plan Standards:

 RL.1.5 Explain major differences between books that tell stories and books that give
information, drawing on a wide reading if a range of text types.
 RI.1.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
 LAC.RL.1.7a Use text features to aid comprehension.
 LAC.RI.1.7 Use the photos, diagrams, or graphics and details in a text to describe or identify its
key ideas
Posted Objective: I can read with accuracy and fluency to comprehend.
^Morning Message: Started with a little chant to get the students quiet.
“Good Morning! Today is Thursday, Sept. 5, 2019. We go to Explorations today. Would you rather sleep
in a tent or a treehouse?” Spriggs had students jump their feet after answer the question one by one
and then take their seat. Spriggs explained why she selected a treehouse.
(It is to be noted that the students were extremely excited and active. Spriggs had to calm them several
times.)
^^She then transitioned to Calendar Math. She then had the students blow into their hand to
determine which color the pattern piece for the calendar piece. They went over the calendar.
Today is Thursday. Yesterday was Wednesday. Tomorrow is Friday. Then, they discussed the weather.
^^^Spriggs then went over the leaders for the day. Caboose, Leader, Trash Monitor, Errand Helper.
^^^^Spriggs then transitioned to numbers. She called on two students to give here numbers. Someone
selected 28 and the other 99. She wrote the numbers on a board. The students told her which number
was higher and lower. The students then stated the equation 3 different ways. 28 is less than 99.
^^^^^They then went to a straw activity. Two bundles of ten straws were place in a ten cup. With 1
single straw in the one’s cup. This signifies they’ve been in school for 21 days.
^^^^^^Spriggs then transitioned to a Morning Message.
Dear Creative Illustrators,
We have been reading books by a lady author. Can you remember her name? This author is
writing about real animals. This type of books is called non-fiction.
(Spriggs wrote this message on chart paper. As she wrote the message on the board, she discussed
punctuation.)
After she completed writing the Morning Message, the class echoed her reading it aloud. She then had
the kids remember the author or the book they were reading… Gail Gibbons.
They then counted the line of the Morning Messages…10 lines.
There was then a transition to another activity one student was called up to do a particular activity on
the chart paper.
 Box in capital letters.
 Circle the punctuation marks
 Underline Power words (to, we, this, is, are, and, do, in)
 Underline the sentences from end to beginning.
 Count the sentences.
The class read the message in unison
^^^^^^^Spriggs had the students to make a bow and arrow to read the learning target---echoed her.
Today we are going to be reading Sea Turtles. She then had the students guess whether it was fiction or
nonfiction based on the title. The children selected non-fiction.
Spriggs led them in a get quiet chant again and started the lesson.
She reviewed the books they’ve already read this week by the same author, Gail Gibbons. She read the
book and asked questions as she read.
At some point during the story, she had the students turn to their partner and share about other
examples of vegetarian animals. At the end of the sharing time, she had them give each other a High
Ten. Then several pairs were given opportunity to share. She then names a bunch of animals who were
vegetarian.
Students were given a brief exercise break after Spriggs reached a section of a book.
Throughout the story, students offered insight and input. Some was relevant and some was not. Spriggs
did a great job of redirecting this behavior by asking if their question or comment was about the story.
At the end of the story, Spriggs asked what would happen if people keep hunting sea turtles. The
students deducted that they would become extinct. They did use the appropriate vocabulary.
Spriggs then led the students in completing the “Story Sheet” on the board.
Name _____________
Date _____________
I read the story Sea Turtles. The main character is sea turtles. They are reptiles. The setting was the
ocean.
Then Spriggs had the students to line up by shirt color for a restroom break.
Notes:
 Spriggs used reminders, and praise.
 Spriggs offered prompts and constructive criticism.
 Spriggs offered friendly reminders when students got off track.
 Spriggs corrected the students when they did not circle ALL of the capital letters by having the
class check and name the ones they missed. In future instances, she told the students how many
items they were looking for to complete the task.
 Spriggs used equity sticks to make sure all students are called on and allowed ample
opportunities to respond.
 Spriggs had the students to start at the punctuation mark at the end of a sentence then
underline to the capital letter in order to make sure that she was they counted the sentences
correctly.
 Spriggs does use some nonverbal cues, but she often avoided addressing off task behaviors,
outbursts. She just stopped talking and looked away.
 She did remind the class to raise their hand to speak.
 Lesson plans were available for me to view.
 Clinical Practice Time Log was available and up-to-date at this visit.
Suggestions:
 Make sure that you revisit the learning target/object several times throughout the lesson.
The learning target/objective was referred to only once in the lesson. You should be
revisiting that learning target/objective at least 5 times in the meat of your lesson. You sort
of glossed over it. The students should be able to explain to you why a book is nonfiction or
fiction or pick out examples of what makes the book nonfiction.
 Make sure that the lesson is focused on one subject and does not include spiral reviews and
daily activities like Morning Message and Calendar Math. Those activities are part of your
morning routine, but often have no posted objective and are student led.
 Make sure to praise the students who are doing the right things a lot. The other students
will join in. “Thank you, Janiyah for sitting quietly with your hands in your lap.” “I love the
way Jermaine raised his hand to answer my question. I am going to give him a *reward*.”
“Markayla is doing an excellent job of listening to me read so that she can learn. Way to go!”
 Some students sat quietly, but were not actively engaged in the lesson. Make sure you
include them all. Incorporate Whole Brain Learning and Kagan Strategies into the lessons to
improve engagement.
 Allow the students more active time. They need more opportunities to move around or
actively participate.
 Work on class control. Develop a signal or word to call the students back to order. Refer
back to the class rules when a student is off task. “Everyone should be following Rule #2
right now.” Phrases like this get them on-task without drawing attention to the student who
is off task.
 Plan more activities to break up the selection. The selection appeared to be far too long for
one sitting and without more partner breaks. Those partner breaks can focus on
comprehension, but a couple of them should have been centered around that learning
target/objective.
 Make sure all students have a partner. Some students did not have a partner during the
partner share activities.

Evaluation 1 - 4 Weeks

Uploaded by

Copyright:

Available Formats

Evaluation 1 - 4 Weeks

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Evaluation 1 - 4 Weeks

Uploaded by

Copyright:

Available Formats

CLINICAL PRACTICE EVALUATION 1

Mattie Spriggs 20416859

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Plantation Park Elementary School

FOR COURSE INSTRUCTORS ONLY:

Mattie Spriggs 20416859

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Mattie Spriggs 20416859

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Mattie Spriggs 20416859

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Mattie Spriggs 20416859

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Mattie Spriggs 20416859

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Mattie Spriggs 20416859

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

A. King (Sep 10, 2019) Sep 10, 2019

Lesson Plan Standards:

Posted Objective: I can read with accuracy and fluency to comprehend.

^^^^^^Spriggs then transitioned to a Morning Message.

Dear Creative Illustrators,

They then counted the line of the Morning Messages…10 lines.

You might also like