CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

PROGRAM: _________________________________________________________________________________________________________________________

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________

SCHOOL STATE: ___________________________________

COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________

GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.
These expectations should be communicated in positive ways.
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. )

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
establish relationships characterized by respect and rapport.
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. )
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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.

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. )

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community.
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. )
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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.

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. )

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.

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. )
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.

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. )

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.

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. )
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

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.

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
(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. )

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.

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. )
 CLINICAL PRACTICE EVALUATION 1

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________

INSTRUCTIONS

ATTACHMENTS
:
(Optional)

(Optional)

-Signature
 GCU College of Education

03/2014

Teacher Candidate: Delany Bird

Grade Level: 5th
Date: 9/22
Unit/Subject: Math
Instructional Plan Title Converting Metric Measurements

PLANNING
Lesson Students will use their prior knowledge of multiplying and dividing by powers of ten to understand
summary and how to convert metric units by moving digits in a number accordingly. First, they will be
focus: introduced to the basic units of the metric system and their purpose through real-life objects. Then,
they will explore vocabulary and concepts related to the metric system through a multimedia
video. They will record key words that associate with each vocabulary word and highlight the
units that they will focus on in fifth grade: meter, kilometer, centimeter, and millimeter. Students
will be guided through reasoning about the relative sizes of the units and identifying which unit is
larger or smaller in order to convert properly. They will use rhythm and movement to help them
recognize the proper operation to use when converting from smaller to bigger or bigger to smaller.
Finally, they will practice converting metric units in numeric equations and in word problems
whole group, with a partner, and independently. Students will use materials printed by the teacher,
an expo place value chart, and Eureka math workbooks during the lesson.

Classroom and We have 3 in-class and 2 online/virtual students with IEP accommodations and 4 in class students
student factors: s. We have a large class of 39 students, 37 of them are in person. We have one ESOL
student.
National / State CCSS.MATH.CONTENT.5.NBT.A.1
Learning Recognize that in a multi-digit number, a digit in one place represents 10 times
Standards: as much as it represents in the place to its right and 1/10 of what it represents
in the place to its left.
CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions
in solving multi-step, real world problems.
Specific learning target(s) / objectives: Teaching notes:
Students will convert between metric units Students have been practicing multiplying by powers of ten to move
using prior understanding of powers of ten. the digits in a number either to the right or to the left by using their
understanding of place value. This metric conversion lesson will help
them to continue practicing and reviewing these skills in a real-world
context prior to their first benchmark assessment.
I Can statement: Purpose for Learning:
I can convert metric measurement using Students will apply their understanding of powers of ten to the real-
powers of ten. world situation of converting metric measurements.
Agenda: Formative assessment:
(1) Anticipatory Set: Importance of measurement, Ask for examples of things we
measure, 5 mins
(2) Whole-group guide through metric journal pages with video for vocabulary,
show real-life examples of each metric unit and their application, Learn Metric
Conversion Song, and read-through solving procedures 15 mins. we
do with Eureka Math workbook pgs 15 mins
(3) closure: pull-out
workbook and journal question: how does understanding multiplying and
dividing by powers of ten help you to convert between metric units like
kilometers and meters, for example. 15 mins
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Academic Key vocabulary: Function: Form:
Language: equivalent Students need to understand that metric Students will use graphic
convert units (meters, liters, and grams) can be organizers and key words
metric converted systematically due to their to help them understand the
reliance on the base 10 system/powers relationships between the
meter (m)
of ten. They will need to know that the vocabulary words.
kilometer (km) system relies on a basic unit and in
centimeter (cm) order to find equivalent measurements They will also be exposed to
millimeter (mm) (convert), they will need to multiply or real-life examples to help
divide by powers of ten. They will learn them understand the basic
meter, centimeter, millimeter, and units of the metric system
kilometer because they are the most and equivalency and how
used in real-life. quantities convert between
different sized units with
Students will demonstrate their familiar objects.
understanding through an exit ticket
where they have to understand the Students will also watch a
abbreviations and their relative sizes in Youtube video where
order to solve the problem correctly. another teacher exposes
them to the vocabulary
words and concepts with
dynamic graphics and
examples to help.

Instructional Teacher materials: realia- gram cubes, Large sanitizer bottle=1kilogram, one can of soda (to show
Materials, grams of sugar), sugar in a Ziploc, meter stick, small metric rulers, 1 liter bottle, dropper to show a
Equipment and milliliter of water.
Technology:
Student Materials: math composition notebook, printed materials (glued in), student expo PV
ureka math workbook.

Technology: Doc-u-cam, promethean board, Math Antics Youtube Video.

Grouping: This lesson will mostly be whole group, with small group pull-

INSTRUCTION
A. Opening
Prior 1) Real-life situations where measuring mass, volume, and length are important. 2) Multiplying and
knowledge dividing by powers of 10 moves digits into new place values accordingly.
connection:
Anticipatory Students will discuss real-life examples of measurements that we rely on for important information
set: such as: height and weight, distances for traveling (helps to determine how much time is will take to
), ingredients in a recipe, designing functional
spaces such as parts of buildings and other infrastructure (parking lot spaces have to fit cars and
doorways and airplane seats have to fit people), mass producing products with consistency (Cheetos
always taste like Cheetos), transporting goods (10 crates of cotton balls vs. 10 crates of bowling
balls), and packaging goods shampoo bottles for example have to be big enough to contain a certain
volume of liquid.
Students will observe real-life objects that use the basic units of measurement: gram, liter, and meter.
B. Learning and Teaching Activities (Teaching and Guided Practice):

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1) Opener:

QUESTION: Take a moment to think of some examples of things we measure outside of school. How can
measurements for weight, height, and volume help us?

Examples: height and weight, distances for traveling (helps to determine how much
time is will take to get there
ingredients in a recipe, designing functional spaces such as parts of
buildings and other infrastructure (parking lot spaces have to fit cars and
doorways and airplane seats have to fit people), mass producing products
with consistency (Cheetos always taste like Cheetos), transporting goods
(10 crates of cotton balls vs. 10 crates of bowling balls), and packaging
goods shampoo bottles for example have to be big enough to contain a
certain volume of liquid.

INTRODUCTION: Today we are going to be talking about the Metric System of measurement which is used
in the majority of the nations of the world. The Metric System has three basic units. Grams measure mass,
which means how much matter something is made of, liters measure volume, or the amount of space
something takes up, and meters measure length or distance.

o
centimeter, or a gram and a kilogram by using the rules for multiplying or dividing by a power of

Transition:

will fill in our first chart for the words: equivalent, convert, metric, meter (m), kilometer (km), centimeter (cm),
millimeter (mm)

2) Whole Group:

VOCAB:
o Watch and pause video.
The key words are equivalent: equal, convert: change, metric: system of measurement,
meter: basic unit for length, kilometer: 1000 meters used for distance, centimeter: 1/100
of a meter, millimeter: 1/1000 of a meter
o Using journal, review pre-fixes, highlight kilo, basic unit, centi-, and milli-.
Explain that units to the right get smaller by powers of ten, and units with the prefixes to
the left of the base unit get larger by powers of 10.
REALIA:
o Show examples of real life objects: gram cubes, Large sanitizer bottle=1kilogram, one can of soda
(to show grams of sugar), sugar in a Ziploc, meter stick, small metric rulers, 1 liter bottle, dropper to
show a milliliter of water.
Explain how each basic unit functions and how the units relate to one another.
CONCEPT BUILDING:
o QUICK CHECK (!) Have students complete the FSA key portion of the journal page at the bottom
and label Big or small over each measurement. 1 meter = 1,000 millimeters, 1 meter = 100
centimeters, 1 kilometer = 1,000 meters. Big to small, big to small, small to big.
o METRIC CONVERSION SONG: Model the Metric Conversion Song and have students fill in the
words and sing and do the movements on their own.
o STEPS TO CONVERT: Read the procedures aloud as an introduction to the I DO.

3 8
 Transition: e converting between metric of measurements that are
equivalent.

I DO:
o Docucam pg. 29 in Eureka workbook.
Guide through labelling, determining the power of ten, writing in their PV charts.
#1 a b c , add 6.7 km = ____ m , and #2 b c
o Differentiation:
Students who understand exponents will be encouraged to write their power of ten equation
using exponents, others will write the equation using the standard form.
Students will be reminded to use their PV charts to write in the number and move it left or
right depending on the conversion. (higher students will likely be able to do it in their
head.)
WE DO:
o Students can work with a shoulder partner, or by themselves to complete #3 a-e, add a letter g:
2,456 m = ________ kilometers.
Teacher circulates to observe student progress
o Differentiation:
Collaborative learning
Early finishers/high flyers: move on to #4-6 word problems
Students will be reminded to label each unit big or small and remember their unit
conversion song to help them with each problem.
o QUICK CHECK (!)
Pull names to ask their answer and have students check their own work for accuracy.
Identify and address any misconceptions. Point students back to their resources.

(3) Closure:

YOU DO / FORMATIVE ASSESSMENT

o Direct students to pg. 31 in the Eureka Math workbook.
o Have them record the journal question from my workbook and write it as #3 on their exit ticket.
Journal Question ow does understanding multiplying and dividing by powers of ten
help you to convert between metric units like kilometers and meters, for example.
o
o Differentiation: Students with IEPs or 504s and any who struggled during the quick checks are
called to the small group tables with the ESE teacher, the coteacher, or myself to have oral
presentation of the exit ticket or to remind them of the learning cues and tools they should be
practicing from the lesson such as: labelling the units big to small, using their place value chart, and
selecting the proper power of ten to multiply or divide by.
o If time allows, have students share their journal response with a neighbor and discuss as a class.
o Direct students to write their name on the exit ticket and turn into the math basket.

Closure:

will have to properly identify the prefixes attached to the base unit and understand how that relates to
the base unit through powers of ten. Students will label B and S for big and small, and write the
equation of their conversion process along with each problem. Their labels and corresponding answers
will show their understanding.
Homework: There is weekly assigned homework that is a review.

4 8
Student Journal Pages

5 8
I DO:

6 8
 WE DO:

ADD g. 2,456 m = ___________ km ___________________________

7 8
 YOU DO: (EXIT TICKET)

Journal Question:

8 8