CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

PROGRAM:
Master of Education in Special Education

SPD-590
COURSE: START DATE: 1/20/2022 END DATE: 5/4/2022

COOPERATING SCHOOL NAME:

The Academy Charter School - Uniondale

New York
SCHOOL STATE:

Jennene Waul
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME:

Jacqueline Marinelli

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS
91.46
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Interstate Teacher Assessment and Support Consortium (InTASC) 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 standard in
future evaluations)
No Evidence 0 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard 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.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 92
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 92
student growth and development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

This teacher candidate collaborated with her colleagues across the curriculum for this unit. The English The class is reading the fiction book; "Internment". Crystal
and her colleagues have matched up this week's lessons about the Holocaust and the introduction to the novel, so the students can make connections across
English and global history.
Her CT shared the following; " The Teacher candidate collaborates with families by staying in contact with them using the remind app and inviting them to be a part
of the google classroom. Families can see their students work in real time and have access to the class calendar.".
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 90
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies 90
for making content accessible to English language students and for evaluating and supporting their
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 90
differences or needs.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

Recent lessons were planned to help ENL students collaborate with their peers and practice their language skills. The activities also activates the prior knowledge
from the Do Now making the students use the academic vocabulary in a verbal and written way. The following activities are document readings and the questions
are broken down into graphic organizers. Which supports students in staying organized and shows them what exactly they should be annotating for in the text.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 90
allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and 90
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
environment.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

The students come in to the room and sit in their pods and use laptops to complete their assignments. Students work independently. Crystal and her CT circle the
room to make sure everyone is on track. During the group work Crystal utilizes the thumbs up or thumbs down signal to see if they understand the questions.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 92
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 92
content area.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

The writing sample at the end of the lesson asks students to write about an enduring issue they see present within the documents. Enduring issues are a skill that
students have learned throughout the year.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 92
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 92
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

During this lesson Crystal shared that her and her CT are linking what is going on in Nazi Germany to what is happening in Ukraine today. The students understand that Ukraine was
invaded by Russia and that Putin wants to control the people limiting their rights. Students can make a connection to Nazi Germany. Students discussed the possible punishments
Russia might face if they lose this conflict.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 92
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 92
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make 92
appropriate modifications in assessments or testing conditions especially for students with disabilities and
language learning needs.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

Data was used to create this lesson. Crystal felt that students needed more practice with academic content vocabulary as well as extended writing practice. The
writing activity at the end of the lesson will be graded according to the standards of the NYS regents exam structure for body paragraphs within the enduring issues
essay. Students are given some scaffolding as there is a graphic organizer with multiple enduring issues to choose from as well as sentence starters and a writing
guide check list.
Some students are almost ready to have some of the supports pulled but others will benefit from having them in place enduring issues essay.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 92
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 92
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92
knowledge, and student interest.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
This teacher candidate along with her mentor and CT, planned lesson, varying the forms of instruction. There are readings, writing activities, visuals, independent
work and group work. Students demonstrate their content knowledge by sharing out loud with the class, within their peer groups and on their written responses.
The assessments and data used to create the lesson were previous writing samples and use of academic vocabulary within those writing samples.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 92
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, 92
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for 92
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
and helping students to question).
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

This teacher candidate shared with me that at the beginning of the lessons, she acts as a facilitator and allow students to work with their peer groups and
independently. As students share their responses and explain their writing she acts as their audience. Students are utilizing technology throughout this lesson by
accessing the notes on google classroom. Also, the students are expected to annotate when they read their documents. The teacher will prompt students to highlight
with a specific color for the question they are annotating for.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
92
observation, information about students, and research) to evaluate the outcomes of teaching and learning and
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 92
school, as supports for analysis, reflection, and problem solving.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

Crystal mentioned that the skills in lessons that we want the students to practice are data informed. They have planned lessons so that the students have the
historical background information they need to understand the events in the novel.
Crystal and her teaching team hope to observe the students this week and grade their writing samples to see if they are ready to have some supports lifted.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 90
learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 90
enact system change.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

This week Crystal's school is having parent teacher conferences, her mentor teacher and co-teacher asked her to sit in with them on the conferences so she could
discuss with parents their students' progress and what strategies they have planned going forward to support their students.
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

Crystal's Cooperating teacher shared with me the following;

-"The Teacher candidate shows
knowledge of the students their strengths and their weaknesses. Teacher candidate uses this information to drive instruction and create formative and summative assessments.
These assessments are later evaluated by the co-teacher and special education mentor to inform instruction.".
 CLINICAL PRACTICE EVALUATION 2S

TEACHER CANDIDATE NAME Crystal Cass STUDENT NUMBER 20743349

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

Total Scored Percentage:

91.46 %
ATTACHMENTS

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

Jacqueline Marinelli esigned on Wednesday, March 23, 2022 11:11 AM
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Cooperating Teacher Name: Jennene Waul Signature: 2-D2-
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