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Clinical Practice Evaluation 1 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 1 focuses on GCU’s Professional Dispositions. Please consider how the teacher candidate has interacted with students and staff in relation to the following standards.
Professional Dispositions of Learners
High Expectations 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: Kendra will encourage students that are having a hard time. She lets them know she cares about their feelings, especially if they are visibly upset. If a student is off task or not following expectations, she will cheerfully encourage or remind them of what they are supposed to be doing. This happens most often when students are taking notes or completing independent work. She will use techniques, such as “I like the way (name) is on the right page, taking down the notes in their notebook, has all materials cleaned up, etc.”
Respect for the Diversity of Others
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: Our team eats lunch together every day. Kendra joins in and participates in discussions as we plan, evaluate, compare notes, brainstorm, etc. on making plans, planning events and lessons, figuring out how to help a kiddo or deal with a difficult parent. She also makes an effort to get to know the students. She’ll ask how their weekend was or other “get to know you” type questions.
Fairness Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. Evidence: Kendra holds all students to the same standards. She will give a reminder and then deduct dojo points for repeated behaviors. She will do the same for all students that are not obeying expectations. If a student needs to be handled for further behavior or not doing well on assignments, she will handle it with that student and not in front of the whole group.
Professional Conduct Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their community. Evidence: Kendra follows school expectations for teachers and staff. She behaves and conducts herself in a professional manner.
Reflection 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: Kendra asks questions as she lesson plans and will ask what she can do to improve when lessons are complete. If there was a part that she felt didn’t go well, she will ask for ways to do it that could be better.
Curiosity Teacher candidates should promote and support curiosity and encourage active inquiry. Evidence: When discussing a topic with students, Kendra will ask follow up questions or ask what they think to create a deeper discussion.
Honesty Teacher candidates should model integrity by their words and actions. Evidence: Kendra conducts herself in an honorable way. She is truthful in her words and actions with staff and students.
Compassion Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. Evidence: Kendra is working on building relationships and a good rapport with the students in each of our classes. She shows interest in their lives and comforts them when they need support. She is encouraging and welcoming to all students.
Advocacy Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting. Evidence:
Dedication Teacher candidates should be committed to the profession of teaching and learning. Evidence: After each lesson, Kendra will ask questions that came up while she was teaching, and also ask what she can or should do better and offer her own reflection on how she thinks a lesson went. She asks good questions while lesson planning as well.
Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement
