CLINICAL PRACTICE EVALUATION 3

Cymone Ryals 20883187

TEACHER CANDIDATE NAME STUDENT NUMBER

Master of Education in Secondary Education

PROGRAM:

SEC-590 2/9/2023 5/24/2023

COURSE: START DATE: END DATE:

Lovejoy High School

COOPERATING SCHOOL NAME:

Georgia
SCHOOL STATE:

Bridget Miller
COOPERATING TEACHER/MENTOR NAME:

Edward Morrow
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 139.5
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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 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 standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 93
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 93
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. )

Ms. Ryals is doing a good job of developing appropriate instruction for all students. She takes into account the individual differences and needs of all students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 93
strengths 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 93
strategies 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 93
learning 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. )

According to her cooperating teacher, the teacher candidate does a good job of planning and developing instruction in an appropriate manner. She has a good
relationship with her students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 93
organizing, 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
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
93
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 teacher candidate does a good job of communicating both verbally and nonverbally with all students. She exhibits appropriate classroom management.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 95
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 95
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 95
their 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 teacher candidate is well trained in technology. She relies heavily from day to day on prior content knowledge. She does a good job with extended wait time
when questioning students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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 93
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 93
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. )

Ms. Ryals does a good job of engaging students in applying knowledge to real world problems. She uses examples of real world situations and applies them to the
academic levels of various students. She does a good job of relating to her high school English students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 91
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 91
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
appropriate modifications in assessments or testing conditions especially for students with disabilities and 91
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. )

Ms. Ryals does an excellent job of designing tests and assessments that match learning objectives with assessment methods. According to her cooperating teacher,
she has worked very hard in this area.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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 93
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 93
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 93
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. )
Ms. Ryals is doing a good job of planning for instruction as exhibited in her daily lessons and her relationship with all students. She is very sensitive to the need for
effective planning for instruction.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 93
in 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, 93
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
93
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. )

The teacher candidate uses a variety of instructional strategies from day to day. She engages students in a number of learning skills. She encourages all students to
become more proficient with the use of technology. She challenges all students to show their independent skills to the class as they discuss topics in her English
classes.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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., 93
systematic 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 93
the 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. )

The teacher candidate does an appropriate job of communicating with colleagues and others. She uses a variety of data to evaluate the outcomes of teaching and
learning. She often seeks professional, community and technological resources, inside and outside the school, as supports for analysis, reflection, and problem
solving.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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 93
global 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 93
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. )

The teacher candidate is a good community leader. She collaborates well with other educators, community leaders and families. She is an advocate to meet the
needs of all students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Cymone Ryals STUDENT NUMBER 20883187

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

Total Scored Percentage:

93.00 %

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

Edward Morrow esigned on Tuesday, April 25, 2023 7:25 PM