CLINICAL PRACTICE EVALUATION 3

Natali Godoy 20840474

TEACHER CANDIDATE NAME STUDENT NUMBER

Bachelor of Science in Elementary Education

PROGRAM:

ELM-490 9/11/2023 12/24/2023

COURSE: START DATE: END DATE:

Onaga Elementary School

COOPERATING SCHOOL NAME:

California
SCHOOL STATE:

Margot Smith
COOPERATING TEACHER/MENTOR NAME:

Shelby Thomas
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 136.5
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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 Natali Godoy STUDENT NUMBER 20840474

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 91
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 91
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. )

Natali created a great lesson working with students on subtraction with borrowing. She worked with kids at different levels of understanding their subtraction
algorithm. She into account their strengths to help each other as they worked together.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 91
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 91
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 91
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. )

Natali delivered instruction and created opportunities for the students to work up on the big white board. She was right there to help them if they got stuck. She had
little rhymes that helped the students remember what to do next. Students were able to show their understanding using white boards and in discussions.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 91
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
91
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. )
Natali ended the students by having them work on white boards to find the answer and she helped when they needed it. Then students were able to demonstrate and
teach their classmates how they solved the problems.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 91
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 91
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 91
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. )

Natali understand the content she is teaching and is able to teach in a way students can understand. She helps students make connections with the steps based on
rhyme like more on the floor go next door and so forth. Students had time to learn, practice and work on mastering the subtraction content.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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 91
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 91
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. )

Natali was able to use the numbers and subtraction in story problems that would be something real to them such as " If you have 35 pieces of candy and you eat 9 of
them, how many do you have left over?"
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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. )

Natali did some quick assessments as kids were working problems with her. She will use her observation of students to help guide what she should teach next or if
she needs to keep reviewing and what other ways to teach it.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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 91
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 91
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 91
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. )
Natali works to teach to each student goals by using manipulative to help with understand and solving for those who can't do it in their head. Natali uses previous
learning to help connect to what they are doing now.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 91
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, 91
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
91
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. )

Natali was working on the tradition algorithm for subtracting and borrowing. Using manipulatives to help or drawing it out are some ways we talked about working
to the students needs. Natali was great at asking student questions about where is more on top or on bottom and what's next and so forth. She was also very
encouraging and telling them they are awesome when they were correct.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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., 91
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 91
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. )

Natali collaborates with her mentor teacher and other teachers to help find ways to teach the concepts. She seeks help when she needs it as well.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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 91
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 91
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. )

Natali uses tools and ways to communicate with her students , teachers and families. Natali provides and loving environment where kids feel ok to make mistakes
and mistakes are ways to show they are learning when they are able to spot what they need to fix.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Natali Godoy STUDENT NUMBER 20840474

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

Total Scored Percentage:

91.00%

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

Shelby Thomas esigned on Friday, November 17, 2023 1:59 PM
 GCU College of Education
LESSON PLAN TEMPLATE

Section 1: Lesson Preparation.

https://youtu.be/HL-339EStgs
Teacher Candidate Name: Natali Godoy

Grade Level: 2nd

Date: November 8, 2023

Unit/Subject: Subtracting/Math

Instructional Plan Title: Subtracting From a Two-Digit Number

Lesson Summary and Students will subtract by regrouping when needed. “More on top, no need to stop.
Focus: More on the floor, you go next door and get 10 more. Numbers the same, zero’s the
game.”

Classroom and Student There are 27 students in the class, 14 girls and 13 boys. There is one student with an
Factors/Grouping: IEP for speech. One student with a 504 for behavior. There is one student that is
gifted, though there is no gifted program available. There are four students that are
pulled out class to receive resource help for math, ELA, and speech.

National/State Learning 2.OA.1 Useaddition and subtraction within 100 to solve one- and
Standards: two-step word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.1

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 GCU College of Education
LESSON PLAN TEMPLATE

2.NBT.5 Fluently add and subtract within 100 using strategies based
on place value, properties operations and/or the relationship between
addition and subtraction.

2.NBT.9 Explain why addition and subtraction strategies work, using

place value and the properties of operations.

Specific Learning Given a worksheet of two-digit numbers, students will complete on their worksheet
Target(s)/Objectives: with 80% accuracy. They must show their work when regrouping.

• Regroup
• Take away
• Difference
• Ones place
• Tens place

Resources, Materials,
Equipment, and
Technology: Worksheet Pages 242-246 On My Own and My Homework

Pencils

White Board

Markers and eraser

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 GCU College of Education
LESSON PLAN TEMPLATE

Section 2: Instructional Planning

• I will use a visual of the worksheets and ask students to solve the problems. Time
Needed
3 minut3s

Multiple Means of Representation Time

Needed
15
• I will use the white board to have students walk through the regrouping process. minutes
• Students will use their own small white board to solve the problem on their own.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL): There are no ELL students.

• Students with special needs: Students will be walked through the worksheet on a one-on-one basis
as need.

• Students with gifted abilities: Students will be permitted to work ahead.

• Early finishers (those students who finish early and may need additional resources/support):
Students will work on Daily Math Journal.

Multiple Means of Engagement Time

Needed
• I will use math problems to have students solve two-digit subtraction on the white board.
• I will model one example of solving two-digit subtraction. a number sentence on the white board 15
before having students search for the matching card. minutes

Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL): There are no ELL students.

© 2021-2022. Grand Canyon University. All Rights Reserved.

 GCU College of Education
LESSON PLAN TEMPLATE

• Students with special needs: Students will be modeled the regrouping process in subtraction.

• Students with gifted abilities: Students will be modeled the regrouping process in subtraction.

• Early finishers (those students who finish early and may need additional resources/support):
Students will be permitted to work ahead.

Multiple Means of Expression Time

Needed
20
Students will complete their worksheet, showing their work as they regroup as needed. Also, students will minutes
work together to solve and share.

Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL): There are no ELL students.

• Students with special needs: Students will work ahead on their own, attempting to do the word
problems on their own.

• Students with gifted abilities: Students are permitted to work ahead and check over answers.

• Early finishers (those students who finish early and may need additional resources/support):
Students will work on their Daily Math Journal.

Extension Activity and/or Homework Time

Needed
There is no extension homework

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