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Urgent 2

Open Posted By: highheaven1 Date: 09/09/2020 High School Homework Writing

  

The GCU faculty supervisor will observe your teaching performance and complete the Clinical Practice Evaluation 1. For this assignment, submit the completed and signed Clinical Practice Evaluation 1 to the LMS. The final score on your evaluation will determine your total points for this assignment.

Review Clinical Practice Evaluation 1, located in the Student Success Center. Be prepared to discuss the “Professional Dispositions” in detail with your GCU faculty supervisor, and why they are important for the professional educator.

Include your evaluation in your “Professional Teaching Portfolio” under the section “Clinical Practice (Student Teaching) Evaluations.”

Category: Engineering & Sciences Subjects: Engineering Deadline: 24 Hours Budget: $80 - $120 Pages: 2-3 Pages (Short Assignment)

Attachment 1

Clinical Practice Evaluation # 1

GCU Professional Dispositions of Learners Scoring Guide No Evidence (The GCU Faculty

Supervisor should create a plan with the Teacher

Candidate to determine how the Teacher Candidate will meet this disposition in

future evaluations)

Ineffective (Teacher Candidates within

this range require a Professional Growth Plan)

Foundational (Teacher Candidates within

this range require a Professional Growth Plan)

Emerging (Teacher Candidates within

this range may benefit from a Professional Growth Plan)

Proficient (Target level for Teacher

Candidates)

Distinguished (Usually reserved for master

Teacher Candidates)

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student 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

GCU Professional Dispositions of Learners Scoring Guide No Evidence (The GCU Faculty

Supervisor should create a plan with the Teacher

Candidate to determine how the Teacher Candidate will meet this disposition in

future evaluations)

Ineffective (Teacher Candidates within

this range require a Professional Growth Plan)

Foundational (Teacher Candidates within

this range require a Professional Growth Plan)

Emerging (Teacher Candidates within

this range may benefit from a Professional Growth Plan)

Proficient (Target level for Teacher

Candidates)

Distinguished (Usually reserved for master

Teacher Candidates)

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student 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

GCU Professional Dispositions of Learners Scoring Guide No Evidence (The GCU Faculty

Supervisor should create a plan with the Teacher

Candidate to determine how the Teacher Candidate will meet this disposition in

future evaluations)

Ineffective (Teacher Candidates within

this range require a Professional Growth Plan)

Foundational (Teacher Candidates within

this range require a Professional Growth Plan)

Emerging (Teacher Candidates within

this range may benefit from a Professional Growth Plan)

Proficient (Target level for Teacher

Candidates)

Distinguished (Usually reserved for master

Teacher Candidates)

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student 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

GCU Professional Dispositions of Learners Scoring Guide No Evidence (The GCU Faculty

Supervisor should create a plan with the Teacher

Candidate to determine how the Teacher Candidate will meet this disposition in

future evaluations)

Ineffective (Teacher Candidates within

this range require a Professional Growth Plan)

Foundational (Teacher Candidates within

this range require a Professional Growth Plan)

Emerging (Teacher Candidates within

this range may benefit from a Professional Growth Plan)

Proficient (Target level for Teacher

Candidates)

Distinguished (Usually reserved for master

Teacher Candidates)

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student 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

GCU Professional Dispositions of Learners Scoring Guide No Evidence (The GCU Faculty

Supervisor should create a plan with the Teacher

Candidate to determine how the Teacher Candidate will meet this disposition in

future evaluations)

Ineffective (Teacher Candidates within

this range require a Professional Growth Plan)

Foundational (Teacher Candidates within

this range require a Professional Growth Plan)

Emerging (Teacher Candidates within

this range may benefit from a Professional Growth Plan)

Proficient (Target level for Teacher

Candidates)

Distinguished (Usually reserved for master

Teacher Candidates)

No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100 There is no evidence that the performance of the Teacher Candidate met this disposition or expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is insufficient in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is underdeveloped in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate is developing in meeting this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate meets this disposition and expectations for a Teacher Candidate during student teaching.

The performance of the Teacher Candidate consistently exceeds this disposition and all expectations for a Teacher Candidate during student 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. )