Clinical Practice Evaluation 2 Formative Feedback

ELM 490- Topic 8- Eva#2 .pdf

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Professional Dispositions of Learner

GCU Faculty Supervisor Cassandra Goodwyn

Mentor: Cassie Shelburne

Student Development

1.1Teacher 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 learning.

1.2

Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and development.

Evidence:

Mrs. Vargas taught a social studies lesson to her second-grade class. The students were to describe why United States citizens celebrate major holidays, including President’s Day, with a focus on George Washington. The candidate submitted a lesson plan for the observation. The students’ desks were arranged in four groups, and each group had four to five students. The classroom was colorful and conducive to learning. Mrs. Vargas posted various items on the classroom walls, including student work and instructional posters. A word wall was posted on the blackboard, and a map of the United States was visible.

The candidate began the lesson by stating the learning objective in terms the students could understand. Afterward, Mrs. Vargas told the students to discuss why we celebrate President's Day in their group. As the children discussed among themselves, the candidate visited each group, listened to their conversations, and asked questions. Mrs. Vargas closed the activity by gaining the children's attention and repeating various answers the children had shared.

Then, the children took a quick pre-assessment about the presidents. She told them to give her a thumbs-up when they completed the assessment. Before the children took the assessment, they reviewed the learning target by repeating it in unison as the teacher read it from the whiteboard. Later, Mrs. Vargas called the children's attention to poster paper organized in a KWL chart on an easel. The candidate passed out blue stickie notes and instructed the children to write what they knew about George Washington. She told the children they could draw a picture if they could not spell a word. The students used yellow sticky notes to write what the children wondered about the presidents. After each of the two categories from the KWL chart, the candidate shared the answers with the class.

Next, Mrs. Vargas showed the students a PowerPoint slide with pictures and facts about George Washington. When going over the notes, the candidate sometimes asked the students to read in unison with her. She related many of the concepts to the student's natural world. After the video, Mrs. Vargas instructed the children to make a poster with four facts about George Washington. Later, the teacher candidate passed out sticky notes again and told the children to write the information they learned during the lesson. Mrs. Vargas closed the lesson by reviewing facts about George Washington.

This lesson was a part of Mrs. Vargas' STEP assignment. The observation included a unit/lesson plan embedded in the form. The candidate used a variety of methods to teach the lesson. This included group discussions, interactions with the KWL chart, a PowerPoint presentation, and a poster. The movement was incorporated when the students left their desks to post their sticky notes in the appropriate column.

The mentor teacher stated that Ms. Vargas has worked in different roles in the school for several years. She is currently under contract and serves as a second-grade teacher. The candidate consistently plans with the second-grade teaching team and will work with the school's math and reading resource teachers. She uses her native Spanish speaking and writing skills to strengthen parent-school relationships and to support ELL students in their English language acquisition skills. Ms. Vargas uses the technology the school district offers to plan and deliver her lessons. The candidate regularly communicates with her parents and keeps them abreast of their child’s educational progress. The mentor noted that Mrs. Vargas participated on a school district sponsored communication/collaboration professional development session. The candidate presented the use of the jigsaw puzzle method of teaching strategy.

Learning Differences

2.1 Teacher candidates design, adapt, and deliver instruction to address each student's diverse learning strengths and needs and create opportunities for students to demonstrate their learning differently.

2.2 Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content accessible to English language students and evaluating and supporting their development of English proficiency.

2.3 Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs.

Evidence:

The lesson was designed to address various modalities of learning. This included verbal, auditory, and kinesthetic. Often, Mrs. Vargas required the students to repeat words and phrases after her, which supported the development of English proficiency.

Learning Environments

3.1 Teacher candidates manage the learning environment to actively and equitably engage students by 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 environment.

Evidence:

Mrs. Vargas’s communications were appropriate, and she maintained a professional demeanor throughout the observation. The teacher candidate used a moderate tone of voice. The teacher candidate was observed to praise the students often, saying good job and very good. The classroom was colorful. Mrs. Vargas used student work and academic posters to cover the classroom walls. The candidate hung student-made projects from the ceiling. The teacher candidate appropriately redirected students when warranted and demonstrated respect and responsiveness to the varied cultural backgrounds of the children.

Content Knowledge

4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections to students’ experiences.

4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.

4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area.

Evidence:

The lesson/unit plan contained the learning objectives, vocabulary words, materials used to teach the lesson, worksheets, questions, procedures for activities, procedures for students with disabilities, ELL, early finishers, and homework assignments. The lesson also incorporated a pre-assessment, and the assignment detailed assessment outcomes. Mrs. Vargas taught academic vocabulary and provided many opportunities for the children to use the vocabulary words.

Application of Content

5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens 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 their understanding of local and global issues and create novel approaches to solving problems.

Evidence:

Mrs. Vargas asked questions throughout the lesson. She was able to relate various concepts to the children's natural world. This assisted the children with understanding the relevance by applying what they were learning to their world.

Assessment

6.1 Teacher candidates design assessments that match learning objectives with assessment methods and 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 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 language learning needs.

Evidence:

Mrs. Vargas incorporated a pre-assessment in the lesson. The mentor noted Ms. Vargas could identify the glows and growth from the observation. The mentor teacher pointed out that the candidate analyzes the strengths and identifies growth areas for the students in the classroom. The teacher candidate thoroughly planned her lesson with the second-grade teaching team and frequently asked the mentor teacher questions. The mentor stated that Ms. Vargas maximizes every opportunity to learn from her colleagues in the building and other teachers on the team.

Planning for Instruction

7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 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 demonstrate knowledge and skill.

7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest.

Evidence:

The mentor teacher noted that the candidate's lessons were completed promptly. Mrs. Vargas chose appropriate strategies, resources, and materials to assist the children in successfully meeting their learning goals. The teacher candidate designed her lesson/unit based on the pre-assessment results. The activities were appropriately sequenced, and his activities provided scaffolding.

Instructional Strategies

8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 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, interpret, evaluate, and apply information.

8.3 Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).

Evidence:

Mrs. Vargas stated the learning objective at the beginning of the lesson and provided instructions and expectations for each activity during the class. The teacher candidate facilitated and guided the children through each lesson activity. Mrs. Vargas intermittently asked questions about Presents Day and George Washington. Mrs. Vargas’ lesson presentation was clear and concise. She monitored the children as they discussed topics in groups and made herself accessible by walking around the room when they were writing on their sticky notes and working on their posters. Mrs. Vargas brought closure to the lesson and told the children what they would work on the following day. The PowerPoint presentation lasted 17:44 minutes. Mrs. Vargas is encouraged to look at how much she provides direct teaching simultaneously. Consider breaking up the facts by reading a storybook and incorporating a video, along with using PowerPoint.

Professional Learning and Ethical Practice

9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., 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 the school, as supports for analysis, reflection, and problem solving.

Evidence:

Ms. Vargas’ communications with the observer have been very professional. The teacher candidate maintained a positive and calm demeanor throughout the observation. The mentor teacher noted that the candidate provides professional education services in a nondiscriminatory manner. The mentor indicated that Ms. Vargas has been in various roles in the school for several years. The candidate maximizes every opportunity to learn from her colleagues and will fully participate in professional development sessions offered by the school district. The cooperating teacher noted that Ms. Vargas will follow through on given tasks. The candidate communicates appropriately with all school staff and interacts with resource professionals ethically. The mentor noted that Mrs. Vargas participated on a school district sponsored communication/collaboration professional development session. The candidate presented the use of the jigsaw puzzle method of teaching strategy. The candidate also had her students participate in a poster exhibition project. An education visitor to the building commented on the work presented by Mrs. Vargas’ class and noted the teacher, Mrs. Vargas, went above and beyond with the details of the project.

Leadership and Collaboration

10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and 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 enact system change.

Evidence:

The mentor reported that Mrs. Vargas participates in school events and spirit days. The candidate uses a variety of communication strategies to support the classroom and school as a learning community. The teacher candidate uses the technology equipment and programs the school and district provide.

Grand Canyon University: Impact on Student Learning

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.

Evidence:

Mrs. Vargas provided sufficient evidence demonstrating that he understands the importance of incorporating formative and summative assessment data into instruction. The mentor teacher noted that the candidate is proficient and uses multiple data sets to inform instructional decisions and formulate her lessons.

Strengths:

Ms. Vargas provided a lesson plan that included all the critical components of the lesson. The lesson plan included differentiated extended activities for students with differentiated needs.

Ms. Vargas used a variety of methods to teach the lesson. These included arranging students in cooperative learning groups, using the talk and turn method, the use of the KWL chart, the use of the promethean board, and giving a pre-assessment.

Ms. Vargas appropriately addressed the children and redirected them when needed.

Ms. Vargas had all the necessary materials before the start of the lesson. This included post-it notes, a KWL chart, PowerPoint slides, and poster board.

Ms. Vargas made smooth transitions from one activity to the next.

Ms. Vargas included excitement in her lesson delivery by using different voice intonations and facial expressions.

Ms. Vargas consistently monitored her students’ progress.

Opportunities for Growth:

The PowerPoint presentation lasted 17:44 minutes. Mrs. Vargas is encouraged to look at the amount of time she provides direct teaching at one time. Consider breaking up the facts by reading a story book and incorporating a video, along with using the PowerPoint.

Suggestions/ Ideas to Implement

Continue to use formal and informal assessment data to reteach, enhance, and review curriculum concepts.