Professional Documents
Culture Documents
Colorado
SCHOOL STATE:
Stacey Rogers
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Talitha Couture
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
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CLINICAL PRACTICE EVALUATION 2
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
During her lesson delivery, Ms. Nelson varies the way in which students are working with the content (content vocabulary, listing, circling, fractions, word form, mental as well as
timed math).
There is little variance in regards to the way in which students demonstrate their learning. We discussed several different strategies that could be used.
Ms. Nelson's cooperating teacher notes that Amy takes the time to research various instructional strategies and utilizes the guidance and suggestions of colleagues.
In a charter setting, Ms. Nelson is bound tightly to the curriculum and minimal technological equipment. She utilizes (well) what is required of her.
CLINICAL PRACTICE EVALUATION 2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 98 1.00
enact system change.
Comments
Student placement for advanced classes was advocated for, safety and collaboration among peers and students within the learning environment is evident. Students are
placed in preferential seating as needed (Example: One student uses an exercise ball instead of a chair in order to increase focus. This demonstrates a willingness to work
with and meet the needs of this particular student).
CLINICAL PRACTICE EVALUATION 2
INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.
Attachment 1:
(Optional)
Attachment 2:
(Optional)
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
9:25- Students return from recess and retrieve math books, one student is handing out a timed math
sheet, students are preparing for timed test- Ms. Nelson is at the front of the room waiting for students
to get ready.
9:30- 2 minute timed math facts- Ms. Nelson walks around the room monitoring
9:34- Ms. Nelson: “Yesterday we left off with Miles.” Student stands and reads equation; other students
are marking on their own papers and chorally sharing the answer. Process continues with students
taking turns reading rows.
9:35- Mental math (5 equations prepared; viewable via the overhead projector)
Students are given a few minutes to think—choral response—Ms. Nelson selects a student to
explain thinking.
9:40- Review of yesterday’s work (Factors) Ms. Nelson ties in academic vocabulary to today’s focus of
greatest common factor. “Using what we know from yesterday, what then do you think is the
greatest common factor between two numbers?” Students raise hands to respond. Ms. Nelson
selects a student to share.
9:43- White board work- Ms. Nelson projects two numbers, students are instructed to list the factors of
each. Ms. Nelson is walking around the room, monitoring student work. They are then
instructed to circle the common factors, going on to identify the GCF. Ms. Nelson then projects
the same numbers in fraction form and students are instructed to reduce the fraction using the
GCF.
9:50- Independent practice on white boards- Ms. Nelson stops to work with individual students as
questions arise. One student was doing the work incorrectly and she worked one-on-one with him for
two minutes.
9:54 Four students are selected by Ms. Nelson to go to the board and show their work.
-Reviewed student work whole group
-One student response was wrong- Ms. Nelson addressed the error
9:58 Students continue work with white boards (Reducing fractions using GCF)
10:01 Three new students are selected to show work on the board.
“How did you know to use 5/5 to reduce that fraction?” – Student explain thinking in response.
10:10 After checking all of the students’ exit tickets, some kids begin work out of their math books and
Ms. Nelson pulls six students to the side for small group instruction.
10:18 Small group pull-out students return to their seats wo work out of the math book.