Clinical Practice Evaluation # 4
GCU Professional Dispositions of Learners Scoring Guide
No Evidence
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)
0
1 to 49
50 to 69
70 to 79
80 to 92
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.
High Expectations
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
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 # 4
GCU Professional Dispositions of Learners Scoring Guide
No Evidence
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)
0
1 to 49
50 to 69
70 to 79
80 to 92
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.
Fairness
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
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 # 4
GCU Professional Dispositions of Learners Scoring Guide
No Evidence
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)
0
1 to 49
50 to 69
70 to 79
80 to 92
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.
Reflection
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
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 # 4
GCU Professional Dispositions of Learners Scoring Guide
No Evidence
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)
0
1 to 49
50 to 69
70 to 79
80 to 92
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.
Honesty
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
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 # 4
GCU Professional Dispositions of Learners Scoring Guide
No Evidence
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)
0
1 to 49
50 to 69
70 to 79
80 to 92
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.
Advocacy
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
disposition and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 1: Student Development
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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 learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 2: Learning Differences
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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 in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including 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 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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 3: Learning Environments
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
(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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 4: Content Knowledge
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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 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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 5: Application of Content
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
(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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 6: Assessment
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
(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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 7: Planning for Instruction
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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 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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 8: Instructional Strategies
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
(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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 9: Professional Learning and Ethical Practice
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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
(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. )
Clinical Practice Evaluation # 4
Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 10: Leadership and Collaboration
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
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 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. )
Clinical Practice Evaluation # 4
Grand Canyon University: Impact on Student Learning
No Evidence
No Evidence
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Grand Canyon University: Impact on Student Learning
Score
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
No Evidence
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
(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. )
Clinical Practice Evaluation # 4
Specialized Professional Associations (SPA) Standards
Instructions
Please use the chart below to determine the required SPA standards for your Teacher Candidate’s program of study. If your
Teacher Candidate’s program is not included below, the evaluation of SPA standards are not required.
Program
Dance
Early Childhood
Early Childhood and Early Childhood Special Education
Elementary
Elementary (ESL Emphasis)
Elementary and Special Education
Music
Secondary- Business
Secondary- English
Secondary- History
Secondary- Math
Secondary- Physical Education
Secondary- Science
Special Education
Theatre
Specialized Professional Associations (SPA)
NASD
NAEYC
NAEYC
CEC
ACEI
ACEI
TESOL
ACEI
CEC
NASM
NBEA
NCTE
NCSS
NCTM
SHAPE
NSTA
CEC
NAST
National Association of Schools of Dance
National Association for the Education of Young Children
National Association for the Education of Young Children
Council for Exceptional Children
Association of Childhood Education International
Association of Childhood Education International
Teachers of English to Speakers of Other Languages
Association of Childhood Education International
Council for Exceptional Children
National Association of Schools of Music
National Business Education Association
National Council of Teachers of English
National Council for the Social Studies
National Council of Teachers of Mathematics
Society of Health and Physical Educators- America
National Science Teachers Association
Council for Exceptional Children
National Association of Schools of Theatre
Clinical Practice Evaluation # 4
Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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)
50 to 69
70 to 79
80 to 92
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
NASD 3a
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
Ability to teach dance at various levels to different age groups and in a variety of classroom, studio, and ensemble settings in ways that develop knowledge
of how dance works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective
classroom, studio, and rehearsal management.
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. )
NASD 3b
Score
An understanding of child growth and development and an understanding of principles of learning as they relate to dance.
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. )
Clinical Practice Evaluation # 4
Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NASD 3c
Distinguished
93 to 100
Score
The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan
educational programs to meet assessed 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. )
NASD 3d
Score
Knowledge of current methods, materials, and repertories available in various fields and levels of dance education appropriate to the teaching
specialization.
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. )
NASD 3e
Score
The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
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. )
NASD 3f
Score
Basic understanding of the principles and methods of developing curricula and the short- and long-term units that comprise them.
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. )
Clinical Practice Evaluation # 4
Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NASD 3g
Distinguished
93 to 100
Score
An understanding of evaluative techniques and ability to apply them in assessing both the progress of students in dance and the objectives and
procedures of the curriculum.
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. )
NASD 5a
Score
Students should engage in observation and discussion of field-based teaching/learning experiences in diverse settings.
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. )
NASD 5b
Score
Students should be provided opportunities for various types of teaching and directed observation throughout the degree program.
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. )
NASD 5c
Score
Teaching opportunities should be provided in actual pre-kindergarten, kindergarten, elementary, middle, and secondary settings, as appropriate for the
student’s certification level.
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. )
Clinical Practice Evaluation # 4
Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NASD 5d
Distinguished
93 to 100
Score
The choice of practice teaching sites must enable students to develop competencies consistent with standards outlined above, and must be approved by
qualified dance personnel from the degree-granting institution.
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. )
NASD 5e
Score
Sites and situations for student teaching and students must be supervised by qualified dance personnel from the degree-granting institution and, when
possible, the cooperating schools.
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. )
Clinical Practice Evaluation # 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
Emerging
(Teacher Candidates within
this range require a
Professional Growth Plan)
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
NAEYC Standard 1: Promoting Child Development and Learning
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young
children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are
healthy, respectful, supportive, and challenging for each child.
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. )
NAEYC Standard 2: Building Family and Community Relationships
Score
Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s
families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities.
They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s
development and learning.
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. )
Clinical Practice Evaluation # 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Distinguished
93 to 100
Score
Students prepared in early childhood degree programs understand that child observations, documentation, and other forms of assessment are central to the practice of all early
childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and
other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
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. )
NAEYC Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
Score
Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on
children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the
foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional
strategies, and tools to connect with children and families and positively influence each child’s development and learning.
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. )
NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Score
Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive
development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early
childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their
understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive
developmental and learning outcomes for every young child.
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. )
Clinical Practice Evaluation # 4
Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NAEYC Standard 6: Becoming a Professional
Distinguished
93 to 100
Score
Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines
and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical
perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and
policies.
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. )
NAEYC Standard 7: Early Childhood Experience
Score
Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills, and professional dispositions necessary to promote the
development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3,
3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).
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. )
Clinical Practice Evaluation # 4
Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
CEC Standard 1: Learner Development and Individual Learning Differences
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to
provide meaningful and challenging learning experiences for individuals with exceptionalities.
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. )
CEC Standard 2: Learning Environments
Score
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
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. )
Clinical Practice Evaluation # 4
Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
CEC Standard 3: Curricular Content Knowledge
Distinguished
93 to 100
Score
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities.
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. )
CEC Standard 4: Assessment
Score
Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.
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. )
CEC Standard 5: Instructional Planning and Strategies
Score
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals
with exceptionalities.
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. )
Clinical Practice Evaluation # 4
Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
CEC Standard 6: Professional Learning and Ethical Practice
Distinguished
93 to 100
Score
Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform
special education practice, to engage in lifelong learning, and to advance the profession.
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. )
CEC Standard 7: Collaboration
Score
Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and
personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning
experiences.
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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
ACEI Standard 1: Development, Learning, and Motivation
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to
construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
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. )
ACEI Standard 2.1: Reading, Writing, and Oral Language
Score
Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading,
language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their
developing skills to many different situations, materials, and ideas.
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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
ACEI Standard 2.2: Science
Distinguished
93 to 100
Score
Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences. Candidates can design and implement ageappropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.
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. )
ACEI Standard 2.3: Mathematics
Score
Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data
analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections and representation.
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. )
ACEI Standard 2.4: Social Studies
Score
Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the
social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse
democratic society and interdependent world.
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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
ACEI Standard 2.5: The Arts
Distinguished
93 to 100
Score
Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing
arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.
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. )
ACEI Standard 2.6: Health Education
Score
Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and
practice of skills that contribute to good health.
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. )
ACEI Standard 2.7: Physical Education
Score
Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements
to foster active, healthy life styles and enhanced quality of life for elementary students.
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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction
Distinguished
93 to 100
Score
Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and
community
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. )
ACEI Standard 3.2: Adaptation to Diverse Students
Score
Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are
adapted to diverse students.
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. )
ACEI Standard 3.3: Development of Critical Thinking and Problem Solving
Score
Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking 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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
ACEI Standard 3.4: Active Engagement in Learning
Distinguished
93 to 100
Score
Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active
engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments.
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. )
ACEI Standard 3.5: Communication to Foster Collaboration
Score
Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the elementary classroom.
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. )
ACEI Standard 4: Assessment for Instruction
Score
Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each elementary student.
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. )
Clinical Practice Evaluation # 4
Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
ACEI Standard 5.1: Professional Growth, Reflection And Evaluation
Distinguished
93 to 100
Score
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning;
they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community
and actively seek out opportunities to grow professionally.
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. )
Clinical Practice Evaluation # 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 1.a. Language as a System
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as
they acquire English language and literacy in order to achieve in the content areas.
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. )
Standard 1.b. Language Acquisition and Development
Score
Candidates understand and apply theories and research in language acquisition and development to support their ELLs English language and literacy
learning and content-area achievement.
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. )
Clinical Practice Evaluation # 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 2. Culture as It Affects Student Learning
Distinguished
93 to 100
Score
Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate
understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
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. )
Standard 3.a. Planning for Standards-Based ESL and Content Instruction
Score
Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for
ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
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. )
Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
Score
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English
listening, speaking, reading, and writing. Candidates support ELLs access to the core curriculum by teaching language through academic content.
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. )
Clinical Practice Evaluation # 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction
Distinguished
93 to 100
Score
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and
content teaching.
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. )
Standard 4.a. Issues of Assessment for English Language Learners
Score
Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language
proficiency, and accommodations in formal testing situations.
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. )
Standard 4.b. Language Proficiency Assessment
Score
Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction.
They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
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. )
Clinical Practice Evaluation # 4
Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 4.c. Classroom-Based Assessment for ESL
Distinguished
93 to 100
Score
Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
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. )
Standard 5.a. ESL Research and History
Score
Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this
knowledge to inform teaching and learning.
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. )
Standard 5.b. Professional Development, Partnerships, and Advocacy
Score
Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families,
serve as community resources, and advocate for ELLs.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
NASM Standard 6 a: General Studies
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
a. Candidates are expected to have the ability to think, speak, and write clearly and effectively.
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. )
NASM Standard 6 a: General Studies
Score
b. Candidates are expected to have an informed acquaintance with fields of study beyond music such as those in the arts and humanities, the natural and
physical sciences, and the social sciences.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
NASM Standard 6 a: General Studies
Distinguished
93 to 100
Score
c. Candidates are expected to have a functional awareness of the differences and commonalities regarding work in artistic, scientific, and humanistic
domains.
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. )
NASM Standard 6 a: General Studies
Score
d. Candidates are expected to have awareness that multiple disciplinary perspectives and techniques are available to consider all issues and
responsibilities including, but not limited to, history, culture, moral and ethical issues, and decision-making
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. )
Standard B 1: Common Body of Knowledge and Skills – Performance
Score
Students must acquire:
a. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard B 1: Common Body of Knowledge and Skills – Performance
Distinguished
93 to 100
Score
Students must acquire:
b. An overview understanding of the repertory in their major performance area and the ability to perform from a cross-section of that repertory.
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. )
Standard B 1: Common Body of Knowledge and Skills – Performance
Score
Students must acquire:
c. The ability to read at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to
professional standards appropriate for the particular music concentration.
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. )
Standard B 1: Common Body of Knowledge and Skills – Performance
Score
Students must acquire:
d. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Rehearsal and conducting skills are
required as appropriate to the particular music concentration.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard B 1: Common Body of Knowledge and Skills – Performance
Distinguished
93 to 100
Score
Students must acquire:
e. Keyboard competency.
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. )
Standard B 1: Common Body of Knowledge and Skills – Performance
Score
Students must acquire:
f. Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences. Ensembles should be
varied both in size and nature.
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. )
Standard B 2: Musicianship Skills and Analysis
Score
Students must acquire:
a. An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural,
verbal, and visual analyses, and the ability to take aural dictation.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard B 2: Musicianship Skills and Analysis
Distinguished
93 to 100
Score
Students must acquire:
b. Sufficient understanding of and capability with musical forms, processes, and structures to use this knowledge and skill in
compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specializations.
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. )
Standard B 2: Musicianship Skills and Analysis
Score
Students must acquire:
c. The ability to place music in historical, cultural, and stylistic contexts.
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. )
Standard B 3: Composition/Improvisation
Score
Students must acquire a rudimentary capacity to create original or derivative music. It is the prerogative of each institution to develop
specific requirements regarding written, electronic, or improvisatory forms and methods. These may include, but are not limited to, the
creation of original compositions or improvisations, variations, or improvisations on existing materials, experimentation with various
sound sources, the imitation of musical styles, and manipulating the common elements in non-traditional ways. Institutional requirements
should help students gain a basic understanding of how to work freely and cogently with musical materials in various composition-based
activities, particularly those most associated with the major field.
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. )
Clinical Practice Evaluation # 4
Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard B 4: History and Repertory
Distinguished
93 to 100
Score
Students must acquire basic knowledge of music history and repertories through the present time, including study and
experience of musical language and achievement in addition to that of the primary culture encompassing the area of
specialization (see Standards III.L.).
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. )
Standard B 5: Synthesis
Score
While synthesis is a lifetime process, by the end of undergraduate study students must be able to work on musical problems by
combining, as appropriate to the issue, their capabilities in performance; aural, verbal, and visual analysis;
composition/improvisation; and history and repertory.
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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
1 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
50 to 69
70 to 79
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Standard 1: Professionalism
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.
Score
1.1 Prospective business teachers reflect on and continually evaluates the effects of his or her choices and actions on others and actively seeks out
opportunities for personal and professional growth.
1.2 Prospective business teachers care deeply about students, colleagues, the business educations discipline, and the teaching profession.
1.3 Prospective business teachers embrace teaching as lifelong learning to model best practices in instruction.
1.4 Prospective business teachers participates actively in professional organizations at all levels and seeks opportunities to serve in leadership and
advocacy roles.
1.5 Prospective business teachers contribute to the well-being of the school, school district, and community.
1.6 Prospective business teachers move beyond the boundaries of the classroom to assume responsibility as an advocate and promoter of the profession
in the community, state, and nation.
1.7 Prospective business teachers projects a positive professional image that personifies the discipline itself and exemplifies the goals and ideals of the
profession.
1.8 Prospective business teachers base all interaction on principles of respect, fairness, and ethics.
1.9 Prospective business teachers articulates the importance of professional standards in program 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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 2: Curriculum Development
Distinguished
93 to 100
Score
2.1 Prospective business teachers create curriculum that includes content related to education for and about business.
2.2 Prospective business teachers create curriculum that reflect local, state, and national standards.
2.3 Prospective business teachers create curriculum that consists of achievement standards, performance expectations, and assessment.
2.4 Prospective business teachers create curriculum that consists of sequential integrated learning experiences.
2.5 Prospective business teachers create curriculum that provides for delivery of content in a developmentally appropriate manner.
2.6 Prospective business teachers create curriculum that includes the development of knowledge, skills and attitudes.
2.7 Prospective business teachers create curriculum that encourages students to use reflective thinking, problem solving, and other higher level thinking
skills.
2.8 Prospective business teachers create curriculum that includes multidisciplinary approaches.
2.9 Prospective business teachers create curriculum that serves the needs of diverse populations.
2.10 Prospective business teachers create curriculum that enables students to make a transition from school to career.
2.11 Prospective business teachers create curriculum that focuses on continuous quality education.
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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 3: Instruction
Distinguished
93 to 100
Score
3.1 Prospective business teachers use self-directed learning to help students gain access to knowledge, direct their own learning, and learn how to learn.
3.2 Prospective business teachers employ a variety of instructional strategies to engage all students in the learning process.
3.3 Prospective business teachers facilitate collaborative learning that may include students, teachers, business and community representatives, and
others.
3.4 Prospective business teachers demonstrate effective communication skills to facilitate learning.
3.5 Prospective business teachers help all students realize their full potential.
3.6 Prospective business teachers use a variety of media to enhance and expand learning opportunities.
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. )
Standard 4: Assessment
Score
4.1 Prospective business teachers develop formative and summative assessments linked to achievement standards and performance expectations for
learning.
4.2 Prospective business teachers use multiple forms of assessment to obtain accurate measures of student progress including formal, informal and
authentic measures.
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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 5: Classroom Environment
Distinguished
93 to 100
Score
5.1 Prospective business teachers establish and maintain a classroom environment based on rapport and respect.
5.2 Prospective business teachers promote a culture for learning.
5.3 Prospective business teachers develop and implement classroom procedures.
5.4 Prospective business teachers manage student behavior.
5.5 Prospective business teachers organize physical space.
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. )
Standard 6: Student Organizations
Score
6.1 Prospective business teachers support the student organization to provide an environment in which students grow professionally, personally, and
socially.
6.2 Prospective business teachers recognize that the student organization provides opportunities to involve the business and professional community in
support of the goals of the business education program.
6.3 Prospective business teachers recognize that the student-directed operation of the organization provides opportunities for personal growth and
leadership 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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 7:
Distinguished
93 to 100
Score
7.1 Prospective business teachers base all communication on principles of respect, fairness, and honesty, and understands that building relationships
depends on these foundations.
7.2 Prospective business teachers exhibit an understanding of communication as a dynamic system of people, processes, cultures, media, and fluid
boundaries in developing strategies.
7.3 Prospective business teachers demonstrate effective communication skills to facilitate learning.
7.4 Prospective business teachers incorporate quality standards in all forms of communication.
7.5 Prospective business teachers serve as an ambassador for business education with all stakeholders.
7.6 Prospective business teachers recognize that culture impacts business communication.
7.7 Prospective business teachers use a variety of media to enhance and expand communication opportunities.
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. )
Clinical Practice Evaluation # 4
Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence
0
Ineffective
1 to 49
Foundational
50 to 69
Emerging
70 to 79
Proficient
80 to 92
Standard 8:
Distinguished
93 to 100
Score
8.1 Prospective business teachers communicate effectively with all stakeholders by understanding communication as a dynamic system of people,
cultures, and media.
8.2 Prospective business teachers recognize that student achievement is a collaborative effort among a variety of stakeholders.
8.3 Prospective business teachers build professional relationships with stakeholders to create a learning environment in which students move
continuously and easily between school and community to facilitate the learning process.
8.4 Prospective business teachers develop partnerships with members of the educational, business and other communities to improve programs, develop
new programs, provide student access to learning to learning opportunities, and ensure a curriculum based on real world experiences.
8.5 Prospective business teachers build professional relationships with all stakeholders based on trust, respect, ethical standards, and mutual benefits to
earn commitment, dedicated involvement, visible advocacy, and financial support.
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. )
Standard 9:
Score
9.1 Prospective business teachers assist students in adjusting to and functioning effectively in educational and business environments.
9.2 Prospective business teachers help students discover their potential for intellectual, personal, social and emotional growth.
9.3 Prospective business teachers help students make decisions regarding careers and career transitions.
9.4 Prospective business teachers collaborate with student support services when appropriate.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evid...
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