Discussion due today before 11:59

Topic 3 DQ 1

Review the summative student teaching evaluation (Clinical Practice Evaluation 4) located on the Student Success Center. Using the evaluation, assess your current performance on each component of the evaluation (Professional Dispositions, InTASC standards, and Specialized Professional Association (SPA) standards). Reflect on your areas of strength. What evidence is there to demonstrate your competence in these areas? Share how you plan to strengthen the areas of opportunity.

Clinical

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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)

Distinguished
(Usually reserved for master

Teacher Candidates)

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.

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

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

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

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

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

High Expectations Score
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)

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
disposition or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
underdeveloped in meeting
this disposition and
expectations for a Teacher
Candidate during student
teaching.
The performance of the
Teacher Candidate is
developing in meeting this
disposition and expectations
for a Teacher Candidate
during student teaching.

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

Fairness Score
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

Reflection 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

Honesty Score
Teacher candidates should model integrity by their words and actions.

Compassion Score
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing
intellectual, emotional, and spiritual support.

Clinical Practice Evaluation # 4

GCU Professional Dispositions of Learners Scoring Guide
No Evidence

Advocacy Score
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational
setting.

Dedication Score
Teacher candidates should be committed to the profession of teaching and learning.

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.

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

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.

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

Standard 1: Student Development Score
1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, int erests, 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

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.
The performance of the
Teacher Candidate
consistently exceeds this
standard and all
expectations for a Teacher
Candidate during student
teaching.

Standard 2: Learning Differences 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

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 3: Learning Environments 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

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 4: Content Knowledge 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.

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 5: Application of Content 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)
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
Proficient
(Target level for Teacher
Candidates)

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 6: Assessment 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 i n
assessments or testing conditions especially for students with disabilities and language learning needs.

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 7: Planning for Instruction 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.

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 8: Instructional Strategies 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).

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 9: Professional Learning and Ethical Practice 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.

Clinical Practice Evaluation # 4

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 10: Leadership and Collaboration 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.

Clinical Practice Evaluation # 4

Grand Canyon University: Impact on Student Learning
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)

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

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

Grand Canyon University: Impact on Student Learning Score 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.

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 Specialized Professional Associations (SPA)

Dance NASD National Association of Schools of Dance
Early Childhood NAEYC National Association for the Education of Young Children
Early Childhood and Early Childhood Special Education NAEYC National Association for the Education of Young Children

CEC Council for Exceptional Children
Elementary ACEI Association of Childhood Education International
Elementary (ESL Emphasis) ACEI Association of Childhood Education International

TESOL Teachers of English to Speakers of Other Languages
Elementary and Special Education ACEI Association of Childhood Education International

CEC Council for Exceptional Children
Music NASM National Association of Schools of Music
Secondary- Business NBEA National Business Education Association
Secondary- English NCTE National Council of Teachers of English
Secondary- History NCSS National Council for the Social Studies
Secondary- Math NCTM National Council of Teachers of Mathematics
Secondary- Physical Education SHAPE Society of Health and Physical Educators– America
Secondary- Science NSTA National Science Teachers Association
Special Education CEC Council for Exceptional Children
Theatre NAST National Association of Schools of Theatre

Clinical Practice Evaluation # 4

Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NASD 3a 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.

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 pro vide 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 Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NASD 3c 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.

NASD 3d Score
Knowledge of current methods, materials, and repertories available in various fields and levels of dance education appropriate to the teaching
specialization.

NASD 3e Score
The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.

NASD 3f Score
Basic understanding of the principles and methods of developing curricula and the short- and long-term units that comprise them.

Clinical Practice Evaluation # 4

Dance Placements: National Association of Schools of Dance (NASD) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NASD 3g 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.

NASD 5a Score
Students should engage in observation and discussion of field-based teaching/learning experiences in diverse settings.

NASD 5b Score
Students should be provided opportunities for various types of teaching and directed observation throughout the degree program.

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 pro vide 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NASD 5d 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.

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.

Clinical Practice Evaluation # 4

Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NAEYC Standard 1: Promoting Child Development and Learning 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.

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.

Clinical Practice Evaluation # 4

Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families 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.

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.

Clinical Practice Evaluation # 4

Early Childhood Placements: National Association for the Education of Young Children (NAEYC) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NAEYC Standard 6: Becoming a Professional 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.

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).

Clinical Practice Evaluation # 4

Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

CEC Standard 1: Learner Development and Individual Learning Differences 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.

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.

Clinical Practice Evaluation # 4

Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

CEC Standard 3: Curricular Content Knowledge Score
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities.

CEC Standard 4: Assessment Score
Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

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.

Clinical Practice Evaluation # 4

Special Education Placements: Council for Exceptional Children (CEC) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

CEC Standard 6: Professional Learning and Ethical Practice 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.

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.

Clinical Practice Evaluation # 4

Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

ACEI Standard 1: Development, Learning, and Motivation 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.

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.

Clinical Practice Evaluation # 4

Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

ACEI Standard 2.2: Science Score
Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences. Candidates can design and implement age-
appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

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.

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.

Clinical Practice Evaluation # 4

Elementary Placements: Association for Childhood Education International (ACEI) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

ACEI Standard 2.5: The Arts 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.

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.

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.

Clinical Practice Evaluation # 4

ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction Score
Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and
community

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.

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.

Clinical Practice Evaluation # 4

ACEI Standard 3.4: Active Engagement in Learning 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.

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.

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.

Clinical Practice Evaluation # 4

ACEI Standard 5.1: Professional Growth, Reflection And Evaluation 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. Fo r 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

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 1.a. Language as a System 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.

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.

Clinical Practice Evaluation # 4

Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 2. Culture as It Affects Student Learning 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.

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.

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.

Clinical Practice Evaluation # 4

Elementary ESL: Teachers of English to Speakers of Other Languages (TESOL) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction 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.

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.

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.

Clinical Practice Evaluation # 4

Standard 4.c. Classroom-Based Assessment for ESL Score
Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.

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.

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 pro vide 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

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NASM Standard 6 a: General Studies Score
a. Candidates are expected to have the ability to think, speak, and write clearly and effectively.

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.

Clinical Practice Evaluation # 4

Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NASM Standard 6 a: General Studies Score
c. Candidates are expected to have a functional awareness of the differences and commonalities regarding work in artistic, scientific, and humanistic
domains.

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

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.

Clinical Practice Evaluation # 4

Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard B 1: Common Body of Knowledge and Skills – Performance 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.

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.

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.

Clinical Practice Evaluation # 4

Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard B 1: Common Body of Knowledge and Skills – Performance Score
Students must acquire:
e. Keyboard competency.

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.

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.

Clinical Practice Evaluation # 4

Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard B 2: Musicianship Skills and Analysis 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.

Standard B 2: Musicianship Skills and Analysis Score
Students must acquire:
c. The ability to place music in historical, cultural, and stylistic contexts.

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.

Clinical Practice Evaluation # 4

Music Placements: National Association of Schools of Music (NASM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard B 4: History and Repertory 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.).

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.

Clinical Practice Evaluation # 4

Business Placements: National Business Education Association (NBEA) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

Standard 1: Professionalism 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 Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 2: Curriculum Development 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 3: Instruction 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 5: Classroom Environment 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 7: 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 8: 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 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 Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

Standard 10: Score
10.1 Prospective business teachers study a broad range of business content areas including accounting, business law, career development,
communication, computation, economics & personal finance, entrepreneurship, information technology, international business, management, marketing,
and the interrelatedness of business functions.

10.2 Prospective business teachers develop knowledge and competencies in written and oral communication: values, ethics, and social responsibilities;
quantitative skills; contributions of all segments of society; human behavior, cultural differences; and a global perspective.

10.3 Prospective business teachers demonstrate the knowledge and skills in educational foundations, teaching-learning theory, learning styles,
exceptionalities, instructional strategies, assessment techniques, and field experiences to effectively teach business education.

10.4 Prospective business teachers gain real life experience in the application of business knowledge and skills.

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

English Placements: National Council of Teachers of English (NCTE) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NCTE Standard 1: English Language Arts (ELA) Candidate Program Structure Score
Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice
English language arts teachers.

NCTE Standard 2: ELA Candidate Attitudes Score
Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional
organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers.

Clinical Practice Evaluation # 4

English Placements: National Council of Teachers of English (NCTE) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCTE Standard 3: ELA Candidate Knowledge Score
Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media;
technology; and research theory and findings.

NCTE Standard 4: ELA Candidate Pedagogy Score
Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts,
students, and teaching.

Clinical Practice Evaluation # 4

History Placements: National Council for the Social Studies (NCSS) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NCSS Theme 1: Culture and Cultural Diversity Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of culture and cultural diversity.

NCSS Theme 2: Time, Continuity, and Change Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of time, continuity, and change.

Clinical Practice Evaluation # 4

History Placements: National Council for the Social Studies (NCSS) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCSS Theme 3: People, Places, and Environments Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of people, places, and environments.

NCSS Theme 4: Individual Development and Identity Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of individual development and identity.

NCSS Theme 5: Individuals, Groups, and Institutions Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of interactions among individuals, groups, and institutions.

Clinical Practice Evaluation # 4

History Placements: National Council for the Social Studies (NCSS) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCSS Theme 6: Power, Authority, and Governance Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of power, authority, and governance.

NCSS Theme 7: Production, Distribution, and Consumption Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of how people organize for the production, distribution, and consumption of goods and
services.

NCSS Theme 8: Science, Technology, and Society Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of science, technology, and society.

Clinical Practice Evaluation # 4

History Placements: National Council for the Social Studies (NCSS) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCSS Theme 9: Global Connections Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction at the appropriate
school level for the study of global connections and interdependence.

NCSS Theme 10: Civic Ideals and Practices Score
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of civic ideals and practices.

Clinical Practice Evaluation # 4

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NCTM Standard 1: Knowledge of Mathematical Problem Solving Score
Candidates know, understand, and apply the process of mathematical problem solving.

NCTM Standard 2: Knowledge of Reasoning and Proof Score
Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and
inquiry

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 pro vide suggestions
for improvement and the actionable steps for growth. )

Clinical Practice Evaluation # 4

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCTM Standard 3: Knowledge of Mathematical Communication Score
Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others.

NCTM Standard 4: Knowledge of Mathematical Connections Score
Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.

NCTM Standard 5: Knowledge of Mathematical Representation Score
Candidates use varied representations of mathematical ideas to support and deepen students’ mathematical understanding.

Clinical Practice Evaluation # 4

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCTM Standard 6: Knowledge of Technology Score
Candidates embrace technology as an essential tool for teaching and learning mathematics.

NCTM Standard 7: Dispositions Score
Candidates support a positive disposition toward mathematical processes and mathematical learning.

NCTM Standard 8: Knowledge of Mathematics Pedagogy Score
Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to
mathematics teaching and learning.

Clinical Practice Evaluation # 4

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCTM Standard 9: Knowledge of Number and Operation Score
Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing
numbers, relationships among number and number systems, and meanings of operations.

NCTM Standard 10: Knowledge of Different Perspectives on Algebra Score
Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships,
and the analysis of change.

NCTM Standard 11: Knowledge of Geometries Score
Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their
properties.

Clinical Practice Evaluation # 4

Math Placements: National Council of Teachers of Mathematics (NCTM) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NCTM Standard 12: Knowledge of Calculus Score
Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough
background in the techniques and application of the calculus.

NCTM Standard 13: Knowledge of Discrete Mathematics Score
Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.

NCTM Standard 14: Knowledge of Data Analysis, Statistics, and Probability Score
Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.

NCTM Standard 15: Knowledge of Measurement Score
Candidates apply and use measurement concepts and tools.

Clinical Practice Evaluation # 4

Physical Education Placements: Society of Health and Physical Educators (SHAPE) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

SHAPE: Standard 1 Score
The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

SHAPE: Standard 2 Score
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.

Clinical Practice Evaluation # 4

Physical Education Placements: Society of Health and Physical Educators (SHAPE) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

SHAPE: Standard 3 Score
The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of
physical activity and fitness.

SHAPE: Standard 4 Score
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

SHAPE: Standard 5 Score
The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.

Clinical Practice Evaluation # 4

Science Placements: National Science Teachers Association (NSTA) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NSTA Standard 1: Content Score

Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and
interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations.

NSTA Standard 2: Nature of Science Score
Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to
distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze
assertions made in the name of science.

Clinical Practice Evaluation # 4

Science Placements: National Science Teachers Association (NSTA) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NSTA Standard 3: Inquiry Score
Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific
inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret
data in order to develop concepts and relationships from empirical experiences.

NSTA Standard 4: Issues Score
Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and
technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues
and to assess possible actions and outcomes based upon their goals and values.

NSTA Standard 5: General Skills of Teaching Score
Teachers of science create a community of diverse learners who construct meaning from their science experience and possess a
disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions,
strategies, and methodologies.

Clinical Practice Evaluation # 4

Science Placements: National Science Teachers Association (NSTA) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NSTA Standard 6: Curriculum Score
Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and
recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary
practices and resources into their planning and teaching.

NSTA Standard 7: Science in the Community Score
Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual,
institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or
activities related to locally important issues.

NSTA Standard 8: Assessment Score
Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievement of learners and
facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in
ongoing self-assessment.

Clinical Practice Evaluation # 4

Science Placements: National Science Teachers Association (NSTA) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NSTA Standard 9: Safety and Welfare Score
Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living
things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or
found in the field.

NSTA Standard 10: Professional Growth Score
Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students,
school, community, and profession. They have a desire and disposition for growth and betterment.

Clinical Practice Evaluation # 4

Theatre Placements: National Association of Schools of Theatre (NAST) Scoring Guide
No Evidence

Distinguished
(Usually reserved for master
Teacher Candidates)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
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.

NAST Item 2a: Score
An understanding of child development and the identification and understanding of psychological principles of learning as
these relate to theatre education.

NAST Item 2b: Score
An understanding of the philosophical and social foundation underlying theatre in education and the ability to express a
rationale for personal attitudes and beliefs.

Clinical Practice Evaluation # 4

Theatre Placements: National Association of Schools of Theatre (NAST) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished

0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NAST Item 2c: Score
An ability to assess aptitudes, experiential backgrounds, skills, and interests of individuals and groups of pupils, to devise
learning experiences to meet assessed needs, and to manage classrooms and rehearsals effectively.

NAST Item 2d: Score
Knowledge of current methods and materials available in all fields and levels of theatre education.

NAST Item 2e: Score
An understanding of the principles and methods of developing curricula and the short- and long-term units that comprises
them.

Clinical Practice Evaluation # 4

Theatre Placements: National Association of Schools of Theatre (NAST) Scoring Guide
No Evidence Ineffective Foundational Emerging Proficient Distinguished
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100

NAST Item 2f: Score
An understanding of evaluative techniques and the ability to apply them in assessing both the progress of students and in the
objectives and procedures of the curriculum.

NAST Item 2g: Score
An awareness of the need for continuing study, self-evaluation, and professional growth.

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