Clinical Practice Resources

College of Education

Clinical Practice Resources

Lesson Plan Template Forms

EEI Lesson Plan Template- The Elements of Effective Instruction (EEI) template is based on Madeline Hunter's seven step process intended for students to experience the elements of a lesson plan to achieve the desired result of the stated objectives and standards.

SIOP Lesson Plan Template- The Sheltered Instruction Observation Protocol (SIOP) template is a research-based format of instruction for English learners. The components are designed for learners to gain academic knowledge as they develop English language proficiency.

UbD Lesson Plan Template- The Understanding by Design (UbD) template, created by Grant Wiggins and Jay McTighe, offers a planning process and structure to guide curriculum, assessment and instruction. The foundations of this framework are a focus on teaching and assessment with backward design.

Video Recording Permission Request
Video Recording Permission Request - Spanish Version
The Video Recording Permission Request letter and permission form is intended for use in Field Experience or the Clinical Experience. It is the teacher candidate's responsibility to distribute the following Video Recording Permission Request and Form to the parents of each student in the clinical classroom. Even if the school already has video permission forms on file, the GCU teacher candidate must collect the Video Recording Permission Form from each student in the class. If there are any students who have not returned the completed form by the day of the lesson recording, it is mandatory that those students be placed in another classroom where they will not be subject to recording. The teacher candidate must make arrangements for such students in advance. Upon collection of the Permission Forms, the teacher candidate will scan and upload the pages into a data file on his/her computer where they are easily accessible for later reference or retrieval if needed.

IEP Meeting Observation Parent Consent Form
IEP Meeting Observation Parent Consent Form - Spanish Version
The IEP Meeting Observation Parent Consent letter and consent form is intended for use in Field Experience or the Clinical Experience. It is the teacher candidate's responsibility to distribute the following IEP Meeting Observation Parent Consent Form to the parents of the student whose IEP meeting you would like to observe. The GCU student teacher must collect the IEP Observation Permission Form from the parent prior to any observation in the IEP meeting. If there are any additional student's IEP meetings you would like to observe, a form must be collected from each parent. One form is needed for each observation. If the form has not been completed by the day of the IEP meeting, the teacher candidate may not attend the IEP meeting. Upon collection of the IEP Meeting Observation Parent Consent Form, the teacher candidate will scan and upload the pages into a data file on his/her computer where they are easily accessible for later reference or retrieval if needed.

Cooperating Teacher Formative Feedback Form
The Cooperating Teacher Formative Feedback Form is intended for use by a cooperating teacher to observe a student teacher at various points in the placement experience. The purpose of these formative assessments is to enhance the candidate's skills, offering constructive feedback and developing future goals. It will be important that feelings and perceptions are shared between the cooperating teacher and student teacher to allow for professional growth and development of the teacher candidate. The observations of the cooperating teacher will be very valuable when collaborating with the faculty supervisor on a score for the evaluation forms (Site Visit 1-4). If the candidate is not making sufficient progress with performance or dispositions, the cooperating teacher will collaborate with the faculty supervisor and contact the Field Experience Specialist to implement a Corrective Action Plan.

The Collaborative Observation
The Collaborative Observation is a process between the GCU supervisor and cooperating teacher to collaboratively reflect on the Teacher Candidate's performance. The GCU supervisor will make a minimum of 4 site visits, using the appropriate evaluation instrument on each site visit to evaluate the student teacher. The participants will work together to effectively produce a final score using the Evaluation Instruments. To complete the Collaborative Observation, the GCU supervisor and mentor must both have a copy of the Teacher Candidate Collaborative Evaluation Instrument Site Visit #1, and #2, #3 and #4.
Teacher Candidate Collaborative Evaluation Instrument: Site Visit #1

Teacher Candidate Collaborative Evaluation Instrument: Site Visit #2, #3
Teacher Candidate Collaborative Evaluation Instrument: Site Visit #4

GCU Teacher Candidate Progress Form
The GCU Teacher Candidate Progress Form has been designed as an informal assessment tool for mentoring and coaching. The cooperating teacher will utilize this on a regular basis to identify areas of strength as well as opportunities for growth in lesson planning, instruction and assessment.

Clinical Practice Activity Log
Teacher candidates are expected to record a weekly summary of their teaching activities and contact hours. The Cooperating Teacher must initial this log weekly for approval. Completed and signed copies of the card for each eight week session must be given to the Faculty Supervisor to submit with the 2nd and 4th site evaluation. Students are encouraged to keep a copy for professional records.

Student Teaching (Clinical Practice) Cancellation Form
The student must contact the Teacher Education Specialist immediately if there is a need to cancel, postpone or make changes in the placement. Requests for a change in student teaching (clinical practice) status must be made, in writing, with the submission of the Cancellation Form.

Special Education Disability Category Verification
The cooperating teacher will complete the Special Education Disability Category Verification when agreeing to host a student teacher placed in a Special Education classroom. The cooperating teacher will document the number of students who will be in the classroom full-time who meet each disability category outlined in the table. Once completed, this form will be returned to the Field Experience Specialist.

Practicum/Field Experience Observation and Activity Log
Education Administration/Ed Leadership Practicum Observation Activity Log
Teacher candidates are required to log the practicum/field experience hours on the Practicum/Field Experience Observation and Activity Log and submit to their instructor, along with other benchmark assessment or signature assignment documentation as outlined in each course syllabus.