Guided Clinical Experience Worksheet
Your program requires three Guided Clinical experiences that will require you to teach at least two
lessons to a small or whole group. For each of these lessons, the clinical experience teacher at your
placement site will use the Guided Clinical experience Rubric to evaluate your performance on the pre-
assessment, instruction, post-assessment, and reflection of the lesson. Refer to the Guided Clinical
Experience resources in your Teacher Education Handbook for further information on how to submit the
rubric to your clinical experience teacher.
Follow the instructions below to ensure you complete all necessary components of the Guided Clinical
experience.
Site Demographics
Complete the following information about the school and class demographics at your placement site:
1. Type of school (public/charter/private) Public
2. School diversity (predominant demographics, specialized populations served) B- 12%, W- 59%, H-
20% Total minority enrollment is 43%, and economically disadvantaged is 22% (Great
Schools, 2019).
3. Title I school? (Y/N) No
4. Content area and grade level Magnet school focused on five specialized art areas achieved
through extra coursework after academics are completed: visual, communications, theater,
dance, and music. The grade levels are 9-12th grades.
Student diversity in class (special education, remedial education, English language learners, gifted
and talented, ethnic or cultural) AP and advanced classes are offered to students who are
performing above average to attenuate college cost and time and also provide proper
engagement. Test scores for low income students at this school are “far above the state
average for all students” (Great Schools, 2019). The school is actively closing the achievement
gap. Special education opportunities are offered through ESY, or Extended School Year
Services. Students with disabilities outperformed others on meeting their IEP goals (39% v.
21% state average).
Describe how this information will influence your approach to teaching this group of students. This
population of students would best benefit from challenging course material. Disciplinary issues,
especially school-based violence and malfeasance/underperformance will be non-existent and will
probably be centered around minor infractions such as cell phone use, inattention, and talking.
Being saturated with arts enrichment, STEAM integration is not crucial, but may aid in
engagement. Students would probably benefit from group learning opportunities, guest speakers,
career guidance and contacts, and hands-on experiments and experiences such as constructing
photovoltaic cells or having a mathematics competition. Informal assessment can be gauged by
engagement and formal assessment could be achieved through written tests with differential
allowances for ELL and those living with disabilities.
Guided Clinical Experience
Complete the following steps and observations. Write your responses on a separate document and
submit the file along with your Lesson Plan Template to your course instructor.
Copyright© 2018 by University of Phoenix. All rights reserved.
, Guided Clinical experience Worksheet
Page 2 of 6
Great Schools. (2019). Equity. Retrieved on July 5, 2019, from
https://www.greatschools.org/florida/west-palm-beach/2315-Alexander-W-Dreyfoos-Junior-
School-Of-The-Arts/
Part 1: Pre-Assessment (Domain 1)
1. Pre-assess students – Speak to your clinical experience teacher and select one of the following:
o Create and administer a pre-assessment
o Administer a teacher-prepared pre-assessment
o Observe a teacher administering a pre-assessment
o Collect pre-assessment data from your clinical experience teacher
2. What assessment was used? Describe the assessment, detailing why it was chosen and how it aligns
with the content area standard(s), lesson learning goal(s), and objective(s).
Data was used from the school year (collected from CE teacher) to determine basic
understanding of chemistry and its applications. This data set will be used to scaffold for a
more “fun” summer experience.
3. How did you or the teacher score the assessment?
The assessment was graded on a scale of 0-100, and consisted of basic concepts such as
properties of matter, atoms, molecules, acids and bases, laboratory safety, and real world
application.
4. What does the data tell you?
o What were the students’ key areas of opportunities and strengths?
o How can these data inform your future instruction?
o Provide a graphic representation of the results.
Students outperformed other schools at their grade level, with a mean of 80% for an
advanced science course. Many of the students expressed interest in taking AP
mathematics and science classes. These results inform instruction because the material
should be challenging yet grade appropriate. Teachers should be comfortable giving
mixed format assessments, offering challenging laboratory work, and creating
workstations and group opportunities to encourage collaboration. Volunteers from the
aging community (Palm Beach County) may find working with these students attractive if
they have worked in aeronautics, chemistry, biology, or medicine.
Copyright© 2018 by University of Phoenix. All rights reserved.
Your program requires three Guided Clinical experiences that will require you to teach at least two
lessons to a small or whole group. For each of these lessons, the clinical experience teacher at your
placement site will use the Guided Clinical experience Rubric to evaluate your performance on the pre-
assessment, instruction, post-assessment, and reflection of the lesson. Refer to the Guided Clinical
Experience resources in your Teacher Education Handbook for further information on how to submit the
rubric to your clinical experience teacher.
Follow the instructions below to ensure you complete all necessary components of the Guided Clinical
experience.
Site Demographics
Complete the following information about the school and class demographics at your placement site:
1. Type of school (public/charter/private) Public
2. School diversity (predominant demographics, specialized populations served) B- 12%, W- 59%, H-
20% Total minority enrollment is 43%, and economically disadvantaged is 22% (Great
Schools, 2019).
3. Title I school? (Y/N) No
4. Content area and grade level Magnet school focused on five specialized art areas achieved
through extra coursework after academics are completed: visual, communications, theater,
dance, and music. The grade levels are 9-12th grades.
Student diversity in class (special education, remedial education, English language learners, gifted
and talented, ethnic or cultural) AP and advanced classes are offered to students who are
performing above average to attenuate college cost and time and also provide proper
engagement. Test scores for low income students at this school are “far above the state
average for all students” (Great Schools, 2019). The school is actively closing the achievement
gap. Special education opportunities are offered through ESY, or Extended School Year
Services. Students with disabilities outperformed others on meeting their IEP goals (39% v.
21% state average).
Describe how this information will influence your approach to teaching this group of students. This
population of students would best benefit from challenging course material. Disciplinary issues,
especially school-based violence and malfeasance/underperformance will be non-existent and will
probably be centered around minor infractions such as cell phone use, inattention, and talking.
Being saturated with arts enrichment, STEAM integration is not crucial, but may aid in
engagement. Students would probably benefit from group learning opportunities, guest speakers,
career guidance and contacts, and hands-on experiments and experiences such as constructing
photovoltaic cells or having a mathematics competition. Informal assessment can be gauged by
engagement and formal assessment could be achieved through written tests with differential
allowances for ELL and those living with disabilities.
Guided Clinical Experience
Complete the following steps and observations. Write your responses on a separate document and
submit the file along with your Lesson Plan Template to your course instructor.
Copyright© 2018 by University of Phoenix. All rights reserved.
, Guided Clinical experience Worksheet
Page 2 of 6
Great Schools. (2019). Equity. Retrieved on July 5, 2019, from
https://www.greatschools.org/florida/west-palm-beach/2315-Alexander-W-Dreyfoos-Junior-
School-Of-The-Arts/
Part 1: Pre-Assessment (Domain 1)
1. Pre-assess students – Speak to your clinical experience teacher and select one of the following:
o Create and administer a pre-assessment
o Administer a teacher-prepared pre-assessment
o Observe a teacher administering a pre-assessment
o Collect pre-assessment data from your clinical experience teacher
2. What assessment was used? Describe the assessment, detailing why it was chosen and how it aligns
with the content area standard(s), lesson learning goal(s), and objective(s).
Data was used from the school year (collected from CE teacher) to determine basic
understanding of chemistry and its applications. This data set will be used to scaffold for a
more “fun” summer experience.
3. How did you or the teacher score the assessment?
The assessment was graded on a scale of 0-100, and consisted of basic concepts such as
properties of matter, atoms, molecules, acids and bases, laboratory safety, and real world
application.
4. What does the data tell you?
o What were the students’ key areas of opportunities and strengths?
o How can these data inform your future instruction?
o Provide a graphic representation of the results.
Students outperformed other schools at their grade level, with a mean of 80% for an
advanced science course. Many of the students expressed interest in taking AP
mathematics and science classes. These results inform instruction because the material
should be challenging yet grade appropriate. Teachers should be comfortable giving
mixed format assessments, offering challenging laboratory work, and creating
workstations and group opportunities to encourage collaboration. Volunteers from the
aging community (Palm Beach County) may find working with these students attractive if
they have worked in aeronautics, chemistry, biology, or medicine.
Copyright© 2018 by University of Phoenix. All rights reserved.
