—— Chaminade University Final Evaluation (Tae placed in student's permanent He) Tobe comple by CT poe tS vi When US tl de prey wil sce he vlan make modfowon, sre ad ‘The copy il ean Ftd Sein ‘Student Teacher Di_PEazes 4} Student Teaching Focus: ear) School: Grade Level: 4 Address: Phone Ne: _133- YU $$O Classroom Type #oftudent'® 2D. Te eve Sel, Scho! Pisiat: tt Cooperating Teacher: val (Chaminade University Supervisor lh han— ‘Chaminsde Field Services Director: Kathleen Nishimura ' Direstions: Pease evaluate the student tencher's performance in each bor using the following key i (DM) -Developing: (A) Approaching (M)~Meets;__(E) =Exceeds, | Deveoping (Da, | Approuenog A) | Mees o, | exceeds (©) ‘Summary Rating: The summary rating should be the average of the scores for each subheading. 1[Page O16 - 2017 CUH—— Chaminade University Standerd #1: Leamer Development ‘The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within an seress the cognitive, linguist, sola, entional, and physial aren, and de 1d Implements developmentally appropriate and challenging learning experiences, ‘The teacher uses understanding of ndividuel diferences and diverse cultures and communes o ensure inclusive learning environments tht enable each learner 19 meet high standards, M\ drawing on hiser understanding of eid and adolescent development the acer ebsrves ese, noting anges and paters in learners across arex of development, and secke resources, including fom famlicy and colleges, to ade teaching. (17 94) The teacher actively seeks ou informaton about learner interes inorder to engage learners in developmentally ppropiate leering experences, (16) The teacher engages lees in # varity oflaring experiences to capalizeon szenghs end build ares of evelopmene tha are weaker (1 Summary Rating (Please circle appropriate rating): Standard #2: Learning Differences ‘The teacher ues understanding of individual diferences and diverse eultures and commune to ensure Incisive learning envicomments that cuable car learer to mer high sendrds,, ‘The teacher uses understanding of learners‘ commonalities and indvidual differences within and across diverse communities 1 design luv learning experiences thai enable each leaner to meet high stander. M prawn gon hidher understating of second language scpision,exzepiona net and ene’ ‘ckground lnow/eige, the teacher observes individual and groups of learners to dently specific neds and rerponds ‘with individualized support, flexible grouping, and varied learning experiences I: 2b; 2e; 2 2,26 24; 2h 2, 28) Recognising how diverse lemers process information and develop skis, the teacher incorporates multiple pproches to learning that engage a range of learner preferences, (23; 2g; 2h; 2m; 89) W8|Page 2016 = 2017 CnnChaminade University MA ins trmnicn tame’ ngugepoiecy ll, etc acne os of ne ‘evipment int pine end insiutnn, nekign segs for mating conten nd meadene language SSE ngtbcsy Sete enmes and for ering ted spyoring English engage tere cecopment of Enlh protec (22g 2 3, 289). “The techerncudes multe perepctves in the presentation and discussion of content that ince ‘Gch eame's person, amy, commanity, and call experiences and nor, including Native Havaion istry and cule. 2 24; 2 2k; 2m) DM rue texcheraptes nerentins, modifetions, sad sccommodaionsbued on TEs, ial eqaements seeking avin ad suppor fom specialized suppor sa and fais. 2) IFSP, SOs and oer MA he teaches fotos a proces, ein by& solo dic fr deiying aed dentin ener neds Gea Repencewnervenio) and Sma ere poses: 22) ‘Summary Rating (Please circle appropriate rating): Standard #3: Learning Environments “The teacher works with others to create environments that support individual and cllaborative learning, and ‘that encourage postive social ineracton, active engagement in learning, ant sei motivation ‘The teacher collaborates with other to bud aportiv learning elinate marked by respect rigor, and responsi. ‘The teacher te expectations for the leaming environment appropriate to schoolistrict policies end ‘omminictes expecations clearly families. 3h) ‘The teacher arcs explicit expctions for «safe, pote leing envionment icing nem for ‘havior hat cud Tempe fr hen ar well a seponibly fr preeeon and compition af work Se evelops puro ones tht sepa these norms.) Etre tacher communis very nd novel in way tat demonstate respect fo each ee. (33) 1M ‘tre teacher promote retpontible lermer use of interactive techoologies to extend the possiblities for learning. ibealyand gobaly IM tye acer isa esgosve and supporiv ins, sig tesla agus and ering epectves Tees ring me and esr ening none 19 [Page 2016 - 2017 CUHChaminade University ‘The teacher manages the learning environment to engoge learners actively M the texchr manages the laming eavicament, organ, allocating and cotinting esouces (eg, in, ‘spe, materala) to promote leamer engagement aid minimize las of instrctional ime (80) Ee ect vis eins ste nove whole group small cup ad invidul work, 1 devel ange faerie G9) M_treteacer provide oppor fo ames to use intrcivetchslopes esponsily. 3g; 3) Summary Rating (Please circle appropriate rating): DM A E ‘Standard #4: Content Knowledge ‘The teacher understands the cera concepts, tools of lnquly, and structures of the disciplines) he or she feaches and ‘creates lenning experiences that make these aspects ofthe discipline accesible and meaningful for learners to assure mastery ofthe eontent The teacher understands the coral concep, tol of inguiry, and sruture ofthe dcipine() he or she teaches. Me sec: snnty and ftectiey communicates concept, proces and nwa in he diping and wee ‘Toeabuiny an academic language that cet comes nd sppopiae fr leaner (th 3). ‘The teacher draws upon hsher inital knowledge of common misconeepion in the content arcs, uses availabe ‘routes to adress them, and consults with colleagues On How to ancipate lamers 2eed for explanations and expenences that rate accurate understanding inthe content are. ek; fr, 94) ‘The teacher creates learning experiences that make the dsclpline accessible and meaningfl for learners tassure mastery of the content. Ere teacher ses lip representations and explanation that cape Key ies inthe an progressions, nd promote each learers achievement of conten sanded (4; 44 ‘The teacher engages leamers in applying methods of inquiry ute in the discipline. (4c) 20|Page 2016 - 2017 CUMChaminade Uni teacher links new concepts to fami conceps snd helps learners se them in connection 1th prior experiences wae W\ re teacher ads and provides oporunie for leares to undentnd eademic language and fo use vocabulary to ngage in and express content eanng. (45 3h 4) E the wcrc wi ter eds mike sede ngage acai o lea wih fe Hingis Beso ‘Summary Rating (Please circle appropriate rating): ‘Standard #5: Application of Content ‘The teacher understands how to connect concepts and use differing perspectives to engage learners in eral thinking, ‘reat, and collaborative problem solving flated fo authentic local and global issues, ‘The teacher comects cence, perspectives frm varies disciplines, and Inerlscipinary themes fo real world problens and Moe tacer hele eer se eltionsip ees ditilins by making comentons between cucu mater ina igi ren and ete pespcives fom ante cntent sea areas. (35). “The techer engages lamers in applying content knowledge and skills inauthentic contexts. (Sb) ‘The teacher engages lewrers in rica thinking, creativiy, collaboration, and communication to addres authentic acl and slob issues tne teacher engages lesmers in leasing and applying the cris thinking skills used inthe content area(s. S/he Fvodces ter to hinds ot pec ox nus wane Yt content ress) wel as the ual cote br tone ‘ewes. (54:58 50) tue teacher enzagesleamers in developing literacy and communication sills that suppor leering inthe content Byes). Sie hes than recognize the dsiplinary expeetations fr reading diffrent types of text and for wong in specie Contes for trgete purposes andr aolences ad provides racic in both, (Se, Sh 5 Bh) E The teacher provides opportunites for lene to demonstrate their understanding in unique ways, such as model ‘making, visual osraton and meaphor. (5h) N\ te teacher ies learers in gxhering, organizing and evaluating information and ideas from digit and other ‘esowreas and from dierent perspectives. (Se 5: Sk: 51) [Page 2016 - 2017 CUHChaminade University Meee sre interactions tong ees nd wth eal and obec sper and deepen ering. (5) ‘Summary Rating (Please cicle appropriate rating) meewor: Standard #6: Assessment “The teacher understands and uses multiple methods of asessment to engage learners in their ow growth o monitor learner progres, and to gulde the teacher's und learner's delslon making. The teacher uses. designs ar adapts muliple methods of assesment to document. monitor, ond suppor learner progress appropriate for learning goals and objectives M_rhe teacher uses, designs or aap vay ofelsoom fomative ates, maleing the metho wih he pe of ieaming objective. (6; 6 6; 6 6) The teacher uses data from muhipl types of assessments to draw conclusions abot leaner progress toward leaming ‘jects tht lead to standards and uses this analysis to guide instruction to mest leamer neds, She heeps digital andlor oie ‘cords o support hisher analysis and reporting of leamer progres. 6; 66 6 60, 0), ‘The teacher participates in eolaial conversations to improve individual and collective instructional practice based on Tamnaive and summative assessment dal (2) ‘The teacher uses assessment fo engage lanes in ther own growth Fhe acer cans cch lan in exeising semper of guy work on he oe of mim ting vn Sie Froidesienmrwith cies forthe sigment to pis pornos Using thee erase pons ot seng Devoance and offers conse suggestion fr how Io improve het work She snes reson prom oso ech Sern crmininghisher wrk ad making improvement (6 666: 6 €) ‘The teacher makes digital andlor other cord of lamer performance so that whe eas monitor each leer progress w The reacher implements assessments in an erical manner and minimizes bis to enable learners to depy the fl extent of their learning. MA the teacher mtches leaming goals with classroom assesment methods and gives lamers multiple practices ‘esgements to promote grout, (85; 6) 6k) “The teacher engages in ebial patie of formal and informal assessment implementing various kinds f assessments in ihe ways they were intended to be ued nd socuraely interpreting the reeults (6; k, 6) 2/Poge 2016 ~ 2017 CUHChaminade University the tscherimplaments required secommodations in assessments nd testing contions for leamers with disabilies id Tgunge learning needs. (Gi; 6k: 6:6) The teacher sitfereniates assessments which may include providing more challenging leering goals for eames who ‘re advanced seadecaly. (68) ‘Summary Rating (Please circle appropriate rating): ‘Standard #7: Planning for Instruct "The teacher plans instruction thet supports every sudant in mating rigorou learning goels hy drawing pon knowledge of content areas curriculum, erose-dislplinary sks, and pedagogy as wells knowledge of earaers andthe ‘community context The teacher selects, creates, and sequences lomnng experincesaxd performance tasks that support learners in meeting ‘rigorous curiculum goals based on content standards and erost-iplnary sil, E.The teacher uses the provided curriculum materials and content standards 1 identify measurable leaning objectives ‘used on target knowledge and skis. (7; 7s) ‘Erne teacher pans and sequences common leering experienccs and perfomance tasks linked to the leasing objectives, ada content relevant eames. (8; 7; 78) Eric teacher identifies leamers who need edition! support andlor sccleraton and designs leaning experiences to ‘ippon thei prowess. (i 7 7p) IM rr tescher integrates technology resources int astrectona plans (Tk; Ti 80; 8) ‘The teacher plans instructional based on information from formative and summative assesimens as well as other sources and _uteratialy adjust plano meet each student's learning needs TC rv gn ineson sing frmnive so ene et om iim treo ofp pecomane pater wih wha che Lao abut leno, indung developer ve peeing, ania (1,76) TE the teacher uses data fom formative assessments to identify adjustments in planning. (78; 170) E_thetechridenies eres whim eng anc ned and runs hem fr atonal suppor. (15 7:70) [Page 2016 - 2017 CUHChaminade University ‘The teacher plans insracin by collaborating with eolengues, specials, community resources. families and lear o meet india earning nee. The teacher uses lamer performance dala and hisher knowledge of leamers to identify leavers who need significant Inferention to suppor or advance leaming. Sf seeks asistance fom colleagues and speciaists to ideny resources ond refine plans fo moe lamer needs. (7; Te; 7) LM te teacher wes da on leaner petormance overtime to inform planning, making ajusmens fr recon leering ests (6,79) LA. he teacher use information from informal iterations wit families Yo adjust hisyher ps and to incorporate home ised resources to provde further suppor. (To, 79) ‘Summary Rating (Please citee appropriate rating) om am &) Standard #8: Instructional Strategies ‘The teacher understands and uss variety of fstructions understanding of content areas and thet connection, irategies to encourage learners to develop deep 1d to build skis to apply Knowledge in meaningtel ways. ‘The teacher understands and uses variety of nsructonal strategies and wakes learning acresile al learner the teaser diets seen lear ‘Somat standard. (74) ‘experiences through instractonalsitgies linked 1 learning objectives end {the teacher makes the leering objective) explisit and understandable leaner, proving» varity of gepic ‘raanzers, models, and representation for hei eng. (Be; 8; Sm) M as spprpriate 1 the lxing objective, the teacher prepares lets to as specific contentelated process nd dec anguage. Sih lo incorporates satis wo bulé group wed sil. 4) The teacher analyzes individual earner needs (language, thinking, processing) as well as pattems eros groups of Tearers and uses instructional strategies to respond to those needs (7; 8; Bk; 8p) MA re eaten inary nguge eae int nso, (a) She tescer sects ssn in ideniying general paterns of en oper to sppot language lamers. (Bk im) 24]Page 2016 17 CunChami ade University The fencer nreurnges loners to develo den soderstanding of content areat. makes connections across content, and apples content inledge in mening ways Ete teacher helps eames ue «variety of sources and tools, including technology, to acces information related o an ‘evetonal objective. ‘The bebe students lar to evaluate the trustworthiness of sources and to organize the information ine ‘way tht would be clear to an authentic eudence (8; 8 Bo; 8; 8) E ‘The teacher pores quesions tht elicit leamer thinking about information and concepts in the conten aca es well a Teamer application of erica thinking skills such as inference making, comparing, and contrasting. (Bf 8a: 8q) ‘Erne teacher model the use of nonlngustic representations, concept mapping, an wring 10 show bow leemers can ‘apres their understanding of cntent aes concep and assigns work hat allows the letnas to practice doing so. (Be rm; 8a) © the teacher develope learner” abilties to participate in respectful, consttve discusions of content in smal and ‘whole prop stings. She establishes norms that include thoughtful listening, bildng on one another’ ideas, and questioning fer cannon (8; 8) Summary Rating (Please circle appropriate ratina): Standard #9: Professional Learning and Ethical Pract ‘The teacher engages in ongoing professional learning and uses evidence to continually evaluate hisher practice, particulary the effects of hither choles and actions on others earners, families, other professionals, and the ‘community) and adapts practice to meet the needs ofeach learner. ‘The teacher engages in continuous professional learning to more effectively mee the needs ofeach learner. S me washer engin srr inv! aed poup ote eins eppananies to vet om Gen oe tress inprovement seeds adi ble inert foveal lame wth caning cal nd lamin expec S99 1, 100) _E The teacher completes profesional learning processes and activites reqied by the sate in order to mest Teenie requirements (8b 9; 9n; 9; 10) [the teacher acively seeks profesional, community, and technological resources, within and outside the school i sapport for analysis, reflection, and problem solving. (98) 251 . 2016 - 2017 CUHade University Chami ‘The teacher uses evidence (0 continually evlunie the efees of MMe decisions on others and adapts professional ‘Practices 'o beter mae learners needs {C_the teacher cbserves and reflects upon learner response to instruction to identify areas end set goals for proved practice. (7p 9¢; 9:91) TE the teacher os nd eet pon feedback om collegues to ern fama, colleagues snd community member. (5 9,90) 2 effets of hieher action on 1S te teacher gues, symtesizes and anys a variety of data rom sure inside od outside ofthe schoo to dap struction prictices and other profesional behaviors to beter mec lermer’ needs. (9; 9 9g; 9; Sk; 9; x) Te teacher practice the profession in an eical maser Mt teacher in accordance with ea ates of conduct nd profesional standards, (0) Mae teacher cmpis wih ewe nd pice led oles sgh and each responsi. (88) ine echer cess information andes teshnlory in ale legal and eth ways (1990) Mie tescher flows established rules and policies to ensure lemers access information and technology in sae, Tegal and ethical waye, (9) Tthe esr resognizes how hse identity alfets perceptions an bases and elects on the hes and equity ‘Thier deisions. 96, 9) Me tescher cesses resources 10 deepen hsher undertanding ofthe eeu, ethic, gender and Jearing ‘Titers among lenrwers end thee communities (9) “The teacher reflec onthe needs of individu eamers and how well they re being addressed, seeking to build ‘apport forall earners. (0) Summary Rating (Please circle appropriate Bl Pove 2016 ~ 2017 CUChaminade University Standard #10: Leadership and Collaboration “The teacher seeks appropriate leadership roles and opportunities to take responsibility fr student learning ‘allaborate with learners, familes, colleagues, other school proessonas, and community members te ensure learner growth, and to advance the profession, ‘The teacher collaborates wth learners families, colleagues, oter schoo professional, and communi members ensure learner growth E The teacher paicipates on the instructional leas) and uses advice and suppor from colleagues (9 mest the ‘eed al learners (108 10; 102) M Tre teacher paricipates in school-wide efforts to implementa shared vision and contributes to «supportive ‘ular. (105; 106; 10n; 100; 1p; 108) PA the techerelicis informion about leamers and ther experiences from Failies and communities end user ‘Fir ongoing communication to suppor leamer development and growth. (104; 10m; 109) _MA rhe teacher uses technology and other forms of communication to develop collborative relationships with iearer, files, colleagues and the local eommanty (Bh; 10 10g) The teacher seeks appropriate leadership roles and opporauitis to take responsibilty for student learning and 1 ‘advance the profession. E the teacher leas in hither own clasoom,astming esponsibility fr and drecing student eeming town Fah eects. (9) E treteacher makes practice ansparent by shang plans and inviting observation an feedback (10) LWA The teacher works fo improve practice through action researc. (1h) ‘Summary Rating (Please circle appropriate 2 [Page 2016-2017 CUHChaminade University AA final narrative commentary on the student teacher's qualities and cl sroom experiences are to be submitted by the CT. You may submit your letter of recommendation as the final 2aPay 2016 - 7Wai‘alae School Celebrating Childhood JUNA ALVAREZ M.Ed. Grade 4 Teacher Watatae Elementary Public Charter School Phone (8) 73-4000 Fae (89) 733-4008. "witer/nstapam / Facebook @Walae December 2, 2016 ‘Tewhom k may concom: {1am writing this letter of recommendation on behalf of Nicole Yamada. Mrs. Yamada completed iver student teaching at Wafalae Elementary Pubic Charter School in my fouth grade classroom. In addon, Mrs. Yamada has been ®8 subsite teacher in my classroom and is on Wefalae School's “Preferred Subsite List" ‘As her cooperating teacher, | can atest to her hard work and passion inthe classroom. Mrs. Yemada is highly ‘motivated and consistent self rect to improve teaching pracices and techniques. Since string her inlomship, Ms. ‘Yamada nas gone beyond her requirements for her reqtred intemship and elo teaching by fequenty aang eary anc staying late during the School day, ttencing adliional professional development, and volunieeting her time for grade level acti, This shows her commitment and dedication in the classroom. Mrz. Yamada has excllent classroom management sil, She fs exible, well organized, and ete clear behavior ‘expectations, Stents respond positively to her expectations. Her patience allows her to meet students where bey are at while keeping them engaged and on task nile Mrs. Yamada was at Waste, she was able lo become an essential member of cur grade level team, 3s wel asthe schoo! faulty. She regular attended faculty meetings and actively particpated in grade level aiclaion ‘meetings. She also attended professional development sessions including “Balanced Literacy’, “integrated Thematic Unis", and “Crise Intervention.” \Wa'aiae School is common cor aligned and informed. We use NGSS to create integrated thematic unts. Wiaatae isa diverse school and serves a variety of student needs incuting students with IEP’, ELL, socioeconomic reeds, and ited alented, and, we are an inclusion school and use inclusive pracoes, Mrs, Yamada also had the unique ‘opportunity tobe in a double classroom co-teacing dlassfoom. She taught ny homeroom cass of 22 students and al times, a total of 44 students, when we would teach coteach both classrooms. nadtion, Mrs. Yamada was introduced 0 ‘and practiced "Whole Brain Teaching" wii the classroom. ‘Again, give Mrs. Yamada my highest of recommendations. My observation of her i she isa commited educator who truly cares about teaching the whole child. Please fe! fee to contact me f you have any questionsjoeul2 saints? 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AES ApChaminade University ‘Final Summary Recommendation ‘Cooperating Teaches Wy Sventaprtat ty ences Ste NOT pv atone seems etl ad armed ea ee Sr war ceed eer esteem onda omens tn CT Final Summary Rating University Supervisor: p Suen is provided quay evideee and eee Serr repli maar reat myn Sa iereioree aes ee one %, akeberb Ate ol ee Wefe dn Signature of Student Teacher (Pate le fanmade Priot name of Student Teacher ‘Student is responsible for submitting the ORIGINAL copy of this form to Field Services immediately {following the Final Evaluation Meeting with ST, CT and US. Student should make a copy for his/her personal fles prior to submitting to Field Services, 29|Page 2010 ~ 2017 Cun