Fall 2018 - Student Teaching Candidate Evaluation

= Response is required

Directions
The UHWO Division of Education is deeply appreciative of your continued support of our K-12 teacher education program. Your
willingness to mentor our teacher candidates has made it possible for us to work collaboratively in preparing highly quali ed teachers.

We ask that you complete this evaluation form based on your experiences mentoring the teacher candidate placed in your classroom
during the semester. Please consider the candidate's teaching, impact on student learning, interactions with students, families, and
other school staff, professionalism, and any other school-related experiences that took place.

Using the standards-based* scale, rate the Teacher Candidate’s knowledge, skills, and dispositions as exhibited during the semester.
Provide evidence for your ratings, as appropriate.

0 = unacceptable, 1 = acceptable, 2 = target, N/A = not applicable

Once complete and submitted, please share your nal evaluation with your teacher candidate and with the university supervisor. It is
helpful to use the evaluation form as a re ective tool throughout the semester.

*To assist in your ratings and evidence citing, please see the following link for a detailed overview of the Hawai‘i Teacher Standards
Board/InTASC standards and benchmarks:

Interstate Teacher Assessment Support Consortium (InTASC) Standards

https://www.ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learning-progressions-teachers-10

Should you have questions, please feel free to contact me at jonathan.schwartz@hawaii.edu

Teacher Candidate's Name:

Rosemarie Luna

School:

August Ahrens Elementary School

Mentor Teacher's Name:

Shane Ige

University Supervisor's Name:

Dr. Hayes

Year

2018

Semester

Fall

Grade:

InTASC Standard I: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences
 InTASC Progression 1: The teacher uses their understanding of how learners grow and develop (in cognitive,
linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and
challenging learning experiences.

Target (2): The teacher candidate 1) applies their understanding of child and adolescent development to engage
learners in developmentally appropriate lessons that capitalize on student interests and motivate learning; 2)
utilizes a variety of resources, within a balanced approach that both supports and challenges learners to reach
their fullest potential.

Evidence:

Rosemarie took into consideration the students, linguistic needs by ensuring she makes accommodations such as 1)
sat EL students near English pro cient students, and 2) used a variety of multi-sensory strategies such as gestures,
photos, and hands-on activities. She was also mindful of the student's cognitive, social and emotional areas and
designed her lessons in a manner where students are supported, through scaffolding, all while keeping in mind that
challenge is important.

InTASC Standard 2: Learner Differences

The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC Progression 2: The teacher uses their understanding of learners’ commonalities and individual
differences within and across diverse communities to design inclusive learning experiences that enable each
learner to meet high standards.

Target (2): The teacher candidate demonstrates a re ned understanding of culturally and linguistically diverse
learners, as well as those with exceptional needs, by implementing strategies, perspectives, and interventions that
target individual learner needs, in support of successful academic achievement.

Evidence:

Rosemarie is mindful that all learners learn differently and used differentiated strategies to help students develop
the skills that they need to be successful. For example, when she identi ed students that needed intervention on
regrouping, she used base-ten blocks in a small group to show students concretely how 1-ten is equivalent to 10-
ones.

InTASC Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning,
and that encourage positive social interaction, active engagement in learning, and self motivation.

InTASC Progression 3.1: The teacher collaborates with others to build a positive learning climate marked by
respect, rigor, and responsibility.

Target (2): The teacher candidate not only collaborates with others, but also models respectful interactions and
guides the development of classroom norms and values by encouraging discussion and individual acceptance of
responsibility for quality work.

Evidence:

Rosemarie maintained a safe learning environment by consistently reinforcing classroom expectations. For example,
when correcting students she would refer to class and school-wide behavioral expectations. She also maintained a
good rapport with the students and took the time to get to know their academic and personal background. Finally,
she encouraged student collaboration during appropriate times in her lesson (i.e. T-P-S, and group project/science
investigations).

InTASC Progression 3.2: The teacher candidate manages the learning environment to engage learners actively.

Target (2): The teacher candidate’s classroom management effectively promotes independent learning, decision-
making, problem solving, and exploration through guided identi cation and access to resources; collaborations
with learners lead to responsible use of interactive technologies that give way to local and global learning
opportunities.
 Evidence:

Rosemarie is developing her toolkit of classroom management strategies. Throughout the semester she showed
growth in the area of time management as transitions became more uent and the lesson ow were well thought out.
She also made intentional decisions to ensure that lessons were aligned and targeted to the standard.

InTASC Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates
learning
experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

InTASC Progression 4.1: The teacher candidate understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches.

Target (2): The teacher candidate continuously improves upon and maintains currency in their knowledge of the
disciplines, taking into consideration diverse perspectives while engaging learners in understanding, questioning,
and analyzing ideas.

Evidence:

Rosemarie is knowledgeable in the content area she is teaching and uses appropriate academic and domain-speci c
language with the students. She is a self-directed learner and takes the time to learn more about a subject/content
area she may be unfamiliar with. She collaborates with her mentor teacher (me), other grade-level colleagues, and
peers to identify a variety of tools and strategies she can use in the classroom. For example, during data teams,
Rosemarie openly shared instructional strategies with other teachers and took their feedback. She uses this
feedback to re ne her instruction while addressing the learners needs.

InTASC Progression 4.2: The teacher candidate creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.

Target (2): The teacher candidate stimulates critical thinking and re ection on the relationships among prior
knowledge and new content area ideas and concepts; they scaffold all learners’ use of academic language to
engage in explanation, analysis, and synthesis of ideas.

Evidence:

Rosemarie has engaged students in creative and critical thinking lessons and projects. A great example was her mini
project on volcanoes. After she taught students about the layers of the earth and the different types of volcanoes,
students then researched their assigned volcano, created an informative keynote presentation and
developed/designed a three-dimensional model of their volcano.

InTASC Standard 5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

InTASC Progression 5.1: The teacher candidate connects concepts, perspectives from varied disciplines, and
interdisciplinary themes to real world problems and issues

Acceptable (1): The teacher candidate 1) enables learners to see disciplinary relationships by making connections
between and among content areas across the curriculum; 2) engages learners in the application of content
knowledge and skills in authentic settings.

Evidence:

Rosemarie made an effort to connect the content being learned to other subject areas. She also ensured the students
knew the importance of what they are learning.

InTASC Progression 5.2: The teacher engages learners in critical thinking, creativity, collaboration, and
communication to address authentic local and global issues.

Acceptable (1): The teacher candidate designs and implements content area lesson plans that enable learners to
engage in critical and creative thinking and problem solving, in the context of local and global issues; methods and
 materials allow learners to demonstrate their understandings in personalized ways, such as through art, music,
dance, and metaphor.

Evidence:

While learning about fast processes that change the surface of the Earth, speci cally volcanic activity, Rosemarie
made connections to the local events that were occuring on Hawaii island. She made learning relevant by talking
about volcanoes in our backyard, and used this concurring event to engage the students. She then had student do a
volcano research project to wrap up the unit.

InTASC Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teacher’s and learner’s decision making.

InTASC Progression 6.1: The teacher uses, designs or adapts multiple methods of assessment to document,
monitor, and support learner progress appropriate for learning goals and objectives.

Target (2): The teacher candidate has a deep understanding of how assessment data can be used to maximize
students’ knowledge, critical thinking, and problem solving skills that are re ected in lesson plan objectives; given
the opportunity to collaborate with others, data is used to advocate for instructional strategies that positively
affect learner progress.

Evidence:

Rosemarie participated during our school's data teams. Using data from formative and summative assessments, she
was able to identify instructional strategies that had a positive impact and areas that she needed more growth in. For
example, Rosemarie was able to identify that students struggled with word problems, but most were able to do
standard operations. Using this understanding, she determined that consistent practice, reinforcement of the
problem-solving steps, and focusing on developing the context of the problems were important for students to be
able to successfully solve it.

InTASC Progression 6.2: The teacher uses assessment to engage learners in their own growth.

Acceptable (1): The teacher candidate provides feedback to learners that enables them to understand their
strengths, to address their needs, and to monitor their progress through additional practice.

Evidence:

Rosemarie provided students with timely feedback on their assignments. For math, she used a comprehensive
grading sheet, that separated the standards and learning targets. Students were able to use these assessment sheets
to identify strengths and area for growth.

InTASC Progression 6.3: The teacher implements assessments in an ethical manner and minimizes bias to
enable learners to display the full extent of their learning.

Target (2): The teacher candidate prepares learners for the content and cognitive demands of assessment,
advocates for learners in need of format modi cations or adaptations, modi es testing conditions appropriately
so that all learners can succeed.

Evidence:

Rosemarie used formative assessments to help guide her instruction so students can succeed on the summative
assessments. Her assessment formats were simple and clear. She even created clear rubrics so students knew exactly
how and what they were being graded on.

InTASC Standard 7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge
of learners and the community context.

InTASC Progression 7.1: The teacher selects, creates, and sequences learning experiences and performance
tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-
disciplinary skills.
 Target (2): The teacher candidate 1) anticipates and plans for learner misconceptions, as well as differentiated
instruction; 2) allows time to work with learners in need of prerequisite skills; 3) provides learners with
performance task options to achieve lesson plan goals and objectives.

Evidence:

Rosemarie was always prepared and her lesson plans were well thought out. She anticipated misconceptions that
students may come across and was able to differentiate her instruction on the spot. During one of her lessons, she
knew that students may have dif culty understanding some vocabulary words. In response to this, she ensured that
she explained what the word meant and provided visual aids to help the student build background on the word.

InTASC Progression 7.2: The teacher plans instruction based on information from formative and summative
assessments as well as other sources and systematically adjusts plans to meet each student’s learning needs.

Acceptable (1): The teacher candidate plans instruction that is informed by summative and formative data that is
accessible to them; utilizes appropriate ability grouping, in order to support learner needs.

Evidence:

Rosemarie, uses both formative and summative assessment data to guide her instruction. If she notices that students
are having dif culty with a certain concept, she is quick to provide more instructional practice. She is also exible
and can adjust her lessons on the spot when students are confused.

InTASC Progression 7.3: The teacher plans instruction by collaborating with colleagues, specialists, community
resources, families and learners to meet individual learning needs.

Target (2): The teacher candidate reaches beyond the classroom to identify resources and utilize interventions
that will assist in differentiated instruction, in order to meet the needs of all learners.

Evidence:

Rosemarie utilizes resources beyond the curriculum and creates her own materials (when appropriate) to help
enhance student learning. She is good at using the curriculum as a resource rather than a program. It is evident that
she is applying what she has learned at the university, and from her observation/participation experience to enhance
her craft of teaching.

InTASC Standard 8: Instructional Practice

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in meaningful ways.

InTASC Progression 8.1: The teacher understands and uses a variety of instructional strategies and makes
learning accessible to all learners.

Acceptable (1): The teacher candidate 1) uses instructional strategies that are clearly linked to lesson objectives
and content standards; employs visuals (e.g., graphic organizers) to assist learner understanding of objectives; 2)
supports the acquisition of academic vocabularies in response to the needs of language learners.

Evidence:

Rosemarie uses many types of instructional practices to meet the needs of all students. She uses the I do, We do, You
do model, guided reading, Thinking Maps, Think-alouds, and multi-sensory instruction, to name a few. She is mindful
of what type of instructional strategies she is utlizing and is intentional.

InTASC Progression 8.2: The teacher encourages learners to develop deep understanding of content areas,
makes connections across content, and applies content knowledge in meaningful ways.

Acceptable (1): The teacher candidate assists learners in the discovery of new content knowledge through a range
of resources, including technology; asks questions that stimulate critical and creative thinking about the source
reliability of content area information; teaches learners to use nonlinguistic representations (e.g., concept maps)
to articulate newly learned content area concepts and academic vocabulary.

Evidence:
Rosemarie does a good job building background knowledge for the students so they are able to access the new
content. She used questioning strategies to get students to think, and also used Thinking Map to help students
organize their ideas and thoughts.

InTASC Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and
the community), and adapts practice to meet the needs of each learner.

InTASC Progression 9.1: The teacher engages in continuous professional learning to more effectively meet the
needs of each learner.

Target (2): The teacher candidate 1) actively seeks professional development opportunities in support of
professional interests and goals; 2) completes the professional processes and activities required by the State of
Hawai‘i to be recommended for a teaching license in their chosen discipline(s).

Evidence:

Rosemarie has a growth mindset and is always willing to learn more. She attended many professional development
sessions to enhance her practices. Some of the professional development sessions she attended were: data analysis,
small group instruction, narrative writing, number sense, and Thinking Maps.

InTASC Progression 9.2: The teacher uses evidence to continually evaluate the effects of his/her decisions on
others and adapts professional practices to better meet learners’ needs.

Target (2): The teacher candidate collaborates with mentor teacher and/or supervisors to synthesize and analyze
learner data, in efforts to improve planning and instructional practices that target learners’ needs.

Evidence:

After formative assessment checks, Rosemarie collaborates with me [mentor teacher] to develop ideas on what went
well and what could be worked on. She is adaptable and can make quick changes in her instruction to target the
learners' needs. She is thoughtful on her re ections and is able to identify areas of strengths and areas for growth.

InTASC Progression 9.3: The teacher practices the profession in an ethical manner.

Target (2): The teacher candidate 1) understands how their identity affects perceptions and biases and re ects on
the fairness and equity of their decisions; 2) seeks resources to deepen their understanding of cultural, ethnic,
gender, and learning differences.

Evidence:

Rosemarie is always professional and treats all students with equity. She comes to school on time, is prepared, ready
to learn, and willing to try new things. She understood that some students needed more supports and differntiation
to reach their goals.

InTASC Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning,
to collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.

InTASC Progression 10.1: The teacher collaborates with learners, families, colleagues, other school
professionals, and community members to ensure learner growth.

Target (2): The teacher candidate, in collaboration with learners, families, mentor teachers, and other school
professionals, celebrates student learning by showcasing learner work in both physical and virtual formats.

Evidence:

Rosemarie is professional and is consistently on-time, prepared, and ready for instruction. She attended all faculty
meetings, and articulations well-prepared and with an open mind. Finally, she communicates well with her mentor
teacher and accepts feedback. She embraces challenges and mistakes as an opportunity to learn.
 InTASC Progression 10.2: The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning and to advance the profession.

Target (2): The teacher candidate engages in action research that provides evidence of effective teaching and
positive impact on student learning; results are shared within the school, as well as the professional community at
large.

Evidence:

Rosemarie would try research based instructional strategies and was not afraid to share out during our data team
process how her instruction went.

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Please contact jonathan.schwartz@hawaii.edu if you have any questions regarding this

evaluation.