STUDENT TEACHING

Evaluation of Teacher Candidate by Mentor Teacher

Teacher Candidate's Name: Maryloise Date: 11/7

School: Grade:

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

InTASC Standard 1: Learner Development

The Teacher Candidate 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.

0 1 X 2

Comments: The lesson was very appropriate for the grade level and
development of the students. The content knowledge was academic
and somewhat difficult for the students to grasp and apply. Candidate
shows a good understanding of student learning and could articulate
specific parts of the concepts that students were struggling with.
During the lesson she was able to identify struggling students and
target specific help to them.

InTASC Standard 2. Learner Differences

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

0 1 X 2

Comments: The candidate acknowledge student differences and

builds them into her lesson. In her lesson plan she states that she will
use “ a multisensory form during instruction”. The bartering activity
was intended to be a hands-on experience in which students were
able to actively engage in the bartering process that would have been
part of the ancient Ahupua`a.

InTASC Standard 3. Learning Environments

The Teacher Candidate 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.

0 1 2 X
 Comments: An excellent learning environment. Students were
moving around the classroom and actively bartering with their
classmates to get the materials they needed. Students were enjoying
the activity and, as would be expected, the noise in the classroom
elevated. This was a sign of active engagement in the activity. When
the candidate wanted the students’ attention she got it from everyone
before moving on.

InTASC Standard 4. Content Knowledge

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

0 1 2 X

Comments: This was a good use of content knowledge. The students

were learning social studies and studying the Ahupua`a system of
ancient Hawai`i. The students were using academic language such
as bartering and ahupua`a during the experience. The content was
accurate and interesting to the students.

Reading, Writing, and Oral Language — Candidates demonstrate a high level of competence in 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.

0 1 X 2

Comments: This assignment involved reading, writing and oral

language use as they engaged in the bartering activity. This
especially included interactions between students as they bartered
for their needed materials. After the experiential part of the lesson
she revisited the details of the lesson with a focus on the use of
appropriate academic language.

I would encourage the use of conversation/discussion as a way of

deepening the use of oral language in such lesson
Science —
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.

0 1 2

Comments:

Mathematics —
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.

0 1 2

Comments:

Social Studies — 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 students’ abilities to make informed decisions as citizens of a
culturally diverse democratic society and interdependent world.

0 1 X 2

Comments: The candidate was using key social studies concepts in

the students’ participation in the Ahupua`a system bartering activity.
The idea was to understand how the culture of ancient Hawai`i
operated as a functional social system. The focus was on employing
key social studies concepts, ideas and language to understand how a
social group functions.

InTASC Standard 5. Application of Content

The Teacher Candidate 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.
 0 1 X 2

Comments: The students had been studying the Ahupua`a system of

ancient Hawaii. The bartering activity was intended to illustrate how,
in this system, the residents were able to specialize in their work but
still be able to get all of the things they needed for them and their
society to function. This is an accurate and appropriate application of
key social studies ideas and concepts.

InTASC Standard 6. Assessment

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

0 1 2 X

Comments: The candidate created and used methods for collecting

information from the students that illustrated their understanding of
the activity and content knowledge. Students were then required to
fill out a reflection form in which they had to assess their bartering
activities. This was used to assess the student’s understanding of
the material. The candidate also circulated within the students
during the bartering activity in an effort to understand how students
engaged with the academic content of the lesson. In our
conversation after the lesson she was able to articulate where
students understood the material but specific elements where they
needed more work.

InTASC Standard 7. Planning for Instruction

The Teacher Candidate 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.

0 1 2 X

Comments: The lesson was very well planned and included all of
the key ideas she was going to be teaching. As the lesson started
she had all of her material readily available to distribute to the
students. This included a description of their particular role in the
ahupua`a system and materials with which they were able to barter
with the other students. The bartering was then tracked on a form in
which each student had to negotiate for the materials they needed
to survive

InTASC Standard 8. Instructional Strategies

The Teacher Candidate 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.

0 1 X 2
 Comments: Excellent instructional strategy that actively engaged
students in the key concept of bartering. Students used their
material in the bartering activity to understand they nature and
importance of bartering in the Ahupua’a system. The candidate has
a relaxed and confident stance with the students which allows her to
have good relationships with the students. She is smiling and
enjoying the experience.

While the lesson had some elements of inquiry I would recommend

conducting more lesson which students are asked to conduct some
research on a complex and open ended problem or concept.

InTASC Standard 9. Professional Learning and Ethical Practice

The Teacher Candidate 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.

0 1 X 2

Comments: The candidate was very well planned and prepared for
the lesson. Her interactions with the students were very appropriate
and intended to assist their learning of the material in a focused
manner. Her teaching strategies are research based and the
content was part of the state of Hawai`i learning standards for this
grade level. She is able to keep students focused and engaged in
the very active learning activities she has planned for the students.

InTASC Standard 10. Leadership and Collaboration

The Teacher Candidate 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.

0 1 2 X

Comments: Candidate is in full control of all aspects of the

classroom, as she plans and implements a full day of instruction.
She collaborates with the mentor teacher on managing the
classroom activities during the day.

General comments: Overall a very nicely done lesson. It was an active and engaging learning
experience that was focused on specific academic content. You were able to manage the
student’s behavior so that it was active and engaging as well as focused on the content. The
students were engaged and enjoyed participating in the activity. I would recommend
implementing learning experiences for the students that are more inquiry oriented and that ask
the students to do problem solving and research to answer complex and in-depth questions