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Final Evaluation
(To be placed in student's permanent file)
*To be completed by CT prior to US visit. When US visiLs, all three parties
sign. The final copy will be submitted to Field Services.

will

discuss the evaluation, make rnodifications, agree and

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Student Teacher:
Student Teaching Focus:

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Grade Level:

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School Principal:
Cooperating Teacher:
Chaminade University Supervisor:
Chaminade Field Services Director:

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Student demonstqates with quality or provirles evirlerice of perforrnance profitiiency 75 - 94Yo of the time
Student.demonstrstes with quelity or pruvides evidence of performance proficiency 957, qr more of the time

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Standard # I : Leamer DeveloPment


The teacher understands how learners grow and develop, recognizing that patterns oflearning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
irnplements developmentally appropriate and challenging leaming experiences

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The teacher regularly assesses individual and

p.rfor.ance in- order to design and modiS


instruction to meet learners' needs in each area of

development (cognitive, linguistic, social, emotional,

and physical) and scaffolds the lext level of


development.

creates

teacher
-p\=-rn.
al,protpriate instruction that takes into

account

individual learners' strengths, interests, and needs and


that enables each
learner to advance and accelerate his/her leaming.

with

how leaming occurs-

how to use instructional sfiategies that promote student


learning.

lvl fir.

developmentally

teacher collaborates

M fn" teacher understands

how leamers construct knowledge, acquire skills, and


develop disciplined thinking processes--and knows

families,
-S-rn.
communities, colleagues, and other prof'essionals to
promote leamer growth and development.

teacher understands that each learner's


cognitive, linguistic, social, emotiona[, and physical
development influences learning and knows how to
make instructional decisions that build on learners'
strengths and needs.

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teacher identifies readiness

for

learning,

and understands how development in any one arcamay


affect performance in others.

l|t fn" teacher understands the role of language


and'culture in learning and knows how to modify
instruction to make language comprehensible and
instruction relevant, accessible, and chal lenging.

\i,\ fne

teacher respects learners' differing


strehi,ths and needs and is committed to using this
information to further each leamer's development.

Summary Rating
(Please circle appropriate rating):

Or*OMMOE

rl,[ The teacher is committed to using leamers'


st ehi4trs as a basis for growth, and their
misconceptions as opportunities for leaming.

h fn" teacher takes responsibility for promoting


learners' growth and development.
W\ ri," teacher values the input and contributions
of families, colleagues. and other profbssionals in
understanding and supporting each learner's
development.

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Standard #2 : I-eaming Di l'ferences


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

teacher uses understanding

[,\ fnr

teacher designs, adapts, and. delivers

instruction to address each student's diversdleaming


strengths and needs and creates opportunities for
students to demonstrate their leaming in different
ways.

\f4 fne

and

identifies

and knows how to desig-n instruction that uses each


learner's strengths to promote growth.

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teacher makes appropriate and timely


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provisions (e.g., pacirrg for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students witl particular

teacher understands

difrdrences in approaches to leaming and perfotmance

teacher understands students with

exceiltional needs, including those associated with


disabilities and giftedness, and knows how to use
sffategies and resources to address these needs.

teacher knows about second language

leaming differences or needs.

\rn"

tt ff',. teacher designs instruction to build on


leamdrs' prior knowledge and experiences, allowing
leamers to accelerate as they demonstrate their

language acquisition.

to incorporate
to support
resources
and
instructional strategies

acquisition processes and knows how

understandings,

\h\ ffr" teacher understands that leamers bring


assets for learning based on their individual

teacher brings multiple perspectives to the


discussion of content, including attention to leamers'

experiences, abilities, talents, prior learning, and peer


and social group interactions, as well as language,
culture, family, and community values.

Jrn.

personal, family, and community experiences and


cultural norms, including Native Hawaiian history and
culture.

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teacher incorporates tools

of

language

d.*lop*"nt into planning and instruction, including


strategies for making content accessible to English
language learners and for evaluating and suppoming
their development of English proficiency'
I

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The teacher accesses resources, supports, and

speciatirea assistance and services to meet particular


leaming differences or needs.

t{ The teacher knows how to access information


uUo* ttre values of diverse cultures and communities
and how to incorporate leamers' experiences, culfures,
and community resources into instruction'

['1

The teacher believes that alt {earners can


achieve at high levels and persists in helping each
learner reach his/her full potential.

teacher respects leamers as individuals


personal and family backgrounds and
various skills, abilities, perspectives, talents, and

-l{-rn"
with differing
interests.

Summary Rating
(Please circle appropriate rating):

Or*0"Orvr$,

fl The teacher makes learners feel valued and


ffitt e, learn to value each other.
\ lr" teacher values diverse languages and
dialdcts and seeks to integrate them into his/her
insh'uctional practice to engage students in learning.

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Standard #3 : Learning Environments


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

!t{ ,n.

teacher collaborates with leamers, families,


and bolleagues to build a safe, positive learning climate
of openness, mutual respect, support, and inquiry.

ff,.

\t

q The teacher- understands the relationship


Cd* motivation fid .rgug.rent and knows how to
design leaming experiences using strategies that build
learner self-direction and ownership of leaming.

teacher develops leaming experiences that


in collaborative and self-directed
leaming and that extend learner interaction with ideas
and people locally and globallY.

lllf, fne teacher knows how to help learners work


probuctively and cooperatively with each other to

\Jt The teacher collaborates with leamers and


*ffiret to develop shared values and expectations
for respectful interactions, rigorous academic

-[-rn.
learhers to establish and monitor elements of a safe and

enlage learners

achieve learning goals.

teacher knows how

to collaborate with

productive leaming environment including norrns,

discussions, and individual and group responsibility for


quality work.

expectations, routines, and organizational strucfures'

It fne teacher manages the learning environment


to 'hctively and equitably engage learners by

can

tu{ ff,e teacher understands how leamer diversity


I affect communication and knows how to

communicate effectively in differing environments.

organizing, allocating, and coordinating the resources

oftime, space, and learners' attention.

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teacher uses a variety of methods to engage

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teacher knows how to use technologies and

how'to guide learners to apply them in appropriate,


safe, and effective ways.

in evaluating the learning environment and


collaborates with leamers to make appropriate
learders

adjustments.

h4

V\ ff",. teacher

communicates verbally and

nonv&bally in ways that demonstrate respect for and


responsiveness to the cultural backgrounds and
differing perspectives learners bring to the learning
environment.

rne teacher promotes responsible leamer use of


interlctive technologies to extend the possibilities for

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leaming locally and globally.

\\ ff',. teacher intentionally builds learner


capabity to collaborate in face-to-face and virtual
environments through applying effective interpersonal
communication skills.

Summary Rating

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22

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teacher

is

to working with
and communities to

committed

establish positive and supportive

leaming

environments.

|ld fne teacher values the role of learners in


prorhoting each other's learning and recognizes the
importance of peer relationships in establishing a
climate of leaming.
h4 rn.

teacher is committed to supporting learners


in decision making, engage in

as they participate

exploration and invention, work collaboratively and


independently, and engage in purposeful learning.
\trltt

(Please circle appropriate rating):

fn.

learnUrs, colleagues, families,

The teacher seeks

comnlunication among
community.

Iy'\ The teacher

all

to

foster respectful
of the leaming

members

is a thoughtful ald

responsive

listenbr and observer.

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Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures ofthe discipline(s) he or she teaches and creates
learning experiences that make these aspects of the discipline accessible and meaningful for leamers to assure mastery of the
content.

\,,\ The teacher effectively uses

multiple

,edre\entations and explanations that capture key ideas in


the discipline, guide leamers through leaming progressions,
and promote each leamer's achievement of content
standards.

[\ rn" teacher

understands

major

concepts,

assrlmptions, debates, processes of inquiry, and ways of


knowing thfare central to the discipline(s) s/he teaches.

\d ff," teacher understands

common misconceptions in
to guide leamers to
understanding.
accurate conceptual

learhing the discipline and how

\\ tn. teacher engages students in learning


expeiiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse
perspectives so that they mastef the content'

\\ tf," teacher knows and uses the academic


of ttle discipline and knows how to make

it

language

accessible to

learners.

teacher engages leamers in applying methods


of inquiry and standards of evidence used in the discipline.

-\{-rn.

M ffr.

teacher stimulates leamer reflection on prior

coitbnt knowledge, links new concepts to familiar


concepts, and makes connections to learners' experiences.

tN ,n" teacher recognizes leamer misconceptions


with

in

The teacher knows how to integrate culturally


content to build on leamers' background

..iE[Et

knowledge.

h[ The teacher has a deep


ArT"t standards and leaming

knowledge of student
progressions in the

discipline(s) s/he teaches.

learning, and

creates
discif line that
experiences to build accurate conceptual understanding.

interfere

\til fne teacher evaluates and modifies instructional


and curriculum materials for their

resdulces

comprchensiveness, accuracy for representing particular


concepts in the discipline, and appropriateness for his/her
learners.

teacher uses supplementary iesources and


techdologies effectively to erisure accessibility and
relevance for all learners.

teacher creates oppornrnities

for

analysis of these perspectives.

students to

learn] practice, and master academic language

in

their

content.

district-based

The teacher recognizes the potential

his/tEi representation

of bias in

of the disciptine and seeks to

appropriately address problems of bias.

rlrh The teacher accesses school and/or


restir}'ces

teacher appreciates multiple perspectives


with\n the discipline and facilitates learners' critical

{rn.

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h fn" teacher realizes that content knowledge is not a


fixed body of facts but is complex, culturally situated, and
ever evolving. S/ire keeps abreast of new ideas and
understandings in the field.

tn"

teacher

learner's mastery

is committed to work toward

of

to evaluate the learner's content knowledge in

their primary language.

Summary Rating
(Please circle appropriate rating):

Or*CoS*O,
23

lIlage

each

disciplinary content and skills.

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Standard #5: Application of Content


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

t
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v\ ttr" teacher develops and implements projects that
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t -

-,guidb learners in analyzing the complexities of an issue- or


question using perspectives from varied disciplines and
cross-disciplinary skills (e.g., a water quality study that

draws upon biology and chemistry

information and social studies

to look at

to

factual

examine policy

implications).
teacher engages leamers in applying content
to real world problems through the lens of
interdisciplinary themes (e.9., financial literacy,

ff'r"

knowledge

approaches to inquiry, and the strengths and limitations of


addressing problems, issues, and
each approach

in

concems.

t\ The teacher

,f,"

to maximize

content leaming

in varied

contexts,

tn"

teacher engages learners

in questioning

and

ctrattenging assumptions and approaches in order to foster


innovation and problem solving in local and global
contexts.

\,\

rt

how

how

current

weave those themes into meaningful leaming

to

experiences.

n" teacher understands the demands of

teacher facilitates leamers' use of current tools

and resources

understands

themes (e.g., civic literacy, health literacy,


global awareness) connect to the core subjects and knows

environmental literacy).

relates

intt-irciptirury

of knowing in
to other disciplinary

teacher understands the ways

-Krn,
his/her discipline, how it

\ Th. teacher develops learners' communication


itt, in disciplinary and interdisciplinary contexts by

creating meaningful opportunities to employ a variety of


forms of communication that address varied audiences and
purposes.

accessing

-\\
and n\anaging information as well as how to evaluate issues
of ethics and quality related to information and its use,

M ff," teacher understands how to use digital and


interaCtive technologies for efficiently and effectively
achieving specific leaming goals.
teacher understands critical thinking processes
to help leamers develop high level
questioning skills to promote their independent leaming.

\n.

and linows how

teacher understands communication modes and


skills\as vehicles for learning (e,g., information gatheling
and processing) across disciplines as well as vehicles for

\tn"

expressing learning.

\ ti," teacher engages learners in generating and


watuoTlng new ideas and novel approaches, seeking
inventive solutions to problems, and developing original
work.
\M ff," teacher facilitates leamers'

ability to develop

diverse social and cultural perspectives that expand their


understanding of local and global issues and create novel

M fn.

teacher understands creative thinking processes


and tiow to engage learners in producing original work.
t

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teacher knows where and how

to

access

,esourcbs to build global awareness and understanding, and


how to integrate them into the cuniculum.

approaches to solving problems.

teacher develops and implements supports for


learnei I iteracy development across content areas.

]\ffr.

Wl ff,.

teacher

is

discillinary knowledge

constantly exploring how to use


to address local and global

as a lens

lssues.

Summary Rating
(Please circle appropriate rating):

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{Lt rn" teacher values knowledge outside hisAter own


contdnt area and how such knowledge enhances student
leaming.

fi,"

teacher values flexible learning environments


learn er exp I orati on, d iscovery, and
urage
thatGil-c
expression across content axeas.
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Standard #6: Assessment


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

of types and

teacher understands the range

-[-rn.
multiple purposes of assessment and how to design, adapt
teacher balances the use of formative and
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summative assessment as appropriate to support, verify,

or select appropriate assessments to address specific

and document learning.

sources

,r"

teacher a.r,*r, assessments that match learning


oUiectives with assessment methods and minimizes sources
ofbias that can distort assessment results,

U\ The teacher works

learning goals and individual differences, and to minimize

to

ofbias.
The teacher knows how

to

analyze assessment data

understand patterns and gaps

planning and instruction, and

in leaming, to

to provide

guide
meaningful

feedback to all learners.

independently

and

colj-aboratively to examine test and other performance data


to understand each learner's progress and to guide

knows when and how


leaniers in analyzing their own assessment
-[-rr,"'r.acher

to

engage

results and in

planning.

helping to set goals for their own learning.

The teacher engages learners in understanding and


identi$,ing quality work and provides them with effective
descriptive feedback to guide their progress toward that
work.

\ The teacher understands the positive impact of


descriptive feedback for leamers and knows a
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variety of strategies for communicating this feedback.

hJ\

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The teacher engages leamers in multiple ways

demonstrating knowledge and skill

as part of

of

the

assessment process.

teacher models and structures processes that


guide learners in examining their own thinking and leaming
as well as the performance of others.

Arn"

fne

teacher effectively uses multiple and


of assessment data to identify each
student's leaming needs and to develop differentiated
Wl

appiolriate types

learning experiences.
lu14 ri,. teacher prepares all learners for the demands of
partictrlar assessment formats and makes appropriate

in

assessments

accommodations
especially for learners

or

testing conditions,

with disabilities and

language

learning needs.

ff,"

teacher continually seeks appropriate ways to

emfloy technology to support assessment practice both to


engage learners more fully and to assess and address
learner needs.

Yt rn" teacher understands

the differences between


of assessment and
applications
tbrmltive and summative
knows how and when to use each.

25lIlilge,

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I tte teacher knows when and how


repoil leamer progress against standards,

to

evaluate and

\ ,fr. teacher understands how to prepare leamers for


asses\ments and how to make accommodations in
assessments and testing conditions, especially for learners
with disabilities and language learning needs'
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teacher

adivbly in

is committed to engaging

assessment processes and

learners

to developing

each

learner's capacity to review and communicate about their


own progress and learning.

Wt

,n"

teacher takes responsibility

for

aligning

instrJction and assessment with leaming goals.

\Q fn" teacher is committed to providing timely and


effective descriptive feedback to learners on their progress,

\fir fne teacher is committed to using multiple types of


assds\ment processes to support, verifr, and document
learning.

h ,n"

teacher is committed to making


in assessments and testing conditions,
for leamers with disabilities and language

accofimodations

especially

leaming needs.

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rcacher is committed to the ethical use of


h-;"
vanous assessments and assessment data to identi$ leamer
strengths and needs to promote learner growth.

Summary Rating
(Please circle appropriate rating)

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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, iurriculum, cross-discipiinary skills, and pedagogy, as well as knowledge of learners and the community context.

The teacher individually and collaboratively selects


andFreates leaming experiences thal are appropriate for
curriculum goals and content standards, and are relevant

to learners.

[\

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teacher plans how

to achieve each student's

leariing goals, choosing appropriate strategies

teacher develops appropriate sequencing of

learning experiences and provides multiple ways to


deryonstrate knowledge and skill.
teacher plans for instruction based on formative
assessment data, prior learner knowledge,
and learner interest.

fn.

Eacher plans collaboratively with professionals

w[o-Fave specialized expertise (e.g., special

purposefully in applying content knowledge.

teacher understands learning theory, human


diversity, and individual differences

-h-tn.
develbpment, cultural

and how these impact ongoing planning.

${ m" teacher understands


indivldual leamers and how

the strengths and needs of

to plan instruction that is

responsive to these strengths and needs.

and slmmative
-\r*

teacher understands content and content

M The teacher understands how integrating cross


dililplinary skills in instruction engages leamers

and

accommodations, resources, and materials to differentiate


inslruction for individuals and groups of learners.

\rn.

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standards and how these are organized in the curriculum.

educators,

related service providers, language learning specialists,


librarians, media specialists) to design and jointly deliver as
appropriate leaming experiences to meet unique leaming
needs.

\fA fir. teacher evaluates plans in relation to short- and


long-Iange goals and systematically adjusts plans to meet
each student's leaming needs and enhance learning.

$ ffr.

teacher knows

range

of

evidence-based

instrubtional strategies, resources, and technological tools


and how to use them effectively to plan instruction that
meets diverse learning needs.

l\ fn. teacher knows when and how to adjust plans


basedon assessment information and learner responses.
ll

t\ rire teacher knows when and how to access

r"sorr"er and collaborate with others to support

student

learning (e.g., special educators, related service providers,


language learner specialists, librarians, media specialists,
community organ izations).

teacher respects leamers' diverse strengths and


needs and is committed to using this information to plan

\rr.

effective instruction.

\'l

Summary Rating
(Please circle appropriate rating) :

Or*Sod*C,

Y\ fne teacher values planning as a collegial activity


that takes into consideration the input of leamers,
colleagues, families, and the larger community.

\h ,n.

teacher takes professional responsibility to use

sholt- and long-term planning as a means of

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changing circumstances.

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assuring

stqdent learning.
fhe teacher believes that plans must always be open
to adjustment and revision based on learner needs and

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Standard #8: Instnrctional Strategies


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

,f,.

teacher uses appropriate strategies and

resolrrces to adapt instruction


and groups oflearners.

to the needs of individuals

$A fn" teacher continuously

monitors student learning,

instruction in response to student learning needs'


teacher collaborates with leamers to design and

imitAment relevant leaming experiences, identi$ their


strengths, and access family and community resources to
develop their areas of interest.

\lil The teacher varies his/her role in the instructional


p.otc\ss (e.g., instructor, facilitator, coach, audience) in
relatidn to the content and purposes of instruction and the
needs of learners.
\ ff,"

teacher provides multiple models and


represAntations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety
of products and performances.

\{
hiffi

The teacher

orde,

engages

questioning

ht fne

teacher understands the cognitive processes


of leaming (e.g., critical and
creative thinking, problem framing arrd problem solving,
assdciated with various kinds

englges leamers in assessing their progress, and adjusts

\t\ fn.

of

all learners in developing


skills and meta-cognitive

invention, memorization and recall)

and how

these

processes can be stimulated.

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teacher knows how

to apply a

range of

deve\opmentally, culturally, and linguistically appropriate


insffuctional strategies to achieve learning goals.

teacher knows when and how to use


appr{priate strategies to differentiate instruction and
engage all leamers in complex thinking and meaningful

I{ ff,"

tasks.

til fne teacher understands how multiple forms of


com{runication (oral, written, nonverbal, digital, visual)
conudy ideas, foster self expression, and build
rel4tionships.

\ ,n" teacher

knows how to use a wide variety of

il*u.cer, including human and technological, to

engage

students in learning.

{rn.

processes.

\ ,rr" teaiher engages leamers in using a range of


learning skills and technology tools to access, interpret,

teacher understands how content and skill


development can be suppor-ted by media and technology
and knows how to evaluate these resources for quality,
accuracy, and effectiveness.

evaluate, and apply information,


nA
tv The teacher uses a variety of instructional strategies

to support and expand leamers' communication

through
speaking, listening, reading, writing, and other modes.

T\ ffte teacher asks questions to stimulate discussion

that' sbrves different purposes (e.g., probing for learner


understanding, helping learners articulate their ideas and
thinking processes, stimulating curiosity, and helping
learners to question).

Summary Rating
(Please circle appropriate rating):

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1fu4 The teacher is committed to deepening awareness


ardlunderstanding the strengths and needs of diverse
learners when planning and adjusting instruction.

h fn"

teacher values the variety

of

ways

people

comlnunicate and encourages learners to develop and use


multiple forms of communication.
The teacher is committed to exploring how the use of new
and emerging technologies can support and promote
student leaming.

t\

fn" teacher values flexibility and reciprocity in the


teaching process as necessary for adapting instruction to
learner responses, ideas, and needs.

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Ilil-ASC Stnndarsls

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Stanrlard #9: Prolessional Learning and Ethical Practice

practice, particularly the


The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/trer
and adapts practice
communiU)'
the
and
professionals,
(leamers,
other
families,
effects of his/tririhoi.es ino iciions on others
to meetthe needs ofeach learner'

f,l fne teacher knows how to use learner data to


anhfize practice and differentiate instruction
rn.

T{

teacher engages

in tngoing

learning

oplortunities to develop knowledge and skills in order


to provide all learners with engaging curriculum and
leaming experiences based on local and state standards'

ri The teacher

engages

in

meaningful

and

apfli[priate professional leaming experiences aligned


his,4rer own needs and the needs of the leamers,

with

school, and system.

Indeoendentlv and in collaboration with


coil.Fguer,'the teacher uses a variety of data (e.g',
systematic observation, information about learners,

research) to evaluate the outcomes of teaching and


learning and to adapt planning and practice'

accordingly.
I

$[

fne

teacher understands how personal identity,

wbrldriew, and prior experience affect perceptions

and

expbctations, and recognizes

bias

how they may

behaviors and interactions with others.

T$ fne

teacher understands laws related to

learders' rights and teacher responsibilities (e.g., for


educitional equity, appropriate education for learners
with disabilities, confidentiality, privacy, appropriate
treatment of learners, reporting in situations related to
possible child abuse).

\\

fne

teacher knows how to build and implement

a pl'a[ for professional growth directly aligned with

teacher actively seeks professional,


comr\unity, and technological resources, within and
outside the school, as supports for analysis, reflection,

his/he| needs as a growing professional using feedback

and problem solving.

priorities.

\ ,n.

from teacher evaluations and observations, data on


learner performance, and school- and system-wide

,n. teacher reflects on his/her personal biases


accesses resources to deepen his4rer own
understanding of cultural, ethnic, gender, and learning
differences to build stronger relationships and create
and

more relevant learning experiences.

W\

The teacher advocates, models, and teaches


rafel-l"gat, and ethical use of information and
technologr including appropriate documentation of
sources and respect for others in the use of social
media.

\t ff,.

teacher

for

takes responsibility

student

learnrhg and uses ongoing analysis and reflection to


improve planning and practice'

M The

teacher

is

committed

to

deepening

own frames of reference (e'g',


culfurre, gender, language, abilities, ways of knowing),
the potential biases in these frames, and their impact on
expectations for and relationships with leamers and

un$Ftanalng of

his,rher

their families.

{ ,n. teacher understands and knows how to use


of self-assessment and problem-solving
u lili"tv
strategies lo analyze and reflect on his/her practice and
to plan for adaptations/adjustments.

V{ rn" teacher sees himlherself as a leatner,


cont\nuously seeking opportunities to draw upon
current education policy and research as sources of
analysis and reflection to improve practice'

,r" teacher understands

the expectations ofthe


including codes of ethics, professional
standards ofpractice, and relevant law and policy.

proGiio,
Summary Rating
(Please circle appropriate rating):

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1'ASC Stsndtrds

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Standard # l0: l-eadership and Clollatroration


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

\r'A The
ilfffiionut

an active role on the


team. giving and receiving feedback on
practice, exarnining learner r,vork, analyzing data
from multiple sources, and sharing responsibility for
decision making and accountability foL each student's
learning.

\r\ fne

teacher takes

teacher works

with other school

pio\lessionals to plan and.iointly facilitate leaming on


how to meet diverse needs oflearners.

M Thc tcacher engages collaboratively in the


..t',nf,t-r"ia. eftbrt to build a shared vision and
supporlive culture. identiiy common goals, and
monitor and evaluate progress toward those goals.

ir.

teacher works collaboratively with

to

establish mutual
thcir families
expectations and ongoing communication to support
leamel development and achievement.
learners and

Working with school colleagues. the teacher


brtlfr- ongoing collnections ',,"ith community
resources to enhance studcnt learning and well being.

kl 'rn. teacher takes on leadership roles at the


school, district, state. and/or national level and
advocates for learners, the school, the communitl,,
and the profession.

h4 The

teacher understands schools as


within a historical, cultural. political,
and social context and knows how to work r.r'ith

*fini^tion,

others across the system to support learners.

l^l

|f n. teacher understands that alignment of


family, school, and community spheres of influence
enhances student learning and that discontinuity in
I

these spheres

of influence interf'eres with learning.

\{ tn. teacher knows how to work with other


adults and has developed skills in Qollaborative
interaction appropriate for both face-to-face and
virtual contexts.

ril
tr

The teacher knows how to contribute to

common culture that supports high expectations fbr


student learning.

\1'\

\The

teacher engages in professional learning.


contributes to the knowledge and skill of others. and

works collaboratively

to

advance

prot'essional

plactice.

h'l The teacher actively

shares responsibility for

rflupi-rU and supporting the rnission of his/her school


as one ofadvocacy for learners and accountability for

their success.

{rn.

teachel uses technological tools an<l a


varieiy of communication strategies to build local and
global learning communities that engage learners,
families, and colleagues.

\\ 'l'he teacher uses and generates rneaningful


rcscalch on cducalion issues and policics.
,.t
The teacher seeks appropriate opportunities to

\'\

ildal-

effective practice

for

colleagues,

to tead

profbssional learning activities, and to sen,e in other


leadership loles.

Ltn.

teacher respects families' beiiefs. norms.


and expectations and seeks to work collaboratively
rvith learners and lamilies in setting and meeting
challenging goals.

\ ,n. teacher takes initiative to grow and


o.rJE-p with colleagues through interactions that
enhance practice and support student learning.

The teacher takes

responsibility

contlibuting to and advancing the profcssion.

fn. teacher aclvocates meeting the needs of


ledrnLrs, to strengthen the learning environment, and
to enact systenr change.

$\

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i-{

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{' Sl*nilnr"iis

for

F"n

m l*gS g

# f Y.,* rsBtY
I,t

fn.

teacher embraces

the challenge of

continuous improvement and change.

Summary Rating
@lease circle appropriate rating)

0r*ffod*C,

31

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IN'l-ASC Standards

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Final Summarv Recommendation

Cooperating Teacher:

t/

Studcnt has providcd quality evidence and

demonstrated the skill sets, knowledge and


dispositions to meet or exceed all the teacher

performance standards.

Student has NOT provided quality evidence

*d/o. ,l.ronttrated

the skill sets, knowledge and


dispositions to n'leet or exceed all the teacher
performance standards.

-?t f

fiorv:--'r@rufin
CT Final Summary Rating

University Supervisor:

}/

Stud.nt has provided qualitl' evidence and


demonstrated the skill sets, knowledge and
dispositions to meet or exceed all the teacher

perfbmance standards.

Student has NOT provided quality evidence


and/oi?.rlonttmted the skill sets, knowledge and
dispositions 10 meet or exceed all the teacher
performance standards.

of University Supervisor / Date

US Final Summary Rating

Signature of Student Teacher i Date

Isr.l

U{rr,rieli

Signature of Field Services Director / Date

t, Borbit

Print 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 files prior to submitting to Field Services.

33

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