You are on page 1of 6

Teacher Candidate ____Donna Soriano________ Semester _Sp.

Mentor Teacher _ Montague__________ Grade K 1 2 3 4 5 6
School ___Nanaikapono_______________ University Supervisor ___Hayes_____
Directions: For each item below, place an X in the box that best describes the teacher
candidate’s skill level. The numbers on the scale apply to the following descriptors:
N- Not Observed 0-Unacceptable 1-Acceptable 2-Target
Please provide evidence in support of ratings in the designated spaces.
HTSB Standard 1: Focuses on the child
ACEI Standard 1: Development, learning, & motivation
The extent to which the teacher candidate:
Nurtures students’ desire to
learn and achieve.
Well planned, interesting and
engaging lesson
Demonstrates concern and
interest by taking time to listen
and respond to students.

Uses student experiences,
interests and real-life situations
in instruction.
Used prism glasses to see the colors
in light. Asked about their
understandings of lights. Used
everyday objects to ask questions
about light.
Uses developmentally
appropriate activities to promote
student success.
“ “
Makes instructional decisions
which consider students’
physical, social, emotional and
cognitive development.
Engaged multiple learning styles.
Presented information, engaged in
hands-on activities, showed a video
(Bill Nye the science guy) on light
and color.
HTSB Standard 2: Creates & maintains a safe and positive learning environment
ACEI Standard 3.4: Active engagement in learning
The extent to which the teacher candidate:
Promotes empathy, compassion,
and mutual respect among

Models a caring attitude and
promotes positive interpersonal
Her style of interaction was
confident and very even. She was
calm throughout the lesson and
presented herself in a professional
and mature manner.
Provides learning experiences
which actively engage students
as individuals and as member of
collaborative groups.
In small groups students conducted
an experiment using a mirror,
flashlight and a tub of water as
model prism. Students filled out a
worksheet on their own, but with
help from the others in group.
Provided students with a number of
different ways to engage with the
lesson material.
HTSB Standard 3: Adapts to learner diversity
ACEI Standard 3.2: Adaptation to diverse students
The extent to which the teacher candidate:
Develops rapport with all
Yes, went around to the small groups
and talked with students. Called on a
number of students when asking
Adapts instruction to students’
differences in development,
learning styles, strengths and

HTSB Standard 4: Fosters effective communication in the learning environment
ACEI Standard 3.5: Communication to foster collaboration
The extent to which the teacher candidate:
Communicates openly with all
students and others working in
the learning environment.
Clear discussion and conversation
with students throughout the lesson
Models and promotes clear and
logical oral and written
expression, using Standard
English or a target language as
Clear directions and definitions for
the science concepts they are
learning. Uses the smartboard to post
definitions, give examples and show
an instructional video.
Engages students in different
modes of communication.
Did whole group questioning and
question asking. Also went around to
small groups as they did their
experiments with the light, mirror
and water. She went around to the
different groups and asked questions
that pushed the students’ learning
and provided clarification.
HTSB Standard 5: Demonstrates knowledge of content
ACEI Curriculum Standards 2.1-2.7: Reading, Writing, Oral Language; Science;
Mathematics; Social Studies; The Arts; Health Education; Physical Education
The extent to which the teacher candidate:
Connects knowledge of content
area(s) to students’ prior
experiences, personal interests
and real-life situations.
To begin lesson she asked students
what they knew about light. Some
responses indicated they had recently
done work on light in other classes.
HTSB Standard 6: Designs and Provides Meaningful Learning Experiences
ACEI Standard 3.1: Integrating and applying knowledge for instruction
The extent to which the teacher candidate:
Plans and implements logical,
sequenced instruction and
continually adjusts plans based
on learner needs.
Introduction and engaging students.
Uses smartboard to give definitions,
Bill Nye video, discussion of what
light is. Maybe spending a little too
much time delivering information.
Get to question asking and support
student dialogue.
Provides learning experiences &
instructional materials that are
developmentally appropriate &
based on desired outcomes,
principles of effective
instruction & curricular goals.
Yes, Bill Nye video, appropriate
questions. Effectively uses repetition
to enhance student understanding. It
is a difficult concept
Incorporates a variety of
appropriate assessment
strategies as an integral part of
instructional planning.
Observations and discussions on
lesson content. Worksheets showed
student understanding of the material
Links concepts and key ideas to
students’ prior experiences and
understandings, using multiple
representations, examples and
Asked students about their
understandings of light and they
brought up past learning experiences.
Employed everyday objects as
examples and for applying their
understandings. Could have done
more to link understandings to their
everyday experiences. But at the end
extended learning with recent
example of blood moon (there was
just one) and a shark in a wave with
a world renown surfer.
Applies concepts that help
students relate learning to
everyday life.
Using everyday materials, such as ice
cube tray, red ball and asks questions
about what color is being absorbed
and what is being reflected by the
object. Used mirror in water as an
example of a prism to disaggregate
the constituent colors of visible light.
Provides challenging learning
experiences which develop
higher order thinking skills.
Asking students questions about
reflection and absorption of colors by
objects. Mirror, water, flashlight
experiment and computer simulation.
Asking higher order open-ended
Engages students in active,
hands-on, creative, open-ended,
problem-based learning
She did provide experiments, but
they were intended to illustrate a
concept, rather than solving an open
ended problem or to get students
engaged in conversations.
Provides opportunities for
students to apply and practice
what is learned.
Ask students about absorption and
reflection of color by objects. Used a
computer simulation in a problem
solving activity using their
information from the lesson.
Uses the school’s current
technologies as tools for
teaching and learning.
Uses smartboard to show video,
provide definitions and examples
HTSB Standard 8: Uses assessment strategies
ACEI Standard 4: Assessment for instruction
The extent to which the teacher candidate:
Evaluates students’
performances and products
objectively and fairly.
Used the worksheets and
observations of student participation.
Asked questions
Uses a variety of appropriate
assessment strategies to enhance
knowledge of learners &
appropriately modifies teaching
& learning strategies.
Worksheets, observations of
activities. Asking questions that
show understanding of key concepts.
HTSB Standard 9: Demonstrates professionalism
ACEI Standard 5.1: Professional growth, reflection, & evaluation
The extent to which the teacher candidate:
Reflects on practices and
monitors own teaching activities
and strategies, making
adjustments to meet learner
Shows a good ability to reflect on
here teaching practice. I believe she
was able to accurately assess her
teaching and provide reasonable
recommendations for improvement
Provides and accepts evaluative
feedback in a professional
We had a good conversation where I
provided critique feedback and
recommendations. She was attentive
and professional throughout,
accepting my recommendations.
Conducts self ethically in
professional matters.

Models ethical behaviors,
including honesty, fairness and
respect for individuals and for

Demonstrated good work habits
including reliability,
punctuality, and follow-through
on commitments.
Lesson began on time and ran the
entire planned time. Kept herself and
students focused. Materials were
ready and at hand.
Participates actively and
responsibly in classroom
activities, as appropriate.

Directions: Please provide your comments regarding the teacher candidate’s areas of strength
and areas to be developed below:
At the beginning of the less S. presented the electromagnetic spectrum, and showed students
where visible light fell on the spectrum. However, she did not show what is on the other ends of
the EM spectrum? Microwave, infrared. Could have a discussion of what these are for and would
give students a more in depth understanding of light and the electromagnetic spectrum. Can
discuss with students what the other ends o these spectrum are used for? Microwave oven,
infrared goggles for seeing at night (Military application)

Areas of strength are:
Very professional poised and well organized. This was a complex lesson with in depth scientific
material and she kept the lesson moving at a good pace. Students were engaged and focused
through out. She has a good relationship with the students and she engaged them in multiple
forms of communication and ways of engaging with the information and concepts
Areas to be developed are:
While the hands-on experiences were well organized and clearly related to the lesson content.
However, they were more about illustrating the concept rather than giving students opportunities
to explore, discuss and problem solve. I would like to see you engage the students in more
conversation. Provide experiences that are more opened and allow students to dialogue with each
other and push their understandings.