Spring 2020 Student Teacher Evaluation

= Response is required

Directions
Using the standards-based* scale, rate the Teacher Candidate’s knowledge, skills, dispositions, and teaching performance as exhibited
during the semester. Please provide evidence in support of your ratings, as appropriate.

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

*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

Once complete and submitted, please share your final evaluation with your teacher candidate and with the university supervisor.

Should you have questions, please feel free to contact me at:

jonathan.schwartz@hawaii.edu

Teacher Candidate's Name:

Mehelanie Fernandez

School:

Keone'ula Elementary School

Mentor Teacher's Name:

Lindsey Richards

University Supervisor's Name:

Johnathan Schwartz

Year

2020

Semester

Spring

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:

Mehe developed and taught lessons that were developmentally appropriate for our students. She utilized a variety of
resources for her lessons, especially in Social Studies, where there is not a lot of Hawaiian History resources readily
available.

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 refined 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:

Mehe had a good understanding of our students and their needs. One example is when creating groups for our PLTW
(STEM) activities, she took into account their ability levels, as well as how well they got along with each other. She
also kept these things in mind when creating seating arrangements during her solo teaching.

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:

Mehe had the opportunity to collaborate with the students, myself, and the other teachers on my grade level. She did
so each time in a professional manner. While she did not often contribute to discussions while in larger groups of
teachers, she followed along, was observant, and expressed more during one-on-one meetings with me.

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 identification and access to resources; collaborations
with learners lead to responsible use of interactive technologies that give way to local and global learning
opportunities.

Evidence:

Mehe has very good classroom management which encourages the students to learn and challenge themselves. She
liked to include videos in a lot of her lessons because she noticed that the students enjoyed them. She also made an
effort to call students up to the board to solve math problems because she noticed that increased their participation
in class.

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:

Mehe did a great job at making sure she understood the content before teaching it to the students. This was evident
especially in her social studies lessons, because she had to research information for her lessons. She also had to
understand and explain that there are many versions of stories (Hawaiian myths). She didn't just pick something and
tell the students that this is what it is and there's no other way. Mehe also had to "study" a lot to learn more about
Makahiki so that our students would be prepared for our grade level event.

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 reflection 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:

Mehe did a good job at connecting what she was teaching to the students' lives to make it more meaningful for them.
For example, in PLTW, students were faced with real life problems that they had to solve. Also, in Social Studies, she
taught them about ancient Hawaiian core values and encouraged students to express how they are still showing
these values today.

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:

Mehe did not have many opportunities to create and teach interdiscipinary lessons. She did make an effort to work
with our partner teacher (ELA) to have the students create a Slides presentation based on the research they did in
ELA about a native Hawaiian plant.

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:

One large part of Social Studies that Mehe taught was about native vs. non-native Hawaiian plants. She thoroughly
taught them about the difference and gave multiple examples. The students were able to identify native vs. non-
native plants and explain the impact of non-native plants on where they live. As a culminating activity, we took the
students on a hike, where they were able to find examples of both.

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.

Acceptable (1): The teacher candidate uses a variety of formative assessments that clearly link to lesson
objectives; data from these assessments are used to inform practice and to meet learner needs via differentiated
instruction; record keeping is organized for purposes of analysis; collaborations with mentor teachers assist
candidate’s ability to use data to inform practice.

Evidence:

Mehe used a variety of formative assessments that linked to her lessons' objectives. She used the data collected to
adjust her teaching and clear any students' misunderstandings. Mehe was very organized in her record keeping and
was able to reflect on her findings with me. While she did use a variety of assessments in Social Studies to give
students opportunities to show what they learned, I encourage her to ask more higher order questions that allow the
students to use their critical thinking and problem solving skills.

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

Target (2): The teacher candidate engages learners in the assessment process by encouraging them to analyze
their records and work samples and to articulate ways in which the learner can improve.

Evidence:

Whenever returning a grade assessment, Mehe always went over the correct answers/her expectations and gave
students time to review their graded work. She would go over any questions they still had to encourage improvement
in their future work.

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 modifications or adaptations, modifies testing conditions appropriately
so that all learners can succeed.

Evidence:

While I did not give Mehe the opportunity to modify her assessments for learners, her assessments were fair and the
students were prepared as a result of her teaching. She was more understanding in her grading of the assessments
based on the academic needs of the students.

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:

The sequence and content of Mehe's lessons were well thought out. She made sure students had the prerequisite
skills needed in order to work towards the standards.

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.
 Target (2): The teacher candidate engages learners in self-assessments of their own strengths and needs; learner
self-assessments are used to adjust plans and differentiate instruction.

Evidence:

Mehe reflected daily on how our students were doing. She made adjustments and clarifications as needed. Students
also completed Weekly Reflections which showed Mehe how they thought they were doing and gave her insight on
their needs.

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:

Mehe did a good job utilizing me as a resource. However, she didn't stop there. She was not afraid to ask other
teachers on my grade level questions. She also reached out to her classmates who were also placed in 4th grade
classrooms to see what they were doing in an effort to get new ideas.

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.

Target (2): The teacher candidate’s instructional strategies 1) allow for learner choice of topic and/or format of
major projects; 2) provide extensions as needed, as well as the opportunity to engage in independent projects; 3)
enables learners to improve upon their critical and creative thinking.

Evidence:

In most of Mehe's assigned work, she set criteria for what information she wanted the students to show, but left the
rest up to their individual choice and creativity.

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:

Mehe used a variety of resources and methods to teach the students. While she asked a lot of questions, I encourage
her to ask higher order questions that encourage students to improve their critical thinking skills.

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.

Acceptable (1): The teacher candidate actively engages in professional development opportunities to which they
have access, for purposes of improving proving practice that meets the needs of all learners.

Evidence:
Mehe had many opportunities for professional development at meetings/trainings with me, as well as in her UHWO
class. I encourage her to seek out additional opportunities in the future. Teachers never stop learning :)

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:

Mehe was very reflective and was able to work with me to adjust her teaching. After her first week of solo teaching,
we had students fill out a feedback form, which we went through and it was evident that Mehe took their suggestions
to heart (speak slower/louder, be "meaner," etc.). She continued to do things that both myself and the students told
her she was doing well at.

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 reflects on
the fairness and equity of their decisions; 2) seeks resources to deepen their understanding of cultural, ethnic,
gender, and learning differences.

Evidence:

Mehe was very professional at all times :)

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:

Mehe collaborated the most with myself and our students. However, she also did a good job at working with others at
my school, as well as communicating with students' parents when needed.

InTASC Progression 10.2: The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning and to advance the profession.

Acceptable (1): The teacher candidate 1) takes charge of their classroom and assumes responsibility for designing,
delivering, and critically assessing standards-based lesson plans that engage and challenge all learners; 2) invites
others to observe the learning experience and to provide feedback.

Evidence:

Mehe took charge of the classroom and did an excellent job during her solo teaching. I had no concerns leaving my
students in her hands :) She did not have the opportunity to share at our school or professional community.

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

evaluation.