Ver. 3.
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Clinical Practice Evaluation Summary
Elementary and Early Childhood Education Program
University of Hawai'i at M6noa
First Name
Teacher Candidate
Mentor Teacher
Teacher Candidate
Mentor Teacher
Demi
Muriel
Last Name
Gannon
Warne
UH Email
[email protected]
School
Pukalani Elementary
Field supervisors are responsible for securing the necessary information to complete this form.
Services. Prospective employers often request copies of this evaluation.
below. Put a check mark in the appropriate box for each standard.
table below.
Ratings: Zero (0) indicates that teacher candidates are not meeting expectations. Both one (1) and two
(2) indicate passing scores. Teacher Candidates are expected to score one or fwo for all
standards.
Association for Childhood Education lnternational (ACEI) Elementary
Education Standards and lnterstate Teacher Assessment Support Consortium (lnTASC)
,l
ACEI STANDARD l: Development, Leaming, & Motivation--candidates knou
understand, and use the major
concepts, principles, theories, and research related to development of children and young adolescents to construct leaming
opportunities that support individual students' development, acquisition of knowledge, and motivation
( nTASC
-Lea
tr X tr
m er Devel opm ent)
ACEI STANDARD ll, Curriculum (lnTASC
fContent
Knowledge)
ACEI 2.1 Reading, Writing, and Oral Language--{andidates 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 lo 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.
ACEI 2.2 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 aoolications. and to convev the nature of science.
ACEI 2.3 Mathematics-Candidates know, understand, and use the maior concepts and procedures that define number and
operations, algebra, geometry, measurement, and data analysis and probability. ln doing so they consistently engage problem solving,
reasonino and oroof- communicat,on. connections. and reoresentation.
ACEI 2,4 Social studies-andidates know, understand, and use the major concepts and modes of inquiry from the social studiesthe integrated study of history, geography, the social sciences, and other related areas-to promole elementary students' abilities lo make
informed decisions as citizens of a culturally diverse democratic society and interdependent world.
ACEI 2.5 The arts-Candidates know, understand, and use-as appropriate to their own understanding and skills-the content,
functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication,
inouirv. and enqaoement amonq elemenlary students.
ACEI 2.6 Health education-{andidates know, understand, and use the major concepts in the subject matter ot health education to
create opportunities for student developmenl and practice o, skills that contribute to good health.
ACEI 2,7 Physical educaUon--Candidates know, understand, and use---as appropriate to their own understianding and skillshuman movemnt and physical ac{ivity as central elements lo foster active, heallhy life styles and enhancd quality of life for elementary
students.
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tr
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knowledge of students, learning theory, connections across the curriculum, curricular goals, and communityapDroaches lo learnino, and create instructional opporlunities that are adapted to diverse students.
tr
tr
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T
L x t_
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ACEI STANDARD lll: lnstruction (nTASC 2-Learner Differences, InTASC l-Leaming Environments,
InTASC *Application of Content, InTASC 7-Planning for lnstruction, InTASC &-lnstructional Stratesies)
plan and implement instruction based on
ACEI 3.1 lntegrating and applying knowledge for
ACEI 3.2 Adaptation to diverse students--Candidates understand how elementary students differ in their development and
X
X
X
X
X
Ver. 3.10w
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Association for Childhood Education lnternational (ACEI) Elementary
Education Standards and lnterstate Teacher Assessment Support Consortium (lnTASC)
ACEI 3.3 Development of critical thinking and problem solving-candidates understand and use a variety of teaching
stalegies thal encourage elementary students' development of cIitical thinkinq and oroblem solvinq.
use their knowledge and understanding of individual and group motivation
and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social inleraction and to
create supportive learning environments.
ACEI 3.5 Communication to toster
use their knowledge and understanding of etfective verbal,
nonverbal, and media communication techniques lo foster active inquiry, collaboration, and supportive interaction in the elementary
classroom,
ACEI STANDARD lV: Assessment for lnstruction{andidates know, understand, and use formal
and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each elementary student
(nTASC &-Assessmenf)
10-
L X
tr X tr
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ACEI 3.4 Active engagement in learningr-4andidates
ACEI STANDARD V: Professionalism
(lnTASC 9-Professional Learning and Ethical Practice, InTASC
,l
tr X tr
Leadership and Collaboration)
ACEI 5.1 Professional growth, reflection, and evaluation-4andidates
are awarc of and reflect on their practice in tight of
research on teaching, professional ethics, and resources available for professional leaming; they continually evaluate the effects of their
professional decisions and actions on students, families and other professionals in the learning community and actively seek out
opDortunilies lo qrow orofessionallv.
ACEI 5.2 Collaboration with lamll,es, colleagues, and community agencies-Candidates know the importance of
establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to
oromote the intellectual. social. emotional. ohysical qro\ivlh and well-beinq of children.
Professional Dispositions
tr X tr
tr X tr
Needs
iieets
lmprovement
Expectations
tr
tr
tr
tr
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X
X
X
X
X
1. Professional and Ethical Conduct
2. Effective Work Habits
3. Effective Communication
4. Self-reflection
5. Effective Collaboration
Summary Statement
Please provide a brief overview of the Teacher Candidate's overall performance and dispositions.
Please attach an additional
if desired.
Miss Gannon has a pleasant disposition and supported the students'social and
academic needs effectively. She fufilled all the requirements of the program and took on
many extra responsibilities such as substituting when needed, teaching after school
tutoring, attending school and grade level meetings. She has been a great asset to our
learning environment. Thank you Miss Gannon.
Signatures indicate review of this eva
Teacher Gandidate
Demi
Date
5t4t2015
Mentor Teacher
Muriel
Date
514t2015
UHM Field Supervisor
Linda Kushi
Date
5t5t2015
This evaluation should be signed by the Teacher Candidate, the Mentor Teacher, and the UHM field supervisor. The
Teacher Candidate and mentor teacher should each receive copies, and the UHM field supervisor should collect the
originals. Thank you for your assistance.
