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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 visits, all three parties
will discuss the evaluation,
sign. The final copy will be submitted to Field Services.

353
Semester/Year:
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Grade Level: 'l- tO

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Sfudent Teacher:
Student Teaching Focus:
School:
Address:

make modifications, agree and

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# of student's l2j

Classroom Type
(i.e. Elernentary,

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

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Directions: Please evaluate the student teacher's performance in each box using the following key:

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I

(DM) - Developing; (A)

Approaching

(M) -

Meets;

(E)

Exceeds

Explanation of scoring:

I
I
I
I
I
I
I

Developing (DM)
Approaching (A)
Meets (M)
Exceeds (E)

Student is not meeting the specified performance proficiency or did not provide evidence
Student demonstrates qualit-v or provides evidence of performance that is less than proficient
Student demonstrates quality or provides evidence of performance that is proficient
Student demonstrates quality or provides evidence of performance that goes beyond proficient

I
I

Summary Rating: The summary rating should be the average of the scores for each subheading.

17

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Standard #1: Leamer 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.
The teacher uses understanding of individual dffirences and diverse cultures snd comrnunities to ensure inclusive
learning environments that enable eqch learner to meet high standards.

noting
E D.u*ing on his/her understanding of child and adolesoent development, the teacher observes learners,
and
families
from
including
resources,
*g"r and p-atterns in leamers across areas of development, and seeks

"t
colleagues, to adjust teaching.

1.fre teacher

(la 7i;9d)

actively seeks out infonnation about learner interests in order to engage leamers in developmentally

appropriate leaming experiences.

lb)

teacher engages leamers in a variety of leaming experiences to capitalize on strengths and build areas of
development that are weaker. (1i, lj)

F fn"

Summary Rating
(Please circle appropriate rating):

DM A M

[E

Standard #2: Learrung Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning e-nyironrnents that enable each learner to meet high standards.

across diverse
The teocher uses understanding of learners' commonalities qnd individual dffirences within and
standards'
meet
high
to
learner
each
enable
that
communities to design inclusivi iearning experiences

upon his/trer understanding of second language acquisition, exceptional needs, and leamers'
tu"t $o,rrrd knlwledge, the teacher observes Ldividuat and groups of leamers to identify specific needs and responds
withlndividualized support, flexible grouping, and varied leaming experiences. (lg;2b;2c;2d;2e;2f;2e;2h;2i;2j;
2l;2m;2o)

E D.u*ing

R""o gnrzng how diverse learners process information and develop skills, the teacher incorporates multiple
up-p.o*h". ti tearning that engage a range of leamer preferences. (2a; 2d; 29; 2h; 2m; 8p)

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Using information on leamers' language proficiency levels, the teacher incorporates tools of language

development into planning and instruction, including strategies for making content and academic language accessible
to linguistically diverse leamers. (l e; 2b; 2e; 29; 2i; 2j; 2l; 2m; 2o; 8p)

Ttre teacher includes multiple perspectives in the presentation and discussion of content that include each
learner's personal, family, community, and cultural experiences and notms. (2c;2d;2i;2k;2m)

F fte teacher applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s and other
legal requirements, seeking advice and support fiom specialized support staff and families. (2f)
E the teacher follows a process, designated by a school or district, for identifuing and addressing learner needs
(e.g., Response to Intervention) and documents leamer progress. (2t;25)

Summary Rating
(Please circle appropriate rating) :

DM

A *G)
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.
The teacher collaborqtes with others to build

F fne

teacher sets expectations

positive learning climate marked by respect, rigor, and responsibility.

for the leaming

environment appropriate

to

schooVdistrict policies and

communicates expectations clearly to families. (3h)

E t

teacher articulates explicit expectations for a safe, positive leaming environment, including norms for
respect for others, as well as responsibility for preparation and completion of work. S,lhe
purposeful
that support these norms. (3a)
routines
develops

" include
behavior that
E

The teacher communicates verbally and nonverbally in ways that demonstrate respect for each leamer. (3f; 3r)

The teacher promotes responsible leamer use of interactive technologies to extend the possibilities for learning

locally and globally.

E ttre teacher is a responsive and supportive listener, seeing the cultural backgrourds and differing perspectives
learners bring as assets and resources in the learning environment.

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The teacher manages the learning environment to engoge leqrners actively

E ffr"

teacher manages the leaming environment, orgarizing, allocating and coordinating resources (e.g., time,

space, materials) to promote learner engagement and minimize loss of instructional time. (3d; 8n)

The teacher varies leaming activities to involve whole group, small group and individual work, to develop a

range oflearner skills. (3p)

!-fn"

teacher provides opportunities for leamers to use interactive technologies responsibly. (3g; 3m)

Summary Rating
(Please circle appropriate rating)

DM A M IE

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 il14 msnningful for learners to assure
mastery of the content.

The teqcher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.

E fn" teacher accurately and effectively communicates concepts, processes and knowledge in the discipline, and uses
vocabulary and academic language that is clear, aorrect and appropriate for learners. (ah; aj;41;51)
e

The teacher draws upon his/her initial knowledge of corrrmon misconceptions in the content area, uses available
r"ro*""r to address them, and consults with colleagues on how to anticipate learner's need for explanations and experiences
that create accurate understanding in the content area. (4e;4k;4r;9d)

The teacher creqtes learning experiences that mqke the discipline qccessible and meaningful
the content.

for learners

to ctssure mastery

of

E fn"

teacher uses multiple representations and explanations that capture key ideas in the discipline, guide leamers
through leaming progressions, and promote each leamer's achievement of content standards. (4a; 4j;4n; 4r; 8e)

E-ffr"

teacher engages learners in applying methods of inquiry used in the discipline. (4c)

E tre teacher links new concepts to familiar concepts

and helps leamers see them in connection to their prior experiences.

(4d;4r)
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E fn" teacher models and provides opportunities for leamers to understand academic language and to use vocabulary to
engage in and express content leaming. (4c;4h 4o)

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teacher consults

with other educators to make academic language accessible to learners with different linguistic

backgrounds. (4g)

Summary Rating
(Please circle appropriate rating):

DMA*@
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.
The teacher connects concepts, perspectives from varies disciplines, and interdisciplinary themes to real world problems.and
issues.

F The teacher helps learners see relationships across disciplines by making connections between curriculum materials in a
content area and relatedperspectives from another content area or areas. (5i; 5j)

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teacher engages leamers in applying content knowledge and skills in authentic contexts. (5b)

The teacher engqges learners in critical thinking, creativity, collaboration, and communication to address authentic local and

global issues.

E Tne teacher engages learners in leaming and applying the critical thinking skills used in the content area(s). S/he
introduces them to the kinds of problems or issues addressed by the content area(s) as well as the locaVglobal contexts for those
issues. (5d; 5k;5m)
E ffr" teacher engages learners in developing literacy and communication skills that support leaming in the content
area(s). Slhe helps them recognize the disciplinary expectations for reading different types of text and for writing in specific
contexts for targeted pu{posos and/or audiences and provides practice in both. (5e; 5h; 54 8h)
E the teacher provides opportunities for leamer
making, visual illustration and metaphor. (5h)
E the teacher

guides learners

in

to demonstrate their understanding in unique ways, such as model

gathering, orgarizrng and evaluating information and ideas from digital and other

resources and from differentperspectives. (5c; 5g; 5k; 5l)

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teacher structures interactions among leamers and with local and global peers to support and deepen leaming. (5p)

Summary Rating
(Please circle appropriate rating):

DM A M (E

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.
The teacher uses, designs or adapts multiple methods
appropriate for learning goals and obj ectives.

of

assessment

to document, monitor, and support learner progress

!-fn" teacher uses, designs or adapts a variety of classroom formative assessments, matching the method with the type
learning objective. (6a; 6b; 6j; 6k; 6r; 6t)

of

E th"

teacher uses data from multiple tlpes of assessments to draw conclusions about leamer progress toward learning
objectives that lead to standards and uses this analysis to guide instruction to meet learner needs. S/he keeps digital and/or other
records to support hislher analysis and reporting of leamer progress. (6c; 69; 6j; 6l; 6o; 6t)

F ffr" teacher participates in collegial conversations to improve individual and collective inskuctional practice based on
formative and summative assessment data. (6c)
The teacher wes assessment to engage learners in their own growth.

E_fne teacher engages each learner in examining samples of quality work on the type of assignment being given. Slhe
provides learners with criteria for the assignment to guide performance. Using these criteria, slhe points out strengths in
performance and offers concrete suggestions for how to improve their work. Slhe structures reflection prompts to assist each
leamer in examining his/her work and making improvements. (6d; 6f; 6n;6o;6q; 6r; 6s)
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teacher makes digital and/or other records of leamer performance so that s,/he can monitor each leamer's progress.

(6i)
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The teacher implements assessments in an ethical menner and minimizes bias to enable learners to display the

full

extent

of

their learning.

The teacher matches learning goals with classroom assessment methods and gives learners multiple practices

assessments to promote gror,lth. (6b; 6j; 6k)

fn" teacher engages in ethical practice of formal and informal assessment implementing various kinds of assessments in
the
ways
they were intended to be used and accurately interpreting the results. (6j; 6k; 6v)
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Tilr" teacher implements required accommodations in assessments and testing conditions for learners with disabilities

and language leaming needs. (6i; 6k; 6p; 6u)

\n"teacher

differentiates assessments which may include providing more challenging learning goals for learners who

are advanced academically. (6k)

Summary Rating
(Please circle appropriate rating):

DM A M(E

Standard #7 : Planntng for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
lmowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as lorowledge of learners and the
community context.

The teacher selects, creates, and sequences learning experiences and performance tasl<s that support learners in meeting
rigorous curriculum goals based on content standards and cross-disciplinary skills.

'

6 fn"teacher uses the provided curriculum materials and content standards

based on target knowledge and skills. (7a; 79)

to identifu measurable leaming objectives

lt teacher plans and sequences cofllmon leaming experiences and performance tasks linked to the leaming objectives,
and makes"content relevant to leamers. (7 a; 7 c; 7k)
identifies learners who need additional support and/or acceleration and designs learning experiences to
support their progres s. (7 j; 7l; 7 p)
-Qln"teacher

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teacher integrates technology resoruces into instructional plans. (7k; 7m;8o; 8r)

The teacher plans instructional based on information from formative and summative assessments as well as other sources and
systematically adjusts plans to meet each student's learning needs.

tteteacherplansinstructionusingformativeandsummativedatafromdigital

E
E

The teacher use s data from formative assessments to identifu adjustments in planning.

and/orotherrecordsofpriorperfornance

together with what s/he lorows about leamers, including developmental levels, prior learning, and interests. (7d;

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The teacher identifies learners with similar strengths andlor needs and groups them for additional supports. (7d;71 7q)

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The teacher plans instruction by collaborating with colleagues, specialists, communi$t resources, families and leqrners to meet
individual learning needs.

F tU" teacher

uses learner performance data and his,/her knowledge of leamers to identify learners who need significant
intervention to support or advance leaming. S,/he seeks assistance from colleagues and specialists to identify resources and
refine plans to meet leamer needs. (7d; 7 e; 7n; 7p)

F fn" teacher uses data on leamer performance over time to inform planning, making adjustments for recurring leaming
needs. (7f; 7p)
E the teacher uses information from informal
based resources to provide further support.

interactions with families to adjust his/her plans and to incorporate home-

(7o;7q)

Summary Rating
(Please circle appropriate rating)

DM

A MO
Standard #8 : Instructional Strategies

The teacher understands and uses a variety ofinstructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply lorowledge in meaningful ways.
The teacher understands and uses a variety ofinstructional strategies and makes learning accessible to all learners-

E fn"

teacher directs students' leaming experiences through instructional strategies linked

to learning objectives

and

content standards. (7k)

E tn"

teacher makes the learning objective(s) explicit and understandable

organizers, models, and representations for their learning. (8a; 8e; 8m)

to leamers, providing a variety of graphic

E er appropriate to the learning objective, the teacher prepares learners to use specific content-related processes and
acaae.oi" language. Slhe also incorporates strategies to build group work skills. ( j)
analyzesindividual learner needs (e.g., language, thinking, processing) as well as pattems across groups
leamers and uses instructional strategies to respond to those needs. (7j; 8b; 8l; 8p)

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teacher integrates primary language resources into instruction. (8k; 8m; 8p)

The teacher seeks assistance in identif,zing general pattems of need in order to support language leamers'

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The teacher encourages learners to develop deep understanding of content areas, mqkes connections across content, and
applies content knowledge in meaningful ways.

E fn"

teacher helps leamers use a variety of sources and tools, including technology, to access information related to an
instructional objective. S/he helps students leam to evaluate the trustworthiness of sources and to organize the information in a
way that would be clear to an authentic audience. (8g; 8j; 8n; 8o; 8r)

9 fn" teacher poses questions that elicit leamer thinking about information and concepts in the content area as
learner application of critical thinking skills such as inference making, comparing, and contrasting. (8f; 8g; 8q)

well

as

E fn" teacher models the use of non-linguistic representations, concept mapping, and writing to show how learners can
express their understanding of content area concepts and assigns work that allows the leamers to practice doing so. (8e; 8q 8q)
teacher develops learners' abilities to participate in respectful, constructive discussions of content in small and
group
settings. S/he establishes nonns that include thoughtful listening, building on one another's ideas, and questioning
whole

E fne

for clarification. (8i; 8q)

Summary Rating
(Please circle appropriate rating):

DMA

Standard #9: Professional Learrring and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects ofhis/her choices and actions on others Qearners, families, other professionals, and the
communify), and adapts practice to meet the needs of each learner.

The teqcher engages in continuous professional learning to more

ffictively

meet the needs of each learner.

teacher engages in structured individual and group professional leaming opportunities to reflect on,
and
address improvement needs and to enable him/her to provide all leamers with engaging curriculum and
ia"ntit,
learning experiences. (5r 9a; 9b; 9k1. 9n; 10f; 10t)

E fn"

9 fne teacher completes professional leaming processes and activities required by the state
licensure requirements. (9b; 9k; 9q 9l; l0t)

in order to meet

E ffr" teacher actively

seeks professional, community, and technological resources, within and outside the school,
andproblem solving. (9d)
analysis,
reflection,
as supports for

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The teucher uses eyidence to continually evaluate the
practices to better meet leatners' needs.

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fficts

of his/her decisions on others and adapts professional

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teacher observes and reflects upon leamers' responses to instruction to identiSz areas and set goals for
improved practrce. (7 p; 9c; 9 g; 9l)

E fn" teacher seeks and reflects upon feedback from colleagues

leamers, colleagues, and community members. (9a;99;9m; 9n)

to evaluate the effects of hislher action on

E th" teacher gathers, synthesizes

and analyzes avariety ofdata from sources inside and outside ofthe school to
adaptinstructionalpracticesandotherprofessionalbehaviorstobettermeetlearners'needs. (9a;9c;99;9h 9k; 91; 9n)

The teacher practices the profession in an ethical mannen

E ffr" teacher acts in accordance with ethical codes ofconduct

and professional standards. (9o)

ttre teacher complies with laws and policies related to learners' rights and teachers' responsibilities. (9j; 9o)

The teacher accesses information and uses technology in safe, legal and ethical ways. (9f; 9j; 9o)

ttre teacher follows established rules and policies to ensure leamers access information and technology in

safe,

legal and ethical ways. (9f)

tr The teacher recognizes how his/trer identity affects perceptions and biases and reflects on the faimess and equity
of his/her decisions. (4;,9e;9m)
E ffr" teacher accesses resources to deepen his,/her understanding of the cultural, ethnic, gender and leaming
differences among leamers and their communities. (9e)
E fn" teacher reflects on the needs of individual leamers and how well they are being addressed, seeking to build
support for all leamers. (91)
Summary Rating
(Please circle appropriate rating):

DM

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Standard #10: Leadership and Collaboration

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

E fn" teacher participates on the inskuctional team(s) and uses advice and support from colleagues to meet the
needs of all leamers. (10a; 10n; l0r)
E t teacher participates in school-wide efforts to implement a shared vision and contributes to a supportive
" 10c; 10q 10o; 10p; 10r)
culture. (10a;
E fne teacher elicits information about learners and their experiences from families and communities and uses
this ongoing communication to support leamer development and growth. (10d; 10m; 10q)
tne teacher uses technology and other forms of communication
leamers, families, colleagues and the local community. (8h; l0d; 10g)

to develop collaborative relationships with

The teacher seel<s appropriate leadership roles and opportunities to take responsibiliqt

for student leaming and to

udvance the profession.

Tlre teacher leads in hisltrer own classroom, assuming responsibility for and directing student leaming toward

high expectations.

(91)

E fn" teacher makes practice transparent by sharing plans and inviting observation and feedback.
E fn" teacher works to improve practice through action research. (10h)

(10r)

Summary Rating
(Please circle appropriate rating):

DM A M(

27

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CFrarminade LJniversity
A final narrative commentary on the student teacher's qualities and classroom experiences
are to be submitted by the CT. You may submit your letter of recommendation as the final

narrative.

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Final Summarv Recommendation

Cooperating Teacher:

s*a"n

has provided

quality evidence and

demonstrated the skill sets, knowledge and

dispositions to meet or exceed all the teacher

performance standards.

DMAM
CT Final Summary Rating

Student has NOT provided quality evidence

and/or de-ot strated the skii sets, knowledge and
dispositions to meet or exceed al1 the teacher
performance standards.

@-

Signature of Cooperating Teacher

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University Supervisor:

( Student has provided 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

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

DMAM
US Final Summary Rating

,d4J^(.yLt*,

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Signature ofField Services Director / Date

Print name of Student T

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 hislher
personal files prior to submitting to Field Services.

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