MID-TERM Field Assessment
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MID-TERM and FINAL evaluations request that mentor teachers provide written evidence of areas of strength and areas for development for the teacher candidates working in their classrooms.
Teacher candidates are responsible for arranging conferences with their mentor at MID-TERM and toward the END of the field placement to discuss the evaluation.
Teacher candidates are also responsible for self-evaluating, providing the mentor with evidence to support their assessments.
The mentor teacher’s FINAL evaluation is an official document. The UHM field supervisor collects the signed forms to file with the program.
The assessment is organized in accordance with the Hawaii Teacher Performance Standards (HTPS) and is based on the 10 Interstate …show more content…
For example, in my small group, the students can be easily distracted and appreciate fast-paced instruction. Giving each student manipulatives has not worked in my favor, so I use the manipulatives and the students teach me how to manipulate them to solve our math problems – after I previously demonstrated how to use them. Additionally, I have realized how much the majority of the students appreciate kinesthetic activities and puppets. I have incorporated some of the knowledge I have of the students into my lesson plans.
Areas for Development
1c: I have gotten better at writing learning objectives, but I still need to develop writing SMART Goals. In the past, my lessons have either encompassed too much, to little, or were not as specific as they could have been. For example, in my social emotional learning lesson plan, I wrote practically everything students would be doing to meet the overall learning objective, rather than simply the objective itself.
1e: My lesson plans are usually fairly well-written. Further, I go into a great deal of detail with many of them. However, all the details do not always work in my favor; I sometimes get hung up on the details themselves and feel the need to read my plan during my lesson. I need to find a middle path for the lessons, sufficient details, but not a script that I will feel the need …show more content…
The students’ strengths and weaknesses guide my thought process for what should come next. When my students complete their formative assessments in the MovingUp! Mathematics, for example, I look to see how they did. If they did well, we move on. If not, it is a clear signal that I need to reteach and do something different the next time.
Areas for Development
3b: I do incorporate questioning into my lessons, and I generally make them open-ended to encourage discussion. However, some of the responses students give seemingly come out of nowhere, and I am not always sure how to respond to the answers. When this happens, I generally encourage the student to elaborate on their thoughts to understand where they are coming from. However, I also sometimes freeze up, resulting in an awkward pause of discussion.
3e: Next to classroom management, demonstrating responsibility is one of my biggest areas of need. I do not think well on my feet, needing to change my lesson makes me very uncomfortable. I have been guilty of powering through what I had planned, hoping students will catch on, even when it becomes apparent that something is not working.
4. Professional Responsibility
4a. Reflects on teaching
4b. Maintains accurate
MID-TERM and FINAL evaluations request that mentor teachers provide written evidence of areas of strength and areas for development for the teacher candidates working in their classrooms.
Teacher candidates are responsible for arranging conferences with their mentor at MID-TERM and toward the END of the field placement to discuss the evaluation.
Teacher candidates are also responsible for self-evaluating, providing the mentor with evidence to support their assessments.
The mentor teacher’s FINAL evaluation is an official document. The UHM field supervisor collects the signed forms to file with the program.
The assessment is organized in accordance with the Hawaii Teacher Performance Standards (HTPS) and is based on the 10 Interstate …show more content…
For example, in my small group, the students can be easily distracted and appreciate fast-paced instruction. Giving each student manipulatives has not worked in my favor, so I use the manipulatives and the students teach me how to manipulate them to solve our math problems – after I previously demonstrated how to use them. Additionally, I have realized how much the majority of the students appreciate kinesthetic activities and puppets. I have incorporated some of the knowledge I have of the students into my lesson plans.
Areas for Development
1c: I have gotten better at writing learning objectives, but I still need to develop writing SMART Goals. In the past, my lessons have either encompassed too much, to little, or were not as specific as they could have been. For example, in my social emotional learning lesson plan, I wrote practically everything students would be doing to meet the overall learning objective, rather than simply the objective itself.
1e: My lesson plans are usually fairly well-written. Further, I go into a great deal of detail with many of them. However, all the details do not always work in my favor; I sometimes get hung up on the details themselves and feel the need to read my plan during my lesson. I need to find a middle path for the lessons, sufficient details, but not a script that I will feel the need …show more content…
The students’ strengths and weaknesses guide my thought process for what should come next. When my students complete their formative assessments in the MovingUp! Mathematics, for example, I look to see how they did. If they did well, we move on. If not, it is a clear signal that I need to reteach and do something different the next time.
Areas for Development
3b: I do incorporate questioning into my lessons, and I generally make them open-ended to encourage discussion. However, some of the responses students give seemingly come out of nowhere, and I am not always sure how to respond to the answers. When this happens, I generally encourage the student to elaborate on their thoughts to understand where they are coming from. However, I also sometimes freeze up, resulting in an awkward pause of discussion.
3e: Next to classroom management, demonstrating responsibility is one of my biggest areas of need. I do not think well on my feet, needing to change my lesson makes me very uncomfortable. I have been guilty of powering through what I had planned, hoping students will catch on, even when it becomes apparent that something is not working.
4. Professional Responsibility
4a. Reflects on teaching
4b. Maintains accurate