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*WCU Unit Assessment 2013-2015 - EDR

Early Field Experience Evaluation
1Candidate's Last Name
Nowalinski
2Candidate's First Name
Emily
3WCU id number
6 digit number

788120
4Career
Baccalaureate
Post-Baccalaureate Teaching Certification
5Course Number
EDR 312
EDR 317
EDR 318
6Section Number
01
02
03
04
05
06
07
08
31
32
33
7Program- complete only for secondary education majors
Select the area of concentration (subject)

Select one
Biology
Chemistry
Communication

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Earth & Space Science

English
Foreign Language
General Science
Health & Physical Education
Mathematics
Music
Physics
Social Studies
Other
8WCU Faculty Member
Last name, First name

Selvaggi, Tina
9Grade Taught
1
10Subject Area Taught
Reading
11Mentor/Cooperating Teacher
Last name, First name

Shafman, Eric
12Field-Experience-site/school
Manoa Elementary School
13Semester and Year
Summer 2014
Fall 2014
Spring 2015
Summer 2015
Fall 2015
Spring 2016
14Rate the Candidate's Interaction with the Site-Based Teacher: Relationship
(Demonstrates a professional relationship with the site-based teacher through behaviors such as respect, courtesy, professional
communication, and confidentiality)

3 - Exemplary - Consistently demonstrates a professional relationship with the

site-based teacher - well beyond what would be expected of a novice teacher.
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2 - Sound/Solid - Consistently demonstrates a professional relationship

1 - Acceptable - Frequently demonstrates a professional relationship
0 - Emerging/Needs Development - Needs to show evidence of a professional
relationship
NA - Not Applicable - Insufficient basis for judgment
15Rate the Candidate's Interaction with the Site-Based Teacher: Feedback
(Asks for and receives feedback appropriately, and acts on suggestions)

3 - Exemplary - Consistently asks for and receives feedback appropriately - well

beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently asks for and receives feedback appropriately
1 - Acceptable - Frequently asks for and receives feedback appropriately
0 - Emerging/Needs Development - Needs to demonstrate openness to and
acceptance of feedback and/or needs to show effort in acting on constructive
feedback
NA- Not Applicable - Insufficient basis for judgment
16Rate the Candidate's Relationship with the Other Building Staff
(Demonstrates professional relationships with the other building staff through behaviors such as respect, courtesy, professional
communication, and confidentiality)

3 - Exemplary - Consistently demonstrates professional relationships with other

building staff - well beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently demonstrates professional relationships
1 - Acceptable - Frequently demonstrates professional relationships
0 - Emerging/Needs Development - Needs to show evidence of professional
relationships
NA - Not Applicable- Insufficient basis for judgment
17Rate the Candidate's Interaction with the Students: Relationship
(Maintains professional relationships with the students by demonstrating behaviors such as professional boundaries, acceptance of
individual differences, and respect for all students)

3 - Exemplary - Consistently maintains professional relationships with the

students - well beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently maintains professional relationships
1 - Acceptable - Frequently maintains professional relationships
0 - Emerging/Needs Development - Needs to show evidence of professional
relationships
NA- Not Applicable - Insufficient basis for judgment
18Rate theCandidate's Interaction with the Students: Learning
(Shows respect for all students as learners by demonstrating behaviors such as: communicating appropriate high expectations and
motivating students to achieve; holding students accountable for their achievements and behaviors; and accommodating learning by
differentiating practices and assessments)

3 - Exemplary - Consistently shows respect for all students as learners - well

beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently shows respect for all students as learners
1 - Acceptable - Frequently shows respect for all students as learners
0 - Emerging/Needs Development- Needs to show evidence of respect for all
students as learners
NA - Not Applicable- Insufficient basis for judgment

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19Rate the Candidate's Professionalism

(Demonstrates professional attributes such as appropriate dress, speech, and mannerisms)

3 - Exemplary - Consistently demonstrates professional attributes - well beyond

what would be expected of a novice teacher.
2 - Sound/Solid - Consistently demonstrates professional attributes
1 - Acceptable - Frequently demonstrates professional attributes
0 - Emerging/Needs Development - Needs to demonstrate professional attributes
NA- Not Applicable - Insufficient basis for judgment
20Rate the Candidate's Adherence to Building Policies
(Adherence to building policies and procedures)

3 - Exemplary - Consistently adheres to bulding policies and procedures- well

beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently adheres
1 - Acceptable - Frequently adheres
0 - Emerging/Needs Development - Needs to show evidence of adherence
NA- Not Applicable - Insufficient basis for judgment
21Rate the Candidate's Adherence to University Policies
(Adherence to University policies and procedures such as attendance, punctuality, and completion of assignments)

3 - Exemplary - Consistently adheres to University policies and procedures - well

beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently adheres
1 - Acceptable - Frequently adheres
0 - Emerging/Needs Development - Needs to show evidence of adherence
NA- Not Applicable - Insufficient basis for judgment
22Rate the Candidate's Preparedness
(Prepares for the daily aspects of curriculum and instruction)

3 - Exemplary - Consistently prepares for the daily aspects of curriculum and

instruction - well beyond what would be expected of a novice teacher.
2 - Sound/Solid - Consistently prepares
1 - Acceptable - Frequently prepares
0 - Emerging/Needs Development - Needs to show evidence of preparation
NA- Not Applicable - Insufficient basis for judgment
23The candidate taught/tutored/experienced the Integrated Arts content area during this early field
placement.

Yes
No
24The candidate taught/tutored/experienced the English content area during this early field
placement.

Yes
No
25The candidate taught/tutored/experienced the Language Arts content area during this early field
placement.

Yes
No

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26The candidate taught/tutored/experienced the Reading content area during this early field
placement.

Yes
No
27The candidate taught/tutored/experienced the Foreign Language content area during this early
field placement.

Yes
No
28The candidate taught/tutored/experienced the Functional/Daily Living Skills content area during
this early field placement.

Yes
No
29The candidate taught/tutored/experienced the Health/Physical Education content area during this
early field placement.

Yes
No
30The candidate taught/tutored/experienced the Mathematics content area during this early field
placement.

Yes
No
31The candidate taught/tutored/experienced the Music content area during this early field placement.
Yes
No
32The candidate taught/tutored/experienced the Science content area during this early field
placement.

Yes
No
33The candidate taught/tutored/experienced the Social Studies content area during this early field
placement.

Yes
No
34Please specify any other content area the student taught/tutored/experienced during this early field
placement.

N.A.
35Did the candidate experience an inclusive classroom?
Yes
No

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36Did the candidate work with students with disabilities?

Yes
No
37Did the candidate work with students from diverse racial/ethnic/cultural groups?
Yes
No
38Briefly summarize--------------------------------------------------------- the types of projects and activities the
candidate accomplished during this experience.

Emily came prepared to Manoa on Tuesdays and Thursdays ready to learn. She
was involved with the classroom from day one and showed this through her
interactions with the students, staff, peer mentors, and myself. Emily integrated the
use of technology into all of her lessons through the use of ipads and interactive
whiteboards. Emily prepared and taught multiple guided reading lessons. The
success and
validity of her lessons were marked through formative and summative
assessments. Emily also prepared and co taught a phonics lesson with a peer
practicum candidate. Planning and preparation was evident throughout the
beginning, middle, and end of
the lesson.
I feel Emily meets the Exemplary rating due to the accomplishments above but in
addition to the extra above and beyond work and effort with the first grade reader's
theater production.
39Please give an overall rating of the candidate in the completion of the tasks above.
3 - Exemplary - Candidate performed at a level well beyond that expected of a
novice (This rating should be reserved to highlight exceptional strengths.)
2 - Sound/Solid - Candidate performed commendably; reflective of successful
efforts
1 - Acceptable - Candidate performed adequately with few exceptions; reflective
of acceptable efforts
0 - Emerging/Needs Development - Candidate performed at a level less than
acceptable; reflective of the need to strengthen and/or develop
NA- Not Applicable - Insufficient basis for judgment
40Mentor Teacher Signature
By typing your name here, you understand that you are providing your electronic signature for our records.

Eric Shafman
41Mentor Signature Date
04/29/2015

(MM/DD/YYYY)

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