Professional Documents
Culture Documents
Wakako Akamine
Elementary
Secondary
Special Education Early Childhood Education - Early Intervention
Special Education Early Childhood Education - Preschool
Special Education Mild Moderate Disabilities
Special Education Deaf and Hard of Hearing
Special Education Visual Impairment
Special Education Severe Disabilities
Special Education DeafBlind
Semester:
Spring 2018
School:
Grade:
9-12
Rickie McCandless
University Supervisor
Field Experience:
Evidence for Evaluation (Check all that apply for this evaluation):
When rating, items with a "O" are evaluated through observation; items with a "C" are evaluated through consultation
Ms. Akamine grew throughout her student teaching in the areas outlined in the standards
listed above. She was eager to learn and sought out input regarding her skills as well as
strategies and learning activities that would better meet the needs of the students. She
became acutely aware of the diverse learning levels and individual student needs. She
adjusted her instruction and the learning activities to be more responsive to the learner
needs. She was very successful at implementing classroom management strategies. When
Ms. Akamine first started her student teaching she shared that she had been given
feedback that she wasn't doing well or wasn't "cut out" to be a teacher. I believe this
inhibited her confidence and prevented her from starting her student teaching stronger.
However, she worked hard, asked for feedback, implemented the suggestions and ides
provided and at the mid-term, she received very promising feedback from 3 Site Teacher
Educators and University supervisor. This seemed to be the turning point in her expedited
growth from an increased self-confidence. She began to have students be more self-
directed, allowed them to collaborate in the instruction and learning and was able to sustain
Instructional Practice:
Effective instructional practice requires that teachers have a deep and flexible
understanding of their content areas and be able to draw upon content
knowledge as they work with learners to access information, apply knowledge in
real-world settings, and address meaningful issues. They must also understand
and integrate assessment, planning, and instructional strategies in coordinated
and engaging ways to assure learner mastery of the content.
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own
growth, monitor learner progress, guide planning and instruction, and determine
whether the outcomes described in content standards have been met.
Wakako demonstrated growth across all standards but where she really shined was growth
in incorporating variety of instructional strategies and learning activities in her lessons. She
adjusted the pace of her lessons and found ways for students to be actively engaged in
reading, writing, listening and speaking. She incorporated learning stations and grouped
students to move through the stations to find and use information to solve real world
problems and experiences that mirrored their diverse world experiences. Students learning
and focus was markedly improved.
Professional Responsibility:
Creating and supporting safe, productive learning environments that result in
learners achieving at the highest levels is a teacher’s primary responsibility. To
do this well, teachers must engage in meaningful, intensive professional learning
by regularly examining practice through ongoing study, self-reflection, and
collaboration. They must be aware of legal and ethical requirements and engage
in the highest levels of professional and ethical conduct.
For Standard 10, the minimum score at pre-student teaching practicum/SPED field
studies is 4 (yes to both questions); minimum score for final student teaching is 4
(yes to both questions).
Ms. Akamine worked at adapting and improving her practices through reflection and new
learning and found very good success. She consistently said she was learning so much and
that she was grateful for having 3 Site Teacher Educators so she could see different ways to
teach and received good feedback and suggestions from them. She really blossomed both
personally and professional through the experience of learning and reflecting. Wakako was
always conscientious and concerned that she was meeting the requirements of her courses,
the laws, policies and rules. She was always a strong advocate for the students and felt
students knew she could relate to their experiences being an English Language Learner
herself.
Ms. Wakako Akamine is a very mature and conscientious student and will take that into the
classroom. She will be an asset to any faculty or department in her commitment to
students' learning and being a strong member of a team. I believe she will continue to
embrace the standards and strive to not just sustain the growth she experienced but
continue to grow as a teacher.
Teacher Candidate
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electronically and confirming that you understand the content of this form.
Wakako Akamine
Please fill in your email address below. The email you supply will be used to verify
that you have signed this document.
w.akamine@utah.edu
03/26/2018
Rickie McCandless
Please fill in your email address below. The email you supply will be used to verify
that you have signed this document.
rickie.mccandless@utah.edu
03/26/2018
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