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PHYSICAL EDUCATION INTERNSHIP FINAL EVALUATION REPORT
Note: This assessment has been adopted from Winthrop University
Teacher Candidate Name_________________________ CofC ID# ___________________________Date
Grade/Subject School
Mentor Teacher University Supervisor
Number of formal observations this evaluation is based on: _____ University Supervisor _____ Mentor Teacher
No. Opp. = No opportunity, NA = No Attempt, UA = Unacceptable, A = Acceptable, E = Exemplary
PLANNING – Domain 1
CHECK ONE
No
Opp.
NA UA A E EVIDENCE
1. Develops learning objectives which are appropriate for the subject and grade level and
are connected appropriately to the standards. (NASPE/NCATE 3.2)
2. Plans appropriate and logically sequenced instructional strategies. (NASPE/NCATE 3.6)
3. Plans for differences in individual needs, abilities, and interests. (NASPE/NCATE 3.5)
4. Plans for appropriate assessment, analysis of results, and maintenance of records.
(NASPE/NCATE 5.1 & 5.2)
5. Plans lessons that demonstrate a respect and understanding for cultural and linguistic
diversity. (NASPE/NCATE 3.4)
Overall Rating for Planning (circle one): Unacceptable; Acceptable; Exemplary
Comments on the teacher candidate’s growth in the area of Planning:
INSTRUCTION – Domain 2
CHECK ONE
No
Opp.
NA UA A E EVIDENCE
6. Implements effective instruction for students using knowledge of content and
appropriate standards. (NASPE/NCATE 3.2 & 3.3)
7. Establishes, communicates, and maintains high expectations for student achievement
and participation. Students are given opportunities and support to assume responsibility
for their own learning. (NASPE/NCATE 6.1)
8. Provides learning experiences that allow students to form connections between the
specific subject area and other disciplines. (NASPE/NCATE 1.1)
9. Assists students in connecting subject matter to everyday life.
10. Uses instructional judgment in the implementation of lessons. (NASPE/NCATE 4.4)
11. Uses a variety of instructional strategies to actively engage all students. (NASPE/NCATE
4.4)
12. Technology is integrated into the lesson such that it enhances student learning.
(NASPE/NCATE 3.7)
13. Provides learning experiences which encourage critical thinking, problem solving,
informed decision making, and/or creativity.
14. Uses a variety of assessments to demonstrate student learning and to modify instruction
as needed. (NASPE/NCATE 5.1 , 5.2, 5.3)
15. Uses appropriate voice tone and inflection to deliver instruction effectively.
(NASPE/NCATE 4.1)
Overall Rating for Instruction (circle one): Unacceptable; Acceptable; Exemplary
Comments on the teacher candidate’s growth in the area of Instruction:
CLASSROOM MANAGEMENT – Domain 3
CHECK ONE
No
Opp.
NA UA A E EVIDENCE
16. Promotes positive, collaborative peer interactions. (NASPE/NCATE 4.6)
17. Creates and maintains a positive and safe classroom environment conducive for learning.
(NASPE/NCATE 4.5)
18. Demonstrates confidence and poise when managing an effective learning environment.
19. Establishes and maintains effective rules, procedures, and routines.
(NASPE/NCATE 4.5)
20. Provides for smooth transitions between activities and implements introductions and
closures in lessons. (NASPE/NCATE 4.5)
Overall Rating for Classroom management (circle one): Unacceptable; Acceptable; Exemplary
Comments on the teacher candidate’s growth in the area of Classroom management:
PROFESSIONALISM – Domain 4
CHECK ONE
No
Opp.
NA UA A E EVIDENCE
21. Demonstrates oral, written, and/or nonverbal communication consistent with the
expectations of a college graduate. (NASPE/NCATE 4.1)
22. Creates a positive rapport with students, parents, colleagues, administrators, and
supervisors. (NASPE/NCATE 6.4)
23. Presents self in a professional manner in terms of appearance, attitude, attire, and
conduct. (NASPE/NCATE 6.3)
24. Is receptive to constructive criticism from the mentor teacher, supervisors, and
administrators and incorporates feedback. (NASPE/NCATE 6.2)
25. Discusses lesson plans with the mentor teacher well in advance of the lesson and
integrates feedback as appropriate.
26. Is prepared to teach each day.
27. Maintains an appropriate level of professional ethics in terms of personal conduct,
academic integrity, and emotional maturity in the school setting. (NASPE/NCATE 6.3)
28. Uses self-reflection to evaluate instruction. (NASPE/NCATE 5.3)
Overall Rating for Professionalism (circle one): Unacceptable; Acceptable; Exemplary
Comments on the teacher candidate’s growth in the area of Professionalism:
Additional Physical Education Outcomes No
Opp.
NA UA A E EVIDENCE
29. Learning tasks are developmentally appropriate. (NASPE/NCATE 1.3)
30. Students remain on-task and engaged in the learning/practice tasks. (NASPE/NCATE 1.2)
31. Communicates in ways that demonstrate sensitivity to all students. (NASPE/NCATE 6.4)
32. Identifies critical elements of motor skills and performance concepts. (NASPE/NCATE
1.5)
33. Analyze skills and performance concepts and provide specific corrective feedback
(NASPE/NCATE 1.5 & 4.3).
34. Develops and uses appropriate demonstrations and explanations that aid student
learning. (NASPE/NCATE 4.2)
35. Develops and uses appropriate instructional cues and prompts. (NASPE/NCATE 4.2)
36. Designs and implements both short (daily lesson plans) and long (unit plans) that are
linked to state/national standards. (NASPE/NCATE 3.1)
Overall Rating for Physical Education outcomes (circle one): Unacceptable; Acceptable; Exemplary
Overall comments:
Based on our work with , it is our assessment that he/she is performing at the following level for each
performance cluster:
Please place a check () in the appropriate box.
Planning: Unacceptable Acceptable Exemplary
Instruction: Unacceptable Acceptable Exemplary
Classroom Management: Unacceptable Acceptable Exemplary
Professionalism: Unacceptable Acceptable Exemplary
PHED Outcomes: Unacceptable Acceptable Exemplary
A teacher candidate must score an Acceptable rating or above in each performance cluster to be scored as Satisfactory.
The teacher candidate is: Unsatisfactory Satisfactory
Teacher Candidate Signature University Supervisor Signature
Mentor Teacher Signature
PHYSICAL EDUCATION INTERNSHIP EVALUTION SCORING RUBRIC
Internship Assessment Item—
Planning Cluster
Unacceptable Acceptable Exemplary
1. Develops learning
objectives which are
appropriate for the subject
and grade level, and are
connected appropriately to
the standards.
NASPE 3.2
Objectives are inappropriate for the
subject area/developmental level of
learners by being either too difficult
or too easy for students. Objectives
are not stated in measurable terms,
do not include criteria, and/or are
not appropriately connected to the
standards.
Objectives are appropriate for subject
area/developmental level of learners,
are connected appropriately to the
standards, and provide appropriate
challenges for students (tasks are
neither too easy nor too difficult).
Objectives are measurable and most
objectives identify criteria.
Objectives are appropriate for the
subject area/developmental level of
learners, are explicitly connected to the
standards and provide appropriate
challenges for students (tasks are
neither too easy nor too difficult).
Objectives incorporate multiple
domains of learning or content areas.
Objectives are measurable and each
contains criteria for student mastery.
2. Plans appropriate and
logically sequenced
instructional strategies.
NASPE 3.6
Instructional strategies are
incongruent with objectives. Some
strategies are developmentally
inappropriate. The sequence of the
lesson may be illogical, with gaps in
progressions. Learning/practice
tasks are arranged randomly in the
lesson with steps between
Most instructional strategies are
congruent with objectives. The
sequence of the lesson(s) is logical, with
few gaps in progressions.
Learning/practice tasks are arranged in
sequential and progressive steps to
facilitate learning. TC plans and
implements learning experiences
Instructional strategies are consistenty
congruent with objectives. All strategies
are developmentally appropriate and
address a variety of student needs. The
sequence of the lesson is logical with no
gaps in progressions. .
Learning/practice tasks allow students
to begin and end at different levels
progressions either too large or too
small to facilitate skill mastery. TC
fails to plan learning experiences
based on pre-assessment data.
Grouping of students is random and
does not reflect a specific
instructional rationale.
based on pre-assessment data.
Students are grouped based on pre-
assessment or other specific rationale.
based on individual readiness.
Progressions are sequential and
progressive with opportunities for
students to extend tasks to increase or
decrease the challenge. TC plans and
implements learning experiences based
on pre-assessment data. Students are
grouped or paired based on specific
instructional rationale.
3. Plans for differences in
individual needs, abilities,
and interests.
NASPE 3.5
No plan (or mTTC does not plan or minimally plans
for adaptation for individual
differences
(abilities/needs/interests).
Instruction is not individualized and
a “one size fits all” approach is
taken. TC uses one instructional
model/approach throughout the
lesson. TC fails to adapt or provide
accommodations based on
individual differences or unique
needs of students.
Most plans include instructional
adaptations for individual differences
(all levels) based on differing abilities
for at least one student. Student needs
(e.g. motivation or interest) are
addressed in plans. Candidate can
articulate an appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account for
variations in learning styles and prior
experiences, and/or physical
differences. TC plans and implements
strategies that allow for individual
differences in skill ability levels.
The plans routinely reflect
sophisticated adaptations for abilities
(all levels) and needs (interests and
motivation) with a sound rationale.
Adaptations are for students with
identified disabilities as well as others
who have learning problems and/or
who are gifted.
TC uses multiple instructional
models/approaches throughout the
lesson to account for variations in
learning styles and prior experiences.
Students are given multiple choices
within practice tasks based on
individual differences.
4. Plans for appropriate
assessment, analysis of
results, and maintenance of
No evidence (or minimal evidence)
of planning for formal or informal
assessment. No plan for record
keeping or analysis of data.
Appropriate strategies to assess
student learning are used (paper and
pencil tests, observational checklists,
etc) regularly. Planned assessments are
Assessment planning reflects
sophisticated use of assessments. On-
going assessments as well as summative
and formative assessments are used in
records.
NASPE 5.1 & 5.2
Assessments are not aligned with
lesson objectives and/or goals.
Learning/practice opportunities are
not based on pre-assessments and
students’ developmental levels.
Assessment (formal and informal) is
not continuous. Assessment results
are not reflected in the
modification or adaptation of
lesson. TC does not keep records of
assessment results and relies on
“eye balling” of skill levels.
appropriate for the lesson and/or goals
and measure student achievement of
objectives/goals. Some analysis of
results is noted. Student progress is
recorded and results used to make
subsequent changes. Learning/practice
opportunities are based on pre-
assessments and students’
developmental levels. Assessment
(formal and informal) is on-going.
Adaptations and modifications of
lessons are based on assessments.
many contexts. Record keeping
provides detailed information on
students and can be transformed into a
format that is accessible to others (e.g.
parents/administrators). Assessments
are aligned with objective and/or goals
and measure student achievement of
objectives/goals. Learning/practice
opportunities are based on pre-
assessment and students’
developmental levels. Assessment
(formal and informal) is continuous.
Adaptations and modification of
lessons can be directly linked to
assessment.
5. Plans lessons that
demonstrate a respect and
understanding for cultural
and linguistic diversity*.
NASPE 3.4
Instruction and plans do not reflect
(or minimally reflect) the cultural
diversity *and linguistic needs of the
students in the classroom. Plan for
lesson fails to reflect an active, fair
and equitable learning
environment. TC demonstrates
behaviors that reflect bias towards
high/low skilled students; gender
preference; class differences and/or
other defining characteristics of
students in the class (ESL, race,
etc.). Plan for lesson does not
reduce wait time or encourage
Cultural and linguistic diversity* of the
students in the class is addressed either
through instructional content,
strategies, and/or materials. TC’s plan
for lesson creates an active, fair and
equitable learning environment. TC
plans for active participation by all
students by reducing wait time. All
students have equal number of
practice or play opportunities. TC
candidates demonstrate no behaviors
that can be interpreted as favoring
students based skill, gender, class or
Extensive efforts are made to meet the
cultural and linguistic diversity* of the
students in the classroom through a
variety of ways: instructional content,
strategies and materials. TC creates an
active, fair and equitable learning
environment by reducing wait time,
providing numerous practice
opportunities for all students, and
having specific rationale for grouping
or pairing students. All students are
equally encouraged and feedback is
provided to all students.
active participation for all students. other defining characteristics.
Internship Assessment Item—
Instruction Cluster
Unacceptable Acceptable Exemplary
6. Implements instruction for
students using knowledge of
content and appropriate
standards.
NASPE 3.2 &3.3
Knowledge of content is minimal
and/or instruction is not adequate
to meet the standards. Objectives
are not directly or indirectly aligned
with state/national standards.
Objectives are developmentally
inappropriate for students’ abilities
or skill levels. Tasks in lesson are
incongruent with objectives. TC
demonstrates weak knowledge of
the content by planning
inappropriate or poorly aligned
learning experiences. Objectives
are not measurable and
performance based.
Objectives, instruction, and practice
tasks can be directly linked to the
identified state or national standard.
Chosen class content, instructional
approach, and learning tasks can be
linked to student mastery of state
and/or national standards. Objectives
are developmentally appropriate,
measurable, and performance based.
Tasks in lesson are congruent with
objectives and aligned with
national/state standards.
Lessons reflect an in-depth knowledge
of the content in the discipline.
Objectives are developmentally
appropriate, measureable and
performances based and contain a
criterion for each objective. Lessons
extend the requirements of the
standards through instructional and
practice tasks. Standards are
thoroughly addressed within all lessons
and mastery of lesson content can lead
students to demonstrate mastery of
state and national standards. Tasks in
lesson are congruent with objectives
and TC identifies the state/national
standard being addressed.
7. Establishes, communicates,
and maintains high
expectations for student
achievement and
participation. Students are
given opportunities and
support to assume
The teacher candidate does not
communicate and/or design
experiences that encourage student
participation and learning in a
challenging, yet supportive
environment. Students do not
recognize their role in the learning
The teacher candidate communicates
and designs some experiences that
encourage student participation and
learning in a challenging, yet
supportive environment. Students
recognize their role in the learning
environment and the teacher
The teacher candidate consistently
communicates and designs many
experiences that require student
participation and learning in a
challenging, yet supportive
environment. Students assume
responsibility for their role in the
responsibility for their own
learning.
NASPE 6.1
environment and the teacher
candidate’s expectations for
achievement.TC demonstrates
behaviors that indicate preference
for highly skilled students. Students
are given fewer practice
opportunities based on skill level.
No adaptations are made to lesson
to increase opportunities for
underperforming students. TC
makes all decisions and only the
command teaching approach is
used throughout the lesson.
Students are given no opportunity
to demonstrate self or social
responsibility.
candidate’s expectations for
achievement. TC provides an equal
number of practice/play opportunities
to all students. Modifications are
made to practice tasks for
underperforming students. Feedback
is provided equally to students.
Students are given limited number of
choices during the lesson to
demonstrate self and social
responsibility (equipment, space,
partners, etc.). At least two teaching
approaches are used during the lesson.
learning environment and the teacher
candidate’s expectations for
achievement. TC provides multiple
practice opportunities for all students.
Modifications are made to practice
tasks for under or over performing
students. Feedback is continuous and
given to individuals and to the group.
Students are given multiple choices
during the lesson to demonstrate self
and social responsibility (equipment,
space, partners, etc.). Multiple
teaching approaches are used during
the lesson.
8. Provides learning
experiences that allow
students to form connections
between the specific subject
area and other disciplines.
NASPE 1.1
Connections are not made or made
infrequently. TC fails to plan for the
integration of content knowledge
from physiology and biomechanics
in the lesson. TC only deals with the
“how” and not the “why” of the
movement.
Many lessons contain aspects that
enable students to make connections
with their prior or future learning in
other subjects or disciplines. TC plans
for and integrates content knowledge
from physiology and biomechanics in
the lesson. TC deals with not only the
“how,” but the “why” of the
movement.
Connections to prior and future learning
in other subject areas are routinely
made. Inter-disciplinary instruction is
frequent. TC deals with the “how” and
“why” of the movement and has
students make applications of
physiological and biomechanical
principles to movements.
9. Assists students in
connecting subject matter to
everyday life.
Does not make efforts to make the
subject matter more meaningful to
students by employing practical
applications or by using the
students’ experiences. Does not
provide encouragement or identify
to students opportunities for
participation in physical activity
outside of class.
Makes the subject matter more
meaningful for students by employing
practical applications and/or using the
students’ experiences. TC encourages
students to participate in physical
activity outside of class by identifying
opportunities available at the school
and in the community.
Consistently makes the subject matter
more meaningful for students through
the use of creative and innovative
practical applications and by using the
students’ experiences. TC encourages
students to participate in physical
activity outside of class by identifying
opportunities and acknowledging
students who take these opportunities.
10. Uses instructional
judgment in implementation
of lessons.
NASPE 4.4
Displays minimal instructional
judgment in adjusting instruction in
response to student needs and/or
environmental variables. TC does
not demonstrate flexibility in the
lesson or with students by
remaining on script without regard
to student responses. TC does not
adjust learning tasks by either
refining, or extending task up or
down.
Displays some instructional judgment
by making appropriate instructional
adjustment in response to student
performance and/or other variables. TC
demonstrates flexibility in the lesson
or with students by adjusting the
lesson to the changing environment
based on student responses. TC
demonstrates such behaviors as
extending tasks up or down based on
student responses or adding tasks to
lesson.
Displays an outstanding level of
instructional judgment by making
appropriate instructional adjustments in
response to student needs and/or other
variables. TC demonstrates flexibility
and creativity when adjusting the
lesson based on student responses. TC
consistently refines or extends tasks up
or down based on student responses.
TC adds or subtracts learning
experiences to lesson based on student
responses.
11. Uses a variety of
instructional strategies to
actively engage all students.
Rarely demonstrates the use of
multiple strategies to engage
students in lessons. Only one
Effectively and frequently employs
multiple instructional strategies to
engage students. At least three
Effectively and consistently employs
multiple instructional strategies (more
than three) including both direct and
NASPE 4.4 instructional approach is used in
the lesson. TC does not use
effective demonstrations or link
practice tasks to lesson objectives.
TC uses only large group activities
that limit the number of practice
opportunities for students. TC fails
to use small sized games or makes
limited use of available equipment.
TC has excess wait time during the
lesson.
instructional approaches including
direct and indirect instructional
formats are used in the lesson. TC uses
effective demonstrations and links
practice tasks directly to lesson
objectives. TC uses small sided games
to increase the number of practice
opportunities for students. TC makes
effective use of available equipment
and space by utilizing such strategies
as station work or practice areas. TC
minimizes wait time.
indirect approaches to engage all
students. TC uses multiple
demonstrations during the lesson and
links all practice tasks to specific lesson
objectives. TC consistently uses small
or modified games to provide practice
opportunities for all students. TC
maximizes the use of the space by
using such strategies practice areas,
stations, or task cards. TC extends
tasks (up or down) to ensure practice
opportunities for all skill levels and
teaches by invitation.
12. Integrates
technology**appropriately
into teaching and learning.
NASPE 3.7
Note: at least one lesson that
is evaluated needs to
integrate technology
TC does not integrate learning
experiences that involve students in
the use of technology in a physical
activity setting. Technology use in
the is limited to the TC. TC
demonstrates limited knowledge of
current technology and their
applications in a physical activity
setting.
TC integrates learning experiences that
involve students in the use of
technology in a physical activity such
as heart monitors, pedometers, etc.
TC demonstrates knowledge and use
of current technology and applies this
knowledge in the development and
implementation of lessons in a physical
activity setting.
TC integrates learning experiences that
require students to use various
technologies (heart monitors,
pedometers, etc.) in a physical activity
setting. TC demonstrates mastery of
current technologies and uses the
technology to enhance student
learning.
13. Provides learning
experiences which encourage
critical thinking, problem
solving, informed decision-
making, and/or creativity.
TC uses only direct instructional
formats and command style.
Students have limited opportunities
(less than three) to problem solve,
explore, or be involved in critical
thinking activities during the lesson.
TC uses both direct and indirect
instructional approaches when
appropriate. TC asks questions, poses
scenarios, and uses a variety of
instructional formats such as
movement exploration that encourage
TC uses a variety of direct and indirect
instructional approaches when
appropriate. TC asks higher order
questions requiring students to
synthesize and apply information or
game strategies in authentic
critical thinking and problem solving. environments.
14. Uses a variety of
assessments to demonstrate
student learning and to
modify instruction as needed.
NASPE 5.1, 5.2, 5.3
Does not use or makes minimal use
of assessment (informal
observations as well as planned
assessments) during instruction. TC
can not demonstrate impact on
student learning. TC does not use
assessment to inform instruction,
provide feedback, or communicate
student progress. TC makes no use
of self or peer assessment. TC fails
to check for understanding
throughout the lesson. TC fails to
pre-assess before developing a unit.
Uses assessment (informal observations
as well as planned assessments) to
demonstrate student learning, to make
modifications during instruction,
provide feedback to students, and to
communicate student progress. TC uses
a variety of assessments including
guided, self and peer assessments. TC
checks for understanding throughout
the lesson. TC unit plan is based on
pre-assessment data. Lesson/unit
objectives reflect the results of the
pre-assessment. Adjustment to
instructional plan reflects TC’s
assessment of students before, during
and after instruction.
Demonstrates the regular use of a
variety of assessment strategies
(informal observations as well as
planned assessments) to demonstrate
student learning, to make modifications
during instruction for all students,
provide feedback to students, and to
communicate student progress.
Multiple sources of evidence
demonstrate that instruction has been
modified based on analysis of
assessment results. TC makes regular
use of guided, self and peer
assessment. TC makes numerous
checks for understanding during the
lesson. TC unit plan is based on pre-
assessment data. Lesson/unit
objectives reflect the results of the pre-
assessment. TC revises lesson/unit
objectives based on continuous
assessment of student progress. TC
continually adjust instructional plan
based on assessment of students
before, during, and after instruction.
15. Uses appropriate voice
tone and inflection to deliver
instruction effectively.
Delivery of instruction lacks poise
and/or appropriate voice tone and
inflection. Candidate appears
Instruction is generally delivered with
poise and appropriate voice tone.
Candidate appears comfortable
Instruction is consistently delivered with
poise and appropriate voice tone.
Candidate portrays confidence in
NASPE 4.1 uncomfortable teaching. TC
consistently (over 5 times per
lesson) makes mistakes in grammar
or uses inappropriate language for
the age group. TC consistently uses
“slang.”
teaching. TC occasionally (less than 3
per lesson) makes a mistake in
grammar or diction. TC’s language is
appropriate for the age group and
avoids use of “slang.”
teaching. TC rarely makes a mistake in
grammar or diction. TC’s language is
appropriate for the age group and uses
no “slang” during the lesson.
Internship Assessment Item—
Classroom Management
Cluster
Unacceptable Acceptable Exemplary
16. Promotes positive,
collaborative peer
interactions.
NASPE 4.6
Makes minimal use of strategies or
learning tasks which require
students to work collaboratively
and/or makes minimal efforts at
encouraging positive relationships
among students in the classroom.
TC allows inappropriate
interactions (e.g., trash talking)
among students during activity. TC
fails to promote personal and social
responsibility on the part of
students.
Makes frequent use of strategies or
plans learning tasks which require
students to work collaboratively and/or
makes efforts at encouraging positive
relationships among students in the
classroom. TC does not permit
inappropriate interactions (e.g., trash
talking) during activity and rewards
students who encourage other
students. TC consistently promotes
personal and social responsibility on
the part of students.
TC uses strategies and learning tasks
which require students to work
collaboratively and debriefs around the
activity on appropriate student
interactions. TC consistently provides
feedback on student communication
with each other. TC plans for and
implements practice tasks or activities
that promote social and personal
responsibility.
17. Creates and maintains a
positive and safe classroom
Does not employ effective classroom
management strategies or relies
Positive, proactive strategies are
employed to effectively manage the
Consistently employs a variety of
positive, proactive approaches to
environment conducive for
learning.
NASPE 4.5
excessively on punitive strategies.
Behavior issues are addressed
insufficiently or ineffectively. Does
not provide students with a
physically and psychologically safe
environment. TC fails to check
space for possible hazards or fails to
enforce safety rules.
classroom. Behavior issues are
immediately efficiently and effectively
addressed. Creates a learning
environment in which students are
physically and psychologically safe. TC
checks space for possible hazards and
enforces all safety rules.
effectively manage the classroom.
Little time is needed for classroom
management. Creates a learning
environment in which students are
physically and psychologically safe and
students are encouraged to explore
their limits. TC checks space for
possible hazards and anticipates
behaviors that might threaten the
safety of students.
18. Demonstrates confidence
and poise when managing the
classroom environment.
Displays difficulty in maintaining
composure in the face of student
behavior and/or demonstrates a lack
of confidence when interacting with
students.
Generally displays composure in the
face of student behavior and/or
demonstrates an adequate level of
confidence when interacting with
students.
Consistently displays high degree pf
composure in the face of student
behavior and/or confidence when
interacting with students.
19. Establishes and maintains
effective rules, procedures,
and routines.
NASPE 4.5
Does not develop rules, procedures,
and routines or has difficulty in
implementing classroom rules,
procedures, and routines.
Managerial routines are not
present and no systems are in place
for distribution/return of
Designs and implements
classroom rules, procedures, and
routines that result in a classroom that
has minimal behavioral problems.
Managerial routines are present and a
system is in place for
distribution/return of equipment,
Designs highly effective classroom
procedures and routines that result in
classroom that runs smoothly and
harmoniously. Rules are logical,
reasonable, and consistent with clear
consequences for discipline issues.
Managerial routines are present and
equipment, attendance, finding a
partner or creating a group, and
other gymnasium routines. There is
not a clear stop and start signal in
place. Equipment distribution and
return is disorganized (takes over
one minute). Students are either
too close together or too far apart
to perform the learning tasks.
attendance, finding a partner or
creating a group, and other gymnasium
routines. There is a clear stop and
start signal in place. Equipment
distribution and return is organized
and is achieved in less than one
minute. Effective use of space is
evident in the lesson (students are
neither too far or too close together).
innovative such as multiple equipment
distribution points. Stop and start
signals are clear and creative.
Equipment distribution and return
occurs in less than 30 seconds. Space
use is maximized through careful
planning with students participating in
the organization of the space for their
use.
20. Provides for smooth
transitions between activities
and implements introductions
and closures in lessons.
NASPE 4.5
Does not plan for transitions or is
unable to effectively implement
planned transitions without
behavioral problems. Does not or
rarely provides an introduction or
lesson closure. Students spend an
excessive amount of time (over 30
sec.) in transition from learning
tasks to learning tasks.
Uses strategies for transitions that are
generally effective in minimizing
behavioral problems and in maximizing
instructional time. Provides
introductions and closures frequently in
lessons. Transitions between learning
tasks are planned for and execute in
under 30 seconds.
Consistently employs very effective
strategies for transitions that minimize
behavioral problems and maximize
instructional time. Consistently
provides very effective introductions
and closures in lessons.
Transitions are linked directly to class
objectives, and provide
practice/review opportunities for
students. Multiple methods for
transition are used during the class
period.
Internship Assessment Item—
Professionalism Cluster
Unacceptable Acceptable Exemplary
21. Demonstrates oral,
written, and/or nonverbal
communication consistent
with the expectations of a
college graduate.
NASPE 4.1
Displays difficulty in oral, written,
and/or nonverbal communication
with others in the school
environment (students, parents,
colleagues, administrators, or
supervisors). TC makes consistent
(more than 7) mistakes in written
or spoken communication. The
only form of communication is
verbal. TC uses inappropriate
language or demeanor with
parents, administrators, colleagues
or students.
Maintains acceptable oral, written,
and/or nonverbal communication with
others in the school environment
(students, parents, colleagues,
administrators, or supervisors). TC uses
appropriate language and
communication with parents,
administrators, colleagues, and
students. TC makes an occasionally
mistake (less than 7) in written or
verbal communication. TC uses a
variety of instructional formats to
convey instruction (task cards, check
sheets, etc.).
Uses highly effective oral, written,
and/or nonverbal communication with
others in the school environment. TC
actively seeks input and counsel from
students, parents, colleagues,
administrators, or supervisors
concerning teacher effectiveness. TC
rarely (less than 5) in written or verbal
communication. TC consistently uses a
variety of instructional formats (task
cards, check sheets, etc).
22. Creates a positive rapport
with students, parents,
colleagues, administrators,
Displays difficulty in establishing
productive relationships and
maintaining rapport with others in
the school environment (students,
Establishes and maintains productive
relationships and acceptable rapport
with others in the school environment
(students, parents, colleagues,
Initiates productive relationships and
maintains a high level of positive
rapport with students, parents,
colleagues, administrators and
and supervisors.
NASPE 6.4
parents, colleagues, administrators,
or supervisors). Does not handle
conflicts in a professional manner.
TC “puts down” students in front of
classmates or uses inappropriate
language in conversation with
students.
administrators, or supervisors). Handles
conflicts in a professional manner. TC
uses language which supports students
in their choices. TC deals with any
incident privately with students and
avoids demeaning students in front of
classmates. TC continues to use
appropriate language even during
casual conversations with students.
supervisors. Finds creative solutions to
conflicts and is willing to compromise.
TC uses language which supports
students and celebrates their
differences. All conflict resolution is
conducted in private. TC uses
appropriate language at all times.
23. Presents self in a
professional manner in terms
of appearance, attitude,
attire, and conduct.
NASPE 6.3
Displays repeated or significant
difficulty in one or more
professional behaviors: appearance,
attitude, attire, or conduct. TC fails
to maintain confidentially of
students or colleagues. TC has
inappropriate contact with students
outside of the classroom. TC
demonstrates favoritism to specific
students or group of students.
Conducts self in an acceptable manner
in terms of appearance, attitude, attire,
or conduct. Is a role model for students.
TC maintains confidentially of students
and colleagues. All contact with
students (in and out of the classroom)
is appropriate and professional. TC
ensures that all students are treated
equally and fairly in the classroom.
Conducts self in an exemplary manner
in terms of appearance, attitude, attire,
or conduct. Is an exemplary role model
for students. TC models professional
behavior for students in and out of the
classroom. TC demonstrates behaviors
that foster the creation of an inclusive
classroom.
24. Is receptive to
constructive criticism from
mentor teacher, supervisor,
and administrators and
Does not incorporate feedback from
others or complies minimally and/or
does not receive criticism in a
mature manner. Does not use
Receives criticism in a mature manner
and demonstrates incorporation of
feedback. Based on constructive
criticism from supervisors, TC uses
Not only incorporates feedback from
others and receives criticism in a mature
manner, but, also seeks feedback and
uses it to improve performance. TC uses
incorporates feedback.
NASPE 6.2
outside or available resources to
improve teaching effectiveness. TC
fails to construct a plan for future
professional growth. TC fails to
complete or document professional
service and growth as required by
the program.
available outside resources to improve
teaching effectiveness. TC has a
written plan for future professional
growth. TC completes and documents
professional service and growth as
required by the program.
available outside resources to improve
teaching effectiveness and develops a
detailed written plan for professional
growth. TC provides a detailed
description of professional service and
growth as required by the program.
25. Discusses lesson plans
with the mentor teacher well
in advance of the lesson and
integrates feedback as
appropriate.
Does not have lesson plans prepared
in advance and does not discuss
plans with teacher. Feedback is not
incorporated or is incorporated
minimally.
Lesson plans are prepared in advance
and are frequently discussed with the
teacher. Feedback is frequently
incorporated.
Lesson plans prepared in advance and
consistently discussed with the teacher.
Feedback is readily incorporated.
26. Is prepared to teach each
day.
Is not prepared to teach—lesson
plans may be missing, materials may
not be organized in advance, others
(assistants or colleagues) may not be
informed of their instructional roles
for the lesson. Lack of preparedness
disrupts student learning.
Is prepared to teach daily. Any lack of
preparedness is infrequent and minor in
nature such as gaps within planning or
minor mistakes in managing the lesson.
The mistakes do not impact student
learning
TC displays a high degree of planning
and organization which optimizes
student learning opportunities.
Learning and practice opportunities are
maximized.
27. Maintains an appropriate
level of professional ethics in
terms of personal conduct,
academic integrity, and
emotional maturity in the
school setting.
Displays frequent and/or significant
problems in the school setting any of
the following: personal conduct,
academic integrity, and emotional
maturity. TC makes immature
decisions or fails to follow school
Displays acceptable behavior in the
school setting in each of the following
areas: personal conduct, academic
integrity, and emotional maturity. TC
demonstrates the ability to make
mature decisions. All interactions with
Displays exemplary personal conduct,
academic integrity, and emotional
maturity in the school setting. TC
demonstrates the ability to make
mature decisions and effectively follow
through with those decisions. All
NASPE 6.3 policies and procedures. TC has
inappropriate interactions with
students.
students are appropriate. School
policies and procedures are followed
and enforced.
interactions with students are
appropriate and evident of an
experience teacher. School policies
and procedures are followed and
enforced. Issues or problems are
anticipated.
28. Uses self-reflection to
evaluate instruction.
NASPE 5.3
Does not use a reflective cycle
(description of teaching,
justification of teaching,
performance, critique of teaching,
setting of goals) to modify
instruction or implement change
based on reflection. Reflections
lack depth and are not based on
specific incidents from class or
assessment data. Problems and
issues are identified in the
reflection, but solutions or changes
are not proposed.
Uses a reflective cycle (description of
teaching, justification of teaching,
performance, critique of teaching,
setting of goals) to modify instruction
or implement change based on
reflection. Reflections provide specific
examples from the lessons or
assessments to support teacher
observation. Solutions and changes
are proposed for the next lesson based
on the reflection.
Uses a reflective cycle (description of
teaching, justification of teaching,
performance, critique of teaching,
setting of goals) to modify instruction
or implement change based on
reflection. Changes based on reflection
are placed into action in lessons.
Reflection is translated into action.
Internship Assessment Item—
Physical Education
Unacceptable Acceptable Exemplary
29. Learning tasks are
developmentally appropriate.
NASPE 1.3
Learning tasks are inappropriate for
the developmental level of students
by being either too difficult or too
easy. Students are off-task due to
the inappropriate level of difficulty
of tasks. TC fails to make
adjustments to tasks to
accommodate students’
developmental levels by increasing
or decreasing task complexity.
Learning tasks are appropriate for the
developmental levels of students by
providing appropriate challenges for
students (task are neither too easy nor
too difficult for students). Students
remain on-task and engaged in the
practice task. TC makes some
adjustments to tasks to accommodate
students’ developmental levels, but
adjustments are across the entire class
and not individualized.
Learning objectives and tasks are
appropriate for the developmental level
of students by providing appropriate
challenges for students (tasks are
neither too easy nor too difficult for
students). Students remain on-task and
engaged in the practice task. TC makes
adjustments to tasks based on student
performance (increasing or decreasing
tasks complexity based on student
performance). Adjustments are both
across the entire class and
individualized.
30. Students remain on-task
and engaged in the
learning/practice tasks.
NASPE 1.2
Students are off-tasks and modifying
practice task inappropriately.
Students are off-task due to the
inappropriate level of difficulty of
tasks (either too easy or too hard),
steps in skill progressions are out of
sequence, or task complexity is
inappropriate.
Students are on-tasks with the TC
and/or students modify practice tasks
appropriately. Task complexity is
appropriate for skill and developmental
levels of students. Progressions are
sequential and progressive. TC applies
concepts from motor
learning/behavioral theory to design
TC provides learning/practice tasks
allow students to begin and end at
different levels based on individual
readiness. Progressions are sequential
and progressive with opportunities for
students to extend tasks to increase or
decrease the task complexity. TC applies
concepts from motor
practice tasks, which lead to student
learning.
learning/behavioral theory to design
practice tasks which lead to student
learning.
31. Communicates in ways
that demonstrate sensitivity
to all students.
NASPE 6.4
Teacher candidate demonstrates
insensitivity to differences among
students by such behaviors as
dividing student by gender, making
inappropriate comments (throw like
a girl, etc.), and failing to account for
cultural, ethnic, or ability differences
in class (i.e.., failure to mainstream
students with special needs into the
activities).
Teacher candidate consistently
demonstrates sensitivity to all students
by using non-bias methods to divide
students into groups, accounts for
ethnic and cultural differences by
allowing students some decision
making during the lesson, and
mainstreams all students into the class
regardless of ability.
Teacher candidate not TC not only demonstrates sensitivity to all
students, but actively encourages the
acceptance of these differences among
students by carefully planning
appropriate learning experiences.
32. Identifies critical elements
of motor skills and
performance concepts.
NASPE 1.5
TC fails to identify key elements of
the skill/performance concept
during the explanation. TC fails to
develop or use appropriate
instructional cues or prompts.
Students are not provided feedback
on critical elements of skills or
performance concepts.
TC identifies key elements of the
skill/performance concept during the
explanation. Instructional cues and
prompts are directly linked to the
identified critical elements. Feedback is
congruent to the identified key
elements.
TC identifies key elements of the
skill/performance concepts and is
innovative in the creation of
instructional cues and prompts. TC
consistently provides students with
specific, corrective feedback based on
the identified key elements.
33. Analyze skills and
performance concepts and
provides specific corrective
feedback.
TC provides general feedback on the
skill without identifying key
elements. All feedback is given to
the group and no individual
feedback is given. Feedback is
TC provides corrective feedback to the
group based on an analysis of the skill.
TC demonstrates the ability to identify
performance mistakes and make
corrections. TC demonstrates the
TC provides specific, corrective
feedback to the group and to
individuals. TC demonstrates the ability
to identify key performance mistakes
and modify the practice condition based
NASPE 1.5 & 4.3
incongruent with the
skill/performance concept being
taught. TC cannot specifically
identify the performance mistake in
the skill/performance concept.
TC does not demonstrate the ability
to “break” down the
skill/performance concept for the
student.
ability to “break” down the
skill/performance concept based on an
analysis of the skill. Feedback is
congruent with the skill/performance
concept being taught.
on this analysis. TC can “break” down
the skill/performance concept based on
an analysis of the skill/performance
concept. TC develops innovative
instructional cues and prompts based
on the analysis of the skill.
34. Develops and uses
appropriate demonstrations
and explanations that aid
student learning.
NASPE 4.2
TC incorrectly demonstrates the skill
and does not identify critical
elements of the skill. Explanations
are either too long or too short for
the developmental levels of
students. Demonstrations or
explanations are given only once
during the lesson.
TC correctly demonstrates the skill or
has a student demonstrate the skill. TC
identifies key elements of the skill
during the demonstration and tells
students where to look during the
demonstration. Explanations are brief
and appropriate for the developmental
levels of students. Demonstrations and
explanations are repeated at least twice
during the class period.
TC repeatedly demonstrates the ski.
Explanations are brief and specific and
only identify the most important
elements of the skill. Demonstrations
are repeated after students have the
opportunity to practice the skill.
Explanations are limited to the three
key elements of the skill. Skill cues and
instructional prompts are based on the
explanation and demonstration of the
skill.
35. Develops and uses
appropriate instructional
cues.
NASPE 4.2
TC provides either too few or too
many instructional cues or prompts
for the developmental level of
students. Instructional cues are
incorrect or do no identify key
TC creates instructional TC TC creates instructional cues or prompts
that identify key elements of the
skill/strategies. Number of instructional
cues/prompts is appropriate for the
developmental level of students. TC
repeats the cues/prompts at least three
TC creates innovative instructional
cues/prompts to facilitate learning
including such things as rhymes or
finding ways to make abstract concepts
concrete. TC consistently (more than 3)
repeats the instructional cues or
elements of the skill/strategies. times during the lesson.
prompts throughout the lesson.
36. Designs and implements
both short (daily lesson plans)
and long (unit plans) that are
linked to state/national
standards.
NASPE 3.1
Daily lesson plans are incomplete
and lack specificity. TC does not
identify specific unit goals. Lesson
plans are incongruent with unit
goals. Unit plan is incomplete and
does not meet unit plan
requirements. Unit plans are not
based on pre-assessments of
students or development levels of
students. Lesson objectives and unit
goals have no relationship to
state/national standards.
Daily lesson plans meet all lesson plan
requirements and are congruent with
unit plan goals. Unit plan meets all unit
plan requirements. Unit plan goals are
based on pre-assessments and
developmental levels of students. Both
lesson and unit plans are directly or
indirectly aligned with state/national
standards.
Daily lesson plans meet all lesson plan
requirements exceed expectation in
specificity and planning detail. Unit plan
meets all unit plan requirement and
exceed expectation in specificity and
identification of key elements. Lesson
and unit plans are based on pre and on-
going assessment and developmental
levels of students. Both lesson and unit
plans are directly aligned with
state/national standards.
Diversity refers to “differences among groups of people and individuals based n ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area.” (NCATE Professional Standards, 2002, p.53)
Examples of appropriate application of technology include: P-12 students using multimedia software to create presentations; P-12 students using spreadsheet/graphing software to analyze data; P-12 students using digital video to tell a story; P-12 students with special needs/ESOL using assistive technology to meet curricular objectives. Using a word processor to type lesson plans, showing a video or using the overhead projector, or intern e-mail communication are not considered adequate use of technology for this indicator.
