· Web viewIdentifies objectives related to decision making and the use of strategies and tactics. Provides feedback to students on the effective use of strategies and tactics. 1.0Can

Teacher Candidate Student Teaching Evaluation (WORKSHEET) -Midterm Student Teacher: ________________________________________ University Supervisor: ______________________________________Mentor Teacher/s: ______________________________________ Semester: ________________ Date: __________________________

Directions – The Teacher Candidate Evaluation worksheet is to be used in collaboration with the mentor teacher and teacher candidate to review the teacher candidate’s performance at the mid-term and the final. Final scores and comments will be recorded by the University of Akron’s Teacher Candidates Supervisor on the online evaluation score sheet.At the Mid-term 3-way conference

1) Goals are set for the remainder of the student teaching experience2) The University Supervisor records the consensus ratings and enters into online evaluation score sheet by the end of week 8

Item Exceeds Expectations(3 points)

Meets Expectations(2 points)

Emerging(1 point)

Does Not Meet Expectations(0 points)

Planning for Instruction and AssessmentA. Focus for Learning: Standards and Objectives /Targets

___Score

Plans align to appropriate Ohio Learning Standards

ANDGoals are measureable

ANDStandards, objectives/targets, and learning tasks are consistently aligned with each other

ANDArticulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area


ANDGoals are measureable

ANDStandards, objectives/ targets, and learning tasks are consistently aligned with each other

ANDArticulates objectives/targets that are appropriate for learners


AND/ORSome goals are measureable

AND/ORStandards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other

AND/ORArticulates some objectives/targets that are appropriate for learners

Plans do not align to the appropriate Ohio Learning Standards

AND/ORGoals are absent or not measureable

AND/ORStandards, objectives/targets, and learning tasks are not aligned with each other

AND/ORDoes not articulate objectives/targets that are appropriate for learners

B. Materials and Resources

___Score

Uses a variety of materials and resources that1. Align with all objectives/targets2. Make content relevant to learners3. Encourage individualization of learning

Uses a variety of materials and resources that1. Align with all objectives/targets2. Make content relevant to learners

Uses materials and resources that align with some of the objectives/targets

Materials and resources do not align with objectives/targets

C. Assessment of P-12 Learning

___Score

Plans a variety of assessments that1. Provide opportunities for learners of varying abilities to illustrate competence2. Align with the Ohio Learning Standards3. Are culturally relevant and draw from learners’

Plans a variety of assessments that1. Provide opportunities for learners to illustrate competence2. Align with the Ohio Learning Standards

Planned assessments1. Provide opportunities for some learners to illustrate competence2. Align with the Ohio Learning Standards

Planned assessments1. Are not includedOR2. Do not align with the Ohio Learning Standards

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Emerging(1 point)


funds of knowledge4. Promote learner growth

3. Are culturally relevant and draw from learners’ funds of knowledge

D. Differentiated Methods

___Score

Lessons make meaningful and culturally relevant connections to1. Learners’ prior knowledge2. Previous lessons3. Future learning4. Other disciplines and real-world experiences

ANDDifferentiation of instruction supports learner development

ANDOrganizes instruction to ensure content is comprehensible, relevant, and challenging for learners

Lessons make clear and coherent connections to1. Learners’ prior knowledge2. Previous lessons3. Future learning

ANDDifferentiation of instruction supports learner development

ANDOrganizes instruction to ensure content is comprehensible and relevant for learners

Lessons make an attempt to build on, but are not completely successful at connecting to1. Learners’ prior knowledge,2. Previous lessons, OR future learning

ANDDifferentiation of instruction is minimal

ANDOrganizes instruction to ensure content is comprehensible for learners

Lessons do not build on or connect to learners’ prior knowledge

AND/ORExplanations given are illogical or inaccurate as to how the content connects to previous and future learning

AND/ORDifferentiation of instruction is absent

Sources of Evidence:

Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans

Student learning objectives Evidence of differentiation in lesson plan Description of connections between lessons

Observation of teaching Instructional materials Appropriate citations for resources Variety of formative and summative assessments Posted learning objectives/ targets

___OtherPossible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teachers’ plans: appropriately “connect content to standard”

(Marzano, p. 27). “Goals are: specific, measurable and timebound; based on multiple

sources of available data that reveal prior student learning; aligned to content standards; appropriate for the context, instructional interval and content standard(s); demonstrating a significant impact on student learning of content (transferable skills)” (Marzano, p. 36).

o Evidence of differentiationo Use of Ohio Learning Standards

Posted learning objectives/ targets “The [student] teacher identifies the available materials that can enhance student understanding and the

“Goals may be missing one or more of the following qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are partially aligned to content standards. Goals may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s). Goal is not connected to a significant impact on student learning of content” (Marzano, p. 36).

“The [student] teacher identifies the available materials that can enhance learner understanding but does not clearly identify or describe the manner in which they will be used” (Marzano, p. 28).

Student teacher relies on lecture with no supporting materials Does not allow for learner use of materials (all teacher demonstration)

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Emerging(1 point)


manner in which they will be used” (Marzano, p. 28). Student teacher is able to inform learners, and discuss learner progress,

using formative data Plans submitted include assessment/evaluation components Assessments are clearly aligned to congruent standards Assessment is included in the daily procedures Student teacher uses a variety and balance of assessment techniques “[Student] teacher plans and delivers lessons that are logically

structured, well-scaffolded, and reasonably paced, with differentiated content and timing as necessary” (BPS, p. 5).

“[Student] teacher frequently uses learners’ learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks” (BPS, p. 13).

“[Student] teacher divides students into groups that support student learning and build on learners’ strengths” (BPS, p.5).

“ The [student] teacher identifies and effectively employs interventions that meet the needs of specific subpopulations (e.g., ELL, special education, and students who come from environments that offer little support for learning)” (Marzano, p. 24).

Relies on learner self-grading/self-correcting Plans include vague data collection techniques Assessments are misaligned Planned assessments are not aligned to procedures Assessments are not developmentally appropriate or grade-level

appropriate Relies heavily on publisher generated tests “[Student] teacher plans or delivers lessons with either too much or

insufficient time allocated to activities, or timing and content that is not suitably differentiated” (BPS, p. 5).

“[Student] teacher inconsistently plans or delivers lessons or assessments designed to reach learners with diverse, learning styles, and needs” (BPS, p. 13).

“The [student] teacher identifies interventions that meet the needs of specific subpopulations (e.g., ELL, special education, and students who come from environments that offer little support for learning), but does not ensure that all identified students are adequately served by the interventions” (Marzano, p. 24).

Instructional DeliveryE. Learning Target and Directions

___Score

Articulates accurate and coherent learning targets

ANDArticulates accurate directions/explanations throughout the lesson

ANDSequences learning experiences appropriately

Articulates an accurate learning target

ANDArticulates accurate directions/ explanations

ANDSequences learning experiences appropriately

Articulates an inaccurate learning target

AND/ORArticulates inaccurate directions/explanations

Does not articulate the learning target

ORDoes not articulate directions/ explanations

F. Critical Thinking

___Score

Engages learners in critical thinking in local and/or global contexts that1. Fosters problem solving2. Encourages conceptual connections3. Challenges assumptions

Engages learners in critical thinking that1. Fosters problem solving2. Encourages conceptual connections

Introduces AND/OR models critical thinking that1. Fosters problem solving2. Encourages conceptual connections

Does not introduce AND/OR model critical thinking that1. Fosters problem solving2. Encourages conceptual connections

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G. Checking for Understanding and Adjusting Instruction through Formative Assessment

___Score

Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment

ANDDifferentiates through planned and responsive adjustments (whole class/group and individual learners)

Checks for understanding (whole class/group) during lessons using formative assessment

ANDDifferentiates through adjustments to instruction (whole class/group)

Inconsistently checks for understanding during lessons using formative assessment

ANDAdjusts instruction accordingly, but adjustments may cause additional confusion

Does not check for understanding during lessons using formative assessment

ORDoes not make any adjustments based on learners’ responses

H. Digital Tools and Resources

___Score

Discusses AND uses a variety of developmentally appropriate technologies (digital tools and resources) that1. Are relevant to learning objectives/ targets of the lesson2. Engage learners in the demonstration of knowledge or skills3. Extend learners’ understanding of concepts

Discusses AND uses developmentally appropriate technologies (digital tools and resources) that1. Are relevant to learning objectives/ targets of the lesson2. Engage learners in the demonstration of knowledge or skills

Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson

ANDTechnology is not available

One of the following:A. Does not use technologies (digital tools and resources)ANDTechnology is available in the setting

ORB. Use of technologies is not relevant to the learning objectives/ targets of the lesson

ORC. Does not discuss technologiesANDTechnology is not available in the setting

I. Safe and Respectful Learning Environment

___Score

Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions

ANDEstablishes and promotes constructive relationships to equitably engage learners

ANDUses research-based strategies to maintain learners’ attention (individual and whole group)

Creates and manages a safe and respectful learning environment through the use of routines and transitions

ANDEstablishes and promotes constructive relationships to equitably engage learners

ANDUses research-based strategies to maintain learners’ attention (individual and whole group)

Attempts to create a safe learning environment through the use of routines and transitions

AND/ORAttempts to establish constructive relationships to engage learners

AND/ORAttempts to use constructive strategies to maintain learners’ attention (individual and whole group)

Does not create a safe learning environment

ORDoes not establish constructive relationships to engage learners

ORDoes not use constructive strategies to maintain learners’ attention (individual and whole group)

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Observation of teaching Classroom discourse: students questioning each other and discussing the content Higher-order questioning Frequent opportunities for student responses Modification of instruction based on student needs Implementation of interventions, remediation, reinforcement, and/or enrichment to provide differentation

Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Posted learning objectives/targets Classroom ground rules implemented by teacher Other

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Targets are prominently and visibly posted in the classroom

o “Learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment” (Marzano, p.1).

Begins lesson by stating target and/or goals Revisits targets and goals throughout the lesson Summarizes the targets at the end of the lesson Directions are concise, systematic, and logical Learners know what they should be doing in the classroom Learning tasks align with targets Asks questions which probe learner thinking

o asks questions of learnerso requies active learner responses through discussion, group

work, asking questions, closely monitoring seat worko attends to individuals, changes explanation, provides

prompting or enrichement when appropriateo “organizes content into small chunks, has learners interact

about each chunk of content, provides guidance as to which information is most important, asks inferential and elaborative questions, has students summarize content” (Marzano, p.4)

Scaffolds and supports learners’ problem-solving Encourages learners to support assertions with evidence Encourages connections with learners’ previous knowledge and/or

interdisciplinary connections Allows learners to question/challenge peers’ ideas (edTPA, NASSP) Student teacher uses and discusses the some of the following digital

tools:o Computerso Websiteso Blogs

Targets/goals are NOT prominently and visibly posted Begins lesson without discussing targets or goals Sequence of lesson is not logical Directions to learners are confusing and include too much/too little

informationo Learners seem confused or ask many questions to know what

to do

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o Mobile deviceso Interactive whiteboardo Online mediao Online study tools

Student teacher uses digitals tools in the following ways:o Relevant- Directly support access to the objectives for the

lesson(s)o Engaging- Learners are actively using the digital tools instead of

the teacher just using the tools and learners are passiveo Extending- Learners are given independent assignments to use

digital tools to continue exploring a topicExceeds: “The [student] teacher actively involves learners in managing the

learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning” (INTASC).

Meets: “The [student] teacher manages the learning environment, organizing,

allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time” (INTASC).

Both The [student] teacher: uses technology to expand learner options in order to maintain and

increase student engagement. provides evidence for how they have used findings from research to

maintain learners’ attention

Emerging: Attempts to address the criteria in the “meets” level of performance

Does Not Meet: No attempt is made to address the criteria in the “Meets” level of

performance

AssessmentJ. Data-Guided Instruction

___Score

Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment

ANDUses contemporary tools for learner data record-keeping and analysis

Uses data-informed decisions to design instruction and assessment

ANDUses contemporary tools for learner data record-keeping

Uses minimal data to design instruction and assessment

Does not use data to design instruction and assessment

K. Feedback to Learners

___Score

Provides feedback that1. Enables learners to recognize strengths AND areas for improvement2. Is comprehensible

Provides feedback that1. Enables learners to recognize strengths OR areas for improvement2. Is comprehensible

Provides minimal feedback that1. Enables learners to recognize strengths OR areas for improvement

Does not provide feedback

ORFeedback does not enable learners

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3. Is descriptive4. Is individualized

ANDProvides timely feedback, guiding learners on how to use feedback to monitor their own progress

3. Is descriptive

ANDProvides timely feedback

ORFeedback is provided in a somewhat timely fashion

to recognize strengths OR areas for improvement

ORFeedback is not provided in a timely fashion

L. Assessment Techniques

___Score

Evaluates and supports learning through assessment techniques that are1. Developmentally appropriate2. Formative AND summative3. Diagnostic4. Varied

Evaluates and supports learning through assessment techniques that are1. Developmentally appropriate2. Formative AND summative

Assessment techniques are1. Developmentally appropriate2. Formative OR summative

Assessment techniques are1. Developmentally inappropriateORNot used


Observation of teaching How student teacher gives feedback to learners (e.g., immediate, mini-conferences)

Pre/post observation conferences Cumulative planning documents Formative and summative assessments P-12 learner work samples Student growth measures Data from graphs, online gradebook, reflection Conversations with and/or documentation from the mentor teacher Other

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations

Evidence of consistent reflection on data Data are communicated to students, other teachers, parents and/or

administrators Discussions in data teams (Teacher Based Teams – TBTs) Student growth measures discussed “[Student] teacher provides frequent assessment feedback that is

specific and extends learner thinking” (BPS, p. 6).

“[Student] teacher answers learners’ questions accurately and provides feedback that extends their thinking. (BPS, p. 4).

Written feedback to learners is accurate and clearly understood

Incorporates a balance of publisher and teacher-made assessments Clearly states varied teacher performance Pre-submitted assessments were aligned to lesson content Assessments are referenced in daily procedures Student teacher can inform learners the “hows and whys” of formative

assessment, and where the class is in the learning process

Limited or no evidence of data collection and/or data usage/analysis Limited or no discussion/communication of data to stakeholders

(student – to monitor own growth) Limited or no participating in TBTs Student growth measures are not discussedEmerging: “[Student] teacher may offer assessment feedback, but feedback is

general and does not further learner learning (BPS, p. 6).” (e.g., checkmarks, X’s, yes/no)

“[Student] teacher answers learners’ questions accurately, but does not provide feedback that furthers their learning” (BPS, p. 4). (e.g., “Good!” “Thank you.”)

Does Not Meet: Assessments/learner work marked incorrectly, or with score only (does

not provide explanation/feedback) Student teacher does not respond to learners’ questions Relies heavily on publisher generated test banks and assessments Assessments are not aligned to what was taught

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Assessments are not appropriate for age and/or grade levelInadequate data collected to discern student growth

Analysis of TeachingM. Connections to Research and Theory

___Score

Discusses, provides evidence of, and justifies connections to educational research and/or theory

ANDUses research and/or theory to explain their P-12 learners’ progress

Discusses and provides evidence of connections to educational research and/or theory

Mentions connections to educational research and/or theory

No connections OR inaccurate connections to educational research and/or theory


Observation of teaching Pre/post observation conferences Cumulative planning documents Appropriate citations for research and theory Student learning objectives Connections between methodology and research/theory Other

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet ExpectationsExceeds:The student teacher: makes multiple and specific references to theory and research to

support why a task was chosen, how an assessment is appropriate/aligns to instruction, etc.

is able to go “in-depth” about the relationship between research/theory and their teaching (i.e., they are able to discuss applications and rationales in depth)

Meets:The student teacher can: use theory and research to support why a task was chosen, how an

assessment is appropriate/aligns to instruction elaborate on their teaching/assessment practices referring to specific

research-based strategies/methods (e.g., “When I was doing X in the classroom, it was based on Y’s research-based method.”)

Emerging: Connections are grade/developmental level appropriate The student teacher: consistently refers to only one general connection, or s/he relays the

same connection within multiple lessons is a “name dropper” of theorists and researchers, but cannot articulate

how his/her teaching integrates concepts from research and theory

Does not Meet: Student teacher makes no attempt to draw connections to research and

theory

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Professional Dispositions Evaluation What are dispositions? The habits of professional action and moral commitments that underlie an educator’s performance (InTASC Model Core Teaching Standards, p. 6.)

What else should a teacher candidate know? It is the student teacher’s responsibility to ask clarifying questions as well as demonstrate the expected dispositional behaviors. REMEMBER: Only those dispositions observed in student teaching can be measured, therefore it is up to the student teacher to demonstrate the dispositions.



Emerging(1 point)


Professional Commitment and Behaviors

A. Participates in Research and/or Evidence-based Professional Development (PD)

___Score

Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization)

ANDProvides evidence of an increased understanding of the teaching profession as a result of the PD

ANDReflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

ANDProvides evidence of an increased understanding of the teaching profession as a result of the PD

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference)

B. Demonstrates Effective Communicationwith Parents or Legal Guardians

___Score

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent-teacher conferences, communication via email or online)

ANDProvides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

ANDInteracts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of email, face-to-face discussion, etc.)


ANDProvides information about P-12 learning to parents or legal guardians to promote understanding and academic progress


Does not provide evidence of communication with parents or legal guardians

C. Demonstrates Punctuality

___Score

Reports on time or early for daily student teaching ANDAdditional teacher engagements (e.g., IEPs, teacher committees)

Reports on time for daily student teachingANDAdditional teacher engagements (e.g.,

Inconsistently reports on time for daily student teachingAND/ORAdditional teacher engagements

Does not report on time for student teachingAND/ORAdditional teacher engagements

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Emerging(1 point)


IEPs, teacher committees) (e.g., IEPs, teacher committees) (e.g., IEPs, teacher committees)

D. Meets Deadlines and Obligations

___Score

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

ANDInforms all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides clear and complete directions and lessons for substitutes without reminders

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

ANDInforms all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

ANDProvides clear and complete directions and lessons for substitutes

Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor

ANDInforms some stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

ANDProvides incomplete directions and lessons for substitutes

Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor

AND/ORDoes not inform stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND/ORDoes not provide directions and lessons for substitutes

E. Preparation___Score

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

ANDMaterials are easily accessible AND organized

ANDPrepared for the unexpected and flexible

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

ANDMaterials are easily accessible AND organized

Not consistently prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/ORMaterials are easily accessible OR organized

Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/ORMaterials are not organized NOR easily accessible


Certificates of attendance Materials from conference/meeting Feedback on learner work samples Post-conference written reflection/logs Other

Examples of professional development activities may include: professional learning community (PLC) meetings/participation; school/district workshops to address individual teacher growth and/or classroom practices and student development; self-assessment and analysis of student learning evidence; webinars; modules (e.g., Batelle for Kids, OLAC, Iris), programs offered by college/university career services office, etc.

Introductory letters to parents and families at the beginning of the year Attends parent-teacher conferences versus interacts with parents Communication through school website or portal Communication notebook School Events and functions (e.g. Math Night, Science Fair, Pi Day, Band Performance) Conversations with and/or documentation from the mentor teacher

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School placement sign-in sheet (in office) Student teacher time log Email/correspondence to stakeholders School video Timeliness of submission of documents (lesson plans, grades, reports, IEP documentation, etc.) Lesson plans Manipulatives Handouts Resources Substitute file Assignments/materials provided to cooperating teacher when requested Calls, emails, text messages to inform of absence

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teacher articulates ideas/relevance of professional development

and demonstrates how themes from professional development were implemented in practice

Articulates main idea/relevance from professional development. Describes how the knowledge acquired applies to his/her own practice

Invites two-way communication Connects communication to the learning of content and promotes

connection to the curriculum Takes initiative to communicate with parents/legal guardians Uses face to face and written communication Ongoing in nature Balanced communication (positives and negatives presented) Timely response to parent/guardian initiated communication Consistent school and student teacher time logs Timely communication with stakeholders Timely and orderly submission of documents Teacher call log Signs in at school front desk daily Teacher candidate submits weekly plans to cooperating teacher by

deadline Follows university and district policy about absence notice (at minimum

the district policy) Sub plans include detailed explanations about dates/assignments Materials are easily accessible Agenda/advanced organizer on the board Classroom is organized and orderly

Student teacher is unable to articulate learning relevance of PD Professional development opportunity is not connected to field or

grade band Does not participate in PD One-way (singular) informative communications Communications are principally negative in focus (i.e., only when

problems arise) Allows cooperating teacher to take initiative to communicate Relies more on written communication Completes only required communications (e.g., monthly newsletters,

permission slips) Does not respond in a timely manner to parent/guardian inquiries Gaps in sign-in data, or lacking confirmation Fails to communicate with stakeholders Fails to complete or submit documents No or inadequate plans provided (e.g., plans tell sub to have students

read) Deadlines not met (grades turned in late, no notification of absences) Notification of absence occurs at last minute, after school day starts,

or at an untimely time Student teacher searches for materials Limited directions posted for teacher/learners (advanced organizers) Classroom is disorganized and chaotic Excess time at the beginning/end of class where learners are not

engaged in productive, academic tasks If resources/materials are not available or not functioning, teacher is

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Materials are prepared and easily located Has a “Plan B” – additional activities are prepared and ready if lesson ends

early

unable to describe or proceed

Professional RelationshipsF. Collaborati

on___Score

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

ANDWorks with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners


ANDAttempts to work with and learn from colleagues in planning and implementing instruction


Does not demonstrate collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

G. Advocacy to Meet the Needs of Learners or for the Teaching Profession

___Score

Recognizes and articulates specific areas in need of advocacy, including the1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)OR2. Needs of the teaching profession (e.g. technology integration, research-based practices)

ANDTakes action(s) based upon identified needs, while following district protocols

Recognizes and articulates specific areas in need of advocacy, including the1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)OR2. Needs of the teaching profession (e.g. technology integration, research-based practices)

Recognizes areas in need of advocacy, but cannot articulate the1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)OR2. Needs of the teaching profession (e.g. technology integration, research-based practices)

Does not recognize areas in need of advocacy, including the1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)OR2. Needs of the teaching profession (e.g. technology integration, research-based practices)


Observed behavioro Interactions observed between teacher candidate and cooperating teacher

Reports of behavior from other teachers and/or principals Conversations during post-observation and three-way conferences

Conversations with and/or documentation from the mentor teacherAdvocating for and advancing students’ best interests regarding:- Academic needs - Physical needs (e.g. glasses, coats, lunch)- Emotional needs (e.g. mental health) - Social needs (e.g. skill deficits, bullying)- Cultural needs - Adequate Resources (e.g. technology)- Equitable opportunities

Advocating for the profession by:- Attending professional development (e.g. support for teacher’s use of technology) - Appropriate use of technology- Documentation of sources - Respectful use of social media- Social justice- Communicating with mentor teacher, intervention specialist, or other community or school personnel (e.g. social worker, probation officer)

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__Other

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet ExpectationsThe student teacher: plans for collaborations can describe ways they have partnered with others can articulate how and what they have learned from others is able to name specific individuals with whom s/he has collaborated exemplifies behaviors of a “strong school citizen” can appropriately describe the roles of other professionals Engages in discussions with other professionals in the building about the

needs of the learners (i.e., speaking with the School Nurse about vision screening, School Counselor related to mental health needs, etc.)

Evidence of proactive (instead of reactive) thinking and actions Collects information related to perceived areas of need (i.e., reading news

articles/research studies to support actions for the area of need, referencing the applicable laws)

The student teacher responds to requests for collaborations (i.e., collaborations initiated by others)

makes no effort to connect with other professionals exhibits passive behaviors, e.g. does not follow through with

establishing relationships displays evidence of disrespect, e.g.:

o Rolling of eyeso Disregarding cooperating teacher feedbacko Complaining

There is an obvious need for a learner and candidate does not recognize or discuss it with others

Reactive thinking and actions Does not engage in fact-finding, readings related to areas of need, or

does not know appropriate resources to consultCritical Thinking and Reflective Practice

H. Responds Positively to Feedback and Constructive Criticism

___Score

Is receptive to feedback, constructive criticism, supervision, and responds professionally

ANDIncorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

ANDProactively seeks opportunities for feedback from other professionals

Is receptive to feedback, constructive criticism, supervision, and responds professionally

ANDIncorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

Is receptive to feedback, constructive criticism, and supervision

AND/ORIncorporates feedback inconsistently

Is not receptive to feedback, constructive criticism, and supervision

AND/ORDoes not incorporate feedback


Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Other

Possible Evidence:

Exceeds/Meets Expectations Emerging/ Does Not Meet ExpectationsExceeds: Seeks opportunities for feedback from others

Meets: Welcoming of, and grateful for, feedback offered by others

Emerging: May immediately incorporate feedback, but reverts to prior

behavior/practice

Does not Meet: Student teacher demonstrates negative attitudes, resistance, and/or

defensiveness toward feedback No effort is made to incorporate feedback

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What went well? Areas of strength?

Goals for Improvement: Pedagogy and Dispositions

Following the Three-way Evaluation between the Teacher Candidate, the university supervisor, and the Cooperating Teacher, the Teacher Candidate will identify up to three specific and measurable goals for improvement for the duration of the student teaching experience. There must be a minimum of one goal . For the final, the University Supervisor and Cooperating Teacher will then affirm and/or suggest goals for the Teacher Candidate as they transition into the teaching profession.

Goal (must have a minimum of one goal) Item/StandardEx. A. Focus for learning

Details and Explanation

1.

2.

3.

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Additional Comments:

Scoring for Midterm

Graduate Students receive a letter grade and undergraduates receive credit/no credit.In order to pass the mid-term and final, students must receive a cumulative score of 1.5 (on a scale of 3) or above to pass. A cumulative score of 1.49 or below is considered failing. In order to pass the class, the final must reflect a cumulative score of 1.75 or above.

If a student receives a score of 1.5 or below an Action Plan must be developed and the Coordinator of Student Teaching notified.

The grading scale for Graduate Students is as follows:2.5-3.0 A2.0-2.49 B1.75-1.99 C1.5-1.74 D1.49-below F

*If there is not an agreement between score totals on the final evaluation between the mentor teacher and the University Supervisor, the University Supervisor will make the final determination with input from the Coordinator of Student Teaching.

Glossary of TermsAcademic Integrity: Candidates maintain academic integrity by not committing academic misconduct. Academic misconduct includes (but is not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials.1 Advocacy: Any action within professional boundaries that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others. This may be to advocate for the profession, an individual student, or other ideas.Analyze: To examine data carefully and critically in order to identify key components and potential outcomes. Assessment: “Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement.”2

11 Also called intern or candidate2 Also called mentor Ohio State University policy on Academic Misconduct: oaa.osu.edu/assets/files/coam/academicintegrity.doc2 Arizona K12 Center. (2012). Standards continuum guide for reflective teaching practice. Northern Arizona University

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Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. 3

Critical Thinking: Refers to the “kind of thinking involved in problem solving” and includes an ability to “examine assumptions, discern hidden values, evaluate evidence, and assesses conclusions.”4 Culturally Relevant: Incorporating the tenets of culturally relevant/responsive teaching (i.e., “teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology.”).5 Data-informed decisions: “Focuses on using student assessment data and relevant background information to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels.”6 Developmental Theory (General): Theories that describe the stages of development of children/adolescents (e.g., Erikson’s Theory of Psychosocial Development, Kohlberg’s Theory of Moral Development, Piaget’s Cognitive Development Theory, Behavioral Theories, and Sociocultural Theories).Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next.7 Diagnostic Assessment: (Also known as “pre-assessment”) “Involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area.”8 Differentiation of Instruction: “To respond to variance among learners” (e.g., learners with exceptional needs and second language learners) by modifying “content, and/or process, and/or products, and/or the learning environment” according to learners’ “readiness, interest, or learning profile.”9 Digital Tools: Technologies that enable learners to engage with the teacher and/or content on an individual level. Examples: SMART Boards, learner response systems (i.e., clickers), and computers, tablets, etc.Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction10

Feedback: “Information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning.”11

Formative Assessment: “Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to improve learner achievement.”1

Funds of Knowledge: “Historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.”12 Goals: See definition for “Measurable Goals.”Learner: Any P12 student in the student teacher’s classroom.Learning Environment: Any setting where learning occurs. The term may refer to the physical environment (e.g., the classroom), as well as the classroom management procedures and activities that enable teaching and learning to take place. “Look Fors” Document: A document accompanying this form containing a non-exhaustive list to describe examples of the qualities and behaviors a student teacher is expected to demonstrate for a given level of performance. Measurable Goals: “Provides information for describing, assessing, and evaluating student achievement.”13 Mentor Teachers: See definition for “Cooperating Teachers.”Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment.14

Ohio Learning Standards: Clearly defined statements and/or illustrations of what all learners, teachers, schools and districts are expected to know and be able to do,” as determined by the Ohio Department of Education.15

Standards can include content standards, performance standards, and operating standards. Content Standards describe the knowledge and skills that students should attain, often called the "what" of "what students should know and be able to do." Performance Standards are concrete statements of how well students must learn what is set out in the content standards, often called the "be able to do". Finally, operating Standards describe the conditions for learning. 16

3 Stanford Center for Assessment, Learning, & Equity. (2014) edTPA Handbooks4 http://isites.harvard.edu/fs/docs/icb.topic265890.files/Critical_Thinking_File/06_CT_Extended_Definition.pdf5 http://www.learnnc.org/lp/pages/4474#note16 http://www.clrn.org/elar/dddm.cfm#A7 Stevens, S., Shin, N., & Krajcik, J. (2009, June). Towards a Model for the Development of an Empirically Tested Learning Progression. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA.8 http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-assessments9 http://www.ericdigests.org/2001-2/elementary.html10 Stanford Center for Assessment, Learning and Equity (SCALE). (2015). edTPA world language assessment handbook. Board of Trustees of the Leland Stanford Junior University.11 Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. 12 Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 132-141.13 https://education.alberta.ca/media/525540/ipp7.pdf14 https://www.csun.edu/science/courses/555/pact/glossary.html15 http://education.ohio.gov/Topics/Ohios-Learning-Standards/Ohios-Learning-Standards/Ohio-Learning-Standards-Resources/Ohio-Learning-Standards-Terminology16 http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Equity/Ohio-s-Educator-Standards/Rev_TeachingProfession_aug10.pdf.aspx

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Ohio Standards for the Teaching Profession (OSTP): “The Ohio Standards for the Teaching Profession were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators throughout all of the stages of their careers. In the Standards for the Teaching Profession, seven standards are delineated under three larger organizers. Each of the seven Standards is a broad category of teacher knowledge and skills. Within each Standard are Elements. The Elements are the statements of what teachers should know, think and do to be effective teachers.”17

Problem solving: A mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program. Research: “The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge.”18

Student Teacher: (Also known as “intern”) An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification. Summative Assessment: “Assessment activities used at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met.”19

Targets: See definition for ‘Objectives/Targets.’Technologies: See definition for ‘Digital Tools.’ University Supervisor (US): The university instructor assigned to the student teacher who regularly observes his/her performance to provide feedback on strengths and weaknesses. The US coordinates the student teacher’s evaluation, and is responsible for recording the consensus scores using this form.

Form developed by: The Ohio State University: Beickelman, F., Bendixen-Noe, M., Bode, P., Brownstein, E., Day, K., Fresch, M., Kaplan, C., Warner, C. and Whittington, M.

Bowling Green State University: Gallagher, D.University of Toledo: Stewart, V.University of Akron: Jewell, W.Ohio University: C. Patterson

Cleveland State University: Price, A., Crell, A.Wilmington College: Hendricks, MWright State University: Kahrig, T.Kent State University: Arhar, J., Turner, S.

Wittenberg University: Brannan, S., Whitlock, T.University of Dayton: Bowman, C.

17 http://ramcewing.people.ysu.edu/OhioStandards.pdf18 http://www.aera.net/AboutAERA/KeyPrograms/EducationResearchandResearchPolicy/AERAOffersDefinitionofScientificallyBasedRes/tabid/10877/Default.aspx19 Melaville, A. & Blank, M.J. (1998). Learning together: The developing field of school-community initiatives. Flint, MI: Mott Foundation.

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Physical Education Teacher Candidate Evaluation

Instructions to Site-Based Supervisor: Please use the standards-based rubric below to score the student teacher on each of the Section E criteria. Multiple descriptors are listed within each category to describe the following performance categories: Target (3.0), Acceptable (2.0), or Unacceptable (1.0). Choose the category that most closely describes the Teacher Candidate’s performance. Comments may be added after each Standard and to the end of this form.

Site-BasedThe student teacher . . . SupervisorSection E Standard 1: Scientific and Theoretical Knowledge

Element 1.1: Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

3.0 Appropriately applies physiological and biomechanical concepts in planning for and delivering instruction for all stages of student proficiency. Skill cues are identified in the plan and are consistently used during the lesson. Instruction for skillful movement, physical activities, or fitness includes both the “how” and “why” of the movement, physical activity, or fitness.

3.0

2.0

1.0

2.0 Appropriately applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cues identified in the plan are used during the lesson. Instruction for skillful movement, physical activities, or fitness includes both the “how” and “why” of the movement, physical activity, or fitness.

1.0 Applies physiological and biomechanical concepts in planning for and delivering instruction. Skill cues are appropriate in plan, but fails to use the identified skill cues during the lesson. Instruction for skillful movement, physical activities, or fitness is given using generalized terms and is concerned with the “how” of the movement, physical activity, or fitness.

Element 1.2: Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, or fitness.

3.0 Appropriately applies motor learning, psychological, and behavioral theory in planning for and delivering instruction. Practice conditions allow for individual differences and practice conditions are adjusted based on student responses. Controls student behavior using proactive strategies including encouraging student self- responsibility. 3.0

2.0

1.0

2.0 Demonstrates knowledge of the various theories and applies the theories to teaching. Practice conditions allow for individual differences.Controls student behavior through the use of proactive strategies (i.e. recognizes positive behavior, rewards positive behavior, etc.)

1.0 Demonstrates knowledge of the various theories, but fails to apply theories to teaching. Practice conditions used for skill acquisition do not allow for individual differences. Uses punitive measures to control behavior.

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Section E Standard 1: Scientific and Theoretical Knowledge (cont.)

Element 1.3: Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness.

3.0 Appropriately applies motor development theory and principles in planning for and delivering instruction (for all stages of student proficiency); evidence is provided by P-12 students' changes in behavior (learning occurs) in skillful movements, physical activities, and personal fitness. 3.0

2.0

1.0

2.0 Appropriately applies motor development theory and principles in planning for and delivering instruction. Plans and implements lessons that are developmentally appropriate (neither too hard nor too easy). Demonstrates application of motor development theory by using developmentally appropriate teaching cues, and planning developmentally appropriate practice opportunities.

1.0 Applies motor development theory and principles in planning for the lesson, but fails to account for developmental differences during instruction and practice activities.

Element 1.5: Analyze and correct critical elements of motor skills and performance concepts.

3.0 Can analyze, detect, and correct critical elements for all fundamental movement skills for at least one stage of proficiency in either a verbal or written format. Can identify key elements of motor skills, but feedback on the skills is non-specific. Lessons focus on skills without consideration for the context in which skills are executed. Provides limited feedback to students on the effective use of tactics and strategies.

3.0

2.0

1.0

2.0 Analyzes, detects, and corrects elements of all fundamental movement skills using skill cues linked to the identified critical elements. Provides specific, corrective feedback on critical elements for motor skills. Lessons focus on skills with consideration for the context in which skills are executed. Identifies objectives related to decision making and the use of strategies and tactics. Provides feedback to students on the effective use of strategies and tactics.

1.0 Can analyze, detect, and correct critical elements for all fundamental movement skills for at least one stage of proficiency in either a verbal or written format. Can identify key elements of motor skills, but feedback on the skills is non-specific. Lessons focus on skills without consideration for the context in which skills are executed. Provides limited feedback to students on the effective use of tactics and strategies.

(Optional) Standard 1 Comments:

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Section E Standard 3: Planning and Implementation

Element 3.1: Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.

3.0 Designs and implements short and long term plans using such strategies as backward mapping to ensure learning is sequential. Short and long term goals are linked directly to student learning activities. Short and long term goals inform instruction and learning activities and allow for differentiate instruction and multiple means of teaching sequences.

3.0

2.0

1.0

2.0 Designs and implements short and long term plans. Learning activities are congruent with short term (lesson objectives) and long term (unit objectives) goals and are linked directly to student needs. Uses strategies such as backward mapping in planning short and long term goals.

1.0 Fails to make both long and short term plans. Planning is limited to daily lesson plans with no plan for long term instructional goals for the unit. Lesson objectives are not aligned with identified long term goals (unit). Planned learning activities are out of alignment with instructional or programmatic goals.

Element 3.2: Develop and implement appropriate (e.g. measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state, and/or national standards.

3.0 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.

3.0

2.0

1.0

2.0 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.

1.0 Objectives are inappropriate for the subject area/developmental level of learners by being either too difficult or too easy. Objectives only contain performance-based measures. Objectives are appropriate, but fail to align objectives with provided standards.

Element 3.3: Design and implement content that is aligned with lesson objectives.

3.0 Selects teaching approach/model that is congruent with the goals/objectives and facilitates mastery. The approach/model selected maximizes practice opportunities, allows for individual differences in skill levels, maximizes the use of space and equipment, and allows students to practice tasks in appropriate environments related to the context (open or closed environment) in which the skill/activity is performed. Learning activities allow students to achieve objectives.

3.0

2.0

2.0 Selects teaching approach/model based on developmental level of students, context of the class, and the context in which the skill/activity will be performed. Teaching approach is congruent with the goals/objectives, the number of students in the class, pre- assessment of students’ developmental levels, available equipment, space, and context (open or closed environment) in which the skill/activity will be performed. Learning activities allow students to achieve objectives.

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1.0

1.0 Selects model/approach that is incongruent with the subject matter/content, student population, and/or goals/objectives. Teaching approach does not consider the developmental level of students, context of the class (number of students in class, equipment, space, etc.), and/or the context (open or closed environment) in which the skill/activity will be performed. Students participating in the learning activities fail to achieve the lesson objectives.

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Section E Standard 3: Planning and Implementation (cont.)

Element 3.4: Plan for and manage resources to provide active, fair, and equitable learning experiences.

3.0 Lesson plans routinely reflect sophisticated adaptations for abilities (all levels) and needs (interests and motivation) with a sound rationale. Uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. Students are given multiple choices (equipment, space, etc.) within practice tasks based on individual differences.

3.0

2.0

1.0

2.0 Plans for adaptations based on individual differences (abilities/needs/interests). Can articulate appropriate rationale for adaptations. Uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. Provides choices to students in equipment, space or level of practice tasks based on individual differences.

1.0 No plan or plans minimally for adaptations based on individual differences (abilities/needs/interest). Instruction is not individualized and a “one size fits all” approach is taken. Uses one instructional model/approach throughout the lesson. Does not make adaptations or offer choices in equipment, space use or practice tasks based on individual differences.

Element 3.5: Plan and adapt instruction to diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.

3.0 Accounts for exceptionalities among students or makes accommodations for the diversity found within the student population using creativity and foresight. It is clear that the behaviors components such as the selection of units of instruction, materials selected for display, the selection of students to demonstrate, and methods of grouping students that exceptionalities and diversity found within the student population and have driven instructional decision making. Collaborates with the IEP team on the planning and implementing of lessons that meet the needs of students with disabilities.

3.0

2.0

1.0

2.0 Accounts for student exceptionalities or differences within the class by planning and implementing lessons that make modifications based on factors such as gender, class, ethnicity, race, physical or mental handicap, or socioeconomic status. Demonstrates teaching behaviors that reflect thoughtful consideration of exceptionalities through such behaviors as the selection of units to be taught, inclusion of diversity in bulletin boards and other displayed materials, using a variety of students to demonstrate, and grouping students for instruction and play. Collaborates with the IEP team on the implementation of lessons that meet the needs of students with disabilities.

1.0 Fails to account for student exceptionalities or differences within the class based on factors such as gender, class, ethnicity, race, physical or mental handicap, or socioeconomic status. Does not make accommodations for the diversity found within the student population. Failure to account for exceptionalities would include such components as the choices of units to be taught, selection of students chosen to demonstrate, degree of inclusion reflected in bulletin boards or other displays, and grouping of students for instruction or play. Fails to collaborate with the IEP team on the planning and implementing of lessons that meet the needs of students with disabilities.

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Section E Standard 3: Planning and Implementation (cont.)

Element 3.6: Plan and implement progressive sequential instruction that addresses the diverse needs of students.

3.0 Learning objectives and tasks developmentally appropriate, providing challenges that are neither too easy nor too difficult. Makes adjustments to tasks based on student performance (increasing or decreasing tasks complexity); adjustments are both across the entire class and individualized. The sequence of the lesson is logical with no gaps in progressions. Learning/practice tasks allow students to begin and end at different levels based on individual readiness. Progressions are sequential with opportunities for students to extend tasks to increase or decrease the challenge. Individualizes starting points for students based on student pre- assessment. Sets high expectations for all students.

3.0

2.0

1.0

2.0 Considers the context of the teaching environment and that the context is reflected in the planning and implementation of lessons. Multiple methods are used to convey content. Groups students in a variety of ways based on objectives for lessons. All students are expected to learn and achieve mastery. 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). Makes some adjustments to tasks to accommodate students’ developmental levels, but adjustments are across the entire class and not individualized. Progressions are sequential and progressive with no gaps. Task complexity is appropriate for skill and developmental levels of students. 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. Pre-assesses students to determine an appropriate starting point.

1.0 Learning tasks are inappropriate for the developmental levels of students by being either too difficult or too easy. Fails to make adjustments to tasks to accommodate students’ developmental levels by increasing or decreasing task complexity. The sequence of the lesson may be illogical, with gaps in progressions. Learning/practice tasks are arranged randomly in the lesson with steps between progressions either too large or too small to facilitate skill mastery. Fails to pre-assess students to determine an appropriate starting point. Students are grouped for convenience (by gender, age, etc.) without consideration of the objectives for the lesson.

Element 3.7: Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

3.0 Integrates learning experiences that require students to use various technologies in a physical activity setting. Demonstrates mastery of current technologies and uses the technology to enhance student learning. Incorporates technology such as pedometers, video, etc. to provide feedback to students. Use of technology is aligned with lesson objectives.

3.0

2.0

1.0

2.0 Integrates learning experiences that involve students in the use of available technology. Demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting. Use of technology is aligned with lesson objectives.

1.0 Does not make appropriate use of the available technology. Demonstrates limited knowledge of current technology and its applications in a physical activity setting. Use of technology does not align with lesson objectives.


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Element 4.1: Demonstrate effective verbal and nonverbal communication skills across a variety of instructional formats.

3.0 Uses proper grammar and diction. Pacing of verbal communication is appropriate for age group (neither too fast nor too slow) and is varied in tone and inflection. Multiple forms of communication such as tasks sheets, bulletin boards, etc. are used throughout the lesson. 3.0

2.0

1.0

2.0 Verbal interactions have an occasional mistake in grammar or the occasional use of an inappropriate a regional colloquialism. Pacing of verbal communication is neither too fast nor too slow with some variation in tone and inflection. Verbal and nonverbal communication is used throughout the lesson. Uses alternative forms of communication such as tasks sheets, bulletin boards, etc. to communicate content.

1.0 Verbal interactions have an occasional mistake in grammar, poor diction, and/or inappropriate language for the age and skill level of students. Thepacing of verbal communication is consistently either too fast or too slow, and there is little variation in tone and inflection. All communication is verbalwith no other form of communication used.

Element 4.2: Implement effective demonstrations, explanations, instructional cues and prompts to link physical activity concepts to appropriate learning experiences.

3.0 Provides an effective demonstration/model during the instructional episode. Creates innovative instructional cues/prompts to facilitate learning including such things as rhymes or finding ways to make abstract concepts concrete. Consistently repeats the instructional cues or prompts throughout the lesson.

3.0

2.0

1.0

1.0 Provides an effective demonstration/model during the instructional episode. Creates instructional cues or prompts that identify key elements of the skill/strategies and are appropriate for the developmental level of students. Repeats the cues/prompts multiple times during the lesson.

1.0 Either provides no demonstration or an incorrect demonstration during the instructional episode. Provides either too few or too many instructional cues or prompts for the developmental level of students. Instructional cues are incorrect or do not identify key elements of the skill/strategies.

Element 4.3: Provide effective instructional feedback for skill acquisition, student learning, and motivation.

3.0 Provides positive, specific, corrective feedback that is well- timed. Feedback is linked directly to student responses and identifies key elements. Both individual and group feedback is given. 3.0

2.0

1.0

2.0 Provides both generalized and corrective feedback that is well- timed. Feedback is linked directly to student responses. A combination of positive, specific and corrective feedback is used. Both individual and group feedback is given.

1.0 Provides generalized feedback without connecting the feedback to a specific response. Feedback is motivational and not corrective. Feedback is provided to the group as a whole.

Element 4.4: Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

3.0 Demonstrates flexibility and creativity when adjusting the lesson based on student responses. Appropriately responds to teachable moments during the lesson. 3.0

2.0 Makes adjustments to planned lesson based on student responses. Demonstrates flexibility in the lesson or with students by adjusting lesson based on student responses.

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2.0

1.0

1.0 Delivers lessons by remaining on script without regard to student responses. Fails to recognize changes in the teaching environment or fails to make adjustments based on changes in the environment.

Section E Standard 4: Instructional Delivery and Management (cont.)

Element 4.5: Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.

3.0 Has established rules that are logical, reasonable, and developmentally appropriate with clear consequences for discipline issues. Rules are consistently enforced. Managerial routines are present and innovative such as multiple equipment distribution points. Stop and start signals are clear and creative. Space use is maximized through careful planning with students participating in the organization of the space for their use. Students consistently self-manage their behavior during lessons. Creates a supportive environment where students are encouraged and supported.

3.0

2.0

1.0

2.0 Has established rules for the classroom and consistently enforced these rules. Rules are stated in developmentally appropriate language. Managerial routines are present and a system is in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. There is a clear stop and start signal in place. Effective use of space is evident in the lesson (students are neither too far or too close together). Behavior issues are immediately, efficiently, and effectively addressed by such proactive strategies as student prompts. Creates a supportive environment that invites student participation.

1.0 Has ineffective rules or has difficulty in implementing classroom rules. Rules lack clarity or are stated in language inappropriate for the age group. Managerial routines are not present and no systems are in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. Arrangement of students does not allow them to practice tasks. Spacing for tasks impedes student practice (too close or too far apart). There is not a clear stop and start signal in place. Behavior issues are addressed insufficiently or ineffectively.

Element 4.6: Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

3.0 Selects both direct and indirect instructional approaches including cooperative learning, peer teaching, and child-designed instruction. Students are given multiple choices during the lesson. 3.0

2.0

1.0

2.0 Selects both direct and indirect instructional approaches including task and inquiry (problem solving). Students are given choices throughout the lesson about equipment, starting points, or partners or groups.

1.0 Relies on direct instruction for each lesson. Students are not allowed to make decisions in the context of the class. Student’s only choice is to participate or not to participate in the lesson.


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Section E Standard 5: Impact on Student Learning

Element 5.1: Select or create appropriate assessments that will measure student achievement of the goals and objectives.

3.0 Uses assessments to plan future lessons. On-going assessments as well as summative and formative assessments are used in many contexts. Record keeping provides detailed information on students and can be transformed into a format that is accessible to others (i.e., parents/administrators).

3.0

2.0

1.0

2.0 Uses appropriate strategies to assess student learning (paper and pencil tests, observational checklists, etc.) regularly. Has a plan for record keeping and analysis of data. Planned assessments are appropriate for the lesson and/or standards. Student progress is recorded.

1.0 Shows no evidence (or minimal) evidence of planning for formal or informal assessment. There is no plan for record keeping or analysis of data. Assessments do not match/measure the lesson objectives and/or standards. Some of the objectives are not assessed.

Element 5.2: Use appropriate assessments to evaluate student learning before, during, and after instruction.

3.0 Uses multiple assessments. On-going assessments as well as summative and formative assessments are used in many contexts. Record keeping provides detailed information on students and can be transformed into a format that is accessible to others (i.e., parents/administrators). Assessments are used to inform instruction, provide feedback, communicate progress and determine grades. Learning/practice opportunities are based on pre-assessments. Formative assessments are used which allow students to achieve mastery on summative assessments.

3.0

2.0

1.0

2.0 Uses appropriate strategies to assess student learning (paper and pencil tests, observational checklists, etc.) regularly. Planned assessments are appropriate for the lesson and/or standards. Record keeping provides information on student learning. Learning/practice opportunities are based on pre- assessments. Assessment occurs throughout the unit of instruction and is used to inform instruction, provide feedback, communicate progress and determine grades.

1.0 Demonstrates no evidence (or minimal evidence) of planning for formal or informal assessment. If assessment is used, it only occurs after instruction. Assessments do not match the lesson objectives and/or standards. Learning/practice opportunities are not based on pre-assessments. Instruction is informed by instructional plan with no regard for pre-assessments or formative assessments. Grades are determined by “effort” or “participation.”

Element 5.3: Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

3.0 Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction, change teacher performance, and implement change based on reflection. Changes based on reflection are placed into action in lessons. Short and long term goals are modified based on the reflective cycle.

3.0

2.0

1.0

2.0 Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction, change teacher performance, or implement change based on reflection. Changes based on reflection are placed into action in lessons.

1.0 Plans lessons without considering previous accomplishments. Plans lessons according to teaching preferences instead of student needs. Learning/practice opportunities are not based on pre-assessments and students’ developmental levels.


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Section E Standard 6: ProfessionalismElement 6.1: Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

3.0 Provides equal amounts of feedback to students regardless of skill level. All students are encouraged to participate and equitable opportunities for participation in drills, games, or physical activity are provided. Makes adaptations in lesson for underperforming students. Sets high expectations for all students.

3.0

2.0

1.0

2.0 Provides equal amounts of feedback to students regardless of skill level. All students are encouraged to participate and equitable opportunities for participation in drills, games or physical activity are provided. Makes adaptations in lesson for underperforming students.

1.0 Demonstrates characteristics of “motor elitism” by providing more feedback to highly skilled students. Excludes students during the lesson by having them participate less often in drills, games, or physical activity. Fails to make adaptations in lesson for underperforming students.

Element 6.2: Participate in activities that enhance collaboration and lead to professional growth and development.

3.0 Takes every opportunity to participate in professional development opportunities. Participates in professional opportunities beyond the program requirements, such as making presentations at professional conventions, providing leaderships in student groups, and planning activities. Documents collaboration with faculty, parents, supervising teachers and/or service projects beyond program requirements.

3.0

2.0

1.0

2.0 Participates in professional growth and development opportunities when they are offered. Documents collaboration with faculty, parents, supervising teachers and/or service projects as required by the program.

1.0 Participates in professional growth and development opportunities when directed to do so. Meets the minimum professional development requirements for the program. Fails to document any collaboration with faculty, parents, supervising teachers and/or service projects as required by the program.

Element 6.3: Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

3.0 Dress exceeds the requirements of the school and university guidelines. Maintains confidentiality regarding colleagues, students, or families. Demonstrates behaviors that are consistent with equitable treatment for all students and foster an environment where all students are respectful of each other. Maintains professional relationships with students in and out of the school setting.

3.0

2.0

1.0

2.0 Dress is consistent with school and university guidelines. Maintains confidentiality regarding colleagues, students, or families. Demonstrates behaviors that are consistent with equitable treatment for all students. Maintains professional relationships with students in and out of the school setting.

1.0 Dresses inappropriately for school setting in violation of school and university dress codes. Fails to maintain confidentiality regarding colleagues, students, or families. Demonstrates favoritism for specific students or groups of students. Has inappropriate contact with students outside of the classroom or uses inappropriate language with or around students. Exhibits behaviors that are indicative of gender or racial bias.

Element 6.4: Communicate in ways that convey respect and sensitivity.

3.0 Teaches using culturally responsive approaches. Demonstrates respect for cultural differences and creates an atmosphere in the classroom that is inclusive. Never uses “put downs” or sarcasm while teaching. 3.0

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2.0

1.0

2.0 Attempts to teach in a culturally responsive way. Demonstrates respect for cultural differences and exhibits teaching behaviors that are inclusive. Avoids sarcasm and “put downs” while interacting with students.

1.0 Interacts with others in a professional manner, but sometimes resorts to the use of “slang” terms during conversations with students. Sometimes “puts down” students in front of classmates. Occasionally demonstrates behaviors or language that is insensitive to cultural differences.


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