Teacher Candidate Student Teaching Evaluation (WORKSHEET) -Midterm
Student Teacher: ________________________________________
Mentor Teacher/s: ______________________________________
University Supervisor: ______________________________________
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 midterm 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 experience
2) The University Supervisor records the consensus ratings and enters into online evaluation score sheet by the end of week 8
Item
Exceeds Expectations
Meets Expectations
Emerging
Does Not Meet Expectations
(3 points)
(2 points)
(1 point)
(0 points)
Planning for Instruction and Assessment
A. Focus for
Learning:
Standards and
Objectives
/Targets
___Score
Plans align to appropriate Ohio Learning Standards
AND
Goals are measureable
AND
Standards, objectives/targets, and learning tasks are
consistently aligned with each other
AND
Articulates objectives/targets that are appropriate
for learners and attend to appropriate
developmental progressions relative to age and
content-area
B. Materials and
Resources
___Score
C. Assessment
of P-12 Learning
___Score
Uses a variety of materials and resources that
1. Align with all objectives/targets
2. Make content relevant to learners
3. Encourage individualization of learning
Plans a variety of assessments that
1. Provide opportunities for learners of varying
abilities to illustrate competence
2. Align with the Ohio Learning Standards
3. Are culturally relevant and draw from learners’
Plans align to appropriate Ohio Learning
Standards
Plans align to appropriate Ohio
Learning Standards
Plans do not align to the appropriate
Ohio Learning Standards
AND
Goals are measureable
AND/OR
Some goals are measureable
AND/OR
Goals are absent or not measureable
AND
Standards, objectives/ targets, and
learning tasks are consistently aligned
with each other
AND/OR
Standards, objectives/targets, and
learning tasks, are loosely or are
not consistently aligned with each
other
AND/OR
Standards, objectives/targets, and
learning tasks are not aligned with
each other
AND
Articulates objectives/targets that are
appropriate for learners
Uses a variety of materials and resources
that
1. Align with all objectives/targets
2. Make content relevant to learners
Plans a variety of assessments that
1. Provide opportunities for learners to
illustrate competence
2. Align with the Ohio Learning Standards
3. Are culturally relevant and draw from
AND/OR
Articulates some
objectives/targets that are
appropriate for learners
Uses materials and resources that
align with some of the
objectives/targets
Planned assessments
1. Provide opportunities for some
learners to illustrate competence
2. Align with the Ohio Learning
Standards
AND/OR
Does not articulate
objectives/targets that are
appropriate for learners
Materials and resources do not
align with objectives/targets
Planned assessments
1. Are not included
OR
2. Do not align with the Ohio
Learning Standards
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D.
Differentiated
Methods
___Score
funds of knowledge
4. Promote learner growth
Lessons make meaningful and culturally relevant
connections to
1. Learners’ prior knowledge
2. Previous lessons
3. Future learning
4. Other disciplines and real-world experiences
AND
Differentiation of instruction supports learner
development
AND
Organizes instruction to ensure content is
comprehensible, relevant, and challenging for
learners
Sources of
Evidence:
Possible
Evidence:




learners’ funds of knowledge
Lessons make clear and coherent
connections to
1. Learners’ prior knowledge
2. Previous lessons
3. Future learning
Lessons make an attempt to build
on, but are not completely
successful at connecting to
1. Learners’ prior knowledge,
2. Previous lessons, OR future
learning
AND
Differentiation of instruction supports
learner development
AND
Organizes instruction to ensure content is
comprehensible and relevant for learners
 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
___Other
Exceeds/Meets 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 differentiation
o Use of Ohio Learning Standards
Posted learning objectives/ targets “The [student] teacher identifies the

available materials that can enhance student understanding and the

manner in which they will be used” (Marzano, p. 28).

Student teacher is able to inform learners, and discuss learner progress,

AND
Differentiation of instruction is
minimal
AND
Organizes instruction to ensure
content is comprehensible for
learners
Lessons do not build on or connect
to learners’ prior knowledge
AND/OR
Explanations given are illogical or
inaccurate as to how the content
connects to previous and future
learning
AND/OR
Differentiation of instruction is
absent
Emerging/ Does Not Meet Expectations
“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)
Relies on learner self-grading/self-correcting
Plans include vague data collection techniques
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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 inconsistently plans or delivers lessons or assessments
designed to reach learners with diverse, learning styles, and needs” (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).
“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).







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).
Instructional Delivery
E. Learning
Target and
Directions
___Score
F. Critical
Thinking
___Score
Articulates accurate and coherent learning targets
Articulates an accurate learning target
AND
Articulates accurate directions/explanations
throughout the lesson
AND
Articulates accurate directions/
explanations
AND
Sequences learning experiences appropriately
AND
Sequences learning experiences
appropriately
Engages learners in critical thinking that
1. Fosters problem solving
2. Encourages conceptual connections
Engages learners in critical thinking in local and/or
global contexts that
1. Fosters problem solving
2. Encourages conceptual connections
3. Challenges assumptions
Articulates an inaccurate learning
target
Does not articulate the learning
target
AND/OR
Articulates inaccurate
directions/explanations
OR
Does not articulate directions/
explanations
Introduces AND/OR models critical
thinking that
1. Fosters problem solving
2. Encourages conceptual
connections
Does not introduce AND/OR model
critical thinking that
1. Fosters problem solving
2. Encourages conceptual
connections
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G. Checking for
Understanding
and Adjusting
Instruction
through
Formative
Assessment
___Score
H. Digital Tools
and Resources
___Score
I. Safe and
Respectful
Learning
Environment
___Score
Checks for understanding (whole class/group AND
individual learners) during lessons using formative
assessment
Checks for understanding (whole
class/group) during lessons using
formative assessment
Inconsistently checks for
understanding during lessons using
formative assessment
Does not check for understanding
during lessons using formative
assessment
AND
Differentiates through planned and responsive
adjustments (whole class/group and individual
learners)
AND
Differentiates through adjustments to
instruction (whole class/group)
AND
Adjusts instruction accordingly, but
adjustments may cause additional
confusion
OR
Does not make any adjustments
based on learners’ responses
Discusses AND uses a variety of developmentally
appropriate technologies (digital tools and
resources) that
1. Are relevant to learning objectives/ targets of the
lesson
2. Engage learners in the demonstration of
knowledge or skills
3. Extend learners’ understanding of concepts
Discusses AND uses developmentally
appropriate technologies (digital tools
and resources) that
1. Are relevant to learning objectives/
targets of the lesson
2. 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
One of the following:
A. Does not use technologies (digital
tools and resources)
AND
Technology is available in the
setting
AND
Technology is not available
Actively involves learners to create and manage a
safe and respectful learning environment through
the use of routines and transitions
Creates and manages a safe and
respectful learning environment through
the use of routines and transitions
Attempts to create a safe learning
environment through the use of
routines and transitions
AND
Establishes and promotes constructive relationships
to equitably engage learners
AND
Establishes and promotes constructive
relationships to equitably engage learners
AND/OR
Attempts to establish constructive
relationships to engage learners
AND
Uses research-based strategies to maintain learners’
attention (individual and whole group)
AND
Uses research-based strategies to
maintain learners’ attention (individual
and whole group)
AND/OR
Attempts to use constructive
strategies to maintain learners’
attention (individual and whole
group)
OR
B. Use of technologies is not
relevant to the learning objectives/
targets of the lesson
OR
C. Does not discuss technologies
AND
Technology is not available in the
setting
Does not create a safe learning
environment
OR
Does not establish constructive
relationships to engage learners
OR
Does not use constructive strategies
to maintain learners’ attention
(individual and whole group)
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Page 4
Sources of
Evidence:
Possible
Evidence:
 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
Exceeds/Meets Expectations
Emerging/ Does Not Meet Expectations

Targets/goals are NOT prominently and visibly posted
 Targets are prominently and visibly posted in the classroom

Begins lesson without discussing targets or goals
o “Learning target/goal is a clear statement of knowledge or skill

Sequence of lesson is not logical
as opposed to an activity or assignment” (Marzano, p.1).

Directions to learners are confusing and include too much/too little
 Begins lesson by stating target and/or goals
information
 Revisits targets and goals throughout the lesson
o Learners seem confused or ask many questions to know what to
 Summarizes the targets at the end of the lesson
do
 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 learners
o requies active learner responses through discussion, group work,
asking questions, closely monitoring seat work
o attends to individuals, changes explanation, provides prompting
or enrichement when appropriate
o “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 Computers
o Websites
o Blogs
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o Mobile devices
o Interactive whiteboard
o Online media
o 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 passive
o Extending- Learners are given independent assignments to use
digital tools to continue exploring a topic
Exceeds:
 “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).
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
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
Assessment
J. Data-Guided
Instruction
Uses data-informed decisions (trends and patterns)
to set short and long term goals for future instruction
and assessment
___Score
K. Feedback to
Learners
___Score
AND
Uses contemporary tools for learner data recordkeeping and analysis
Provides feedback that
1. Enables learners to recognize strengths AND areas
for improvement
2. Is comprehensible
Uses data-informed decisions to design
instruction and assessment
Uses minimal data to design
instruction and assessment
Does not use data to design
instruction and assessment
Provides minimal feedback that
1. Enables learners to recognize
strengths OR areas for
improvement
Does not provide feedback
AND
Uses contemporary tools for learner data
record-keeping
Provides feedback that
1. Enables learners to recognize strengths
OR areas for improvement
2. Is comprehensible
OR
Feedback does not enable learners
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3. Is descriptive
4. Is individualized
L. Assessment
Techniques
___Score
Sources of
Evidence:
Possible
Evidence:
AND
Provides timely feedback, guiding learners on how to
use feedback to monitor their own progress
Evaluates and supports learning through assessment
techniques that are
1. Developmentally appropriate
2. Formative AND summative
3. Diagnostic
4. Varied
3. Is descriptive
OR
Feedback is provided in a
somewhat timely fashion
AND
Provides timely feedback
Evaluates and supports learning through
assessment techniques that are
1. Developmentally appropriate
2. Formative AND summative
Assessment techniques are
1. Developmentally appropriate
2. Formative OR summative
to recognize strengths OR areas for
improvement
OR
Feedback is not provided in a timely
fashion
Assessment techniques are
1. Developmentally inappropriate
OR
Not 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
Exceeds/Meets Expectations
Emerging/ Does Not Meet Expectations





“[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
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 discussed
Emerging:
 “[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.”)




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
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




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).
8/25/2015
Page 7
assessment, and where the class is in the learning process


Assessments are not aligned to what was taught
Assessments are not appropriate for age and/or grade level
Inadequate data collected to discern student growth
Analysis of Teaching
M. Connections
to Research and
Theory
___Score
Sources of
Evidence:
Possible
Evidence:
Discusses, provides evidence of, and justifies
connections to educational research and/or theory
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
AND
Uses research and/or theory to explain their P-12
learners’ progress





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
Exceeds/Meets Expectations
Exceeds:
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/ Does Not Meet Expectations
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.
Item
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Emerging
(1 point)
Does Not Meet Expectations
(0 points)
Professional Commitment and Behaviors
A.
Participates in
Research
and/or
Evidencebased
Professional
Development
(PD)
___Score
Participates in at least one professional
development opportunity (e.g. workshops,
seminars, attending a professional conference,
joining a professional organization)
Participates in at least one professional
development opportunity (e.g.
workshop, seminar, attending a
professional conference)
AND
Provides evidence of an increased understanding of
the teaching profession as a result of the PD
AND
Provides 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)
Provides evidence of
communication with parents or
legal guardians in accordance with
district policies (e.g., letter of
introduction, attends parentteacher conferences,
communication via email or online)
Does not provide evidence of
communication with parents or
legal guardians
Inconsistently reports on time for
daily student teaching
AND/OR
Additional teacher engagements
Does not report on time for student
teaching
AND/OR
Additional teacher engagements
AND
Reflects on own professional practice with evidence
of application of the knowledge acquired from PD
during student teaching
B. Demonstrates
Effective
Communication
with Parents or
Legal Guardians
Provides evidence of communication with parents
or legal guardians in accordance with district
policies (e.g., letter of introduction, attends parentteacher conferences, communication via email or
online)
___Score
AND
Provides information about P-12 learning to
parents or legal guardians to promote
understanding and academic progress
Provides evidence of communication
with parents or legal guardians in
accordance with district policies (e.g.,
letter of introduction, attends parentteacher conferences, communication via
email or online)
AND
Provides information about P-12 learning
to parents or legal guardians to promote
understanding and academic progress
AND
Interacts with parents or legal guardians in ways
that improve understanding and encourage progress
(e.g. exchange of email, face-to-face discussion,
etc.)
C.
Demonstrates Reports on time or early for daily student teaching
Punctuality
AND
___Score
Additional teacher engagements (e.g., IEPs, teacher
committees)
Reports on time for daily student
teaching
AND
Additional teacher engagements (e.g.,
8/25/2015
Page 9
Exceeds Expectations
(3 points)
Item
D.
Meets
Meets deadlines and obligations established by
Deadlines and the cooperating teacher and/or supervisor
Obligations
___Score
AND
Informs 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
E. Preparation
___Score
Does Not Meet Expectations
(0 points)
(e.g., IEPs, teacher committees)
(e.g., IEPs, teacher committees)
Meets deadlines and obligations
established by the cooperating teacher
and/or supervisor
Most of the time meets deadlines
and obligations established by the
cooperating teacher and/or
supervisor
Frequently misses deadlines or
obligations established by the
cooperating teacher and/or
supervisor
AND
Informs some stakeholders
(cooperating teacher, supervisor,
and/or faculty members) of
absences prior to the absence
AND/OR
Does not inform stakeholders
(cooperating teacher, supervisor,
and/or faculty members) of absences
prior to the absence
AND
Provides incomplete directions and
lessons for substitutes
AND/OR
Does not provide directions and
lessons for substitutes
Not consistently prepared to teach
on a daily basis with all materials
(lesson plans, manipulatives,
handouts, resources, etc.)
Not prepared to teach on a daily
basis with all materials (lesson
plans, manipulatives, handouts,
resources, etc.)
AND/OR
Materials are easily accessible OR
organized
AND/OR
Materials are not organized NOR
easily accessible
AND
Informs 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
Prepared to teach on a daily basis with
all materials (lesson plans,
manipulatives, handouts, resources, etc.)
AND
Materials are easily accessible AND organized
AND
Materials are easily accessible AND
organized





Emerging
(1 point)
IEPs, teacher committees)
Prepared to teach on a daily basis with all materials
(lesson plans, manipulatives, handouts, resources,
etc.)
AND
Prepared for the unexpected and flexible
Sources of
Evidence:
Meets Expectations
(2 points)
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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











Possible
Evidence:
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
Exceeds/Meets 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
Emerging/ Does Not Meet Expectations
 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
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


Classroom is organized and orderly
Materials are prepared and easily located
Has a “Plan B” – additional activities are prepared and ready if lesson ends
early

If resources/materials are not available or not functioning, teacher is
unable to describe or proceed
Professional Relationships
F.
Collaborati
on
___Score
Demonstrates collaborative relationships with
cooperating teacher AND/OR members of the
school community (other teachers, school
personnel, administrators, etc.)
AND
Works with and learns from colleagues in planning
and implementing instruction to meet diverse needs
of learners
G.
Advocacy
to Meet
the Needs
of Learners
or for the
Teaching
Profession
___Score
Recognizes and articulates specific areas in need of
advocacy, including the
1. Needs of learners (e.g. academic, physical, social,
emotional, and cultural needs; OR adequate
resources, equitable opportunities)
OR
2. Needs of the teaching profession (e.g.
technology integration, research-based practices)
AND
Takes action(s) based upon identified needs, while
following district protocols
Sources of
Evidence:
Demonstrates collaborative
relationships with cooperating teacher
AND/OR members of the school
community (other teachers, school
personnel, administrators, etc.)
AND
Attempts to work with and learn from
colleagues in planning and implementing
instruction
Recognizes and articulates specific areas
in need of advocacy, including the
1. Needs of learners (e.g. academic,
physical, social, emotional, and cultural
needs; OR adequate resources, equitable
opportunities)
OR
2. Needs of the teaching profession (e.g.
technology integration, research-based
practices)
Demonstrates collaborative
relationships with cooperating
teacher AND/OR members of the
school community (other teachers,
school personnel, administrators,
etc.)
Does not demonstrate collaborative
relationships with cooperating
teacher AND/OR members of the
school community (other teachers,
school personnel, administrators,
etc.)
Recognizes areas in need of
advocacy, but cannot articulate
the
1. Needs of learners (e.g.
academic, physical, social,
emotional, and cultural needs; OR
adequate resources, equitable
opportunities)
OR
2. Needs of the teaching
profession (e.g. technology
integration, research-based
practices)
Does not recognize areas in need of
advocacy, including the
1. Needs of learners (e.g. academic,
physical, social, emotional, and
cultural needs; OR adequate
resources, equitable opportunities)
OR
2. Needs of the teaching profession
(e.g. technology integration,
research-based practices)
 Observed behavior
o 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 teacher
Advocating 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)
- Documentation of sources
- Social justice
- Appropriate use of technology
- Respectful use of social media
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- Communicating with mentor teacher, intervention specialist, or other community or school personnel (e.g. social worker, probation officer)
__Other
Possible
Evidence:
Exceeds/Meets Expectations
The 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)
Emerging/ Does Not Meet Expectations
 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 eyes
o Disregarding cooperating teacher feedback
o 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 consult
Critical Thinking and Reflective Practice
H.
Responds
Positively
to
Feedback
and
Constructiv
e Criticism
___Score
Is receptive to feedback, constructive criticism,
supervision, and responds professionally
Sources of
Evidence:
 Observation of teaching
 Pre/post observation conferences
 Conversations with and/or documentation from the mentor teacher
 Other
Exceeds/Meets Expectations
Exceeds:
 Seeks opportunities for feedback from others
Possible
Evidence:
AND
Incorporates feedback (e.g., from cooperating
teacher, university supervisor) to improve practice
AND
Proactively seeks opportunities for feedback from
other professionals
Is receptive to feedback, constructive
criticism, supervision, and responds
professionally
Is receptive to feedback,
constructive criticism, and
supervision
Is not receptive to feedback,
constructive criticism, and
supervision
AND
Incorporates feedback (e.g., from
cooperating teacher, university
supervisor) to improve practice
AND/OR
Incorporates feedback
inconsistently
AND/OR
Does not incorporate feedback
Meets:

Welcoming of, and grateful for, feedback offered by others
Emerging/ Does Not Meet Expectations
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/Standard
Ex. A. Focus for learning
Details and Explanation
1.
2.
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3.
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
A
2.0-2.49
B
1.75-1.99
C
1.5-1.74
D
1.49-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 Terms
Academic 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.
1 Also called intern or candidate
2 Also called mentor
1 Ohio State University policy on Academic Misconduct: oaa.osu.edu/assets/files/coam/academicintegrity.doc
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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
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
2
3
Arizona K12 Center. (2012). Standards continuum guide for reflective teaching practice. Northern Arizona University
Stanford Center for Assessment, Learning, & Equity. (2014) edTPA Handbooks
4
http://isites.harvard.edu/fs/docs/icb.topic265890.files/Critical_Thinking_File/06_CT_Extended_Definition.pdf
5
http://www.learnnc.org/lp/pages/4474#note1
6
http://www.clrn.org/elar/dddm.cfm#A
7
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-assessments
9
http://www.ericdigests.org/2001-2/elementary.html
10
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.pdf
14
https://www.csun.edu/science/courses/555/pact/glossary.html
15
http://education.ohio.gov/Topics/Ohios-Learning-Standards/Ohios-Learning-Standards/Ohio-Learning-Standards-Resources/Ohio-Learning-Standards-Terminology
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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
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., BendixenNoe, 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, M
Wright State University: Kahrig, T.
Kent State University: Arhar, J., Turner, S.
16
http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Equity/Ohio-s-Educator-Standards/Rev_TeachingProfession_aug10.pdf.aspx
17
http://ramcewing.people.ysu.edu/OhioStandards.pdf
18
http://www.aera.net/AboutAERA/KeyPrograms/EducationResearchandResearchPolicy/AERAOffersDefinitionofScientificallyBasedRes/tabid/10877/Default.aspx
19
Melaville, A. & Blank, M.J. (1998). Learning together: The developing field of school-community initiatives. Flint, MI: Mott Foundation.
Wittenberg University: Brannan, S., Whitlock, T.
University of Dayton: Bowman, C.
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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-Based
Supervisor
The student teacher . . .
Section 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.
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
2.0
1.0
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.
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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3.0
2.0
1.0
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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.
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.
3.0
2.0
1.0
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.
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.
3.0
2.0
1.0
(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.
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.
3.0
2.0
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.
1.0
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.
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.
3.0
2.0
1.0
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.
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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2.0
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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.
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.
3.0
2.0
1.0
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.
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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2.0
1.0
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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.
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.
3.0
2.0
1.0
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 3.0
feedback to students. Use of technology is aligned with lesson objectives.
2.0 Integrates learning experiences that involve students in the use of available technology. Demonstrates knowledge and use of current
2.0
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
1.0
physical activity setting. Use of technology does not align with lesson objectives.
(Optional) Standard 3 Comments:
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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
3.0
tone and inflection. Multiple forms of communication such as tasks sheets, bulletin boards, etc. are used throughout the lesson.
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
2.0
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.
The
1.0
pacing of verbal communication is consistently either too fast or too slow, and there is little variation in tone and inflection. All communication
is verbal
with 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.
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.
3.0
2.0
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.
1.0
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.
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.
3.0
1.0 Provides generalized feedback without connecting the feedback to a specific response. Feedback is motivational and not corrective. Feedback
1.0
2.0
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.
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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3.0
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1.0 Delivers lessons by remaining on script without regard to student responses. Fails to recognize changes in the teaching environment or fails to
2.0
make adjustments based on changes in the environment.
1.0
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
3.0
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.
2.0 Has established rules for the classroom and consistently enforced these rules. Rules are stated in developmentally appropriate language.
2.0
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
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.
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.
3.0
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
1.0
2.0
participate or not to participate in the lesson.
(Optional) Standard 4 Comments:
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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).
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.
3.0
2.0
1.0
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.
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 preassessments. Instruction is informed by instructional plan with no regard for pre-assessments or formative assessments. Grades are
determined by “effort” or “participation.”
3.0
2.0
1.0
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.
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.
3.0
2.0
1.0
(Optional) Standard 5 Comments:
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Section E Standard 6: Professionalism
Element 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.
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.
3.0
2.0
1.0
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.
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.
3.0
2.0
1.0
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.
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.
3.0
2.0
1.0
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
3.0
that is inclusive. Never uses “put downs” or sarcasm while teaching.
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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.
2.0
1.0
(Optional) Standard 6 Comments:
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