Longwood Education Program SPA Assessment Plan

Longwood Education Program SPA Assessment Plan

Longwood Educational Program:

Physical & Health Education -

Teacher Education Program Coordinator: Vonnie Colvin

Program Coordinator e-mail Address: colvinay@longwood.edu

Program Coordinator Office Phone: 395-2452

SPA Name: AAHPERD/NASPE

Date SPA Assessment Plan Submitted:

SPA Website: http://www.aahperd.org/naspe/

Date Plan Approved by AIR:

Longwood SPA Assessment Plan - AAHPERD/NASPE Page 1 Vonnie Colvin 4/14/2020

Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment

AAHPERD/NASPE STANDARDS

1

Content

Knowledge

(Required)

State Test

2

Content

Knowledge

(Required)

Skill Portfolio

3

Pedagogical

KSD

(Required)

Unit Plan

Evaluations

SPA Assessments

4

Pedagogical

KSD

(Required)

Clinical

Evaluation

5

Effects on

Learning

(Required)

TWS

6

Program

Choice

(Required)

Teaching

Evaluation

Recommended Method of Assessment:

1. Content Knowledge. Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.

2. Growth and Development. Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.

3. Diverse Students. Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.

4. Management and Motivation . Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

5. Communication. Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings.

6. Planning and Instruction . Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards .

7. Student Assessment. Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity.

8. Reflection. Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.

9. Technology. Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.

10. Collaboration. Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well-being.

X

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

7

Program

Choice

(Optional)

Professional

Portfolio

X

X

X

X

X

X

8

Program

Choice

(Optional)

Speaking

Intensive

X


1.4

1.5

1.1

1.2

1.3

Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards


1

Praxis II

2

Skill

Portfolio

(KINS 350,

KINS 351, &

KINS 352)

3

Unit Plan

Evaluation

(KINS 378)

SPA Assessments

4

Clinical

Evaluation

(KINS 482)

5

Teacher Work

Sample

(KINS 483)

6

Teaching

Evaluation

(KINS 378)

7

Professional

Portfolio

(KINS 382)

1.1 Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purposes of improving learning.

1.2 Demonstrate competent motor skill performance in a variety of physical activities

1.3 Describe performance concepts and strategies in a variety of skillful movement and physical activity (e.g., fitness principles, game tactics, skill improvement principles).

1.4 Describe and apply biophysical (anatomical, physiological, and biomechanical) and socialpsychological concepts to skillful movement, physical activity, and fitness.

1.5 Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives.

1.6 Demonstrate knowledge of approved state and national content standards, and local program goals.

2.1 Monitor individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and socio-emotional domains.

2.2 Understand the biological, psychological, sociological, experiential, and environmental factors (e.g. neurological development, physique, gender, socioeconomic status) that influence developmental readiness to learn and refine movement skills.

2.3 Identify, select, and implement appropriate learning/practice opportunities based on understanding the student, the learning environment, and the task.

3.1 Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family, community.

IV, V

V, VI

VI

IV

1.1

1.2

1.3

1.4

D5, E3

A3

1.1

1.6

2.1

DFI5

CF5

F1, F2

8

Speaking

Intensive

(KINS 377 &

382)



3.2 Use appropriate services and resources to meet diverse learning needs.

4.1 Use managerial routines that create smoothly functioning learning experiences and environments.

4.2 Organize, allocate, and manage resources (e.g., students, time, space, equipment, activities, teacher attention) to provide equitable learning experiences.

4.3 Use a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school.

4.4 Use strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.

4.5 Develop an effective behavior management plan.

1

Praxis II

2

Skill

Portfolio

(KINS 350,

KINS 351, &

KINS 352)

5.1 Describe and demonstrate effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non-verbal communication).

5.2 Communicate managerial and instructional information in a variety of ways (e.g., bulletin board, music, task cards, posters, Internet, video).

5.3 Communicate in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socioeconomic, ability, gender differences).

5.4 Describe and implement strategies to enhance communication among students in physical activity settings.

6.1 Identify, develop, and implement appropriate program and instructional goals.

6.2 Develop long and short-term plans that are linked to both program and instructional goals, and student needs.

6.3 Select and implement instructional strategies based on selected content, student needs, and safety issues, to

Longwood SPA Assessment Plan - AAHPERD/NASPE

3

Unit Plan

Evaluation

(KINS 378)

B1-B3

Page 4

SPA Assessments

4

Clinical

Evaluation

(KINS 482)

5

Teacher Work

Sample

(KINS 483)

6

Teaching

Evaluation

(KINS 378)

7

Professional

Portfolio

(KINS 382)

8

Speaking

Intensive

(KINS 377 &

382)

4.1

4.2

4.3

4.4

5.1

5.3

6.1

6.2

6.3

DFI 4

DFI 1

A1

A2, A3

E2, E3

4.3

4.4

4.5

5.2 fix

A-F

K

Vonnie Colvin 4/14/2020

AAHPERD/NASPE STANDARDS facilitate learning in the physical activity setting.

6.4 Design and implement learning experiences that are safe, appropriate, relevant, and based on principals of effective instruction.

6.5 Apply disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.

6.6 Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

6.7 Select and implement appropriate (i.e., comprehensive, accurate, useful, safe) teaching resources and curriculum materials.

6.8 Use effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

6.9 Develop and use appropriate instructional cues and prompts to facilitate competent motor skill performance.

6.10 Develop a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, facilitate factual recall).

7.1 Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

7.2 Use a variety of authentic and traditional assessment techniques (including both self and peer assessments) to assess student understanding and performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes).

7.3 Involve students in self and peer assessments.

1

Praxis II

2

Skill

Portfolio

(KINS 350,

KINS 351, &

KINS 352)

7.4 Interpret and use learning and performance data to make informed curricular and/or instructional decisions.

8.1 Use a reflection cycle involving description of teaching, justification of teaching performance, the


3

Unit Plan

Evaluation

(KINS 378)

C3, E1, E2,

E4, E5

F1-F3

G2

G5

Page 5

SPA Assessments

4

Clinical

Evaluation

(KINS 482)

5

Teacher Work

Sample

(KINS 483)

6

Teaching

Evaluation

(KINS 378)

7

Professional

Portfolio

(KINS 382)

8

Speaking

Intensive

(KINS 377 &

382)

6.4

6.5

6.6

6.7

6.8

6.9

6.10

IDM 2

RSE 2

C5

F4

F3

7.1

7.2

7.3


AAHPERD/NASPE STANDARDS setting of teaching goals, and implementation of change.

1

Praxis II

2

Skill

Portfolio

(KINS 350,

KINS 351, &

KINS 352)

3

Unit Plan

Evaluation

(KINS 378)

SPA Assessments

4

Clinical

Evaluation

(KINS 482)

5

Teacher Work

Sample

(KINS 483)

8.2 Use available resources (e.g., colleagues, literature, professional organizations) to develop as a reflective professional.

8.3 Construct a plan for continued professional growth based on the assessment of personal teaching performance.

9.1 Demonstrate knowledge of current technologies and their application in physical education.

9.2 Design, develop, and implement student learning activities that integrate information technology.

9.3 Use technologies to communicate, network, locate resources, and enhance continuing professional development.

10.1 Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities.

10.2 Actively participate in the professional physical education community (e.g., local, state. District.

National) and within the broader education field.

10.3 Identify and actively seek community resources to enhance physical activity opportunities.

10.4 Establish productive relationships with parents/guardians and school colleagues, to support student growth and well-being.

*NOTE: The rubrics associated with each assessment include the wording and numbering of each SPA indicator.

RSE 5

6

Teaching

Evaluation

(KINS 378)

7

Professional

Portfolio

(KINS 382)

8

Speaking

Intensive

(KINS 377 &

382)

8.2

9.1

9.2

9.3

10.1

10.2

10.3

10.4


Name of Assessment

1 Praxis II

2 Skill Portfolio

3 Unit Plan Evaluation

4 Clinical Evaluation

5 Teacher Work Sample

Chart 3: List of Assessments and Time of Administration

(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)

Type or

Form of Assessment 1

When the Assessment

Is Administered 2

State Required Test End of Program

Portfolio

Performance Assessment

Observation

Performance Assessment

KINS 350, KINS 351, KINS 352

KINS 378

KINS 482

KINS 483

6 Teaching Evaluation

7 Professional Portfolio

Observation

Portfolio

KINS 378

Collection of artifacts is on-going. Final

Evaluation in KINS 382

8 Speaking Intensive Performance Assessment KINS 377 & KINS 382

*Note: This chart will look slightly different based on your SPA Report Template: SECTION II— LIST OF ASSESSMENTS.

1 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).

2 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).


APPENDIX:

Standard Aligned Assessment Rubrics


PHETE Sports Skills Portfolio – Meet Standard 1: Content Knowledge 1.1-1.4 (Assessment #2)

*An average of 2 across standard outcomes is considered Acceptable.

Select four sports from KINS 350, 351, 352, REC 338, PHED 212 or 315: gymnastics, dance, swimming, team sports, individual sports, outdoor education, aquatics. You must use at least three different courses and may have no more than two sports from any one course. Prepare a sports skills portfolio that contains the information listed below. Use digital photography and video. Divide your portfolio into four sections, one for each sport. You will need to submit video tapes - one for each sport and a fifth video is listed in #8 below.

Include a minimum of two reference sources for each sport. Use books, articles, videos, discussions with coaches, Internet, etc. to complete the following. Within each sport include:

1.

Organizational Information: a.

Equipment and facilities required for each activity b.

Warm-up/cool-down ideas – Describe in detail:

1/

2/

3/

4/

A sport-specific way to increase respiration and circulation for a warm-up

Two stretching exercises that are needed with this sport

A sport-specific, modified game/drill to prepare you for game play

One way to cool-down for the sport c.

Specific safety issues that should be addressed

2.

Background of the sport: a.

History and background of the sport b.

Proper sport etiquette c.

Scoring d.

Rules and officiating information

3.

List the three to five essential skills necessary for the sport. Describe exactly what a correctly performed skill looks like. Detail is crucial here.

4.

Include a self-assessment of your skills in this sport. Use the information in # 3 to form the basis of this assessment. You will video tape yourself performing each of the critical skills at least five times. Do you meet the skills for each part of the skill? How could you improve?

5.

How would you make changes to the activity to permit an individual with a physical disability to participate with you? Describe the physical disability.

6.

Teach one of the skills in # 3 to another individual who does not regularly play that sport. Critique his/her skill Provide cues and teaching practices to assist that individual in learning the skill.

7.

As a lifetime activity, describe your goals for improving in this sport over the next three months; six months; year; five years.

8.

Videotape yourself playing the sport in either a modified or full game for at least 30 minutes. View the video tape and discuss your strengths and weaknesses.

9.

Develop a unit plan for one of the sports you selected. It should last for 6-7 weeks.


1. Content knowledge – to be assessed by skill portfolio – evaluated in KINS 350, 351, and KINS 352.

Outcome

1.1

Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning

1.2

Demonstrate competent motor skill performance in a variety of physical activities

1.3

concepts and strategies related to skillful movement and physical activity (e.g. fitness principles, game tactics, skill improvement principles).

1.4

Describe performance

Describe and apply bioscience (anatomical physiological, biomechanical) and psychological concepts to skillful movement, physical activity and fitness

1- Unacceptable

Teacher candidates cannot identify critical elements of motor skills b verbal or written analysis. They do not combine motor skills appropriates to demonstrate smoothly sequenced movement performances.

Teacher candidates demonstrate only a novice level of motor skill performance across a range of physical activities

Teacher candidates demonstrate an inadequate understanding of concepts and strategies underlying skillful movement, as evidenced by

“surface level” verbal and written analyses of movement performance.

Teacher candidates demonstrate lack of knowledge concerning bioscience concepts and lack of reference to these concepts in lesson planning and implementation.

2 - Acceptable

Teacher candidates satisfactorily demonstrate the ability to identify critical elements both verbally and by written analysis. Motor skills are combined sequentially to facilitate motor performance.

Teacher candidates demonstrate competent motor skill performance in several physical activities and proficiency in some.

Teacher candidates demonstrate an understanding of concepts and strategies related to skillful movement through accurate analysis of “why” movement performance occurs as it does, and by the identification of factors that distinguish novice from expert movement performance.

Teacher candidates demonstrate bioscience knowledge and use this knowledge appropriately to plan and teach for skillful movement, physical activity, and fitness

3 - Target

Teacher candidates have in-depth knowledge of critical elements across a wide range of physical activities, as evidenced by effective verbal and written analysis. They are able to combine skills in a wide range of activities to demonstrate efficient movement performances.

Teacher candidates demonstrate proficiency of performance in a wide range of physical activities.

Teacher candidates are able to analyze performance in a wide range of activities and can identify reasons for different performance levels, from novice to proficient to expert. This analysis includes recommendations for performance improvement.

Teacher candidates demonstrate, through written analysis, an advanced understanding of bioscience concepts and the application of these concepts to physical activity. Bioscience concepts are strongly considered in planning and implementation of physical education content.


Unit Plan Evaluation Rubric (Assessment #3)

Rating

Indicator


A. Organizational Information: The unit plan includes a Table of Contents, class background information and local and national standards.

1-Unacceptable 2-Acceptable 3-Target

1. Table of contents

2. Organization

/demographics

3. Local and national standards

1.6

Rating

Indicator

1. Psychomotor objectives

6.1

No Table of Contents is included

No information on class size, grade level, frequency of class meeting, or class length is included

Neither the Virginia

Standards of Learning nor the NASPE

Standards are used for planning purposes

A Table of Contents but without appropriate page numbers is included

Some information on class size, grade level, frequency of class meeting, or class length is included

Either the Virginia

Standards of Learning or the

NASPE Standards are used for planning, but not both

A Table of Contents with page numbers is included

Information on class size, grade level, frequency of class meeting, or class length is included

B. Objectives: Unit plan contains four psychomotor, two cognitive, and two affective objectives that include appropriate instructional goals.

1-Unacceptable

Objectives do not include two or more of the three components of a objective: behavior, condition, and criterion

2-Acceptable

Two to three psychomotor objectives are included, but they do not include one of the three components of a objective: behavior, condition, and criterion

Virginia Standards of

Learning and NASPE

Standards are used for curriculum and instructional planning purposes

3-Target

Four psychomotor objectives are included and they specifically contain all three aspects of an objective: behavior expected of the students, condition or situation under which the behavior is to be exhibited, and criterion (or performance level expected)

Score

2. Cognitive objectives

6.1

3. Affective objectives

6.1



One cognitive objective is included, but it does not include one of the three components of a objective: behavior, condition, and criterion

One affective objective is included, but it does not include one of the three components of a objective: behavior, condition, and criterion

Two cognitive objectives are included and they specifically contain all three aspects of an objective: behavior expected of the students, condition or situation under which the behavior is to be exhibited, and criterion (or performance level expected)

Two affective objectives are included and they specifically contain all three aspects of an objective: behavior expected of the students, condition or situation under which the behavior is to be exhibited, and criterion (or performance level expected)


C. Materials and safety: The unit plan includes descriptions of equipment and facility requirements, instructional materials, and safety information.

Rating

Indicator

1-Unacceptable 2-Acceptable 3-Target Score

1. Equipment and facilities

2. Instructional materials

3. Safety information

6.4

Equipment and facility needs are not described and/or are not appropriate to the unit

No instructional materials are described

Few or no aspects of safety are addressed

Some equipment and facility requirements appropriate to the unit are described

Some instructional materials are described

Some aspects of safety are addressed

Equipment and facility needs are clearly described and are appropriate to the unit

All instructional materials required for the unit are described

All aspects of safety are clearly addressed

D. Background of the sport: The unit plan includes scoring, etiquette, history and background of each sport. In addition, the 3-5 skills essential to the sport are listed and broken down into their critical components.

Rating

Indicator


1. Scoring Teacher’s use of content appears to be accurate.

2. Rules/ officiating

3. Etiquette

4. History and background

5. 3-5 skills essential to the sport

1.1

6. Critical components of those 3-5 skills

Teacher’s use of content appears to contain numerous inaccuracies.




Teacher selects 3-5 skills that are not really essential to the sport.

Components discussed are not those critical to mastery of the skills.

Teacher’s use of content appears to be mostly accurate.




Teacher selects 3-5 skills and some of them are essential to mastery of the sport.

Some of the components listed are essential to skill acquisition

Teacher’s use of content appears to be accurate.



Teacher selects 3-5 skills and all of them are essential to mastery of the sport

All of the components listed are essential to skill acquisition

E. Scope and sequence of unit: The unit plan includes a 30 day scope and sequence for teaching the sport. One extension for each day must be included to accommodate diverse learners.

Rating

Indicator

1. Scope


6.4

Unit plan includes information that is not based on students previous skills

Unit plan includes some information that is appropriate for the targeted grade level

Unit plan includes appropriate information for the targeted grade level

2. Accurate

Representation of Content

6.4


Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure

Teacher’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline


Focus of the content is congruent with the big ideas or structures of the discipline


3. Sequence

1.1

The lessons within the unit are not logically organized (e.g., sequenced)

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

4. Use of a

Variety of

Instruction,

Activities,

Assignments and Resources

6.4

Little variety of instruction, activity, assignments, and resources.

Some variety in instruction, activities, assignments, or resources but with limited contribution to learning

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning

5. Extensions

3.1

F. Teaching resources and curriculum materials: The unit plan includes three hand-outs and reference sites to assist the learner in mastering the information.

Rating

Indicator

1. Clarity

6.7

2. Appropriate

6.7

3. References

6.7

No modifications are made to adapt the lessons for students with special needs and diverse skill abilities, e.g., high skill level and low skill level

1-Unacceptable

Hand-outs are not clear and accurate; they do not accurately reflect the content

Hand-outs do not assist the learner in mastering the learning goals

Reference sites are inappropriate or will do little to assist the learning in mastering the learning goals

Some modifications are made to adapt the lesson to assist diverse learners, but not all.

2-Acceptable

Hand-outs are understandable, but not well developed

Hand-outs provide some assistance in helping the learner master the learning goals

Some of the reference sites will assist the learner

Appropriate modifications of the instructional plan are made to address individual student needs.

3-Target

Hand-outs are easy to understand and contain no errors .

Hand-outs provide information that assist the learner in mastering the learning goals

All of the reference sites will assist the learner in mastering the learning goals

Score

G. Assessments: The unit plan includes assessments of the crucial 3-5 psychomotor skills identified, including rubrics. In addition, a written exam or portfolio assignment for the cognitive domain must be included.

Rating

Indicator


1. Alignment with Learning

Goals and

Instruction

2. Variety of assessments

7.2

Content and methods of assessment lack congruence with learning goals.

Uses only traditional assessment techniques

Some of the learning goals are assessed through assessment plan, but many are not congruent with learning goals in content.

Uses a variety of authentic and traditional assessment techniques.

Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals.

Uses a wide variety of appropriate authentic and traditional assessment techniques. Ongoing assessment practices will measure learning in all domains


3. Clarity of

Criteria and

Standards for

Performance

4. Technical

Soundness

5. Self and peer assessments

7.3

6. Adaptations

Based on the

Individual

Needs of

Students

The assessments contain no clear criteria for measuring student performance relative to the learning goals

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to the students

Uses only instructor assessments and does not involve students in self and peer assessment

Teacher treats class as

“one plan fits all” with no modifications

Assessment criteria have been developed. But they are not clear or are not explicitly linked to the learning goals

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students

Involves students in self and peer assessments.

Teacher makes adaptations that are appropriate to meet the individual needs of some students

Assessment criteria are clear and are explicitly linked to the learning goals

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

Routinely uses a variety of authentic and traditional assessment techniques to involve students ins self and peer assessments

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students.


Unit Plan Evaluation

Name:_________________________Date:____________School:_________________________

Using holistic scoring:

KINS 377 (KINS 351): 19+ = 100; 17-18 = 90%; 15-16 = 70%; 14 = 60%; 13 or less = 0

KINS 378 (KINS 350): 20+ = 100; 18-19 = 90%; 16-17 = 70%; 15 = 60%; 14 or less = 0

KINS 382 (KINS 352): 21 = 100; 19-20 = 90%; 17-18 = 70%; 16 = 60%; 15 or less = 0

Teaching Behavior Comments

A. Organizational information Holistic section score____

__ 1. Table of contents with numbered pages

__ 2. Organization and class demographics is complete

__ 3. Links to Virginia Standards of learning and NASPE Standards are included 1.6

________________________________________________________________________

B. Objectives Holistic section score____

__ 1. Four psychomotor objectives with all three aspects of each objective are included

__ 2. Two cognitive objectives with all three aspects of each objective are included

__ 3. Two affective objectives with all three aspects of each objective are included

6.1

6.1

6.1

________________________________________________________________________

C. Materials and safety Holistic section score____

__ 1. Equipment and facility needs are described and appropriate

__ 2. Instruction materials for unit are described

__ 3. Safety aspects addressed 6.4

________________________________________________________________________

D. Background of the sport Holistic section score____

__ 1. Scoring information is accurate and complete

__ 2. Rules and officiating information is accurate and complete

__ 3. Etiquette information is accurate and complete

__ 4. Complete history and background of sport is included

__ 5. 3-5 skills essential for sport mastery are selected

__ 6. All components of each skill are listed

1.1

________________________________________________________________________

E. Scope and sequence of unit Holistic section score____

__ 1. Information appropriate for targeted grade level

__ 2. Content used correctly

__ 3. All lessons are logically sequences

__ 4. Uses a variety of Instruction, activities, assignments and resources

__ 5. Appropriate modifications made to address individual student needs

6.4

6.4

1.1

6.4

3.1

________________________________________________________________________

F. Hand-outs/Resources Holistic section score____

__ 1. Hand-outs are easy to understand and contain no errors (clarity)

__ 2. Hand-outs are appropriate to assist learner in mastering learning goals

__ 3. All reference sites are appropriate

6.7

6.7

6.7

________________________________________________________________________

G. Assessments Holistic section score____

__ 1. Assessments are aligned with learning goals and instruction

__ 2. Uses a variety of authentic and traditional assessments

__ 3. Assessment criteria are clear and are linked to learning goals

__ 4. Assessments are technically sound

__ 5. Includes peer and self-assessments

__ 6. Assessment adaptations are made to meet needs of individual students

Evaluator’s Name_____________________________________

7.2

7.3


Final Clinical Experience Evaluation (Assessment #4)

*Average Score of “2.5” Considered Acceptable

Page 1

Please provide the candidate's name as s/he is currently enrolled at Longwood:

Last Name

{Enter text answer}

[ ]

First Name

{Enter text answer}

[ ]

Middle Name or Middle Initial

{Enter text answer}

[ ]

Please indicate on which of the following you are reporting information:

{Choose one}

( ) Student Teaching Placement 1

( ) Student Teaching Placement 2

( ) Full Student Teaching Experience

( ) Graduate Professional Internship (EDUC 689)

( ) Other Placement

Please indicate the semester and year in which you are completing this evaluation:

Please indicate your role:

{Choose one}

( ) University Supervisor

( ) Cooperating Teacher

( ) University Faculty

( ) Principal

( ) Other

INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional Education

Community has determined as important for its candidates to develop during their educational preparation. Using the available Conceptual Framework Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics. If you are unable to evaluate a candidate on a particular indicator (i.e., you did not have an opportunity to observe this behavior), please choose

"NA" for "Not Applicable/Not Observed." However, please use this option sparingly as we desire your best judgment of the candidate's ability on as many of these indicators as possible.

Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.

CF Standard I: Content Knowledge a. Demonstrates understanding of the subject being taught

{Choose one}

( ) Indicator Not Demonstrated


( ) Indicator Partially Demonstrated

( ) Indicator Demonstrated

( ) NA b. Helps learners understand the subject and its relationship to the student

{Choose one}




( ) NA c. Uses variety of methods and materials to present subject content

{Choose one}




( ) NA d. Communicates concepts, processes and knowledge

{Choose one}




( ) NA e. Demonstrates instructional strategies related to content and student learning

{Choose one}




( ) NA f. Guides students to understand content from various perspectives and its relationship to the world at large

{Choose one}




( ) NA

Page 3

CF Standard II: Planning a. Develops outcomes aligned with standards

{Choose one}




( ) NA b. Uses contextual data to design instruction relevant to students

{Choose one}





( ) NA c. Plans assessments to guide instruction and measure learning outcomes

{Choose one}




( ) NA d. Plans instructional strategies, activities, and adaptations that address learning outcomes for all students

{Choose one}




( ) NA e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning

{Choose one}




( ) NA

CF Standard III: Learning Climate a. Communicates rules, procedures, and academic standards

{Choose one}




( ) NA b. Demonstrates fair and positive classroom management techniques

{Choose one}




( ) NA c. Establishes a safe and supportive learning environment that encourages mutual cooperation and respect

{Choose one}




( ) NA d. Demonstrates an understanding of child development with respect to typical and atypical behaviors of


students

{Choose one}




( ) NA e. Communicates high expectations

{Choose one}




( ) NA f. Values and supports student diversity and addresses individual needs

{Choose one}




( ) NA

CF Standard IV: Implementation/Management a. Uses effective lesson design to provide instruction appropriate to lesson objectives

{Choose one}




( ) NA b. Facilitates high expectations for all learners through individual and group learning experiences

{Choose one}




( ) NA c. Stimulates and encourages critical thinking and creative problem solving as appropriate

{Choose one}




( ) NA d. Implements planned instruction based on diverse student needs and assessment data

{Choose one}




( ) NA e. Uses time effectively


{Choose one}




( ) NA f. Uses and arranges classroom space effectively

{Choose one}




( ) NA

Page 4

CF Standard V: Evaluation/Assessment a. Uses a variety of appropriate evaluation methods for each lesson objective

{Choose one}




( ) NA b. Uses assessments that are aligned with learning outcomes

{Choose one}




( ) NA c. Analyzes assessment data to guide instruction and learning and to measure learning progress

{Choose one}




( ) NA d. Shares assessment results with students and parents

{Choose one}




( ) NA e. Adapts assessments to accommodate diverse learning needs and situations

{Choose one}




( ) NA

CF Standard VI: Communication


a. Demonstrates competence in oral communication

{Choose one}




( ) NA b. Demonstrates competence in written communication

{Choose one}




( ) NA c. Demonstrates the ability to communicate with students

{Choose one}




( ) NA d. Demonstrates the ability to communicate with school personnel

{Choose one}




( ) NA e. Demonstrates the ability to communicate with parents and families

{Choose one}




( ) NA

CF Standard VII: Technology a. Uses media, technology, and available resources to design and plan instruction

{Choose one}




( ) NA b. Uses media, technology, and available resources to implement instruction and facilitate student learning

{Choose one}




( ) NA


c. Uses media, technology, and available resources to assess and communicate student learning

{Choose one}




( ) NA d. Integrates student use of media, technology, and available resources into instruction

{Choose one}




( ) NA

Page 15

Below are additional standards for those who are pursuing a degree to work in Physical Education.

Using the available Physical Education Standards Rubrics, please assess this candidate's present ability to demonstrate these characteristics.

NASPE Standards

1.1 Identifies critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purposes of improving learning.

{Choose one}

( ) Not Demonstrated

( ) Partially Demonstrated

( ) Demonstrated

( ) NA

1.6 Demonstrates knowledge of approved state and national content standards, and local program goals

{Choose one}



( ) Demonstrated

( ) NA

2.1 Monitors individual and group performance in order to design safe instruction that meets student developmental needs in the physical, cognitive, and socio-emotional domains.

{Choose one}



( ) Demonstrated

( ) NA

4.1 Uses managerial routines that create smoothly functioning learning experiences and environments.

{Choose one}




( ) Demonstrated

( ) NA

4.2 Organizes, allocates, and manages resources (e.g., students, time, space, equipment, activities, teacher attention) to provide equitable learning experiences.

{Choose one}



( ) Demonstrated

( ) NA

4.3 Uses a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of the school.

{Choose one}



( ) Demonstrated

( ) NA

4.4 Uses strategies to help students demonstrate responsible personal and social behaviors (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment.

{Choose one}



( ) Demonstrated

( ) NA

5.1 Describes and demonstrates effective communication skills (e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non-verbal communication).

{Choose one}



( ) Demonstrated

( ) NA

5.3 Communicates in ways that demonstrate sensitivity to all students (e.g., considerate of ethnic, cultural, socio-economic, ability, gender differences).

{Choose one}



( ) Demonstrated

( ) NA


6.1 Identifies, develops, and implements appropriate program and instructional goals.

{Choose one}



( ) Demonstrated

( ) NA

6.2 Develops long and short-term plans that are linked to both program and instructional goals, and student needs.

{Choose one}



( ) Demonstrated

( ) NA

6.3 Selects and implements instructional strategies based on selected content, student needs, and safety issues to facilitate learning in the physical activity setting.

{Choose one}



( ) Demonstrated

( ) NA

6.4 Designs and implements learning experiences that are safe, appropriate, relevant, and based on principals of effective instruction.

{Choose one}



( ) Demonstrated

( ) NA

6.5 Applies disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences.

{Choose one}



( ) Demonstrated

( ) NA

6.6 Provides learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

{Choose one}



( ) Demonstrated

( ) NA


6.7 Selects and implements appropriate (i.e., comprehensive, accurate, useful, safe) teaching resources and curriculum materials.

{Choose one}



( ) Demonstrated

( ) NA

6.8 Uses effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences.

{Choose one}



( ) Demonstrated

( ) NA

6.9 Develops and uses appropriate instructional cues and prompts to facilitate competent motor skill performance.

{Choose one}



( ) Demonstrated

( ) NA

6.10 Develops a repertoire of direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, promote problem solving and critical thinking, facilitate factual recall).

{Choose one}



( ) Demonstrated

( ) NA


Teacher Work Sample Analytic Scoring Rubrics

(Assessment #5)

*NOTE: A score of 2 across indicators aligned to any standard is considered Acceptable.

Contextual Factors

Rubric

TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating 

Indicator 

1. Knowledge of

Community,

School and

Classroom Factors

2. Knowledge of

Characteristics of

Students

3. Knowledge of

Students’ Varied

Approaches to

Learning

4. Knowledge of

Students’ Skills

And Prior

Learning

5. Implications for

Instructional

Planning and

Assessment

(NASPE 3.1)

1

Indicator Not Met

Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom.

Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities).

Teacher displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn

(e.g., learning styles, learning modalities).

Teacher displays little or irrelevant knowledge of students’ skills and prior learning.

Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications.

2

Indicator Partially Met

Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning.

Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

Teacher displays general knowledge about the different ways students learn

(e.g., learning styles, learning modalities).

Teacher displays general knowledge of students’ skills and prior learning that may affect learning.

Teacher provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

3

Indicator Met

Teacher displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning.

Teacher displays general

& specific understanding of student differences

(e.g., development, interests, culture, abilities/disabilities) that may affect learning.


& specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning.


& specific understanding of students’ skills and prior learning that may affect learning.

Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Score


Learning Goals

TWS Standard:

Rubric

The teacher sets significant, challenging, varied and appropriate learning goals.

Rating 

Indicator 

1. Significance,

Challenge and

Variety

1


Goals reflect only one type or level of learning.

2


Goals reflect several types or levels of learning but lack significance or challenge.

Some of the goals are clearly stated as learning outcomes.

3

Indicator Met

Goals reflect several types or levels of learning and are significant and challenging.

2. Clarity

3. Appropriateness

For Students

Goals are not stated clearly and are activities rather than learning outcomes.

Goals are not appropriate for the development; prerequisite knowledge, skills, experiences; or other student needs.

Some goals are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs.

Most of the goals are clearly stated as learning outcomes.

4. Alignment with

National, State or

Local Standards

Goals are not aligned with national, state or local standards.

Some goals are aligned with national, state or local standards.

Most goals are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs.

Most of the goals are explicitly aligned with national, state or local standards.

Score


Assessment Plan

TWS Standard

Rubric

: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Rating 

Indicator 

1


2


3

Indicator Met Scor

e


Learning Goals

and Instruction

2. Clarity of

Criteria and

Standards for

Performance

Content and methods of assessment lack congruence with learning goals or lack cognitive complexity.

The assessments contain no clear criteria for measuring student performance relative to the learning goals.

Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.

Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity.

Assessment criteria are clear and are explicitly linked to the learning goals.

3. Multiple Modes

and Approaches

4. Technical

Soundness

The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.

Assessments are not valid ; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.

The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence.

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

5. Adaptations

Based on the

Individual Needs

of Students

Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students.


Design for Instruction

Rubric

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Rating 

Indicator 

1.

Alignment with

Learning Goals

(NASPE 6.2)

2. Accurate

Representation of

Content

1


Few lessons are explicitly linked to learning goals.

Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.


Content seems to be viewed more as isolated skills and facts rather than as part of a larger

2


Most lessons are explicitly linked to learning goals.

Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

Teacher’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

3

Indicator Met

All lessons are explicitly linked to learning goals.

All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design.


Focus of the content is congruent with the big ideas or structure of the discipline.

Score conceptual structure.

3. Lesson and

Unit Structure

4. Use of a Variety of Instruction,

Activities,

Assignments and

Resources

(NASPE 3.2)

5. Use of

Contextual

Information and

Data to Select

Appropriate and

Relevant

Activities,

Assignments and

Resources

(NASPE 2.3)

6. Use of

Technology

The lessons within the unit are not logically organized organization (e.g., sequenced).

Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).

Instruction has not been designed with reference to contextual factors and preassessment data. Activities and assignments do not appear productive and appropriate for each student.

Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.

Some instruction has been designed with reference to contextual factors and preassessment data. Some activities and assignments appear productive and appropriate for each student.

Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

Most instruction has been designed with reference to contextual factors and pre-assessment data.

Most activities and assignments appear productive and appropriate for each student.

Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.


Instructional Decision-Making

Rubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

1


2


3

Indicator Met

Rating 

Indicator 

1. Sound

Professional

Practice

2. Modifications

Based on Analysis of Student

Learning

(NASPE 7.4)

3. Congruence

Between

Modifications and

Learning Goals

Many instructional decisions are inappropriate and not pedagogically sound.

Teacher treats class as “one plan fits all” with no modifications.

Modifications in instruction lack congruence with learning goals.

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Modifications in instruction are somewhat congruent with learning goals.

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

Appropriate modifications of the instructional plan are made to address individual student needs.

These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.

Modifications in instruction are congruent with learning goals.

Score


Analysis of Student Learning

Rubric

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Rating 

Indicator 

1. Clarity and

Accuracy of

Presentation


Learning Goals

3. Interpretation

of Data

4. Evidence of

Impact on Student

Learning

1


Presentation is not clear and accurate; it does not accurately reflect the data.

Analysis of student learning is not aligned with learning goals.

Interpretation is inaccurate, and conclusions are missing or unsupported by data.

Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

2


Presentation is understandable and contains few errors.

Analysis of student learning is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals.

Interpretation is technically accurate, but conclusions are missing or not fully supported by data.

Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.

3

Indicator Met

Presentation is easy to understand and contains no errors of representation.

Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals.

Interpretation is meaningful, and appropriate conclusions are drawn from the data.

Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal.

Scor

e


Reflection and Self-Evaluation

Rubric

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

Rating 

Indicator 

1


1. Interpretation of

Student Learning

2. Insights on

Effective

Instruction and

Assessment

(NASPE 8.1)

No evidence or reasons provided to support conclusions drawn in

“Analysis of Student

Learning” section.

Provides no rationale for why some activities or assessments were more successful than others.

2


Provides evidence but no

(or simplistic, superficial) reasons or hypotheses to support conclusions drawn in “Analysis of Student

Learning” section.

Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research).

3

Indicator Met

Uses evidence to support conclusions drawn in

“Analysis of Student

Learning” section. Explores multiple hypotheses for why some students did not meet learning goals.

Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof.

Scor e

3. Alignment

Among Goals,

Instruction and

Assessment


Future Teaching


Professional

Development

(NASPE 8.3)

Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate.

Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment.

Provides no professional learning goals or goals that are not related to the insights and experiences described in this section.

Connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present.

Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.

Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals.

Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction.

Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning.

Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this section.

Describes specific steps to meet these goals.


4.1

Rubric for Evaluation of Teaching

(Assessment #6)


A. Implementation and Management: The teacher candidate organizes the lesson so equipment is accessible, students can see and hear the lesson, extraneous teacher talk is minimized and students are actively involved in the lesson more than 50% of the time.

1-Unacceptable 2-Acceptable 3-Target Score Rating

Indicator

1. Management routines

Teacher candidates use managerial routines that do not create smoothly functioning learning experiences. Routines are not evident and lessons poorly paced.

Teacher candidates are able to use managerial routines that create smoothly functioning learning experiences.

Teacher candidates develop and implement managerial routines that maximize active student engagement and provide for optimal learning.

2. Equipment is accessible

4.2

Equipment is not available for students.

Equipment is available, but excessive time is required for the students to obtain the equipment

Necessary equipment is ready and easily accessible

3. Activity time

4.2

4. Positioning of students

5. Leadership/ class control

3. Voice

4. Enthusiasm

Students are actively involved and on task less than 40% of the instructional time

Students are unable to see or hear instructor and/or there are distractions

Teacher does not assert control over class

Students are actively involved and on task 41-50% of the instructional time

Most of the students can see and hear instructor

Students are actively involved and on task more than 50% of the instructional time

Students are positioned so that all can see and hear

B. Getting and maintaining attention. The teacher candidate conducts the lesson to obtain and maintain student attention through stop signals, speaking to students only when they are quiet, projecting voice, and personal enthusiasm.


Indicator

1. Stop signal Does not use a stop signal to obtain student attention or uses an inappropriate or distracting stop signal

2. Student attention Speaks to students even when most of them are not listening

Uses a variety of signals to indicate to the students to stop activity. There is no consistency

Speaks to the students when many of them are paying attention.

Consistently uses the same stop signal to obtain student attention

Speaks to students only when all are quiet and listening

Unable to project voice across the teaching area

Shows no enthusiasm for lesson

Teacher is inconsistent in maintaining control of class

Projects voice so that many students can hear

Shows some enthusiasm for lesson or parts of lesson

Teacher is in an obvious class leader and in control of class

Projects voice so that all can hear

Is enthusiastic about the entire lesson

C. Demonstrations and Explanations: During the lesson, the teacher candidate includes a set induction, breaks skills into component parts, provides accurate demonstrations, and reviews key concepts as students practice. : At the conclusion on the lesson, the teacher candidate provides closure that promotes and reinforces learning.

Rating

Indicator

1. Safety

1-Unacceptable

Safety concerns are not addressed

2-Acceptable 3-Target

Safety concerns are addressed Safety concerns are addressed as they occur and before children begin practice

Score


2. Set induction

3. Links new material with old

4. Critical components

5. Demonstrations

6.8

Does not provide clear descriptions of what the students will be doing, how they will be doing it, and why it is important

Does not attempt to link new material with previously learned information

Does not break skills into component parts

Provides some clear descriptions of what the students will be doing, how they will be doing it, and why it is important

Explains briefly the link between new information and old

Divides skills into component parts some of the time

Uses effective demonstrations and explanations to link physical activity concepts to appropriate physical activity experiences.

Clearly explains to students what they will be doing, how they will be doing it, and why it is important

6. Review key points Does not reinforce key concepts

3. Moves into practice quickly

Transitioning between activities is more than 20% of total instructional time

Reinforces key concepts occasionally

7. Lesson closure Does not provide summary of lesson.

Provides a summary of lesson that does not focus on objectives

Provides a summary of lesson that does relates to objectives

D. Transition to Practice: During the lesson, the teacher candidate designs appropriate progressions, clearly shows the students how they are expected to practice, moves class into skill practice quickly, and assures that students are on task and practicing correctly.


Indicator

1. Progressions There is no logical progression for skill acquisition

Some progressions for skills are included

2. Practice Minimal directions for practicing tasks and receiving directions are included

Some directions for practicing tasks and receiving directions are included

A logical progression of skill acquisition is followed for all tasks

Complete directions for practicing tasks and receiving directions are included

Transitioning between activities is less an 10% of total instructional time

On Task time

Uses ineffective demonstrations and explanations

Does not move around or scan the teaching area to ensure that students are on-task and practicing correctly. Few students are on task.

Transitioning between activities is between 11 and

19% of total instructional time

Either scans the teaching area or moves around it to make sure students are on-task and practicing correctly, but does not do both. Some students are on task.

Clearly links new information with previously learned material

Always breaks skills into key points – critical components

Routinely uses effective demonstrations and explanations to link physical activity concepts to appropriate physical activity experiences in a wide range of physical education content

Reviews key concepts throughout lesson

Moves around and scans the teaching area to ensure that all students are on-task and practicing correctly.

Students are on task.

E. Demonstrates effective communication skills: During the lesson, the teacher candidate demonstrates effective communication skills

(e.g., use of language, clarity, conciseness, pacing, giving and receiving feedback, age appropriate language, non-verbal communication.

In addition, the teacher candidate communicates in ways that demonstrate sensitivity to all students.

Rating

Indicator


1, Language clear and concise – avoids excessive teacher talk

2. Specific, skillrelated feedback

Provides unclear directions and/or takes more than 30% of the instructional time providing information

Provides limited feedback

Directions are somewhat clear, but teacher talk constitutes more than 20% of instructional time

Provides some feedback, but it is not specific

Directions are clear and teacher talk constitutes less than 20% of instructional time

Provides specific feedback to the student


5.1

3. After feedback

5.1

4. Age-appropriate language

Provides feedback but does not observe the student to see if changes are made

Uses terms that are too difficult or too easy for students

Stays with the student briefly after providing feedback

Uses some terms that are too difficult or too easy for students

Stays with the student after providing feedback to observe if changes are made

Uses appropriate terminology for the age of the students

5. “Verbal crutches”

6. Appropriate nonverbal behaviors

7. Communicate in ways sensitive to all students

Uses verbal crutches 10 or more times in a 30 minute lesson

Demonstrates non-verbal behaviors that detract from the lesson

Teacher candidates communicate in ways that demonstrate a lack of sensitivity to all students (e.g., consideration of ethnic, cultural, social-economic, ability, gender differences).

Uses verbal crutches 5-9 times during a 30 minute lesson

Occasionally uses non-verbal behaviors that detract from the lesson

Teacher candidates communicate in ways that demonstrate sensitivity to all students (e.g., consideration of ethnic, cultural, socialeconomic, ability, gender differences).

F. Miscellaneous. Provides appropriate Feedback: During the lesson, the teacher candidate circulates and keeps his/her back to the wall, provides specific feedback and stay with the student after giving feedback, uses effective questioning skills, and uses cue words repeatedly.

Rating

Indicator


1. Monitors student and group performance

2.1

2. Circulates keeping back to the wall

2.1

3. Questioning/ problem solving skills

6.10

4. Cue words

6.9

Teacher candidate does not monitor individual or group performance. He/she shoes poor observation skills, and an inability to describe, either verbally or in writing, the environmental needs of the student.

Does not move around the teaching area.

Questioning/problem solving skills are not used in the lesson

No or few cue words are used to facilitate competent motor skill performance

Teacher candidate demonstrates the ability to determine student needs through appropriate monitoring which is followed by design of safe learning environments

Circulates throughout the teaching area, but cannot see every student all of the time.

Questions that require onetwo word answers are posed during the lesson

Uses appropriate teaching cues and prompts that are sufficient to facilitate competent motor skill performance

Teacher candidate demonstrates strong observation and monitoring skills, leading them to design safe instruction in a variety of activities to meet student developmental needs in all domains.

Moves around and is able to see all students all of the time.

Higher order questions and problem solving tasks are asked throughout the lesson

Uses appropriate teaching cues and prompts that facilitate proficient performance and challenge higher-level performers to refine their skill

Uses verbal crutches less than four times during a 30 minute lesson

Does not demonstrate any detracting non-verbal behaviors, but uses nonverbal behaviors to reinforce students

Teacher candidates demonstrate the most consideration for all school age students by using sensitive, appropriate, and varied means of communication, materials, and resources..


Observation of Teaching

Name:_________________________Date:____________School:_________________________

Professionally dressed: Yes No

Using holistic scoring:

KINS 377 (KINS 351): 16+ = 100; 15 = 90%; 13-14 = 70%; 12 = 60%; 11 or less = 0

KINS 378 (KINS 350): 17+ = 100; 16 = 90%; 14-15 = 70%; 13 = 60%; 12 or less = 0

KINS 382 (KINS 352): 18 = 100; 17=90%; 15-16 = 70%; 14 = 60%; 13or less = 0

Teaching Behavior Comments

A. Implementation and Management Holistic Section Score__

__ 1. Use managerial routines that create smoothly functioning learning experiences and environments

__ 2. Necessary equipment ready and easily accessible

__ 3. Class organized to maximize activity time (>50% of students on task > 50% of lesson time)

4.1

4.2

4.2

__ 4. Positions students so all can see and hear with fewest distractions

__ 5. Teacher is in control of class

_____________________________________________________________________________________________

Holistic Section Score__ B. Getting & Maintaining Attention

__ 1. Uses stop signal to get students attention

__ 2. Speaks to students only when they are quiet and listening

__ 3. Projects voice

__ 4. Is a catalyst for student motivation (enthusiasm)

______________________________________________________________________________

C. Demonstration & Explanations Holistic Section Score__

__ 1. All safety concerns addressed

__ 2. Introduces the skill and purpose (set induction)

__ 3. Links skill to previous knowledge

__ 4. Breaks skill down into key points (critical components)

__ 5. Provides effective and accurate demonstration(s) and explanations

__ 6. Reviews 3-4 key points and provides closure that promotes and reinforces learning

6.8

______________________________________________________________________________

D. Transition to Skill Practice

__ 1. Designs appropriate progressions if necessary

__ 2. Clearly shows students how they are expected to practice

__ 3. Moves class into a skill practice quickly

__ 4. Assures that students are on-task & practicing correctly

Holistic Section Score__

______________________________________________________________________________

E. Demonstrates effective communication skills Holistic Section Score__

__ 1. Language is clear and concise – avoids excessive teacher talk

__ 2. Gives specific skill-related feedback

__ 3. Stays with student after giving feedback

__ 4. Uses age-appropriate language

__ 5. Has no distracting verbal behaviors

__ 6. Uses appropriate non-verbal communication.

5.1

5.1

__ 7. Communicate in ways that demonstrate sensitivity to all students

_____________________________________________________________________________________________

F. Misc.

__ 1. Monitors student and group performance

__ 2. Circulates keeping back to the wall

__ 3. Uses effective questioning skills

__ 4. Uses cue words repeatedly

Observer's Name_____________________________________

Holistic Section Score__

2.1

2.1

6.10

6.9


Professional Portfolio (Assessment #7)


Work on this in on-going throughout the teacher candidate’s tenure at Longwood University. It will be assessed in

KINS 382.

The professional portfolio shall contain the following materials:

1.

Analyze a skilled performer and unskilled performer (1.4) – KINS 386

2.

3.

4.

5.

6.

A list of 15 ways to motivate students to participate in physical activity in and out of school (4.3) – KINS

378

A list of 10 ways to reduce bullying and promote mutual respect for one another (4.4) – KINS 378

Develop an effective behavior management plan (4.5) - KINS 364

Two examples of ways to communicate instructional or managerial information to students. These may be digital photographs of bulletin boards the teacher candidate has created, task cards, Internet sources, videos or posters (5.2) – KINS 377

Two lesson plans that demonstrate the ability to integrate knowledge and skills from multiple subject areas.

7.

8.

(6.6) - KINS 377 and maybe KINS 382

Provide any three types of assessments. Describe their appropriate and inappropriate use, address issues of validity, reliability, and bias for each assessment (7.2) – KINS 363; KINS 364; KINS 382

Provide three examples of self and/or peer assessment (7.3) – KINS 378

9.

Describe any six sources that will assist is becoming a reflective professional (8.2) - KINS 382

10.

Provide the following materials to demonstrate knowledge of current technologies in physical education.

These will include: PowerPoint presentation; description of how to use pedometers and three lesson plans from WalkSmartVirginia; description of how to use heart rate monitors in class; use the Virginia Fitness Data

Collection Website (9.1) – KINS 150; KINS 382

11.

Provide three lesson plans that demonstrate the use of technology in the gymnasium (9.2) – KINS 382;

RECR 338

12.

Provide five ways that technology can assist with continuing professional development (9.3) – KINS 175;

KINS 382

13.

Create fitness calendars and newsletters (10.1) – KINS 175; KINS 378

14.

Document membership in PHETE First and attend at least one state convention during the college career

(10.2) – on going

15.

Identify five ways the community can assist with the physical education program (10.3) – KINS 378

16.

Provide a PowerPoint presentation for the PTA to demonstrate the value of physical activity (10.4) – KINS

377


Rubrics for assessment:

Rating

Indicator

1.4

Describe and apply bioscience (anatomical, physiological, biomechanical) and psychological concepts to skillful movement, physical activity, and fitness.

1-Unacceptable 2-Acceptable

Teacher candidates demonstrate lack of knowledge concerning bioscience concepts and lack of reference to these concepts in lesson planning and implementation.

Teacher candidates demonstrate bioscience knowledge and use this knowledge appropriately to plan and teach for skillful movement, physical activity, and fitness.

4.3

Uses a variety of developmentally appropriate practices (e.g., content selection, instructional formats, use of music, appropriate incentive/rewards) to motivate school age students to participate in physical activity inside and outside of school.

4.4

Uses strategies to help students demonstrate responsible personal and social behavior (e.g., mutual respect, support for others, safety, cooperation) that promote positive relationships and a productive learning environment

4.5

Develop an effective behavior management plan

Does not use appropriate practices to motivate school age students to participate in physical activity inside and outside of school

Does not use strategies to help students demonstrate responsible personal and social behavior.

5.2

Communicates managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters,

Internet, video)

6.6

Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas.

Finds behavior difficult to manage. Is critical of students and negative interactions. Little evidence of positive reinforcement

Uses a very limited repertoire of communication strategies to convey managerial and instructional information.

They demonstrate limited motivation and creativity.

Teacher candidates ignore potential relationships between physical education and other subject areas from the perspective providing integrated learning experiences.


Uses a variety of developmentally appropriate practices to motivate school age students to participate in physical activity inside and outside of school

Uses appropriate strategies to help students demonstrate responsible personal and social behavior.

Able to develop an effective behavior management plan

Communicates managerial and instructional information in a variety of ways

3-Target

Teacher candidates demonstrate, through written analysis, an advanced understanding of bioscience concepts and the application of these concepts to physical activity. Bioscience concepts are strongly considered in planning and implementation of physical education content

Is adept at recognizing the motivational needs of the student. He/she uses a wide variety of developmentally appropriate and individualized practices to motivate school age students to participate in physical activity inside and outside of school

Uses the widest possible range of strategies to help students demonstrate responsible personal and social behavior.

Develops and implements an effective behavior management plan that contributes to positive learning environment

Uses the most appropriate, innovative, and varied means of communicating managerial and instructional information

Teacher candidates demonstrate, through effective lesson planning and implementation, the understanding that physical education can provide an environment for integrated learning experiences that draw on student’s classroom experiences.

Page 38

Teacher candidates consistently plan and implement learning experiences that integrate knowledge and skills required by local and state curriculums with developmentally appropriated physical education content.

Score


Rating

Indicator

7.1

Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability and bias.

7.2

Use a variety of appropriate authentic and traditional assessment techniques to assess student performance, provide feedback, and communicate student progress

(i.e., for both formative and summative purposes).

7.3

Involve students in self and peer assessment.

1-Unacceptable 2-Acceptable 3-Target

Teacher candidates cannot identify key components of various types of assessment, described their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

Teacher candidates cannot identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

1-Unacceptable

Teacher candidates are able to identify key components of various types of assessment describe their appropriate and inappropriate use, and address issues of validity, reliability and bias.

Teacher candidates use a variety of appropriate authentic and traditional assessment techniques to assess student performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes).

Teacher candidates use only instructor assessments and do not involve students in self and peer assessment.

Teacher candidates involve students in self and peer assessment.

2-Acceptable

Teacher candidates routinely use knowledge of key assessment components to select and/or develop appropriate tools for student assessment. Such tools will be valid, reliable, and free to bias.

Assessments reflect varying learning needs of individual students or groups, and are aligned to specific instructional goals.

Teacher candidates use a wide variety of appropriate authentic and traditional assessment techniques to assess student performance, provide feedback, and communicate student progress

(i.e., for both formative and summative purposes).

Ongoing assessment practices will measure learning in all domains (i.e., psychomotor, cognitive and affective).

Teacher candidates routinely use a variety of authentic and traditional assessment techniques to involve students and in self and peer assessment, thereby engaging students in self analysis and reflection.

3-Target Rating

Indicator

8.2

Use available resources

(e.g., colleagues, literature, professional associations) to develop as a reflective professional.

9.1

Demonstrate knowledge of current technologies and their application to physical education.

Teacher candidates do not use available resources such as colleagues, literature, or professional associations to develop as a reflective professional.

Teacher candidates use several resources such as colleagues, literature, and professional associations to develop as a reflective professional.

Teacher candidates possess only a limited knowledge of current technologies and rarely are able to apply them to physical education content and instruction.

Teacher candidates possess an adequate knowledge of current technologies are able to apply these technologies appropriately to physical education content and instruction.

Teacher candidates use a wide variety of resources such as colleagues, literature, and professional associations on a regular basis to remain current and continue their development as a reflective professional.

Teacher candidates possess an extensive knowledge of current technologies and their application to physical education, as demonstrated by appropriate use in a wide variety of instructional and curricular contexts to facilitate and enhance student learning.


9.2

implement student learning activities that integrate information technology.

9.3

Design, develop, and

Use technologies to communicate, network, locate resources, and enhance continuing professional development.

Teacher candidates do not use any type of information technology in the design, development, and implementation of student learning activities.

Teacher candidates demonstrate a very limited use of technologies to communicate, network, locate resources, and enhance continuing professional development.

Teacher candidates employ several types of information technology in the design, development, and implementation of student learning activities.

Teacher candidates demonstrate a sufficient use of technologies to communicate, network, locate resources, and enhance continuing professional development.

2-Acceptable

Teacher candidates effectively employ numerous and varied types of information technology in the design, development, and implementation of student learning activities.

Teacher candidates demonstrate an extensive use of technologies on a consistent basis to communicate, network, and locate resources for instructional purposes, in addition to facilitating ongoing professional development

3-Target Rating

Indicator

1-Unacceptable

10.1

become an advocate in the school and community to promote a variety of physical activity opportunities.

10.2

Actively participate in the professional physical education community (e.g., local, state, district, and national) and within the broader education field.

10.3

community resources to enhance physical activity opportunities.

10.4

Identify strategies to

Identity and seek

Establish productive relationships with parents/guardians and school colleagues, to support student growth and well being.

Teacher candidates do not identify strategies necessary to become an advocate in the school and community.

Teacher candidates are unable to promote a wide variety of physical activity opportunities.

Teacher candidates participate on a limited basis only in the professional physical education community, but not within the broader field of education.

Teacher candidates are not able to identify and seek community resources to enhance physical activity opportunities.

Teacher candidates do not establish productive relationships with parents/guardians and school colleagues, to support student growth and well being.


Teacher candidates are able to identify several appropriate strategies to become an advocate in the school and community.

Teacher candidates demonstrate the ability to promote a moderate variety of physical activity opportunities.

Teacher candidates participate in the professional physical education community at the local and/or state levels and demonstrate limited participation within the broader field of education.

Teacher candidates can identify some community resources to enhance physical activity opportunities and seek to use them on a limited basis.

Teacher candidates are able to effectively identify a wide range of appropriate strategies to facilitate advocacy in both the school and community.

Teacher candidates also promote numerous physical activity opportunities in both the school and community

Teacher candidates participate in the professional physical education community on numerous levels and within the broader field of education.

Teacher candidates can establish somewhat productive relationships with parents/guardians and school colleagues on a limited basis, to support student growth and well being.

Page 40

Teacher candidates effectively identify and use community resources to enhance physical activity opportunities by establishing collaborative relationships, where facilities and expertise are employed to provide physical activity opportunities that might not otherwise be available to students.

Teacher candidates consistently establish productive relationships with parents/guardians and school colleagues on a consistent basis, as needed to support student growth and well being.


K. Communicates in ways that shows sensitivity to all students

5.3

Speaking Intensive Rubric for a Teaching Episode – KINS 377 & KINS

382

(Assessment #8)

*An average of 2 across Standard 5 outcomes is considered Acceptable.

Rating indicator

A. Use of language

5.1

B. Speaks Clearly

5.1

C. Conciseness

5.1

D. Pacing

5.1

E. Age-appropriate language

5.1

F. Non-verbal aids

5.1

G. Volume

H. Posture and Eye

Contact

I. Notes

J. Content

1-Unacceptable

Uses incorrect grammar one or more times and/or uses words inappropriately

Often mumbles or can not be understood OR mispronounces more than one

Rambles and presentation lacks a logical flow

Presentation seems too slow at times and too hurried at others

Uses terms that are too difficult or too easy for students

The student uses no media

OR the media chosen detract from the presentation.

Volume often too soft to be heard by all audience members.

Slouches and/or does not look at people during the presentation.

Dependent upon notes for presentation.

Does not seem to understand the topic very well.

Communicate in ways that demonstrate a lack of sensitivity to all students

(e.g., consideration of ethnic, cultural, socialeconomic, ability, gender differences).

2-Acceptable

Uses correct grammar and pronunciation throughout presentation

Speaks clearly and distinctly most (94-85%) of the time.

Mispronounces no more than one word.

Conveys material, but could be presented more efficiently

Presentation seems to be too slow at times and/or too hurried at others

Uses some terms that are too difficult or too easy for students

Student uses 1 type of media that shows considerable work/creativity and which make the presentation better.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Sometimes stands up straight and establishes eye contact.

Uses notes in an obvious manner.

Shows a good understanding of parts of the topic.

Communicate in ways that demonstrate sensitivity to all students (e.g., consideration of ethnic, cultural, socialeconomic, ability, gender differences).

3-Target

Uses correct grammar and pronunciation throughout presentation. Displays extensive vocabulary

Speaks clearly and distinctly all

(100-95%) the time, and mispronounces no words.

Is able to convey material is a concise manner

Presentation follows a logical, steady pace to cover all of the material

Uses appropriate terminology for the age of the students

Student uses several media (could include posters, task cards, demonstrations, equipment) that show considerable work/creativity and which make the presentation better.

Volume is loud enough to be heard by all audience members throughout the presentation.

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Uses few notes and those are used discretely

Shows a full understanding of the topic.

Demonstrate the most consideration for all school age students by using sensitive, appropriate, and varied means of communication, materials, and resources.

Score


Longwood Education Program SPA Assessment Plan

Longwood Education Program SPA Assessment Plan

APPENDIX:

Standard Aligned Assessment Rubrics

PHETE Sports Skills Portfolio – Meet Standard 1: Content Knowledge 1.1-1.4 (Assessment #2)

1. Content knowledge – to be assessed by skill portfolio – evaluated in KINS 350, 351, and KINS 352.

Unit Plan Evaluation Rubric (Assessment #3)

A. Organizational information Holistic section score____

B. Objectives Holistic section score____

C. Materials and safety Holistic section score____

D. Background of the sport Holistic section score____

E. Scope and sequence of unit Holistic section score____

F. Hand-outs/Resources Holistic section score____

G. Assessments Holistic section score____

Final Clinical Experience Evaluation (Assessment #4)

Teacher Work Sample Analytic Scoring Rubrics

(Assessment #6)

Speaking Intensive Rubric for a Teaching Episode – KINS 377 & KINS

382

(Assessment #8)

Related documents

Products

Support

Longwood Education Program SPA Assessment Plan

Longwood Education Program SPA Assessment Plan

APPENDIX:

Standard Aligned Assessment Rubrics

PHETE Sports Skills Portfolio – Meet Standard 1: Content Knowledge 1.1-1.4 (Assessment #2)

1. Content knowledge – to be assessed by skill portfolio – evaluated in KINS 350, 351, and KINS 352.

Unit Plan Evaluation Rubric (Assessment #3)

A. Organizational information Holistic section score____

B. Objectives Holistic section score____

C. Materials and safety Holistic section score____

D. Background of the sport Holistic section score____

E. Scope and sequence of unit Holistic section score____

F. Hand-outs/Resources Holistic section score____

G. Assessments Holistic section score____

Final Clinical Experience Evaluation (Assessment #4)

Teacher Work Sample Analytic Scoring Rubrics

(Assessment #6)

Speaking Intensive Rubric for a Teaching Episode – KINS 377 & KINS

382

(Assessment #8)

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib