STUDENT TEACHER EFFECTIVENESS EVALUATION FORM FOR PHYSICAL EDUCATION
Student Teacher:
Evaluator:
Lesson:
Date:
Student teachers should hand in a lesson plan prior to teaching.
Use the following scale to evaluate student teacher’s teaching effectiveness.
Take some time afterwards to discuss with the student teacher elements of their
teaching style that need improvement as well as strong elements that contribute to their
teaching effectiveness. If you don’t have enough information to evaluate some of the above
components, leave the rating blank.
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
a
Level 3 – Exceeds Expectations : The student teacher consistently demonstrates the indicator in
way that is exemplary and beyond what is typically expected of a student teacher.
Level 2 –-Meets Expectations: The student teacher consistently demonstrates the indicators in a
way that should be expected for a competent student teacher.
.
Level 1 – Approaches Expectations: The student teacher occasionally demonstrates the
indicators.
Level 0 – Not Evident or Unsatisfactory: The student teacher rarely demonstrates the indicators.
PRE IMPLEMENTATION PHASE - LESSON PLANNING
Lesson planning - Identifies critical elements of motor skill performance and
combines motor skills into appropriate sequences to improve learning
State and National Content Standards- Designs & implements content that is
aligned with lesson objectives, unit goals, state and national standards
Goals & Objectives – Identifies & develops appropriate program goals and
objectives linked to program goals as well as student needs- selects appropriate
and enjoyable tasks & activities according to student diversity, needs and
capabilities- Sequencing- in logical task progressions- simple to complex tasks
Teaching Styles – Demonstrates knowledge of a variety of teaching styles
and approaches; selects instructional strategies based on content, student needs,
safety; facilitates learning; infuses technology as appropriate into teaching
Demonstration- clearly states demonstration plan
Teaching cues- comes up with simple words as teaching cues
Assessment- states appropriate ways to assess student learning
Safety considerations- identifies safety issues related to (but not limited to)
the specific lesson plan
Comments:
3
RATING
2
1
0
IMPLEMENTATION PHASE - MANAGERIAL SKILLS
Rules & Protocols– establishes rules & protocols; requires student
attention
Off-task behavior- clarifies expectations for behavior and follows
through with fair and consistent consequences for off-task behavior
Use of language/voice –wording and tone of voice appropriate for
students’ developmental levels
Alertness & Awareness- demonstrates “eyes in the back of the head,
proximity control, back to the wall” techniques
Positive Learning Environment – creates a positive & safe (physically
and emotionally) atmosphere where learning and enjoyment can coexist
Comments:
3
RATING
2
1
0
IMPLEMENTATION PHASE - LEARNING OPPORTUNITIES
Instant activity –starts off with a motivating activity or concept for
students to participate in eagerly and enthusiastically –or other type of
warm up
Demonstration - demonstrates the task more than once – points out
important key points and cues for students to consider while practicing
and teacher to use while giving feedback
Guiding Discovery – sets up teaching environment (w/ equipment,
guiding questions, problem solving cues) appropriate for students to
discover solutions
Cognitive Link - requires students to be cognitively involved in lesson
and fosters development use of higher order thinking skills
Scaffolding-helps students understand connections between present,
past and future lessons skills
Motivation – presents tasks positively and enthusiasticallyencourages students to persist and emphasizes the importance of effort.
Feedback – provides all students with specific, appropriate, positive,
and corrective feedback – to enhance performance.
Accountability– holds students accountable for performance and
outcomes of each task
Reflection- Reflects, and analyzes, students’ learning outcomes as well as
personal strengths and weakness and plans improvements
Changes or modifies- plans practice task according to the individual
or group needs-according to success rate, skill level, off-task behavior,
motivation, enthusiasm, effort
Assessment – sets appropriate criteria (such as teaching cues) for each
task to assess student learning/ performance
Checks for Understanding– questions students and asks them to
demonstrate to ensure understanding
Closure/ Review– uses teaching cues and key points to review lesson
w/ students
Comments:
3
RATING
2
1
0
IMPLEMENTATION PHASE – MAXIMUM PARTICIPATION
3
RATING
2
1
0
3
RATING
2
1
0
Practice opportunities – the majority of students are actively
practicing and participating in skills 80% of the total class period
Success Rate – all students experience success in at least 60% of the
practice opportunities
Transition – changing equipment, stations or tasks takes less than 1
minute to complete
Comments:
IMPLEMENTATION PHASE – PERSONALITY & PROFESSIONALISM
Appropriate look- dresses appropriately, conducts and behaves
appropriately, appears energetic, enthusiastic, comfortable and confident
while teaching
On time- always on time, prepared, organized and ready to teach
Comments:
SUMMARY
Please still circle a grade for the student teacher.
GRADE:
A A- B+ B B- C+ C C- D+ D DOVERALL COMMENTS:
Cooperating Teacher Signature:
Date:
Student Teacher Signature:
Date:
F