2013-14
STUDENT TEACHER HANDBOOK
Ithaca College
Department of Health
Promotion and Physical
Education
Contents
Introduction............................................................................................................................................ 4
Ithaca College Teacher Education Program Standards .................................................................. 5
NY State Teaching Standards (September 2011) ........................................................................... 8
General Information ........................................................................................................................ 12
ACTEC Policy on Mentor/Cooperating Teachers for Student Teaching Internships ................ 13
Legal Liability ............................................................................................................................... 13
Sexual Harassment ..................................................................................................................... 13
Drug-free School Zone................................................................................................................. 14
Student Teachers as Substitutes ............................................................................................... 14
Job Strikes and Actions ............................................................................................................... 14
THE ROLE OF A COOPERATING TEACHER ............................................................................................. 15
Initial Student Teacher Contact .................................................................................................. 15
Preparation .................................................................................................................................. 15
Early Conference ......................................................................................................................... 16
Student Teacher’s Background .................................................................................................. 16
Orientation and Work Space ....................................................................................................... 16
Medical Warnings ........................................................................................................................ 17
Attendance ................................................................................................................................... 17
Professional Dress....................................................................................................................... 17
COOPERATING TEACHER’S RESPONSIBILITIES ................................................................................. 18
Paper Work and Feedback.............................................................................................................. 19
Student Teaching Meetings ............................................................................................................ 19
Contact ............................................................................................................................................. 20
THE ROLE OF THE COLLEGE SUPERVISOR ........................................................................................ 21
College Supervisor Responsibilities ............................................................................................... 21
THE STUDENT TEACHING EXPERIENCE .............................................................................................. 22
STUDENT TEACHER RESPONSIBILITIES ............................................................................................. 22
Professional Attire ....................................................................................................................... 23
Grooming...................................................................................................................................... 23
ACADEMIC AND PROFESSIONAL REQUIREMENTS ........................................................................ 24
Equipment Requirements ........................................................................................................... 24
Student Teaching Time Commitment......................................................................................... 24
STUDENT TEACHER ASSIGNMENTS ................................................................................................... 26
Student Teacher’s Initial Visitation................................................................................................. 26
Weekly Assignments........................................................................................................................ 27
Journal Entries ............................................................................................................................. 27
Weekly Requirements: ................................................................................................................ 28
Other Assignments: ..................................................................................................................... 28
Instructions Regarding Assignments .......................................................................................... 28
APPENDICES.......................................................................................................................................... 30
SCHOOL DISTRICT ORGANIZATIONAL PLAN ..................................................................................... 30
STUDENT TEACHER TIME CARD ........................................................................................................ 32
STUDENT TEACHING TIME LOG FORM ............................................................................................. 33
PROFESSIONAL HOURS FORM .......................................................................................................... 34
EVALUATION FORMS AND GUIDELINES FOR HEALTH ............................. Error! Bookmark not defined.
Lesson Plan Components .................................................................. Error! Bookmark not defined.
Sample Lesson Plan .......................................................................................................................... 35
UNIT PLAN GUIDELINES FOR HEALTH.................................................. Error! Bookmark not defined.
UNIT PLAN RUBRIC – HEALTH EDUCATION .................................................................................. 38
STUDENT TEACHER EFFECTIVENESS EVALUATION FORM FOR HEALTH........................................... 43
WEEKLY CONFERENCE FORM FOR HEALTH ...................................................................................... 47
STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR HEALTH .................................... 48
EVALUATION FORMS AND GUIDELINES FOR PHYSICAL EDUCATION ............................................... 52
Lesson Plan for Physical Education............................................................................................... 53
UNIT PLAN GUIDELINES FOR PHYSICAL EDUCATION........................... Error! Bookmark not defined.
UNIT PLAN RUBRIC ........................................................................................................................... 57
STUDENT TEACHER EFFECTIVENESS EVALUATION FORM FOR PHYSICAL EDUCATION.................... 65
WEEKLY CONFERENCE FORM FOR PHYSICAL EDUCATION ............................................................... 72
STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR PHYSICAL EDUCATION ............. 75
PROFESSIONAL QUALITITES AND DISPOSTIIONS ..................................... Error! Bookmark not defined.
PROFESSIONAL QUALITIES AND DISPOSITIONS RATING FORM ....................................................... 80
PROFESSIONAL IMPROVEMENT CONTRACT .................................................................................... 81
Introduction
Student teaching is considered the culminating activity of the teacher preparation
process. This experience provides the student with an opportunity to apply the concepts
learned in courses to classrooms in the real world. The student teacher combines theory
and practice in order to meet any and all criteria and objectives established by New York
State Department of Education, Ithaca College, and the Department of Health Promotion
and Physical Education.
This handbook presents important information about our program expectations and the
responsibilities of all involved in the student teaching experience: student teachers,
cooperating teachers, and college supervisors. Responsibilities are outlined for you with the
goal of improving communication between everyone involved in this important experience.
Additionally, relevant forms and assignments are included relating to assignments and
assessment of student teachers’ performance.
Ithaca College All-College Teacher Education Program
Vision and Mission: All-College Teacher Education “Unit”
Teacher Education Unit
Ithaca College’s professional education faculty in the schools of Music, Humanities and Sciences, and
Health Sciences and Human Performance prepare pre-service teachers to meet the goals of knowledge,
experience, and commitment to service.
All-College Teacher Education Unit Vision Statement
We strive to prepare exemplary teachers and educational leaders who work collaboratively with
individuals and communities to create high-quality education for all.
All-College Teacher Education Unit Mission Statement
The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge,
Competence, and a Commitment to Service expressed in the Ithaca College Mission. Our mission is to
prepare teachers who possess knowledge and teaching competence in their respective disciplines,
who know how to work collaboratively and effectively with diverse communities of students and
families, and who are inspired and motivated by the belief that excellence and equity in education are
profoundly interdependent. To this end, Ithaca College teacher educators guide candidates through
carefully designed and supervised programs where theory, research, and practice combine in order to
provide them with solid foundations in the content, professional, pedagogical, technological,
relational, and cultural knowledge and experiences needed in order to become engaged and effective
teachers for all students in the 21st Century.
Conceptual Framework: Goals and Standards
This philosophy is summarized in the Unit’s Conceptual Framework, a set of goals and standards
that the All-College Teacher Education Committee affirmed in 2005 (rev. 2007).
Three Goals of the Conceptual Framework
Knowledge. Ithaca College teacher education candidates will, through rigorous and disciplined
study in the liberal arts and professional programs, meet or exceed the New York State learning
standards and the New York State Regents requirements regarding content and pedagogical
knowledge in their respective areas of certification and meet or exceed the eight common program
standards that cross all Ithaca College teacher education programs.
Competence. Ithaca College teacher education candidates will develop competence in their
respective fields by taking their content and pedagogical knowledge into a variety of local and regional
public and private schools where, in carefully planned and supervised field experiences, they will gain
confidence in their own teaching and learning; learn to work collaboratively in classrooms, schools,
and communities; learn to work effectively with the diversity of their students, their students’
families, and communities; learn to reflect critically and systematically on their own teaching practice
in order to improve it; learn to put their students at the center of the learning process while
maintaining standards of excellence; and learn to value professional development and lifelong
learning.
Commitment to Service. Ithaca College teacher education candidates will further develop their
newly acquired knowledge, competence, and leadership skills into a commitment to service and the
realization that excellence and equity are not mutually exclusive goals.
These three goals are embedded in the eight Ithaca College Teacher Education Program Standards
(TEPS). These standards were developed in a collaborative process that incorporated input from
representatives from each teacher education program, who identified how their courses of study
addressed the three goals of the conceptual framework. This process insured that the standards reflect
the shared values and expectations of IC’s professional education faculty and stakeholders. The
standards have also been aligned with the New York State Teaching Standards, the Specialized
Professional Association Standards, and the NCATE Standards to enable the Unit to assess the readiness
of every teacher education candidate at Ithaca College (See Appendix for the alignment of TEPS with
NYS and specialized association standards and national association standards).
The framework’s shared vision and corresponding standards have guided the unit’s programs,
course development, teaching, assessments of candidate performance, scholarship, and program
evaluations in all three Schools in which teacher education programs are offered.
Eight Standards of the Conceptual Framework
1. Content Knowledge: Ithaca College teaching professionals demonstrate a rich, thorough
understanding of the content and skill knowledge, theories, and issues comprising their disciplines.
2. Planning and Instruction/Implementation: Ithaca College teaching professionals are able to
plan and implement effective, developmentally appropriate lessons and curricula based upon sound
principles of content knowledge and skill development.
3. Positive Learning Environment: Ithaca College teaching professionals create safe and
motivational learning environments that encourage all students to become actively involved.
4. Diversity: Ithaca College teaching professionals respect and possess knowledge of diversity in its
many forms and know how to use this competence to develop relationships, instruction, schools,
classrooms, communities, and experiences that help all students achieve their fullest potential and
function effectively and respectfully in a diverse world.
5. Technology: Ithaca College teaching professionals are able to effectively utilize technology to
enhance student learning and professional growth and development.
6. Assessment: Ithaca College teaching professionals demonstrate the ability to develop and
utilize a variety of assessment tools and techniques designed to evaluate student learning and
performance, provide feedback, and shape future lesson planning, programs, and curricula.
7. Collaboration and Outreach: Ithaca College teaching professionals foster positive relationships
with a variety of target groups (e.g., students, families, colleagues, local community members, etc.) in
order to promote and enhance the teaching and learning environment.
8. Professional Development: Ithaca College teaching professionals engage in reflective practice
and continually seek to improve their knowledge base and effectiveness as teachers, make positive
contributions to the culture of their fields, and demonstrate the dispositions of an emerging
professional.
Illustration of the Ithaca College Teacher Education Conceptual Framework:
NY State Teaching Standards (September 2011)
1.
Knowledge of Students and Student Learning: Teachers acquire knowledge of each
student and demonstrate knowledge of student development and learning to
promote achievement for all students.
Element I.1: Teachers demonstrate knowledge of child and adolescent
development, including students’ cognitive, language, social,
emotional, and developmental levels.
Element I.2: Teachers demonstrate knowledge of current research in learning and
language acquisition theories and processes.
Element I.3: Teachers demonstrate knowledge of and are responsive to diverse
learning needs, strengths, interests, and experiences of students.
Element I.4: Teachers acquire knowledge of individual students from students,
families, guardians, and/or caregivers to enhance student learning.
Element I.5: Teachers demonstrate knowledge of and are responsive to the
economic, social, cultural, linguistic, family, and community factors
that influence their students’ learning.
Element I.6: Teachers demonstrate knowledge and understanding of technological
and information literacy and how they affect student learning.
2.
Knowledge of Content and Instructional Planning: Teachers know the content that
they are responsible for teaching and plan instruction that ensures growth and
achievement for all students.
Element II.1: Teachers demonstrate knowledge of the content they teach, including
relationships among central concepts, tools of inquiry, structures and
current developments within their discipline(s).
Element II.2: Teachers understand how to connect complex concepts across
disciplines and engage learners in critical and innovative thinking and
collaborative problem-solving related to real world contexts.
Element II.3: Teachers use a broad range of instructional strategies to make subject
matter accessible.
Element II.4: Teachers establish goals and expectations for all students that are
aligned with learning standards and allow for multiple pathways to
achievement.
Element II.5: Teachers design relevant instruction that connects students’ prior
understanding and experiences to new knowledge.
Element II.6: Teachers evaluate and utilize curricular materials and other
appropriate resources to promote student success in meeting learning
goals.
3.
Instructional Practice: Teachers implement instruction that engages and challenges
all students to meet or exceed the learning standards.
Element III.1: Teachers use research-based practices and evidence of student
learning to provide developmentally appropriate and standards-driven
instruction that motivates and engages students in learning.
Element III.2: Teachers communicate clearly and accurately with students to
maximize their understanding and learning.
Element III.3: Teachers set high expectations and create challenging learning
experiences for students.
Element III.4: Teachers explore and use a variety of instructional approaches,
resources, and technologies to meet diverse learning needs, engage
students, and promote achievement.
Element III.5: Teachers engage students in the development of multidisciplinary
skills, such as communication, collaboration, critical thinking, and use
of technology.
Element III.6: Teachers monitor and assess student progress, seek and provide
feedback, and adapt instruction to student needs.
4.
Learning Environment: Teachers work with all students to create a dynamic learning
environment that supports achievement and growth.
Element IV.1: Teachers create a mutually respectful, safe, and supportive learning
environment that is inclusive of every student.
Element IV.2: Teachers create an intellectually challenging and stimulating learning
environment.
Element IV.3: Teachers manage the learning environment for the effective operation
of the classroom.
Element IV.4: Teachers organize and utilize available resources (e.g., physical space,
time, people, technology) to create a safe and productive learning
environment.
5.
Assessment for Student Learning: Teachers use multiple measures to assess and
document student growth, evaluate instructional effectiveness, and modify
instruction.
Element V.1: Teachers design, select, and use a range of assessment tools and
processes to measure and document student learning and growth.
Element V.2: Teachers understand, analyze, interpret, and use assessment data to
monitor student progress and to plan and differentiate instruction.
Element V.3: Teachers communicate information about various components of the
assessment system.
Element V.4: Teachers reflect upon and evaluate the effectiveness of their
comprehensive assessment system to make adjustments to it and
plan instruction accordingly.
Element V.5: Teachers prepare students to understand the format and directions of
assessments used and the criteria by which the students will be
evaluated.
6.
Professional Responsibilities and Collaboration: Teachers demonstrate professional
responsibility and engage relevant stakeholders to maximize student growth,
development, and learning.
Element VI.1: Teachers uphold professional standards of practice and policy as
related to students’ rights and teachers’ responsibilities.
Element VI.2: Teachers engage and collaborate with colleagues and the community
to develop and sustain a common culture that supports high
expectations for student learning.
Element VI.3: Teachers communicate and collaborate with families, guardians, and
caregivers to enhance student development and success.
Element VI.4: Teachers manage and perform non-instructional duties in accordance
with school district guidelines or other applicable expectations.
Element VI.5: Teachers understand and comply with relevant laws and policies as
related to students’ rights and teachers’ responsibilities.
7.
Professional Growth: Teachers set informed goals and strive for continuous
professional growth.
Element VII.1: Teachers reflect on their practice to improve instructional
effectiveness and guide professional growth.
Element VII.2: Teachers set goals for, and engage in, ongoing professional
development needed to continuously improve teaching competencies.
Element VII.3: Teachers communicate and collaborate with students, colleagues,
other professionals, and the community to improve practice.
Element VII.4: Teachers remain current in their knowledge of content and pedagogy
by utilizing professional resources.
Unit-Wide Assessments in Ithaca College Teacher Education Programs:
Transition Points
Admission into one of the Ithaca College Teacher Education Program majors at admission or upon
transfer to the College does not guarantee that a student will be allowed to enroll in the pedagogy courses
nor in student teaching. There are four major unit-wide assessment points that students must successfully
negotiate before being recommended for certification: Specifically, the Transition Points associated with
the Unit-Wide Assessment System include successfully completing the following.
Unit-Wide Transition Points for Initial Certification Education Programs*
Key Assessments
Transit
ion Points
Admission to
Professional
Education
Meet minimum
GPA requirements
Admission to
Student Teaching/
Externship
Meet minimum
GPA requirements
Completion of
Student Teaching/
Externship
Meet minimum
GPA requirements
Completion of
Program
Meet minimum
GPA requirements
Complete all
required
coursework
Complete all
required
coursework
Complete all
required
coursework
Complete all
program
coursework
Demonstrate
proficiency in
written language
Complete
fieldwork/
clinical practicum
Final eportfolio review
Recommendati
on of faculty
Meet
expectations of
professional
qualities and
dispositions
evaluation
Meet
expectations of all
student teaching/
externship
evaluations
Meet
expectations of
professional
qualities and
dispositions
evaluation
HPPE Initial Certification Education Programs Unit Key Assessments Details
Number in parentheses indicates the Ithaca College Program Standards that are addressed by each
assessment.
Health Promotion and Physical Education UG Programs’
assessment details
All-College Language in Bold Type
Transition
Points:
HPPE B.S.
Admission to
Professional
Education
Admission to
Student Teaching/
Externship
Completion of
Student Teaching/
Externship
(Collect data end
of Sophomore
Yr.)
(Collect data end of
Junior Yr.)
(Collect data end of
Senior Yr.)
Completion of
Program
(Collect
data end of Senior
Yr.)
2.5 cumulative
GPA (1)
2.5 cumulative & 2.75
minimum GPA within
professional content
and pedagogy core (1)
2.75 minimum GPA
within professional
content and pedagogy
core (1)
2.75 minimum GPA
within professional
content and
pedagogy core (1)
Completion of
required
coursework (1)
Completion of all
coursework
requirements: C or
better in all pedagogy
core courses (1-8)
Completion of all
coursework
requirements: Unit Plan
assessment (1-8)
Completion of all
courses in major (18)
Demonstrate
proficiency in
written language:
Completion of 100
HLTH 15200
hours Field Work (1-8)
Writing
Assignment
Recommendation
Professional
of faculty:
Qualities & Dispositions
Sophomore eevaluation
(4, 7, 8)
portfolio
review/intervie
w (1)
E-Portfolio (1-8)
Final e-portfolio
evaluation (1-8)
Meets expectations of
all Student Teaching/
Externship evaluations:
College Supervisor
evaluation (1-6, 8)
Professional Qualities
and Dispositions
evaluation
(4, 7, 8)
General Information
ACTEC Policy on Mentor/Cooperating Teachers for Student Teaching Internships
All cooperating teachers must be certified in the discipline and be tenured or hold national
certification. Requests for exceptions to this policy must be made in writing to the program
coordinator with a rationale. The committee also agrees that, while the requirements listed above
are baseline requirements, we all look for teachers in both rural and urban schools who demonstrate
a variety of successful teaching techniques and strategies and have experience working with a
variety of students and grade levels.
Legal Liability
Negligence has been defined as “the failure to act
No student teacher should
as a reasonably prudent and careful person would
receive payment for services while
under the circumstances involved.” With the growing
functioning as a student teacher
tendency for every accident to be the fault of someone,
it is necessary that each student teacher and
cooperating teacher plans and organizes carefully, especially with issues pertaining to
safety.
Since school districts could potentially be sued in New York State, employers often carry
large amounts of liability insurance. In January 1961, legislation was passed which
specifically requires school districts to carry insurance which protects student teachers who
teach in a school district for a short time. This is why it is so important that the student
teacher not be compensated monetarily as this would invalidate her/ his position as a
“practice” or “cadet” teacher. If a liability suit follows resulting from a breach of this
stipulation, the student teacher may be without insurance protection from the school district
and has to stand alone to face the litigation in question. Therefore, no student teacher
should receive payment for services while functioning as a student teacher.
Sexual Harassment
All student teachers will undergo Sexual Harassment Training prior to student teaching.
No student teacher will be allowed to teach without completing this training.
Drug-free School Zone
Drug-free school zone is a term used in the United States to denote an area within a certain
distance, most commonly 1,000 feet, of the nearest school, park, or other public area. Signs
to this effect are generally posted along all public streets at the entrances to such an area.
Weapons, tobacco and alcohol are also prohibited in these areas as well as any DEA
schedule 1 or 2 substances. Within these drug-free school zones there are often increased
enforcement efforts, with a subsequent increase in arrests.
The punishments for these laws are often harsh, imposing very long prison terms for people
who possess small amounts of illegal drugs--with the subsequent disenfranchisement that
results in a felony conviction. All student teachers must comply with the building regulations
and building classifications as a Drug-free school zone.
Failure to comply with the building regulations can result in removal from the school
premises and failure in the student teaching experience.
Student Teachers as Substitutes
Student teachers may not
be used as substitutes
In order to protect Ithaca College, the schools and
the students, student teachers may not be used as
substitutes, with or without compensation, but may
continue to fulfill their experience under a qualified substitute hired by the school.
This policy follows Ithaca College’s consultation with an attorney for the New York State
Department of Education, who indicated that the State Department is requiring that schools
districts not hire student teachers as substitutes.
Job Strikes and Actions
If, in the opinion of the college supervisor, in consultation with the Department
Chairperson and the Dean or Director in the student teacher’s field, the student teaching
context has ceased to make a positive contribution to the student teacher’s growth and
development, the student teacher will be withdrawn from that environment.
In the event of a strike by the professional teaching faculty, the student teacher in that
school system will be withdrawn immediately.
THE ROLE OF A COOPERATING TEACHER
The cooperating teacher plays a major role in the development of future educators. The
cooperating teacher is the one who introduces the student teachers to the realities of life in
the school and guides their development throughout the semester. He or she is in position
to exert a profound influence upon the student teacher.
An individual who accepts the responsibility to serve as a cooperating teacher accepts a
number of other responsibilities in addition to those that are normally imposed by the
everyday demands of teaching. However, the gratification of seeing an inexperienced
student teacher mature into a competent teacher often makes it worth the effort for the
cooperating teachers.
Each cooperating teacher has his/ her own “formula” for guiding the progress of student
teachers. Furthermore, each student teacher is different and brings to the student teaching
experience a variety of experiences. For this reason, there is no one set of guidelines that
will be applicable to all situations.
It is important cooperating teachers recognize that this is a learning process for the
student teacher. During this time the student teacher will have the opportunity to more fully
develop their skills and to learn new ones. Cooperating teachers should see student
teaching as a process of growth and have realistic expectations about the knowledge and
skills that student teachers bring to the student teaching experience. Remember that they
are just novices in this exciting world and look to cooperating teachers to model appropriate
behaviors and see you as a resource to learn additional knowledge and skills.
Initial Student Teacher Contact
Student teachers are required to contact their cooperating teacher prior to the beginning
day of student teaching. When the placement site is close, student teachers are asked to
visit the placement site and meet with the cooperating teacher prior to beginning student
teaching. This gives both student teachers and cooperating teachers the opportunity to
learn about each other and to complete a preliminary orientation that will make the first
days mutually successful.
Preparation
When it has been verified that you will be working with a student teacher, take a few
minutes to prepare your students for the arrival of the student teacher. Introduce the
student teacher as a teacher from Ithaca College who will be working with the class for a
certain period of time and who should be given as much respect as any other teacher in the
school.
Early Conference
Since you will assist the student teacher in developing specific teaching activities, you
should work together and discover strengths, interests and needs. Identify possible units or
work for which the student teacher can assume responsibility. The student teacher will need
a gradual induction into teaching with some activities starting from the first day, eventually
assuming responsibility for additional facets of teaching.
It is important that the student teacher understands such things as your working style,
how you want the student teacher to relate to you and when you want lesson plans handed
in. Setting expectations early in the experiences allows everyone to know what is expected,
both in terms of responsibilities and standards of performance.
Student Teacher’s Background
Try to learn about your student teacher’s strengths, needs and previous experiences.
Some student teachers have extensive backgrounds in certain activities and have had less
exposure to others. Some student teachers have had significant experience as an instructor
of physical activity in a non-school setting and/or working with children and youth in many
different capacities. Other student teachers have less experience. Some student teachers
have strong skills in the areas of classroom management, while others see classroom
management skills as something they hope to develop more fully. Try to take the student
teacher’s previous experiences into account.
Orientation and Work Space
Orient the student teacher to your school building, schedule, rules and regulations, as
well as classroom routines. If the school is very large, a school map may be helpful. If the
school schedule is difficult to understand, have one available and be prepared to explain it
to the student teacher.
The student teacher will need a place in the gymnasium or classroom that is his/her own
to keep books, supplies, and other teaching materials. If it is at all possible, provide a desk
or a drawer or cabinet space for him/her. Audiovisual equipment, school supplies, copying
materials, and equipment should be available to the student teacher. If there are cautions
or restrictions, help the student teacher understand these limitations and still have an
exciting and rewarding experience.
If you are sharing materials or a desk, be clear about your guidelines for use. For
example, if you are planning to use your computer during your free period, let the student
teacher know. Perhaps the student teacher can use another computer in the library or lab.
Clear guidelines and expectations help make the experience more comfortable for everyone
involved.
Medical Warnings
Be sure to go over the medical history of your students with your student teachers so
that they are aware of any limitations or adjustments that are required. Make sure the
student teacher understands this information is confidential. Additionally, take the time to
explain medical emergency and accident procedures to the student teacher so that the
student teacher is prepared and knows the appropriate course of action to follow.
Attendance
Student teachers are expected to be in attendance every day and for the entire school
day. In the case of illness, the student teacher must notify the cooperating teacher and the
college supervisor in advance, following the school’s guidelines.
Sometimes student teachers will have a job interview requiring the student teacher’s
absence. This is often the case for student teachers who teach in the spring semester.
Generally, student teachers have been allowed to be absent for a total of 2 days to attend a
job interview. This absence requires the prior approval of the cooperating teacher and the
college supervisor.
All absences must be made up through extension of the time spent student teaching.
Student teachers who fail to notify their cooperating teacher and college supervisor of their
absence in a timely fashion will have their grade reduced by 5% for each absence.
Attendance expectations should be made clear from the beginning. Furthermore, the
student teacher should be informed of acceptable procedures for notifying appropriate
personnel in case of an absence.
Professional Dress
Student teachers are expected to dress appropriately and professionally. They are, at
minimum, expected to follow the dress code of the school. Guidelines about appropriate
and professional dress for the classroom and/or gymnasium should be shared with the
student teacher. Student teachers not dressed appropriately and/or professionally should
be sent home to change.
COOPERATING TEACHER’S RESPONSIBILITIES
As a cooperating teacher, there are many responsibilities associated with this position. In
addition to the many responsibilities listed below, there are paperwork requirements. In
case of a problem with a student teacher, please contact the Ithaca College supervisor
immediately so that
1. Supervise the student teacher at all times. The cooperating teacher has direct
responsibility for student teacher actions; therefore, all activities directed by the
student teacher should be supervised by the cooperating teacher to insure that
potentially dangerous or undesirable situations do not occur.
2. Review and provide feedback on the student teacher’s lesson plans and unit plans.
3. Fill out the Mid-block and Final Evaluation Form at the midpoint of block and at the
end of the block (see schedule sheet for dates).
4. Acquaint the student teacher with the rules and regulations of the school pertaining
to both the students and the faculty.
5. Familiarize the student teacher with the organizational scheme, curriculum, methods
of evaluation, grading policies, program requirements, equipment and facilities of the
school.
6. Orient the student teacher to the social, economic, and cultural make-up of the
school and neighborhood.
7. Introduce the student teacher to the students and further the acceptance of the
student teacher as leader or co-teacher in the classroom.
8. Announce and require student teachers to attend all in-service days, faculty
meetings, and workshops.
9. Establish a sequence of “gradual immersion” by which the student teacher’s
responsibilities progress from observing, through assisting, to teaching. Student
teachers should eventually have responsibility for planning and teaching a “full load.”
The point at which this occurs depends upon the capabilities of the student teacher
and the nature of the program.
10. Introduce the student teacher to other faculty, administrators, and staff. Assist the
student teacher in establishing his/her position as a “teacher.”
11. Observe, evaluate, and provide feedback on all aspects of the student teacher’s
performance.
12. Schedule the content and sequence of teaching experiences with the student
teacher ahead of time.
13. Conduct pre-planning conferences, to assist or determine the student teacher’s
progress in formulating unit and daily lesson plans.
14. Be a role model, advisor, constructive critic, confidant, and friend to the student
teacher.
15. Encourage the student teacher to participate in faculty and extracurricular activities.
16. Provide the student teacher with the opportunity to observe other teachers and
subject areas within the school.
17. Encourage and provide the student teacher with opportunities to experiment with a
variety of teaching styles and methods.
18. Involve the student teacher in such non-teaching tasks as home room duty, cafeteria
duty, playground duty, bus duty, etc.
Paper Work and Feedback
1. Complete, sign and return (via student teacher) all evaluation forms. These include
weekly evaluations. The following evaluations need to be completed on a weekly basis:
1.
2.
3.
4.
Student Teacher Effectiveness Evaluation Forms (Health or PE)
Weekly Conference Form
Time Log Form
Student Teacher Time Card
2. Complete, sign and return the Mid-block and Final Evaluation forms.
3. As a Department, we would appreciate any feedback that you can provide us regarding
perceived strengths and weaknesses of the student teacher’s professional
preparation.
Student Teaching Meetings
Student teachers are required to attend regularly scheduled Professional Seminar meetings.
At times, the student teacher may need to leave school early to attend. The dates and times
of these meetings are included on the Student Teaching Calendar. Student teachers in
Rochester schools must follow the Rochester schedule for the seminar meetings.
Contact
Contact Ithaca College immediately if any problems occur that cannot be directly resolved
between you, as the cooperating teacher, and the student teacher. Your first point of
contact should be the student teacher’s college supervisor. Please don’t hesitate if you
have questions or concerns; we are here to work cooperatively with you to ensure that the
student teaching experience is a positive one for all involved.
THE ROLE OF THE COLLEGE SUPERVISOR
The College supervisor works with both the student teacher and the cooperating teacher,
and provides the link between Ithaca College and the public school system. The college
supervisor works cooperatively with the cooperating teacher and student teacher in an effort
to heighten the overall effectiveness of the student teaching experience.
The College supervisor usually supervises student teachers in several schools and
develops a broad perspective in relation to the abilities and needs of both the student
teachers and the cooperating teachers with whom they work. Appropriate placement is
essential for a successful student teaching experience. The supervisor often makes
recommendations for the placement of student teachers based upon their knowledge of the
individuals involved.
The College supervisor has the responsibility of orienting the cooperating teachers by
explaining the scope of their responsibilities and obligations, and by informing them of the
assistance they can expect from the college.
College Supervisor Responsibilities
1. Assist the student teacher in selecting, organizing, using, and evaluating instructional
materials
2. Visit the student teacher a minimum of four times (2 times for each block) to acquire
first-hand knowledge of the student teacher’s progress and to confer with the student
teacher right after each observation.
3. Videotape the student teacher once for each block.
4. Help the student teacher and cooperating teacher resolve any problems affecting the
student teaching learning situation.
5. Determine a final evaluation through on-site visits, conferences, performance in
seminar, assessment of materials, and cooperating teacher’s evaluations.
6. Observe, evaluate and provide feedback on all aspects of student teacher’s
performance.
7. Encourage the student teacher to experiment with a variety of teaching styles and
methods.
THE STUDENT TEACHING EXPERIENCE
The student teacher will be assigned for a period of one full semester (Block I and Block
II) in two different schools settings. The placement setting should be at 2 different levels. For
example, Block I might be at the secondary school and Block II might be at the elementary
school or at the middle school levels. Students may be asked for their preference in
selecting a teaching level.
Student teaching is a full-time assignment. The student teacher will earn 10 academic
credits for this experience. Therefore, the student teacher is expected to become involved as
much as possible in the total educational process of the public schools.
STUDENT TEACHER RESPONSIBILITIES
The student teacher is expected to:
1. Parallel the cooperating teacher’s involvement at school. This includes:
a. Carrying out assigned and assumed responsibilities in a professional manner.
b. Dressing and behaving in a professional manner.
c. Participating in teaching and school related responsibilities.
d. Attending school for all assigned days. Attendance is mandatory.
e. Arriving in a punctual manner for all assigned responsibilities.
f. Following the placement school’s policy regarding teaching ethics and contact
with students.
2. Prepare thoroughly for all classes and present both lesson and unit plans to the
cooperating teacher for signing, prior to their implementation. Student teachers who
fail to fulfill this requirement will be sent home until such work is completed (these
will be counted as unexcused absences).
3. Be professional in interactions with students, faculty members and other school
personnel.
4. Submit all written work at the date and time specified by the college supervisor.
5. Follow the school’s calendar rather than the college’s calendar.
6. Contact the school, cooperating teacher and college supervisor if you are going to be:
a. Late or absent (including extenuating circumstances)
b. Absent for a job interview (maximum of 2 days of interviews per semester)
c. Participating in intercollegiate sports events
d. Attending college seminars (Attendance at all designated seminars at the college
is required. Seminars take priority over all teaching and coaching responsibilities.)
e. Other extenuating circumstances.
NOTE: No absences will be allowed before or after scheduled holidays. All
absences must be made up through extension of the time spent student teaching.
Student teachers who fail to notify their cooperating teacher and college supervisor
of their absence in a timely fashion will have their grade reduced by 5% for each
absence.
7. Notify the college supervisor immediately if student teacher is beginning to be used
as a substitute teacher.
8.
Schedule a specific date and time each week to confer with the cooperating teacher
in order to receive feedback and evaluation on the overall performance and student
teacher’s teaching style and methods. Be receptive to constructive criticism and
discuss with the cooperating teacher any challenges and concerns that you have.
Professional Attire
Student teachers will dress in clothing that is professional and appropriate for the class,
meeting, or situation in which they are involved. It is expected that student teachers’ dress
be in compliance with the dress code of the school.
Grooming
Ithaca College students must conform to the policies of the cooperating teacher’s school
as interpreted by the cooperating teacher. If a student teacher’s grooming is such that
she/he is not acceptable to a particular school system:
a. The student teacher will be initially warned.
b. The student teacher will next be suspended from his/her duties until the situation
is remedied (these will be counted as absences)
c. Finally, the student teacher will be dropped from student teaching if the problem is
not satisfactorily remedied.
NOTE: Student teachers are expected to fulfill all of the above requirements. Failure to fulfill
one or more of the above requirements could result in repeating student teaching.
ACADEMIC AND PROFESSIONAL REQUIREMENTS
Student teachers must officially register for the Student Teaching and Professional
Seminar specific to their major before the commencement of the student teaching
experience. All financial obligations to Ithaca College must be satisfactorily met. If not, the
student teacher will be withdrawn from student teaching until financial obligations have
been satisfied.
Equipment Requirements
Student teachers must supply their own videotape cassettes or DVDs as required to
meet evaluation needs, and may be asked to provide audio tapes or additional items as
deemed appropriate.
Student Teaching Time Commitment
The student teaching component of this program is considered a full time commitment and
must take priority over all other student activities. All student teachers are required to report
at the placement school, and follow the schedule that
is established. If the cooperating teacher has release
Student teaching is a full time time for any administrative or other duties, the
commitment and must take student teacher is still committed to the normal
priority over all other student school day.
activities
Student teachers are expected to attend parentteacher conferences, professional development days,
faculty meetings, field trips and all events required of contracted teachers. Student teachers
must attend all required days of the placement. In most cases a normal teaching load
consists of five daily classes (40-45 minute periods) and one additional non-teaching
responsibility (bus duty, etc.) Elementary school days vary based on the amount of time
allocated to each class period. During this experience, student teachers are expected to
engage in a number of activities: instruction, assisting, structured observing, planning,
conferencing, and professional hours.
Student teachers are required to keep a record (Student Teacher Time Log Form) of the
time committed to these various activities. This log will serve as verification for the State
Department of Education should requests or concerns arise regarding the amount of contact
hours our program provides.
Professional Hours: Preparing for the teaching profession involves more than the time
commitment to the classroom setting. The educational community expects and often
demands that teachers be involved in many other aspects of the educational system. In
order to prepare for these additional expectations student teachers are asked to
accumulate an additional thirty (30) hours during the experience.
These professional hours may include: teaching in a different setting; tutoring; unpaid
coaching (at K-12 age level); supervision of intramural sports; serving on committees;
athletic training; observing other teachers in different disciplines; attending workshops or
working with student activities (such as SADD, etc.). This must be in addition to your daily
responsibilities. If you are required to supervise a study hall as part of your placement, then
this cannot count as professional hours. Professional hours are intended to be those beyond
the required. If you are uncertain about the appropriateness of including something in your
professional hours, you should contact the supervisor.
Professional hours accumulated at your placement school should be verified by your
cooperating teacher by signing the weekly time report. Professional hours accumulated
elsewhere will be documented by a letter or a signature from the supervisor of the activity.
Coaching: If you intend to coach upon graduation, we strongly recommend that you
become involved your school’s athletic program. Remember that paid coaching positions are
not to be counted towards professional hours.
STUDENT TEACHER ASSIGNMENTS
Student Teacher’s Initial Visitation
Once the student teaching placement has been finalized, the student teacher is required
to contact the school and make arrangements to visit the school and meet the cooperating
teacher before the student teaching experience begins.
When visiting the school the student teacher will:
1. Report to the principal’s office for the purpose of introductions. Meet the
principal, cooperating teacher, and other professionals with whom you will be
working.
2. Request a tour of the facilities and inquire about the materials and equipment
available for your use.
3. Inquire about the physical education, athletic, and/or health education programs
in which you may become involved.
4. Identify the classes you will be teaching during your experience. Obtain general
information about the students you will be teaching; number of students per
class, student’s ability levels, cultural backgrounds, etc.
5. Identify the instructional units you will be involved in during your entire
experience.
6. Observe a minimum of one entire class, focusing on teacher behavior, student
behavior, use of time, rules, routines and expectations (when feasible).
7. Identify what your assignment (if applicable) will be to cover the professional hour
requirement (coaching, teaching in your minor area, etc.).
Following the student teacher school visitation, a typed copy of your reactions to the
above items will be given to your college supervisor.
Weekly Assignments
Journal Entries
Each student teacher must complete two journal entries for each week (Tuesday &
Friday) and e-mail it to the college supervisor. It should be one page (8 ½ X 11 sheet) double
spaced with your name and date. Correct sentence structure, punctuation, and spelling will
be expected. The following guidelines will assist you through this assignment:
Journal Entry 1
Journal Entry 2
Journal Entry 3
Journal Entry 4
Journal Entry 5
How was your first day? What are your first impressions? What
are you most nervous / excited about? Other comments?
What is the schools discipline policy? What is your cooperating
teacher’s philosophy regarding disciplining a student? Other
Comments?
Reflect on the culture of the building. Would you interview for a
job in the building. Why? Why not? Other comments?
Reflect on an observation of a lunch period. What has your
relationship with your cooperating teacher been like? Other
comments?
As you think about teaching what are your feelings (nervous,
anxious, excited)? What will be a challenge? What are you most
comfortable with? Other comments?
The rest of the journals should include general comments to questions such as:

What went well? Why? What was easy for you while you were teaching
/coaching?

What was difficult or challenging for you? What did you learn today about the
school, students, and faculty? What did you learn from your cooperating teacher?
Additionally include specific comments related to the following questions as well as other
relevant topics:
 Did your class(es) begin and end on time? Why? Why not?
 What part of your lesson(s) was the most effective? Why? What part of
your lesson(s) was the least effective? Why?
 Did you plan for maximum participation?
 Were most students participating in the appropriate activity during
class?
 Did you have any discipline problems? How did you deal with them?
Were your disciplinary techniques effective?
 Did you provide positive and corrective feedback to your students?
 Did you call students by name?
 How will you improve your lessons?
 Do you think you were well prepared for you classes?
 Did your students seem to enjoy the lesson?
Weekly Requirements:
1. Student Teacher Effectiveness Evaluation Form (Health or PE). (At least 2 to 3 a
week)
2. Weekly Conference Form (Health or PE). (One)
3. Time Log Form(Everyday)
Other Assignments:
Each student teacher must complete the following assignments and submit them according
to the specified time schedule:
1. Student Teacher Information Form
2. School District Organizational Form (for each placement)
3. Time Log Form
4. Professional Hours Form
5. edTPA-Task 1: Planning for Instruction and Assessment
6. edTPA-Task 2: Instructing and Engaging Students in Learning
7. edTPA-Task 3: Assessing Student Learning
Instructions Regarding Assignments
1. School District Organizational Plan
Each student teacher will complete the organizational plan form for his/her
school district during the first week of each student teaching block.
2. Time Log Form
At the beginning of each block, the student teacher is required to complete the
Time Log Form. This form provides the college supervisor with a current copy of your
teaching schedule in your designated school so that supervisory visits can be
scheduled at appropriate times.
3. Professional Hours Form
At the end of each block, the student teacher is required to submit the
Professional Hours Form signed by the appropriate person(s).
4. Lesson Plans
 Use the appropriate lesson plan format (Health or PE) to write your lesson plans.
At the end of each lesson taught you should have a few sentences of reflection
and evaluation. Consider the following questions when writing this reflection:
 Did your students accomplish what you wanted them to accomplish? What did
they do well? What was the greatest problem?
 What should you plan for the next lesson? What needs to be stressed? Who
needs a special challenge? Suggest specific students to whom you are going to
give special attention or challenge in some fashion.
 What behavioral problems did you have? Were your disciplinary techniques
effective? Why? Why not?
 How can this lesson be improved?
 What are your own teaching goals? How much positive reinforcement did you
use? How could your teaching performance, teaching techniques and styles be
improved? What changes should you make in the lesson? What should your
goals be for the next time?
edTPA -Task 1: Planning for Instruction and Assessment –Unit plan
The purpose of Task 1 is to assist teachers in thinking through the entire process
for planning and Assessing students of a particular Setting. Follow the appropriate
(Health or PE) guidelines provided.
NOTE: All lessons and unit plans are to be reviewed and signed by the
cooperating teacher before being turned in to the college supervisor.
edTPA- Task 2: Instructing and Engaging Students in Learning – Video taped
During the course of your students teaching you will be videotaped by your college
supervisor. A written self-evaluation paper along with the video clip will be submitted
as required for Teachers Certification exam Or as required by the college supervisor.
More information on this assignment will be given later on in the semester.
edTPA- Task 3: Assessing Student Learning- Pre & post Assessment
At the beginning of your Unit you will administrate a pre-test to your students. Assess
their learning throughout the unit and administrate a port-test at the end of the unit. You will then
analysis the results and write a report discussing your students learning .
APPENDICES
SCHOOL DISTRICT ORGANIZATIONAL PLAN
PLEASE COMPLETE THIS FORM BY FILLING IN EACH OF THE GRAY BOXES WITH THE INFORMATION
REQUIRED. THANK YOU.
Student Teacher
School District
School Assignment:
Cooperating Teacher:
School District Organization
1.
Number of elementary schools:
Grade Levels
2.
Number of middle schools:
Grade Levels
3.
Number of secondary schools:
Grade Levels
Placement School Plan
1.
Number of periods per day:
2.
What is the length of each period?
3.
Starting time:
4.
Describe the medical excuses/accident procedures:
5.
Describe the fire evacuation procedures for the classes you will be supervising:
6.
(PE & DC only) Explain the playground or gymnasium procedure during the lunch period:
7.
(PE & DC only) Does the school have an intramural program?
Dismissal time:
If so, describe the
program.
8.
(PE & DC only) Does the school have an interscholastic sports program?
describe the program for girls and boys.
General Plan for Utilization While Student Teaching
1.
What topics/activity units will you be teaching during this school assignment?
Name of Unit
Length
Grade Level
If so,
2.
What co-curricular (coaching, intramurals, SADD, etc.) activities will you be
involved in?
3.
Explain the grading procedures employed in the classes you will be instructing.
4.
Explain the classroom management methods/steps that you will be expected to follow at
your placement school when dealing with disruptive students.
5.
(PE & DC only) Explain safety rules and regulations for physical education classes.
STUDENT TEACHER TIME CARD
Student Teacher
Cooperating Teacher
School
Telephone
Date
Email
Number of
Number of
Number of Days
Days Absent
Days Late
Left Early
Cooperating Teacher’s Signature
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Note to Student Teacher: Please have your Cooperating Teacher complete and sign this card at
the end of each week. Failure to do so will result in you not receiving credit for the hours you taught.
DATES OBSERVED BY THE COLLEGE SUPERVISOR:
________________
________________
________________
________________
STUDENT TEACHING TIME LOG FORM
Student Teacher
School
Use the key at the bottom of the page to indicate how you spent (the type of activity) your time while student
teaching. You may indicate that you were involved in more than one activity during any class period.
TIME
MONDAY
Date:
I = Instructed O= Observed
Cooperating Teacher’s Signature
Date:
TUESDAY
Date:
A= Assisted
WEDNESDAY
Date:
P= Planned
THURSDAY
Date:
D= Duty
FRIDAY
Date:
PROFESSIONAL HOURS FORM
Student Teacher _______________________________ School __________________________
TIME
RESPONSIBILITY- (describe)
SIGNATURE
Date =
MONDAY
Date=
TUESDAY
Date =
WEDNESDAY
Date =
THURSDAY
Date =
FRIDAY
Total
Week Hours
Appropriate Person’s Name and Date:
Note that no credit will be given for professional hours unless this worksheet is signed.
Lesson Plan
ITHACA COLLEGE
Department of Health Promotion and Physical Education
Lesson Plan for Health Education
Teacher’s Name:
Activity Unit:
Lesson Number:
Grade:
Lesson Focus:
# of students:
Duration:
Date:
Resources:
Covered in this lesson
Equipment/Materials:
NYS Learning Standards:
National Health Education Standards:
Guidance Document skills:
Guidance Document Functional Knowledge:
Primary Lesson Objectives and Assessments:
1. Functional Health Knowledge:
Objective (s):SWBAT
Assessment:
Technology use/ Special
Considerations:
2. Health-Related Skills:
Objective (s): SWBAT
Description of Strategies &
Styles
(How pre-assessment was used
to make decisions):
Assessment:
3. Beliefs and Norms:
Objective (s): SWBAT
Assessment:
Theory Application:
Teacher Objectives:
Time
Acade
mic
Language
Differentiatio
n /Adapt/Refine
Methods & Procedures
Teaching Cues
& Checking for
Understanding
Anticipatory Set:
Introduction:
Lesson Delivery:
Practice Activity:
Assessment:
Closure:
UNIT PLAN RUBRIC – HEALTH EDUCATION
Unit Plan Rubric
3-Exceeds Expectations: The teacher candidate consistently demonstrates exemplary and beyond what is typically expected, dispositions essential to becoming effective
professional as defined by AAHE standards of beginning teachers.
2-Meets Expectations: The teacher candidate consistently demonstrates dispositions essential to becoming effective professional as defined by AAHE standards of beginning
teachers
1-Approaches Expectations: The teacher candidate occasionally demonstrates dispositions essential to becoming effective professional as defined by AAHE standards of beginning
teachers but does not yet do so consistently
0-Not Evident or Unsatisfactory: The teacher candidate rarely demonstrates dispositions essential to becoming effective professional as defined by AAHE standards of beginning
teachers
CATEGORY
3
2
1
0
OVERALL PRESENTATION
Unit plan is professionally
Unit plan is professionally
Unit plan is somewhat
Unit plan is not professionally
presented with section dividers,
presented with some section
professionally presented. Few
presented. No section dividers,
table of content, neat and easy to
dividers, table of content, neat and section dividers, no table of
no table of content and very
navigate
easy to navigate
content and difficult to navigate
difficult to navigate.
NATIONAL HEALTH
National standards are listed and National standards are listed and Some national standards are
National standards and unit
EDUCATION STANDARDS
all unit plan goals are
most of the unit plan goals are
listed and few of the unit plan
plan goals are not included
AAHE- I-B
appropriately aligned with the
appropriately aligned with the
goals are appropriately aligned
standards
standards
with the standards
NEEDS ASSESSMENT
A variety of reliable data sources
Only one source of reliable data
No reliable data were use in
Fails to consider reliable data in
AAHE- II-A
related to health were skillfully
related to health were skillfully
designing the unit
planning the unit
used to determine priorities and
used to determine priorities and
focus of the unit
focus of the unit
NEEDS ASSESSMENT AAHE
Rationale for unit topic is clearly
Rationale for unit topic is
Rationale for unit topic is
Rationale for unit topic is
II-B
supported by at least 3 research
supported by at least 3 research
somewhat supported by at least 2 inadequately or not supported by
articles and/or data sources
articles and/or data sources
research articles and/or data
at least 3 research articles or
sources
data sources
NEEDS ASSESSMENT
Rationale for unit topic clearly
Rationale for the unit topic shows
Rationale for the unit topic
Rationale for the unit topic fails to
AAHE- II-C
shows that the need for the topic
that the need for the topic was
vaguely shows that the need for
show that the need for the topic
was inferred from the data
inferred from the data obtained,
the topic was inferred from the
was inferred from the data
obtained, with specific examples
with at least two examples cited to data obtained, with at least two
obtained, with at least two
cited to support response
support response
examples cited to support
examples cited to support
response
response
PLANNING
Specific strategies, at least 3, for
Specific strategies, at least 2, for
A general strategy for involving
No strategy is presented.
AAHE-III A
involving key individuals and
involving key individuals and
key individuals and organizations
organizations in program planning organizations in program planning in the program planning for School
PLANNING
AAHE-III B
PLANNING
AAHE-III C
PLANNING
AAHE-III D
PLANNING
AAHE-III E
PLANNING
AAHE-III F
IMPLEMENTATION AAHE-IV
A
IMPLEMENTATION AAHE-IV
B
IMPLEMENTATION AAHE—IV
for School Health Education are
included in the unit rationale
Block plan reflects a logical scope
and sequence of learning
experiences that accommodate
students and reflects consideration
for individual differences
Each of the 8 lessons has
appropriate and measureable
learner objectives are aligned with
unit goals, assessments, and
scoring guides
Developmentally appropriate
strategies to meet learning
objectives are incorporated
throughout the unit, reflecting
consideration for individual
differences and unique needs of
students
The unit rationale is clearly aligned
with the needs assessment data,
including the most recent YRBSS
data, and National Health
Education Standards
for School Health Education are
included in the unit rationale
Block plan reflects a logical scope
and sequence of learning
experiences that accommodate
students
Health Education are included in
the unit rationale
Block plan lacks logical scope and
sequence of learning experiences
Each of the 8 lessons has
appropriate and measureable
learner objectives are aligned with
unit goals, assessments, and
scoring guides
Developmentally appropriate
strategies to meet learning
objectives are incorporated in
most lessons of the unit, reflecting
consideration for individual
differences and unique needs of
students
The unit rationale is aligned with
the needs assessment data,
including the most recent YRBSS
data, and National Health
Education Standards
Feasibility of implementing
selected strategies is critically
analyzed with detailed examples
provided
Multiple instructional strategies,
more than three, are included
within the unit that reflect effective
pedagogy and facilitate learning
for all students
Unit plan provides for the use of
technology and resources to
challenge and engage diverse
learners in many lessons
Rules and protocols and strategies
Feasibility of implementing
selected strategies is discussed
with an examples provided
Most lessons, at least 6, have
appropriate and measureable
learner objectives are aligned with
unit goals, assessments, and
scoring guides
Mostly developmentally
appropriate strategies to meet
learning objectives are
incorporated throughout the unit,
reflecting some consideration for
individual differences and unique
needs of students
The unit rationale is not clearly
aligned with the needs
assessment data, including the
most recent YRBSS data, and
National Health Education
Standards but the data and
standards are presented
Feasibility of implementing
selected strategies is discussed
but no specific examples
provided.
Multiple instructional strategies, at
least two are included within the
unit that reflect effective pedagogy
and facilitate learning for all
students
Unit plan provides for the use of
technology and resources to
challenge and engage diverse
learners in few lessons
Rules and protocols and
Multiple instructional strategies, at
least three, are included within the
unit that reflect effective pedagogy
and facilitate learning for all
students
Unit plan provides for the use of
technology and resources to
challenge and engage diverse
learners in some lessons
Rules and protocols and strategies
No block plan is presented
Only a few lessons, less than 6,
have appropriate and
measureable learner objectives
are aligned with unit goals,
assessments, and scoring guides
No or inappropriate
developmentally appropriate
strategies to meet learning
objectives are incorporated
throughout the unit
The unit rationale is not aligned
with the needs assessment data,
including the most recent YRBSS
data, and National Health
Education Standards
No discussion of feasibility of
implementation of strategies
No consideration given to the use
of multiple instruction strategies
Few lessons incorporate
technology
No rules and protocols, strategies
C
to develop a positive learning
environment for all learners are
described with at least 3 specific
examples to support the response
to develop a positive learning
environment for all learners are
described with at least 2 specific
examples to support the response
IMPLEMENTATION AAHE—IV
D
Critical thinking and self-reflection
are included as a means to help
adjust implementation practices,
modify objectives, change
instructional strategies, and alter
assessments to enhance student
learning and occurs after each
lesson
A comprehensive plan is provided
to assess learning in all domains
Critical thinking and self-reflection
are included as a means to help
adjust implementation practices,
modify objectives, change
instructional strategies, and alter
assessments to enhance student
learning and occurs after most
lessons
A general plan is provided to
assess learning in two domains
A clear and convincing rationale is
provided for the selection of all
assessment instruments and
activities, including validity,
reliability, and ease of
administration and scoring
Four or more instruments are
developed to assess students’
learning
Clear, detailed description of
appropriate procedures to assess
student learning is provided
Assessment results are used to
guide future instruction, with
several specific examples given
regarding modifications in several
areas
Unit rationale reflects a
comprehensive understanding of
all aspects of the CSHP and its
cumulative contribution to the
health status of students
Unit rationale explains how many
of these components will be
A rationale is provided for the
selection of all assessment
instruments and activities,
including validity, reliability, and
ease of administration and scoring
ASSESSMENT AAHE—V A
ASSESSMENT AAHE—V B
ASSESSMENT AAHE—V C
ASSESSMENT AAHE—V D
ASSESSMENT AAHE—V E
ADMINISTRATION &
COORDINATION
AAHE- VI A
ADMINISTRATION &
COORDINATION
Two to three instruments are
developed to assess students’
learning
Description of procedures to
assess student learning is
provided
Assessment results are used to
guide future instruction, with a few
examples given regarding
modifications in several areas
Unit rationale reflects an
understanding of many aspects of
the CSHP and its cumulative
contribution to the health status of
students
Unit rationale explains how some
of these components will be
strategies to develop a positive
learning environment for all
learners are vaguely described
with at least general examples to
support the response
General statements indicating
adjustments related to
implementation practices, modify
objectives, change instructional
strategies, and alter assessments
to enhance student learning and
occurs infrequently
are provided.
A general plan is provided to
assess learning in only one
domain
A rationale is provided for the
selection of all assessment
instruments and activities, but only
includes two of the following
criteria: validity, reliability, and
ease of administration and scoring
Only one instrument is developed
to assess students’ learning
No plan is provided to assess
learning.
Unclear or inappropriate
procedures to assess student
learning
Assessment results are used to
guide future instruction, but no
examples are given showing how
this was done
No procedures are described
Unit rationale reflects an
understanding of a few aspects of
the CSHP and its cumulative
contribution to the health stat
No understanding of the CSHP is
reflected.
Unit rationale explains how one or
two of these components will be
No rationale provided or
incorrect.
No indication of critical thinking or
self-reflection is provided.
No criteria is provided for the
selection of assessment
instruments and activities
No instruments are developed
Assessment results are not used,
AAHE- VI A
ADMINISTRATION &
COORDINATION
AAHE- VI B
ADMINISTRATION &
COORDINATION
AAHE- VI C
RESOURCES
AAHE- VII A
RESOURCES
AAHE- VII B
RESOURCES
AAHE- VII C
RESOURCES
AAHE- VII D
RESOURCES
AAHE- VII D
addressed within health education
Unit rationale clearly articulates
how the health education program
fits within the culture of the school
and contributes to the school’s
mission, with several examples
provided
Unit rationale clearly describes a
specific plan to collaborate with
school personnel, community
agencies, and students’ families in
planning and implementing health
education, with at least 1 specific
example for each of the
stakeholder groups
Information resources for the unit
are correctly cited and referenced
using the APA style, as well as
annotated to provide additional
information for users
Information on how requests for
health information will be met are
clearly described with examples
for clarification
Criteria for selection of educational
materials for the unit are identified,
with at least 3 or more criteria
explained
Ways to establish effective
consultative relationships with
others involved in the CSHP are
described, with at least 3 specific
strategies and professional
dispositions explained
Professional and ethical practices
related to confidentiality are
discussed, with at least 3 specific
examples related to student
disclosure and consultative
practices given
addressed within health education
Unit rationale describes how the
health education program fits
within the culture of the school and
contributes to the school’s
mission, with an example provided
Unit rationale describes a plan to
collaborate with school personnel,
community agencies, and
students’ families in planning and
implementing health education,
with at least 2 specific examples
given for the stakeholders
addressed within health education
Unit rationale unclearly or
inaccurately describes how the
health education program fits
within the culture of the school
and contributes to the school’s
mission, with no example provided
Unit rationale identifies a plan to
collaborate with school personnel,
community agencies, and
students’ families in planning and
implementing health education,
with at least one example
provided
No explanation provided
No plan is identified for
collaboration
Information resources for the unit
are correctly cited and referenced
using the APA style
At least 50% of the information
resources for the unit are correctly
cited and referenced using the
APA style
No references are cited
Information on how requests for
health information will be met are
described, with an example
Information on how requests for
health information will be met are
vaguely addressed
No information is provided on
how requests for information will
be met
Criteria for selection of educational
materials for the unit are identified,
with at least 2 criteria identified
and explained
Ways to establish effective
consultative relationships with
others involved in the CSHP are
described, with at least 2 specific
strategies and professional
dispositions explained
Professional and ethical practices
related to confidentiality are
discussed, with at least 2 specific
examples related to student
disclosure and consultative
practices
Criteria for selection of
educational materials for the unit
are identified, with at least 1
criteria identified
Ways to establish effective
consultative relationships with
others involved in the CSHP are
vaguely described, no supporting
examples given.
No criteria are identified
Professional and ethical practices
related to confidentiality are
discussed, although no or
inappropriate examples related to
student disclosure and
consultative practices are given
No professional and ethic
practices are discussed
No mention of how to
establish effective consultative
relationships
COMMUNICATION &
ADVOCACY
AAHE-VIII A
COMMUNICATION &
ADVOCACY
AAHE-VIII B
COMMUNICATION &
ADVOCACY
AAHE-VIII C
COMMUNICATION &
ADVOCACY
AAHE-VIII D
BIBLIOGRAPHY
WRITING
CONVENTIONS
Current and future needs related
to comprehensive school health
education and the contribution of
the instructional unit to the needs
are analyzed and ways to meet
these needs addressed
A wide range of communication
methods and techniques are
included in the unit and employed
in collaborating with professionals
responsible for other components
of the CSHP
Current and future needs related
to comprehensive school health
education and the contribution of
the instructional unit to the needs
are described and the importance
of meeting these needs presented
A variety of communication
methods and techniques are
included in the unit and employed
in collaborating with professionals
responsible for other components
of the CSHP
Current and future needs related
to comprehensive school health
education and the contribution of
the instructional unit to the needs
are identified
No current or future needs are
described
A limited number of
communication methods and
techniques are included in the unit
and employed in collaborating
with professionals responsible for
the other components of CSHP
No or very limited variation in
communication methods and
techniques
Rationale for the unit analyzes
ways to advocate for school health
education, with at least 2
examples provided to support the
response
Unit concludes with a specific
description of how the health
educator will demonstrate
professionalism throughout the
unit and in interactions with other
school personnel, community
health educators and parents, with
at least 3 examples provided
All materials are referenced or
cited appropriately in APA style
Rationale for the unit describes
ways to advocate for school health
education, with at least 1 example
provided to support the response
Rationale for the unit identifies
ways to advocate for school
health education, with no example
provided
No mention of advocacy
mentioned
Unit concludes with a description
of how the health educator will
demonstrate professionalism
throughout the unit and in
interactions with other school
personnel, community health
educators and parents, with at
least 2 examples provided
Most materials are referenced or
cited appropriately in APA style
Unit concludes with a vague
description of how the health
educator will demonstrate
professionalism throughout the
unit and in interactions with other
school personnel, community
health educators and parents, with
no examples provided
Some materials are referenced or
cited appropriately in APA style
No mention of professionalism
provided
Unit plan has no spelling or
grammatical errors
Unit plan has few spelling or
grammatical errors
Unit plan has several spelling
and/or grammatical errors
Materials are not referenced or
cited. No reference list is
provided
Unit plan has many spelling and
/or grammatical errors
STUDENT TEACHER EFFECTIVENESS EVALUATION FORM FOR HEALTH
Student Teacher:
Evaluator:
Lesson:
Date:
STUDENT TEACHERS MUST HAND IN A LESSON PLAN PRIOR TO TEACHING THEIR LESSON.
Evaluation
Use the scale below to evaluate the student teacher’s teaching effectiveness.
Level 3 – Exceeds Expectations : The student teacher consistently demonstrates the indicator in a
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.
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.
PRE-IMPLEMENTATION PHASE
LESSON PLANNING
3
2
1
0
State and national content standards- Demonstrates knowledge of state and
national standards, school’s program goals
Objectives - states appropriate objectives aligned with State and National standards
Developmentally appropriate- selects appropriate and enjoyable tasks & activities
according to student diversity, and students’ needs and capabilities
Interactive approach - develop creative and interactive learning experiencessequencing- logical task progressions- simple to complex
Teaching styles- addresses two or more learning styles
Comments:
IMPLEMENTATION PHASE
MANAGERIAL SKILLS
Rules & routines- establishes rules & routines; requires students’
attention
Off-task behavior- clarifies expectations for behavior and follows
through with fair and consistent consequences for off-task behavior
Use of language/voice – uses wording and tone of voice appropriate for
all students to hear and understand
Expectations for behavior- clearly explains expectations for behavior
Positive Learning Environment – creates a positive & safe (physically
and emotionally) atmosphere where learning and enjoyment can coexist
Comments:
3
2
1
0
1
LEARNING OPPORTUNITIES/PROFESSIONALISM
3
2
Introduction: Effective strategy utilized, early student involvement, good eye
contact, enthusiasm generated
Organization: Logical order of presentation, age appropriate materials
and activities, optimal use of space
Instructional Techniques: Obvious preparation, good variety of content and activities,
student-centered learning, skill rehearsal opportunities, response opportunities, appropriate and
relevant inclusion
Cognitive Link /Scaffolding - requires students to be cognitively involved in lesson
and fosters development of higher order thinking skills -helps students understand
connections between present, past and future lessons skills
Task Selection- Designs and implements developmentally appropriate, relevant, and
effective tasks to facilitate student learning; uses effective demonstrations and
explanations to link health concepts to appropriate learning experience that allow
students to integrate knowledge and skills from multiple subjects areas; incorporates
technology as appropriate
Questioning Techniques: Effective strategies, higher-order questions (open-ended),
engages students, adequate wait time, equitable
Respect – promotes tolerance, respect, and courtesy among students-is shown
respect by students –shows respect for student’s individuality-uses humor appropriately
with students
Motivation – presents tasks positively and enthusiastically- encourages students to
persist and emphasizes the importance of effort.
Checks for Understanding – questions students to ensure understanding
Connects with students – moves around the room to enhance contact with all
students ,uses eye contact and positive reinforcement , listens and connects with students
Accountability–holds student accountable for performance by giving them specific
outcomes to reach for each task
Assessment – uses the specific teaching cues/criteria to assess student learning
Closure/ Review – adequate summary of the learning experience, key points to
review the lesson w/ students
Appropriate attire- conduct and behavior, appears energetic- enthusiasticcomfortable and confident while teaching
2
1
1
0
0
Summary
If you don’t have enough information to evaluate some of the above components, use N/A (not
applicable). But, please still circle a letter grade for the student teacher.
A
AB+
Overall Comments:
Cooperating Teacher’s Signature
Date:
Student Teacher’s Signature
B
C
D
B- C- DC+ D+ F
Grade:
WEEKLY CONFERENCE FORM FOR HEALTH
Cooperating Teacher:
Student Teacher:
School:
Date:
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
Level 3 – Exceeds Expectations : The student teacher consistently demonstrates the indicator in a
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.
PREIMPLEMENTATION PHASE
LESSON PLANNING
States clear objectives and intentions for the day
Prepares diagnostic and guiding questions
States tasks to meet objectives
Plans for unexpected issues
3
IMPLEMENTATION PHASE
MANAGERIAL SKILLS
Demonstrates alertness & awareness -reminds students of pre-set rules and
routines and anticipates potential sources of misbehavior
Maintains class flow during behavior management episodes and other
interruptions
Plans for early student involvement
Achieves a productive atmosphere and promotes learning tasks
Aware of all students’ activities and promotes self-directed behavior
Demonstrates ability to multitask- monitors students behavior and
engagement during activity while proceeding with other tasks
LEARNING OPPORTUNITIES
Establishes positive learning environment (physical & emotional) for all
students to succeed
Demonstrates careful planning and preparation for instruction
Begins lesson with an appropriate introduction and overview
Uses a variety of effective instructional methods
Poses questions that require higher order thinking skills
Waits sufficient time for students to answer questions
Demonstrates command of the subject matter
Praises student work and effort
Moves about room to enhance contact with students
Concludes lesson with an appropriate summary and review
MAXIMUM PARTICIPATION
Supports and encourages student participation
Relates subject matter to real life (real life application)
Uses equipment/materials properly to enhance teaching
Uses alternative ways to explain concepts and skills
PERSONALITY, PROFESSIONALISM & SELF-REFLECTION
Energetic, enthusiastic, cooperative, and approachable
Interacts, dresses and behaves professionally. Well organized and punctual
Documents outcomes and reflects on completed lessons and activities
RATING
2
1
0
RATING
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
Comments:
Letter Grade:
If you don’t have enough information to evaluate some of the above components, use N/A (not
applicable). But, please still circle a letter grade for the student teacher.
Grade Options:
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR HEALTH
Student Teacher:
Evaluator:
Date:
This is an important part of the student teaching evaluation process so please take some time to
study this evaluation form before you evaluate your student teacher. Take some time afterwards to
discuss with the student teacher the elements of their teaching style that need improvement as well as
strong elements that contribute to their teaching effectiveness.
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
Level 3 – Exceeds Expectations: The student teacher consistently demonstrates the indicator in a
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.
STANDARDS
IC
NYS
AAHE
3
IV.3
IV.4
IV.C
3
IV.1
IV.3
IV.C
3
IV.3
IV.4
IV.B
3
4
3
IV.1
IV.3
IV.2
III.5
IV.B
IV.C
IMPLEMENTATION PHASE
MANAGERIAL SKILLS
Managerial Routines- Uses & creates rules and routines for
positive/ safe (emotionally & physically) learning
environment; requires student attention
Off- task Behavior /Behavioral Management Plan- Uses an
effective approach to deal with off-task behavior; develops
an effective plan to deal with discipline issues
Time Management –Organizes and allocates time and space;
provides active and equitable learning experiences;
multitasking
Behavioral Expectations/Social Responsibility -clearly
explains appropriate class behavior; uses strategies to help
student understanding; displays mutual respect, support for
others, safety, cooperation; provides for diverse learners
Monitor Individual and Group Performance- Designs safe
instruction that meets diverse students’ needs; monitors
student engagement during activity
Comments:
RATING
3
2
1
0
STANDARDS
IC
NYS
AAHE
2
4
I.2, I.3
II.2,
II.3
II.6,
III.4
III.5
IV.A
IV.C.
2
5
II.5
II.6
IV.A
IV.B
IV.A
IV.B
2
2
4
4
I.4, I.5
I.6,
III.2
III.B.
II.3
IV.B
IV.C
IV.1
IV.B
IV.C
III.2
5
6
III.3
V.1
V.4
V.5
IV.D
V.C
V.D
IMPLEMENTATION PHASE
LEARNING OPPORTUNITIES
Introduction- Begins lesson with an appropriate introduction
and overview
Instructional Techniques- Identifies, selects and implements
appropriate instructional strategies sensitive to students’
strengths/weaknesses, multiple needs, learning style, prior
experiences, including diverse learning needs; develops
repertoire of direct & indirect instructional techniques (e.g., ask
questions, pose scenarios, facilitate, promote problem solving,
critical thinking), infuses technology appropriately into teaching
Task Selection- Designs and implements developmentally
appropriate, relevant, and effective tasks to facilitate student
learning; uses effective demonstrations and explanations to link
health concepts to appropriate learning experience that allow
students to integrate knowledge and skills from multiple
subjects areas; incorporates technology as appropriate
Questioning Techniques -Develops and uses effective strategies
of higher-order questioning techniques (open-ended) to engage
students; adequate wait time, equitable for all students
Communication skills- Communicates information in a variety
of ways (e.g., bulletin boards, music, task cards, posters,
internet, video) that are sensitive to all students (e.g., ethnic,
culture, socio-economic, ability, gender)
Motivation-– Presents tasks positively and enthusiasticallyencourages students to persist and emphasizes the importance
of effort; tries new methods and tactics to involve students who
are reluctant to participate in class
Connects with Students- Uses eye contact, positive
reinforcement; listens and connects with students
Checks for Understanding- Uses variety of techniques to ensure
students’ understanding before moving on
Assessment-Uses a variety of appropriate authentic and
traditional assessment techniques (e.g., self, peer, role play) to
assess students’ progress; involves students in the assessment
process; uses technology as appropriate to assess student
learning; provides for students’ different learning styles
Closure- Adequately summarizes the learning experience,
provides key points to review the lesson w/ students
Comments:
RATING
3
2
1
0
STANDARDS
IC
NYS
8
IMPLEMENTATION PHASE
AAHE
VIII.D
PROFESSIONALISM & SELF-REFLECTION
Appearance – Appropriate attire; interacts and behaves
professionally at all times; appears energetic, enthusiastic,
comfortable and confident while teaching
Preparation- Well prepared for instruction, well organized
and punctual
8
V.2
VI.1
VII.1
VI.2
8
IV.D
Reflection- Documents lesson outcomes, reflects, and
analyzes complete lesson plans and activities
Comments:
SUMMARY
Overall Comments:
Student Teacher’s Signature:
Cooperating Teacher’s Signature:
Date:
RATING
3
2
1
0
EVALUATION FORMS AND GUIDELINES FOR PHYSICAL EDUCATION
Lesson Plan for Physical Education
ITHACA COLLEGE
Department of Health Promotion and Physical Education
Lesson Plan for Physical Education
Teacher’s Name:
Activity Unit:
Grade:
Lesson Number:
Lesson Focus:
Duration:
# of students:
Date:
Resources:
NYS Learning Standards:
1. Knowledge and skills to establish and maintain physical fitness, participate in physical activity,
maintain personal health: perform basic motor and manipulative skills, attain competency in a
variety of physical activities and proficiency in a few complex motor and sport activities, design
personal fitness programs for health-related fitness.
2. Demonstrate responsible personal and social behavior while engaged in physical activity.
Understand that physical activity provides the opportunity for enjoyment, challenge, selfexpression, and communication. Identify safety hazards and react effectively to ensure a safe
and positive experience for all participants.
3. Be aware of and able to access opportunities available to them within their community to engage
in physical activity. Be informed consumers and be able to evaluate facilities and programs. Be
aware of some career options in the field of physical education and sports.
Primary Lesson Objectives and Assessments:
1. Psychomotor:
Equipment/Materials:
Safety/ Technology use/ Special
Considerations:
Objective (s):SWBAT
Assessment:
2. Cognitive:
Objective (s): SWBAT
Assessment:
3. Affective:
Objective (s): SWBAT
Description of Strategies & Styles
Assessment:
Teacher Objectives:
Class
Organization
Time
Instructional Task
(Activity) & Academic
Language
Differentiation
/Adapt/Refine
Methods & Procedures
Teaching Cues
& Checking for
Understanding
Transition:
RUBRIC FOR PHYSICAL EDUCATION UNIT PLAN
Unit Plan Rubric
3-Exceeds Expectations: The teacher candidate consistently demonstrates exemplary and beyond what
is typically expected, dispositions essential to becoming effective professional as defined by NASPE standards
of beginning teachers.
2-Meets Expectations: The teacher candidate consistently demonstrates dispositions essential to
becoming effective professional as defined by NASPE standards of beginning teachers
1-Approaches Expectations: The teacher candidate occasionally demonstrates dispositions essential to
becoming effective professional as defined by NASPE standards of beginning teachers but does not yet do so
consistently
0-Not Evident or Unsatisfactory: The teacher candidate rarely demonstrates dispositions essential to
becoming effective professional as defined by NASPE standards of beginning teachers
CATEGORY
Professionally
presentation
Short and Long
Term Plans
(NASPE: 3.1)
3
2
1
OVERALL PRESENTATION (3 POINTS)
Unit plan is
Unit plan is
Unit plan is somewhat
professionally
professionally
professionally
presented with section presented with some
presented. Few
dividers, table of
section dividers, table of section dividers, no
content, neat and easy content, neat and easy
table of content and
to navigate
to navigate
difficult to navigate
UNIT OVERVIEW (18 POINTS)
Short-and long-term
Short and long-term
Few Short- and long
plans
plans
term plans
-mapped out, for
- designed and
- not presented or are
sequential learning
implemented
not appropriate
-linked to students
progressively and
-planning is limited to
learning activities
sequentially
daily lesson plans,
- inform instruction
-learning activities are
- learning activities
/learning activities
congruent with shortdon’t align with
- allow for differentiate term (lesson objectives) instructional tasks or
0
No
evidence
presented
No
evidence
presented
instruction
- multiple means of
teaching sequences
PE curriculum
Rules &
Managerial
routines
(NASPE: 4.5)
Personal &
social behaviors
(NASPE: 4.6)
and long-term (unit
objectives) goals
- linked to student
needs
unit goals
- no evidence for longterm instructional
goals or lesson
objectives are not
aligned with the longterm goals
Very clear description
Mostly clear description Somewhat clear
of how the unit fits in
of how the unit fits in
description of how the
the yearlong PE
the yearlong PE
unit fits in the
curriculum, grade,
curriculum, grade,
yearlong PE
ability level
ability level
curriculum, grade,
ability level
Rules are logical, and
Most rules are stated in Rules lack clarity or
developmentally
developmentally
are stated in language
appropriate, with clear appropriate language
that is inappropriate
consequences
-Managerial routines
for the age group
-Managerial routines,
such equipment
- Managerial routines
such as equipmentdistribution/return of,
are not present,
distribution, stop-and- attendance, finding a
-Spacing for tasks
start signals are clear
partner or creating a
impedes student
and creative,
group, a stop-and-start
practice
-a supportive,
signal etc.
-Behavior issues are
encouraging
-a supportive
addressed
environment is planned environment that invites ineffectively or
student participation is
insufficiently
planned
All lessons provide
Most lessons provide
Most lessons are
opportunities foropportunities for
planned with very
personal and social
personal and social
limited opportunities
behaviors (mutual
behaviors (mutual
for personal and
respect, support for
respect, support for
social behaviors
others, safety, and
others, safety, and
(mutual respect,
cooperation) that
cooperation) that
support for others,
No
evidence
presented
No
evidence
presented
No
evidence
presented
promote positive
relationships and a
productive learning
environment
promote positive
relationships and a
productive learning
environment
Grading
procedures
Very clear grading and
self-evaluation
procedures
Mostly clear grading
and self- evaluation
procedures
Self- reflection
enhancing
students’
learning
(NASPE 5.3)
Describes appropriate
and well thought out
techniques for selfreflection that can
enhance students
learning
Most techniques
describe for selfreflection that enhance
students’ learning are
appropriate and well
thought out
Progressions &
Sequencing
(NASPE: 3.6)
safety, and
cooperation) that
promote positive
relationships and a
productive learning
environment
Somewhat clear
grading and selfevaluation
procedures
Few techniques
describe for selfreflection that
enhance students’
learning are
appropriate and well
thought out
BLOCK PLAN & LESSON PLANS (36 POINTS)
All lesson plans are:
Some lesson plans are:
Lessons have learning
- sequenced in logical
- sequenced in a logical
tasks that are:
order with no
order with few gaps in
-sequenced illogically,
progression-gaps
progression
with gaps in
-based on pre-based on preprogressions
assessment data and
assessment data and
- arranged randomly
high expectations for
high expectations for all with inappropriate
all students
students
progressions
-grouping students in a -grouping students in a
- not based on prevariety of ways, based
variety of ways, based
assessment data
on the lesson
on the lesson objectives
- grouping students
objectives
- challenging for
inappropriate (by
- challenging for
students
gender, age, etc.)
students
- adjusted based on
- not adjusted to
- adjusted based on all students’ performance
accommodate
No
evidence
presented
No
evidence
presented
No
evidence
presented
Lesson plan
objectives
(NASPE: 3.2)
Lesson Content
(NASPE: 3.3)
or individual student’s
performance and
readiness
across the entire
class and individuals
students’
developmental levels
All lessons’ objectives
are:
-appropriate for the
subject area
-developmentally
appropriate for the
level of learners
-connected explicitly to
the national standards
-provide appropriate
challenges for students
-incorporate multiple
domains of learning or
content areas
- measurable and
contain criteria for
student mastery
All lessons have
content that is:
-developmentally
appropriate for all
students
- appropriate for the
class in which the
skill/activity will be
performed
Most lessons’
objectives are:
- appropriate for subject
area
-developmentally
appropriate for the level
of learners
- connected
appropriately to the
national standards
- provide appropriate
challenges for students
- measurable, and
identify criteria
Few lessons’
objectives are:
-inappropriate for
the subject area
-developmentally
inappropriate for the
level of learners
- address only
performance
- appropriate but, not
aligned with local, state
and/or national
standards.
No
evidence
presented
Most lessons have
content that is:
- developmentally
appropriate for all
students
- appropriate for the
class in which the
skill/activity will be
performed
Lessons have content
that is:
-incongruent with the
subject matter/
content, student
population and/or
goals/objectives
-not considering
the developmental
No
evidence
presented
-congruent with the
goals/objectives and
facilitates learning
- challenging for
students
-maximizes practice
opportunities
-allows for individual
differences in skill
levels
- maximizes the use of
space, and equipment
Communication
skills
(NASPE 4.1)
Technology
(NAPSE 3.7)
-Lesson plans are
written in proper
grammar and diction
-Script for verbal
communication is
appropriate for age
group
-Multiple forms of
communication, such
as tasks sheets, bulletin
boards, etc., are used
throughout the lesson
-Lesson plans require
students to use
technology in the
physical activity setting
- technology such as
pedometers, video,
etc., is used to provide
feedback to students
and enhance students’
- congruent with the
unit‘s goals/objectives
- considering the
number of students in
the class
-considering preassessment data,
developmental level,
equipment, space, and
environment and
allow students to
achieve lesson
objectives
-most lesson plans are
written in proper
grammar and diction
-Script for verbal
communication is
appropriate for age
group
-some alternative forms
of communication, such
as task sheets, bulletin
boards, etc., are used to
communicate content
- Lesson plans involve
students in the use of
available technology
- Current/available
technology is utilized in
the development and
implementation of
lessons in the physical
activity setting
level of students,
context of the class,
number of students,
equipment, space,
and/or the skill context
and environment
- learning activities fail
to guide students to
achieve the lesson
objectives
Lesson plans are full of
grammar and diction
mistakes
-Script for verbal
communication is
inappropriate for age
group
- communication is
mostly verbal
Lesson plans do not
make appropriate use
of the available
technology
- limited knowledge of
current technology and
its applications in a
physical activity setting
is evident
learning
Fair & equitable
learning
environment
(NASPE: 3.4)
Learning environment
is routinely planned to
reflect sophisticated
adaptations for all
students ability levels,
needs, motivation and
interests
- multiple instructional
approaches to account
for various learning
styles and prior
experiences are
planned
- multiple choices for
equipment, space, etc.
are provided based on
individual differences
Learning environment is
sometimes planned for
instructional
adaptations for
individual differences
- multiple instructional
approaches to account
for variations in learning
styles and prior
experiences are planned
- choices in equipment,
space or level based on
individual differences
are planned
Teaching
environment
(NASPE: 4.4)
All lessons are planned
and organized to:
- address changes in
teaching environment
- demonstrate
flexibility and creativity
-adjust activities based
on student responses
-utilizes
appropriately
Most lessons are
planned and organized
to:
-address the changes in
teaching environment
- demonstrate flexibility
by adjusting activities
based on students’
responses
Learning environment
is not planned or
planned minimally for
adaptations based on
individual differences
- Instructions are not
individualized, and a
“one size fits all”
approach is taken
-one instructional
approach is used
throughout the lesson
-adaptations or offer
choices in equipment,
and space is not based
on individual
differences/made/
not appropriate
Lessons are planned to
address the changes in
teaching environment
-only few adjustments
are planned and are
based on students
numbers, equipment
etc. and not on
students’ responses
No
evidence
presented
No
evidence
presented
teachable moments
during the lesson
Adaptations &
Modifications
(NASPE: 3.5)
Modifications for
addressing diverse
students are described
and appropriate
Academic
language &
demonstration
& instructions
(NASPE: 4.2)
All lessons have:
- appropriate academic
language for each
activity
-demonstrations/
Instructions/cues/
Prompts to facilitate
learning, including
abstract concepts
throughout the lesson.
Assessment
tools Selection
(NASPE: 5.1)
All lesson plans
routinely have:
- key assessment tools
appropriate for
assessing students’
performance
-assessments tools
are valid, reliable, and
free of bias and reflect
varying learning needs
of individual students
or groups, and are
aligned to specific
instructional goals
Modification for
addressing diverse
students are described
but not always
appropriate
Most lessons have: appropriate academic
language for each
activity
-demonstrations/
instructions/cues/
prompts identifying key
elements of the
skill/strategies and are
developmentally
appropriate
Some modifications for
addressing diverse
students are described
but are not always
appropriate
Few lessons have:
- appropriate academic
language for each
activity
- demonstrations/
instructions/ cues/
prompts identifying
key elements of the
skill/strategies and are
developmentally
appropriate
Most lesson plans have:
-assessment tools
appropriate for
assessing students’
performance
-most assessments tools
are valid, reliable, and
free of bias and reflect
varying learning needs
of individual students or
groups, and are aligned
to specific instructional
goals
Lesson plans have :
-few or
inappropriate
assessments tools for
assessing students’
performance
-Few assessments tools
are valid, reliable, and
free of bias and /or
reflect varying learning
needs of individual
students or groups, and
are aligned to specific
instructional goals
No
evidence
presented
No
evidence
presented
Evaluation of
students
learning
(NASPE: 5.2)
All assessment tools
measure students
learning, in all
domains, and have the
potential of providing
constrictive feedback
to students for both
formative and
summative purposes
Most assessment tools
measure students
learning, in all domains,
and have the potential
of providing constrictive
feedback to students for
both formative and
summative purposes
Few assessment tools
measure student
learning in all domains,
and have limited or no
potential of providing
constrictive feedback
to students for both
formative and
summative purposes
No
evidence
presented
Reflections
(NASPE: 5.3)
All lesson reflections
are well-thought out
demonstrating the use
of a reflective
cycle involving:
- description,
justification, and
critique of the teaching
performance.
-changes and
modifications during
after instruction in
order to impact
student learning
Most lesson reflections
are well-thought out
demonstrating
a sufficient ability to use
a reflective cycle
involving:
-description,
justification, and
critique of the
teaching performance,
-changes in
modifications
implemented in
subsequent lessons of a
comparable nature
BIBLIOGRAPHY (3 POINTS)
Most materials are
referenced or cited
appropriately in APA
style
Only few lesson
reflections are wellthought out
demonstrating
inconsistency in using a
reflective cycle
involving:
- the description,
justification and,
critique of the teaching
performance
-changes in lesson plan
development and/or
instruction
No
evidence
presented
Some materials are
referenced or cited
appropriately in APA
style
No
evidence
presented
APA style
Points
Comments:
All materials are
referenced or cited
appropriately in APA
style
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.
Level 3 – Exceeds Expectations : The student teacher consistently demonstrates the indicator in
a 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
2
RATING
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 enthusiastically- encourages 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
SUMMARY
TOTAL POINTS:
GRADE:
A A- B+ B B- C+
OVERALL COMMENTS:
`
C C- D+
D
D-
F
RATING
implementation PHASE – Maximum Participation
3
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:
RATING
implementation PHASE – Personality & Professionalism
Appropriate look- dresses appropriately, conducts and behaves
appropriately, appears energetic, enthusiastic, comfortable and
confident while teaching
3
2
1
0
On time- always on time, prepared, organized and ready to teach
Comments:
Cooperating Teacher Signature:
Date:
Student Teacher Signature:
Date:
WEEKLY CONFERENCE FORM FOR PHYSICAL EDUCATION
Cooperating Teacher:
School:
Student Teacher:
Date:
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
Level 3 – Exceeds Expectations : The student teacher consistently demonstrates the indicator in a
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.
PREIMPLEMENTATION PHASE
LESSON PLANNING
States clear intentions and objectives
Prepares and arranges equipment & facilities before class
States activities to meet objectives
Plans for unexpected issues and foresees potential problems
IMPLEMENTATION PHASE
MANAGERIAL SKILLS
Demonstrates alertness & awareness- reminds students of pre-set rules and
protocols and anticipates potential sources of misbehavior
Maintains class flow during behavior management episodes and other
interruptions
Plans for early student involvement using an instant activity
Reduces wait time in class after feedback
Arranges for smooth transitions into and between activities
Demonstrates ability to multitask-monitors student behavior and engagement
during activity while proceeding with other tasks
LEARNING OPPORTUNITIES
Establishes positive learning environment (physical & emotional) for all
students to succeed
States teaching cues as criteria for tasks/activities and holds students
accountable
Designs learning tasks for maximum participation and opportunity to learn
Plans or modifies task/activities for all students’ skill levels
Provides students with teaching cues for all tasks/activities
Maintains content focus
Relates performance outcomes to effort and form of performance
Provides feedback about the performance
Moves around during teaching
Uses formal or informal methods to monitor student progress
MAXIMUM PARTICIPATION
Supports and encourages student participation
Groups and distributes equipment to students for maximum practice and
participation
Uses available space and equipment for the maximum benefit of the students
Uses class time for maximum activity level
PERSONALITY, PROFESSIONALISM & SELF-REFLECTION
Energetic, enthusiastic, cooperative, and approachable
Interacts, dresses and behaves professionally. Well organized and punctual
Documents outcomes and reflects on completed lessons and activities
3
RATING
2
1
0
3
RATING
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
Comments on Implementation Phase:
TOTAL POINTS: 81 points possible
Letter Grade: Please still circle a letter grade for the student teacher.
Grade Options:
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR PHYSICAL EDUCATION
STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR PHYSICAL EDUCATION
Student Teacher:
Evaluator:
Date:
This is an important part of the student teaching evaluation process so please take some
time to study this evaluation form before you evaluate your student teacher. Take some time
afterwards to discuss with the student teacher the elements of their teaching style that need
improvement as well as strong elements that contribute to their teaching effectiveness.
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
3-Exceeds Expectations: The teacher candidate consistently demonstrates exemplary and
beyond what is typically expected, dispositions essential to becoming effective professional as
defined by NASPE standards of beginning teachers.
2-Meets Expectations: The teacher candidate consistently demonstrates dispositions essential
to becoming effective professional as defined by NASPE standards of beginning teachers
1-Approaches Expectations: The teacher candidate occasionally demonstrates dispositions
essential to becoming effective professional as defined by NASPE standards of beginning teachers
but does not yet do so consistently
0-Not Evident or Unsatisfactory: The teacher candidate rarely demonstrates dispositions
essential to becoming effective professional as defined by NASPE standards of beginning teachers
IC
NYS
NASPE
STANADARDS
PRE-IMPLEMENTATION PHASE
PLANNING
1
I.1 II.4
3.1
1
II.1 II.4
II.6
3.2
1, 2
II.2 II.5
4
I.4
I.5
I.6
III.2
3.5
1, 2
II.1
3.6
1
II.1
4
5
I.2, I.3
II.2, II.3
II.6, III.4
III.5
3.3
3.7
5.1
Short and long term goals– Designs & implements
appropriate short and long term goals linked to
program goals as well as student needs
State and National Content Standards- Designs &
implements content that is aligned with lesson
objectives, unit goals, state and national standards
Lesson content – develops and implements lesson
content that aligns with lesson plan objectives and
unit plan goals
Differentiate instructions /Modifications- Identifies,
selects and implements appropriate instructional
strategies sensitive to student’s
strengths/weaknesses, learning styles, prior
experiences, including diverse learner’s needs and
students with disabilities
Progressive & sequential – plans and implements
progressive (simple to complex) and sequential
instructional tasks that address the needs of all
diverse students
Fitness - Demonstrates knowledge of fitness
principles and applications
Use of technology - develops repertoire of direct &
indirect instructions that requires students to utilize
current available technology to meet lesson’s
objectives
Assessment- develops/selects valid, reliable and free
of biases assessments tools that can measure lesson
objectives and unit goals
Comments:
Rating
3
2
1
0
IC
NYS
NASPE
STANDARDS
IV.3
IV.4
IV.1
3
IV.3
IV.4
3
3
IV.1
IV.3
4.5
3.4
4.6
IMPLEMENTATION PHASE
RATING
3
MANAGERIAL SKILLS
Managerial Routines & Behavioral Management- Uses &
creates rules and routines for positive/ safe (emotionally &
physically) learning environment; requires student
attention; uses an effective approach to deal with off-task
behavior; develops/implements an effective plan to deal
with discipline issues
Fair & equitable –Organizes and allocates resources
(equipment, time space etc.)to provide active and
equitable learning experiences for all students
Personal & Social behavior -clearly explains appropriate
class behavior for a productive learning environment; uses
strategies to help student assume responsibility; displays
mutual respect, support for others, safety, cooperation
Comments:
2
1
0
IC
NYS
NASPE
STANDARDS
IV.2
3
4.4
III.5
1, 2
I.3
II.1
II.5
II.6
III.2
4
5
4.1
4.2
III.6
IV.2
4.3
II.3
6.1
IV.1
6.4
III.3
V.1
V.4
V.5
5.1
IMPLEMENTATION PHASE
LEARNING OPPORTUNITIES
3
Changing dynamics – recognizes and adjustments “on the
spot” on the instructional task based on student responses
Communication skills – Demonstrates effective verbal and
non-verbal communication pedagogy skills to account for a
variety of learning styles; selects instructional strategies
based on content, student needs, safety; facilitates learning;
infuses technology as appropriate into teaching
Instruction and Demonstration- uses effective
demonstrations, instructional cues/prompts and explanations
to link physical activity to previous learned concepts to a
new learning experience ;uses variety of techniques to
ensure student understanding before moving on
Feedback & Motivation- Develops opportunities for students
to receive or give specific, corrective, appropriate, positive
and encouraging feedback to enhance students learning;
Presents tasks positively and enthusiastically- encourages
students to persist and emphasizes the importance of effort;
tries new methods and tactics to involve reluctant students
Accountability- Holds students accountable for performance
and outcomes of each task , demonstrating the belief that all
students can become physically educated
Connects with Students- Moves around Gym, uses eye
contact, positive reinforcement, listens and communicates
with students in ways that convey respect and sensitivity
Assessing Learning- Uses a variety of appropriate authentic
and traditional assessment tools (e.g., self, peer, role play,
technology ) to evaluate student learning, before, during and
after instruction; involves students in the assessment process
Closure- Adequately summarizes the learning experience,
provides key points to review the lesson w/ students
RATING
2
1
0
IC
NYS
NASPE
STANDARDS
IV.4
IV.3
IV.4
IC
NYS
NASPE
STANDARDS
8
8
6.3
V.2
VI.1
VII.1
VI.2
5.3
6.2
6.4
IMPLEMENTATION PHASE
3
RATING
2
1
0
3
RATING
2
1
0
MAXIMUM PARTICIPATION
Practice opportunities – The majority of students are
actively practicing and participating skills
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
PROFESSIONALISM & SELF-REFLECTION
Professionalism – Appropriate attire; interacts and behaves
professionally at all times; appears energetic, enthusiastic,
comfortable and confident while teaching; exhibits high
expectations and behaviors that are according to the
professional ethics of a highly qualified teacher; well
prepared for instruction, well organized and punctual
Reflection- Reflects, and analyzes, students’ learning
outcomes as well as personal strengths and weakness and
plans improvements for subsequent lessons
Professional Development- Participates in activities that
enhance collaboration, professional development and can
lead to professional growth (e.g., professional development
days, conferences, multidisciplinary teaching approach, etc.)
Respect &Sensitivity- Communicates with students and
other professionals with respect and sensitivity to
individual differences.
SUMMARY
Overall Comments:
Student Teacher’s Signature:
Mentor Teacher’s Signature:
Date:
PROFESSIONAL QUALITIES AND DISPOSITIONS RATING FORM
HPPE Teacher Education Program
Student: _______________________ Evaluator: ________________________Date: ____________
Directions: Professional qualities and dispositions are important attributes of teaching professionals.
Please use the rating scale below to assess these attributes, placing a check in the box that best describes
this behavior.
Rating Scale:
3
2
3 = Exceeds Expectations
2 = Meets Expectations
1 = Approaching Expectations
0 = Not Evident or Unsatisfactory
N/A = Not Applicable (or have not had the opportunity to observe)
1
0
Professional Responsibility
1. Maintains a professional appearance; dresses according to program and school
guidelines
2. Arrives on time for all classes, field-based experiences, and meetings
3. Prepares fully for all classes, field-based experiences, and meetings; submits assignments
and reports on time
4. Demonstrates high expectations that are developmentally, culturally, and pedagogically
appropriate for each individual learner
5. Abides by college, school, department, program, field placement, and professional
association policies and procedures
6. Demonstrates attributes/characteristics expected of a preservice professional
7. Engages in developmentally appropriate and differentiated instruction to cater to diverse
needs of learners
3
2
1
0
1.
Collaboration and Communication
1. Fosters positive relationships and collaborates with a variety of target groups (e.g.,
students, families, colleagues, local community members, etc.)
2.Treats others with dignity, respect, and fairness
3. Speaks and writes clearly, effectively, and appropriately
4. Maintains professionally appropriate etiquette in all forms of electronic communication
5. Respects privacy and confidentiality of information where appropriate
3
2
1
0
Professional Development and Reflective Practice
1.Engages in reflective practice
2.Responds well to feedback
3.Demonstrates resourcefulness in teaching
4.Engages in positive problem-solving when challenges arise
5.Seeks out and participates in professional development opportunities
PROFESSIONAL IMPROVEMENT CONTRACT
HPPE Teacher Education Program
Student: ___________________
Department Chair, Program Coordinator, or Faculty Member:
________________________________
Knowledge, Skill, or Professional Qualities /Area(s) of Concern:
Remedial Action Plan:
Timeline for Action and Next Review:
Date Plan Initiated: _____________________
Department Chair, Program Coordinator or Faculty Signature as appropriate:
_____________________
I understand that I must successfully complete the action plan explained above in order to
continue in the HPPE Teacher Education Program.
Student Signature: _________________________________
……………………………………………………………………………………………
Date Plan Successfully Completed: _____________________
Department Chair, Program Coordinator or Faculty Signature:
___________________________
Cc: Advisor