INTRODUCTION TO PORTFOLIO
RUBRIC
Physical Education
Trait
Introduction to
Portfolio
1
Unacceptable
Does not define the
purpose of the
portfolio.
2
Beginning
Vaguely defines
the purpose of the
portfolio.
3
Developing
Adequately
defines the
purpose of the
portfolio.
4
Capable
Clearly and
accurately
delineates the
purpose of the
portfolio.
5
Accomplished
Defines the purpose of
the TWS portfolio in a
professional and
articulate manner.
There is no
description (or a
very poor one) of
the learning
outcomes selected.
There is a brief
description of
outcomes, but the
number is less
than required.
There is an
acceptable
description of
learning
outcomes.
There is a
specific
description of
the learning
outcomes.
There is an exemplary
description of the
outcomes.
There are no
connections made
between the TWS
COE Outcomes,
NJCCCS and
relevant NASPE
Standards
Outcomes.
The connections
made between the
elements of the
TWS and the COE
Outcomes COE
Outcomes,
NJCCCS and
relevant NASPE
Standards are
minimal
The connections
made between
the elements of
the TWS COE
Outcomes,
NJCCCS and
relevant
NASPE
Standards
Outcomes are
satisfactory.
The connections
made between
the elements of
the TWS and
the COE
Outcomes,
NJCCCS and
relevant
NASPE
Standards are
clear.
The connections made
between the elements
of the TWS and the
COE Outcomes,
NJCCCS and relevant
NASPE Standards are
clear and focused.
30
NAPSE
Standards
NASPE
standards
1.1-1.5
3.1-3.7
4.3, 4.4
5.1-5.3
6.2
There is no
description of the
TWS portfolio
organization.
The description of
the organization of
the TWS portfolio
is vague and not
easily understood.
The description
of the TWS
portfolio
organization is
acceptable.
31
The description
of the TWS
portfolio
organization is
logical and in an
easy to
understand
format.
The description of the
organization is
excellent, well thought
out, and logical.
PHILOSOPHY STATEMENT
RUBRIC
Physical Education
Trait
Philosophy
Statement
1
Unacceptable
Offers no evidence that
the candidate has the P12 student as the focus.
2
Beginning
Offers minimal evidence
that the candidate has
the P-12 student as the
focus.
3
Developing
Offers adequate
evidence that the
candidate has the P12 student as the
focus.
4
Capable
Offers significant
evidence that the
candidate has the P12 student as the
focus.
5
Accomplished
Offers superior evidence
that the candidate has
the P-12 student as the
focus.
Offers no evidence that
the SPECTRUM model
is the framework
Offers minimal evidence
that the SPECTRUM
model is the framework.
Offers adequate
evidence that the
SPECTRUM model
is the framework.
Offers significant
evidence that the
SPECTRUM model is
the framework.
Offers superior evidence
that the SPECTRUM
model is the framework.
Offers no evidence that
the candidate
understands theory and
research based on
historical, philosophical,
and social perspecteves
of physical education
issues and legislation
(1.4).
Offers minimal evidence
that the candidate
understands theory and
research based on
historical, philosophical,
and social perspecteves
of physical education
issues and legislation
(1.4).
Offers adequate
evidence that the
candidate
understands theory
and research based
on historical,
philosophical, and
social perspecteves
of physical
education issues
and legislation (1.4).
Offers significant
evidence that the
candidate
understands theory
and research based
on historical,
philosophical, and
social perspecteves
of physical education
issues and legislation
(1.4).
Offers superior evidence
that the candidate
understands theory and
research based on
historical, philosophical,
and social perspecteves
of physical education
issues and legislation
(1.4).
Offers no evidence that
the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
Offers minimal evidence
that the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
Offers adequate
evidence that the
candidate has
gained insight into
teaching and
learning through
field experiences
and coursework.
Offers significant
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences and
coursework.
Offers superior evidence
that the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
32
N
1.4
Writing Mechanics and Organization
Rubric
Physical Education
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English .
Trait
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Writing Mechanics
The use of standard
written English is
unsatisfactory at this
level. More than 10
errors in punctuation,
capitalization, subjectverb agreement may
exist or excessive
fragments or run-ons
may detract from the
overall content of the
writing.
The use of standard
written English needs
attention. More than 9
errors in punctuation,
capitalization, subjectverb agreement may
exist or 2 or more
fragments or run-ons
may exist.
The use of standard
written English is
adequate with no
more than 8 errors in
punctuation,
capitalization, subjectverb agreement may
exist or 1 or more
fragments or run-ons
may exist.
The use of standard
written English is
good with no more
than 5 errors.
The use of standard
written English is
outstanding with no
more than 2 errors in
punctuation,
capitalization, subjectverb agreement may
exist. No fragments or
run-ons may exist
Syntax
Syntax and word choice
may be unsatisfactory,
or the writing may lack
cohesion.
Syntax and word
choice may need
attention, or the writing
may lack cohesion.
Syntax and word
choice are
satisfactory, and the
writing is cohesive.
Syntax and word
choice are
appropriate, and the
writing is cohesive.
Syntax and word choice
are clearly superior, and
the writing is very
cohesive.
33
Writing Mechanics and Organization
Rubric Physical Education
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.
Trait
Organization of TWS
Portfolio
1
Unacceptable
Poorly organized
with no section
dividers.
No table of
contents.
Not placed in a
binder, no cover
page.
2
Beginning
Subsection not well
defined and papers
poorly placed in
sections.
Table of contents is
brief and vague.
Binder or notebook is
in poor condition with
a poorly worded,
difficult to read cover
page.
3
Developing
Subsections are
labeled and papers
placed in appropriate
sections.
Table of contents is
well organized.
Binder or notebook is
organized with an
appropriate cover page.
34
4
Capable
Subsections are
labeled and stand
out from folder and
papers are placed in
appropriate
sections.
Table of contents is
clear and reader can
locate information
with ease.
Binder is appropriate
and the cover page
is professionally
done.
5
Accomplished
Subsections are labeled
and tabs stand out from
the contents of the
portfolio with thoughtful
placement of contents in
appropriate places.
Table of contents is clear
and alerts reader to
contents of portfolio;
reader can locate material
easily.
Binder is attractive and
cover page is professional,
eyecatching and
appropriate.
Teacher Work Sample
Contextual Factors Rubric
Physical Education
TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rating →
Indicator ↓
Knowledge of
Community,
School and
Classroom
Factors
Knowledge of
Characteristics
of Students
Knowledge of
Students’
Varied
Approaches to
Learning
Knowledge of
Students’
Skills and
Prior Learning
1
Unacceptable
Displays no knowledge of
the characteristics of the
community, school, and
classroom.
2
Beginning
Displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom.
3
Developing
Displays some
knowledge of the
characteristics of the
community, school,
and classroom that
may affect learning.
4
Capable
Displays a
comprehensive
understanding of the
characteristics of the
community, school,
and classroom that
may affect learning.
Displays no knowledge of
student differences (e.g.,
development, interests,
culture,
abilities/disabilities).
Displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.,
development, interests,
culture,
abilities/disabilities).
Demonstrates general
understanding of a variety
of approaches to learning
among students and may
know one or two learning
modalities but not a variety.
Displays general
knowledge of student
differences (e.g.,
development,
interests, culture,
abilities/disabilities).
Displays general and
specific knowledge of
student differences
(e.g., development,
interests, culture,
abilities/disabilities).
5
Accomplished
Displays and explains
an in-depth
understanding of the
characteristics of the
community, school, and
classroom that may
affect learning with
specific data, cited
sources, and/or
statistics.
Displays and explains
in-depth knowledge of
student differences
(e.g., development,
interests, culture,
abilities/disabilities).
Demonstrates general
understanding of a
variety of approaches
to learning among
students and can
distinguish between
multiple modalities.
Identifies the value of
understanding
students’ skills and
previous learning for
the group and
individuals.
Articulates an
understanding of
varied learning
modalities and
multiple intelligences.
Articulates general and
specific understanding
of varied learning
modalities and multiple
intelligences.
3.1
3.4
3.5
3.6
Displays knowledge of
understanding
students’ skills and
previous learning,
including special
needs students.
Articulates an in-depth
understanding of
students’ skills and
previous learning for the
group and individuals
including special needs
students.
3.1
3.4
3.5
3.6
Fails to demonstrate
understanding of a
variety of approaches to
learning among students,
e.g., multiple
intelligences and/or
learning modalities.
Displays no knowledge of
students’ skills and
previous learning and
does not indicate either is
important.
Identifies the value of
understanding students’
skills and previous learning
but demonstrates its
importance for the whole
class only.
35
Score
3.1
3.4
3.5
3.6
Implications
for
Instructional
Planning and
Assessment
Does not provide
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics
or provides inappropriate
implications.
Provides minimal
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics or provides
inappropriate implications.
Provides general
implications for
instruction and
assessment based on
student individual
differences and
community, school, or
classroom
characteristics.
36
Provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics.
Provides specific
implications and
analyzes decisions for
instruction and
assessment based on
student individual
differences (ELL and
inclusion students) and
community, school, and
classroom
characteristics.
3.1
3.4
3.5
3.6
Learning Goals
Rubric
Physical Education
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Significance,
Challenge and
Variety
Clarity
Appropriateness
for Students
Alignment with
National, State or
Local Standards
1
Unacceptable
Development of
appropriate goals
(3.2) are not in
evidence.
2
Beginning
Develop appropriate
goals (3.2) that reflect
only one type or level of
learning
Goals are vague or
not in evidence and
are not described
using appropriate
physiological,
biomechanical (1.1)
motor learning
(1.2), motor
development (1.3)
terminology related
to skillful
movement, physical
activity and fitness.
Goals presented
are inappropriate
for the class or set
unrealistic
expectations for
students.
Goals are not stated
clearly and described
using appropriate
physiological,
biomechanical (1.1)
motor learning (1.2),
motor development (1.3)
terminology related to
skillful movement,
physical activity and
fitness.and are activities
rather than learning
outcomes .
Goals do not
demonstrate realistic
expectations for all
students based on
motor development (1.3)
and
psychological/behavioral
theory relating to skillful
movement, physical
activity, and fitness (1.2)
in addition to providing
for students’ critical
thinking and reflection.
Goals are not aligned
with NASPE (3.2),
NJCCCS, COE
standards. Alignments
Fails to develop
goals aligned with
NASPE (3.2),
NJCCCS, COE
3
Developing
Develop appropriate
goals (3.2) that reflect
several types or levels
of learning but lack
significance or
challenge
Some of the goals are
clearly stated and
described using
appropriate
physiological,
biomechanical (1.1)
motor learning (1.2),
motor development (1.3)
terminology related to
skillful movement,
physical activity and
fitness.
4
Capable
Develop appropriate
goals (3.2) that reflect
several types or levels
of learning and are
significant and
challenging.
Most of the goals are
clearly stated and
described using
appropriate
physiological,
biomechanical (1.1)
motor learning (1.2),
motor development (1.3)
terminology related to
skillful movement,
physical activity and
fitness.
5
Accomplished
Develop goals that are
appropriate (3.2) and
challenge thought and
expectations including
three or more levels and
types.
Goals are clearly stated
and described using
appropriate
physiological,
biomechanical (1.1)
motor learning (1.2),
motor development (1.3)
terminology related to
skillful movement,
physical activity and
fitness.
Some goals
demonstrate realistic
expectations for all
students based on
motor development (1.3)
and
psychological/behavioral
theory relating to skillful
movement, physical
activity, and fitness (1.2)
in addition to providing
for students’ critical
thinking and reflection.
Some goals are aligned
with NASPE (3.2),
NJCCCS, COE
standards. Alignments
Most goals demonstrate
realistic expectations for
all students based on
motor development (1.3)
and
psychological/behavioral
theory relating to skillful
movement, physical
activity, and fitness (1.2)
in addition to providing
for students’ critical
thinking and reflection.
Goals demonstrate
realistic expectations for
all students based on
motor development (1.3)
and
psychological/behavioral
theory relating to skillful
movement, physical
activity, and fitness (1.2)
in addition to providing
for students’ critical
thinking and reflection.
1.2-1.3
Describe
Most of the goals are
aligned with NASPE
(3.2), NJCCCS, COE
standards. Alignments
Goals are aligned with
NASPE (3.2), NJCCCS,
COE standards.
Alignments are
3.2
Develop
37
Score
3.2
Develop
1.1-1.3
Describe
standards.
Alignments are
explained.
are explained.
are explained.
38
are explained.
explained.
Assessment Plan
Rubric
Physical Education
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Alignment with
Learning Goals
and Instruction
Clarity of
Criteria and
Standards for
Performance
Multiple Modes
and
Approaches
Technical
1
Unacceptable
Minimal plans for
pre and post
assessments are
provided;
assessments do not
measure learning
goals.
2
Beginning
Content and methods of
assessment are not
adapted to meet diverse
student needs, adding
specific modifications for
students with
exceptionalities (3.5),
lack congruence with
learning goals or lack
cognitive complexity.
3
Developing
Some of the learning goals
are assessed through the
assessment plan and
adapted to meet diverse
student needs, adding
specific modifications for
students with
exceptionalities (3.5), but
many are not congruent
with learning goals in
content and cognitive
complexity.
The assessments
contain no criteria
for measuring
student
performance
relative to the
learning goals (5.1).
The assessment
plan fails to
demonstrate
evidence of student
assessment other
than after
instructions.
Limited knowledge
of formal/informal
assessments
Assessments contain
poorly stated criteria for
measuring student
performance leading to
student confusion (5.1).
Assessment criteria have
been developed, but they
are not clear or are not
explicitly linked to the
learning goals (5.1).
The assessment plan
includes only one
assessment mode and
does not assess
students before, during
and after.
The assessment plan
includes multiple modes but
do not require the
integration of knowledge,
skills and critical thinking
and does not assess
students before, during and
after instruction.
The assessment plan
includes multiple
assessment modes
(including performance
assessments, lab reports,
research projects, etc.)
and assesses or corrects
critical elements of motor
skills and performance
and effectiveness (1.5) of
the instructional
sequence before, during
and after instruction.
Assessments are
Assessments are not
Assessments appear to
Assessments appear
39
4
Capable
Each of the learning
goals is assessed
through the assessment
plan; assessments are
congruent with the
learning goals in content
and cognitive complexity
and adapted to meet
diverse student needs,
adding specific
modifications for students
with exceptionalities
(3.5).
Appropriate assessments
are selected or created
that will measure student
achievement of learning
goals (5.1).
5
Accomplished
All learning goals are
assessed and
assessments are
adapted to meet
diverse student
needs, adding
specific modifications
for students with
exceptionalities (3.5),
and provide students
with constructive
feedback on their
learning.
Appropriate
assessments are
selected or created
that will accurately
measure student
achievement of
learning goals (5.1).
The assessment plan
uses formal/informal
assessments and
student’s selfassessments to
anaylyze and assess
or correct critical
elements of motor
skills and
performance and
effectiveness (1.5) of
the instructional
sequence before,
during and after
instruction.
NASPE
Standards
3.5
Adaptation
Assessments
5.2
5.1
1.5
correction
Soundness
Adaptations
Based on the
Individual
Needs of
Students
not designed to
measure lessons
goals and
objectives;
scoring
procedures are
inaccurate.
valid; scoring
procedures are
inaccurate; items or
prompts are poorly
written; directions and
procedures are
confusing to students.
Teacher does not
address or link
assessments to
identified
contextual factors.
Teacher does not
adapt assessments to
meet the individual
needs of students or
these assessments
are inappropriate.
have some validity.
Some scoring
procedures are
explained; some items or
prompts are clearly
written; some directions
and procedures are clear
to students strengths as
well as opportunities for
learning before, during
and after instruction
(5.2).
Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of some
students adding specific
accommodations for
student exceptionalities
(3.5).
40
to be valid; scoring
procedures are
explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students strengths as
well as opportunities
for learning before,
during and after
instruction (5.2).
appear to be valid
and clearly written.
Assessments data
used to document
students’ strengths
as well as
opportunities for
learning before,
during and after
instruction (5.2).
Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of
most students adding
specific
accommodations for
student exceptionalities
(3.5).
Teacher’s
adaptations of
assessments
adding specific
accommodations
for student
exceptionalities
(3.5). Adaptations
are creative and
show evidence of
outstanding
problem-solving
skills by teacher
candidate.
3.5
Adaptation
Design for Instruction
Rubric
Physical Education
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rating →
Indicator ↓
Alignment
with
Learning
Goals
Accurate
Representa
tion of
Content
1
Unacceptable
No lessons are
aligned with
measurable,
developmentally
appropriate,
performance based
learning goals (3.1)
and objectives aligned
with local, state, and
national standards
(3.2).
2
Beginning
Few lessons are aligned
with measurable,
developmentally
appropriate, performance
based learning goals (3.1)
and objectives aligned with
local, state, and national
standards (3.2).
3
Developing
Most lessons are aligned
with measurable,
developmentally
appropriate, performance
based learning goals
(3.1) local, state, and
national standards (3.2).
4
Capable
All lessons are aligned
with measurable,
developmentally
appropriate, performance
based learning goals
(3.1) and local, state, and
national standards (3.2).
Teacher’s knowledge
and application of
scientific and
theoretical concepts
critical to the
development of
physically educated
individuals including
biomechanics, motor
learning, psychological
theory, motor
development (1.1-1.3),
history, philosophical,
social, and critical
elements of motor
skills and performance
concepts (1.4)
appears to be
accurate. Focus of
the content is
congruent with the big
ideas or structure of
Teacher’s knowledge and
application of scientific and
theoretical concepts critical
to the development of
physically educated
individuals including
biomechanics, motor
learning, psychological
theory, motor development
(1.1-1.3), history,
philosophical, social, and
critical elements of motor
skills and performance
concepts (1.4) appears to
be accurate. Focus of the
content is congruent with
the big ideas or structure of
the discipline appears to
contain numerous
inaccuracies. Content
seems to be viewed more
as isolated skills and facts
Teacher’s knowledge
and application of
scientific and theoretical
concepts critical to the
development of
physically educated
individuals including
biomechanics, motor
learning, psychological
theory, motor
development, history,
philosophical, social, and
critical elements of motor
skills and performance
concepts (1.4) appears to
be accurate. Focus of
the content is congruent
with the big ideas or
structure of the discipline
appears to be mostly
accurate (1.1-1.3).
Shows some awareness
Teacher’s knowledge
and application of
scientific and theoretical
concepts critical to the
development of
physically educated
individuals including
biomechanics, motor
learning, psychological
theory, motor
development, history,
philosophical, social, and
critical elements of motor
skills and performance
concepts (1.4) appears to
be accurate. Focus of
the content is congruent
with the big ideas or
structure of the discipline.
41
5
Accomplished
All lessons are aligned
with measurable,
developmentally
appropriate,
performance based
learning goals (3.1)
and local, NJCCCS,
and NASPE standards
(3.2), demonstrating
critical thinking and
reflection in activities
and assignments.
Teacher’s knowledge
and application of
scientific and
theoretical concepts
critical to the
development of
physically educated
individuals including
physiological and
biomechanics(1.1),
motor learning,
psychological
theory(1.2), motor
development (1.3),
history, philosophical,
social, and critical
elements of motor
skills and performance
concepts (1.4)
appears to be
accurate. Focus of the
content is congruent
NASPE
Standard
3.1, 3.2
1.1-1.3
Applying
1.4
the discipline does not
demonstrate purpose
and relevancy of
content.
rather than as part of a
larger conceptual structure.
of the big ideas or
structure of the discipline.
The lessons within the
unit do not
demonstrate
knowledge of how
content is created and
developed.
The lessons within the unit
are not logically organized
(e.g., sequenced).
The lessons within the
unit have some logical
organization and appear
to be somewhat useful in
moving students toward
achieving the learning
goals.
Most lessons are
designed in alignment
with lesson objectives
(3.3) to provide active,
fair, and equitable
learning experiences
(3.4) addressing the
diverse needs of
students with
progressive/sequential
instruction (3.6) within
the unit demonstrate how
knowledge of content is
created and organized
and integrates
knowledge from other
fields of content.
A single, instructional
modality is used with
textbook/teacher
demonstration as only
reference.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance
on textbook/teacher
demonstration.
Some variety in
instruction, activities,
assignments, or
resources but with limited
contribution to learning.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear
contribution to learning.
Lesson and
Unit
Structure
Use of a
Variety of
Instruction,
Activities,
Assignment
s and
Resources
42
with the big ideas or
structure of the
discipline.provides
cross-content
approach to student
learning, stressing
depth and breadth of
content.
All lessons are
designed in alignment
with lesson objectives
(3.3) to provide active,
fair, and equitable
learning experiences
(3.4) addressing the
diverse needs of
students with
progressive/sequential
instruction (3.6) within
the unit demonstrate
how knowledge of
content is created and
organized and
integrates knowledge
from other fields of
content.
Instructional strategic
assignments including
appropriate use of
technology(3.7) are
varied to
accommodate diverse
needs of individual
learners (3.5) and to
achieve lesson
objectives.
3.3, 3.4,
3.6
3.4
3.5
3.7
Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments
and Resources
Use of
Technology
Instruction has
not been based
upon knowledge
of subject matter,
students or preassessment data.
Instruction has been
designed with very limited
progression/sequence and
minimally addresses the
diverse needs of individual
students and contextual
factors of community,
school and class (3.6).
Some instruction is
progressive/sequential
and addresses the
diverse needs of
individual students and
contextual factors of
community, school and
class (3.6).
Most instruction is
progressive/sequential
and addresses the
diverse needs of
individual students and
contextual factors of
community, school and
class (3.6).
All instruction is
progressive/sequential
and addresses the
diverse needs of
individual students and
contextual factors of
community, school
and class (3.6).
3.6
Teacher does not
use technology
during
instruction.
Technology is
inappropriately used and
inappropriate rationale is
provided.
Teacher uses technology
but it does not make a
significant contribution to
teaching and learning or
teacher provides limited
rationale for not using
technology.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning or provides
a strong rationale for not
using technology.
Teacher integrates a
variety of media and
technology into
instruction and relates
both directly to lesson
goals (3.7).
3.7
43
Instructional Decision-Making
Rubric
Physical Education
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating →
Indicator ↓
Sound
Professional
Practice
Modifications
Based on
Analysis of
Student Learning
Congruence
Between
Modifications
and Learning
Goals
1
Unacceptable
Instructional
decisions are
inappropriate for
age of student,
content, and
community.
2
Beginning
Many instructional
decisions are inappropriate
and not pedagogically
sound.
3
Developing
Instructional decisions
mostly use the reflective
cycle to implement change
in teacher performance,
student learning, and
instructional
goals/decisions (5.3)
appropriate, but some
decisions are not
pedagogically sound.
4
Capable
Most instructional
decisions use the
reflective cycle to
implement change in
teacher performance,
student learning, and
instructional
goals/decisions (5.3)
pedagogically sound (i.e.,
they are likely to lead to
student learning).
Teacher treats
class as “one
plan fits all” with
no modifications.
Fails to
demonstrate
evidence of
instructional
modifications.
Limited modifications of the
instructional plan have
been made, to
accommodate individual
learners.
Some modifications of the
instructional plan are
made to address individual
student needs, but these
are not based on the
analysis of student
learning, best practice, or
contextual factors.
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are a
result of the analysis of
student
learning/performance, best
practice, or contextual
factors.
Inappropriate
modification in
instruction.
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Modifications in instruction
are congruent with
learning goals.
44
5
Accomplished
Instructional
decisions use the
reflective cycle to
implement change in
teacher
performance,
student learning,
and instructional
goals/decisions (5.3)
are pedagogically
sound and build on
concepts and skills
previously learned.
Appropriate
modifications of the
plan are made to
adapt instruction for
diverse student
needs(3.5) and the
changing dynamics
of the environment
(4.4) to provide
effective
instructional
feedback for skill
acquisistion, student
learning and
motivation(4.3).
Rational to improve
student progress is
provided.
Modifications in
instruction are
congruent with
learning goals and
cites current
NA
SPE
5.3
3.5,
4.3,
4.4
research as the
rationale for the
modifications.
45
Analysis of Student Learning
Rubric
Physical Education
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.
Rating →
Indicator ↓
Clarity and
accuracy of
Presentation
Alignment
with
Learning
Goals
Interpretation
of Data
1
Unacceptable
Presentation does not
include data.
2
Beginning
Presentation is not
clear and accurate; it
does not accurately
reflect the data.
3
Developing
Presentation is
understandable and
contains few errors.
4
Capable
Presentation is easy
to understand and
contains no errors of
presentation.
Neither analysis of
student learning nor
visual representation
is aligned with learning
goals.
Analysis of student
learning is aligned
with learning goals.
Visual
representations do
not include whole
class, sub-groups or
individual students.
Analysis of critical
motor skills and
performance
concepts (1.5) and
provides a
comprehensive
profile of student
learning for the
whole class,
subgroups, and two
individuals.
Interpretation is
unsupported by data
Interpretation is
inaccurate, and
conclusions are
missing.
Analysis of of critical
motor skills and
performance
concepts (1.5)
and/or fails to
provide a
comprehensive
profile of student
learning relative to
the goals for the
whole class,
subgroups, and two
individuals.
Interpretation is
technically accurate,
but conclusions are
missing or not fully
supported by data.
46
Interpretation is
meaningful, and
appropriate
conclusions are
drawn from the data.
5
NASPE
Accomplished
Standard
Contains no errors of
presentation.
Presentation is
communicated with
the use of technology
and media.
Analysis of critical
1.5
motor skills and
analyisis
performance concepts
(1.5) is thorough and
complete, recognizing
student progress in
developing content
proficiency. Visual
and narrative
summaries
demonstrate the
extent of student
progress.
Interpretation is
comprehensive.
Appropriate
conclusions are
drawn from the data.
Candidate has
detailed the
assessment and
evaluation of student
gains.
Analysis is weak and
fails to provide
subgroup achievement
Evidence of
Impact on
Student
Learning
Analysis of student
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students
who achieved and
made progress
toward learning
goals. No
remediation is
provided.
Analysis of student
learning includes
incomplete evidence
of the impact on
student learning in
terms of numbers of
students who
achieved and made
progress toward
learning goals.
Limited remediation
is provided.
47
Analysis of student
learning includes
evidence of the
impact on student
learning in terms of
number of students
who achieved and
made progress
toward each learning
goal. Remediation is
specific.
A thorough analysis of
the learning gains of
all students and
subgroups is
presented.
Remediation is
specific.
Reflection and Self-Evaluation
Rubric
Physical Education
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Rating →
Indicator ↓
Interpretation
of Student
Learning
Insights on
Effective
Instruction and
Assessment
Alignment
Among Goals,
Instruction and
Assessment
Implications for
Future
Teaching
1
Unacceptable
No evidence or
reasons provided to
support conclusions
drawn in “Analysis of
Student Learning”
section.
2
Beginning
Provides one
possible reason as
evidence to support
conclusions drawn in
Analysis of Student
Learning.
3
Developing
Provides evidence but
simplistic, superficial
reasons are given or
hypotheses to support
conclusions drawn in
“Analysis of Student
Learning” section.
4
Capable
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides no rationale
for why some activities
or assessments were
more successful than
others.
Rationale for
activities or
assessments
presented in
confusing manner;
insights limited to
knowledge-based
instruction and use of
formal assessments.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their
success or lack thereof
(no use of theory or
research).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based
on theory or research) for
their success or lack
thereof.
Does not connect
learning goals,
instruction, and
assessment results in
the discussion of
student learning and
effective instruction
and/or the connections
are irrelevant or
inaccurate.
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
assessment.
Connections among
learning goals,
instructions and
assessments are
irrelevant or
inaccurate.
Connects learning goals,
instructions, and
assessment results in
the discussion of student
learning and effective
instruction, but
misunderstandings or
conceptual gaps are
present.
Logically connects
learning goals, instruction,
and assessment results in
the discussion of student
learning and effective
instruction.
Provides limited
ideas for redesigning
learning goals,
instruction, and
assessment.
Rationale is
Provides ideas for
redesigning learning
goals, instruction, and
assessment but offers
no rationale for why
these changes would
Provides ideas for
redesigning learning goals,
instruction, and
assessment and explains
why these modifications
would improve student
48
5
Accomplished
Uses evidence to support
more than four
conclusions drawn in
“Analysis of Student
Learning” section.
Explores multiple
hypotheses for why some
students did and others
did not meet learning
goals.
Utilizes the reflective
cycle to implement
change in teacher
performance, student
learning, and/or
instructional goals and
decisions(5.3). Current
research findings are
incorporated as
supportive
documentation.
Connects learning goals,
instruction and
assessment results in the
discussion of student
learning and effective
instruction. Current
research findings are
incorporated as
supportive
documentation.
Provides a repertoire of
strategies, offering
specific alternative
actions complete with
probable successes for
student learning.
Sco
re
5.3
Provides no
professional learning
goals.
Implications for
Professional
Development
inadequate; or
absent.
Provides goals that
are not related to the
insights and
experiences
described in this
section.
improve student
learning.
Presents professional
learning goals that are
not strongly related to
the insights and
experiences described in
this section and/or
provides a vague plan
for meeting the goals.
49
learning.
Presents three
professional learning goals
that emerge from the
insights and experiences
described in this section.
Describes at least two
specific steps to meet
these goals.
Presents four or more
professional learning
goals that clearly emerge
from the insights and
experiences described in
this section. Describes at
least two specific steps to
meet these goals and
participate in activities
that enhance
collaboration and lead to
professional growth and
development (6.2).
6.2