Form Completed by:
____ University Supervisor
____ Cooperating Teacher
____ Intern
Formative or Summative (Circle One)
Coastal Carolina University — Spadoni College Of Education
Physical Education Internship Evaluation
Intern:
CCU ID:
School Site:
Grade(s)/Subject:
Date:
Cooperating Teacher:
University Supervisor:
SCOE Internship Evaluation
1.1 Demonstrate a thorough
knowledge of subject matter
and use such knowledge to
create effective learning
experiences for students.
NASPE 3.1; ADEPT 5ABC, 6ABC
1.2 Understand instructional
planning and design plans
based on knowledge of
subject matter, students,
community curriculum goals
and standards.
NASPE 3.2-3.3; ADEPT 1ABCDE,
2ABC, 6ABC
1.3 Use of a variety of
instructional strategies to
encourage students'
development of critical
thinking and problem solving
skills.
NASPE 4.2-4.3; ADEPT 4C, 5B, 8C
1
Unacceptable − 1 pt
Developing − 2 pts
Proficient − 3 pts
Exemplary − 4 pts
Content is clearly
developmentally inappropriate; inaccurate,
lacks sequence, no
alignment exists between
content and standards.
Content is textbook based,
developmentally appropriate,
sequenced properly, and aligned
with objectives.
Content is supplemented with
traditional resources, developmentally appropriate, sequenced
properly, and aligned with objectives.
Content is supplemented with a wide variety of
resources and technologies, creative,
developmentally appropriate, sequenced
properly, and aligned with objectives.
The learning experiences do not The learning experiences are varied in The learning experiences are varied in their
vary from traditional teachertheir approach and address diversity approach and address a wide diversity of
driven experiences.
of learners.
learners.
Instructional plans show Instructional plans show an
Instructional plans show an adequate
inadequate understanding adequate understanding of the SC understanding of the SC curriculum
of the subject, and/or of curriculum goals and standards goals and standards and of the subject
SC curriculum goals and and of the subject matter.
matter.
standards.
An understanding of how these An understanding of how these
standards and subject matter
standards and subject matter must be
must be adapted for particular
adapted for the particular students
students and community is NOT and community is apparent.
apparent.
No variety exists in
A limited variety of instructional
instructional strategies. strategies are used, but the
Only traditional paper and emphasis on critical thinking and
pencil activities are used problem solving is weak or does
in fact recall learning.
not relate to the learning goals
Instructional plans show a thorough
understanding of the SC curriculum goals and
standards and of the subject matter.
It is apparent that the candidate understands
how these standards and subject matter must
be adapted for the particular students and
community and that modifications and
adaptations are a routine part of the design.
A variety of instructional strategies are A wide variety of instructional strategies are
used.
employed that are developmentally appropriate
for the teaching situation.
The emphasis on critical thinking and
problem solving is adequate to
Modifications have clearly been made to
support and relate to the learning
accommodate many diverse learning situations
goals.
and learners.
An emphasis on the development of critical
thinking and problem solving is readily apparent
and corresponds to each learning goal.
Final - 4/14/15 J. Dix
RATING
Unacceptable − 1 pt
1.4 Manage the classroom to
create a positive and safe
learning environment.
Unable to maintain
classroom control so that
an unsafe environment
NASPE 4.5-4.6; ADEPT 8ABC, 9ABC exists.
1.5 Understand and use formal
and informal assessment
strategies to evaluate and
monitor student learning and
to modify instruction.
Developing − 2 pts
Classroom control is adequate,
but difficulties during transition
times or atypical scheduling
create lapses into off-task
behaviors that require
interventions by others.
Assessments do not
Assessments are confined to
measure the learning
formal paper and pencil tests.
goals that are identified or
There is no attempt to modify
no assessments are
teaching based on assessments.
identified at all.
NASPE 5.1-5.2; ADEPT 3ABC, 7ABC
2.1 Plan and implement
effective learning
environments and
experiences supported by
technology.
There is no evidence that
technology is used in the
planning or
implementation of the
learning experiences.
NASPE 3.7; ADEPT 5AB, 8C
Proficient − 3 pts
Classroom control is adequate to
provide a safe learning environment
during all normal parts of the day,
including transition times.
Exemplary − 4 pts
Classroom control is apparent at all times,
including atypical interruptions.
A positive and mutually respectful classroom
environment is immediately obvious.
A positive classroom environment is
evident.
Formative and summative
assessments are apparent in both
informal and formal formats.
Formative and summative assessments are
ongoing and in both informal and formal
formats.
There is evidence that modifications to It is clearly apparent that assessments are used
teaching, based on assessments,
to modify instruction and learning activities on a
occurs.
regular basis.
Use of technology is confined to Some use of knowledge-based media
mechanical equipment (overhead is evident in learning experiences.
projectors) rather than
Information gathering technology is
knowledge-based media (films,
apparent in planning activities.
PowerPoints) or information
gathering technology (Internet,
databases).
Extensive use of knowledge-based media is
apparent with both the instructor and the
pupils.
Information-gathering technology is used
routinely as a part of normal classroom
activities.
Information-gathering technology
may be apparent in planning
activities.
2.2 Apply technology to
facilitate effective assessment,
evaluation, and productivity
practices.
NASPE 3.7, 5.2; ADEPT 1AD, 2C,
3BC
3.1 Demonstrate knowledge
of different cultural,
emotional, developmental
and cognitive needs of
students.
There is no evidence that
technology is used in the
planning or
implementation of the
assessments or
productivity practices.
There is no evidence of an
understanding that
students have different
needs that are related to
their levels of developNASPE 3.6-3.7; ADEPT 5ABC, 6ABC, ment or cognition.
7ABC, 8ABC;
Use of technology is confined to Use of technology is confined to
Use of technology is integrated into the entire
mechanical equipment for
mechanical equipment for productivity classroom experience including assessment and
productivity practices
practices (photocopiers, grading
reporting of progress (email - newsletters,
(photocopiers, grading programs). programs).
online class web pages).
Assessments do not appear to
have any technological basis.
There is limited evidence of an
There is evidence of a clear
understanding that students have understanding that students have
different needs that are related different needs that are related to
to their levels of development
their levels of development and
and cognition.
cognition.
Some effort has been made to
address cultural differences but
No effort has been made these efforts are superficial in
to address cultural
nature.
differences.
There is limited evidence of
3.2 Evaluate, plan and provide There is no evidence of
activities or experiences activities or experiences that
appropriate activities and
experiences to meet the needs that address the needs of address the needs of a
2
Assessments appear to have limited
technological basis (Scantron
sheets/online quizzes).
Assessments have multiple media formats
(audio tape, video presentations, online testing).
There is evidence of a clear understanding that
students have different needs that are related to
their levels of development and cognition.
An effort is routinely made to provide support
for the emotional needs of the students.
Learning activities have been modified
Learning activities have been modified to
to address cultural differences for the
address cultural differences for every student in
majority of the students in the
the classroom.
classroom.
There is clear evidence of activities or All activities or experiences address the needs of
experiences that address the needs of a developmentally-diverse student population
Final - 4/14/15 J. Dix
RATING
Unacceptable − 1 pt
of culturally and
development-ally diverse
student populations.
a diverse student
population.
NASPE 3.7; ADEPT 3ABC, 5ABC,
6ABC, 7ABC
5.1 Analyze personal
performance to improve
teaching and learning.
There is no evidence of
understanding that
reflection is needed in
NASPE 5.3, 6.1-6.2; ADEPT 2C, 3BC, order to continue to
improve teaching and
10E
student learning.
5.2 Analyze student
performance to improve
teaching and learning.
NASPE 5.2; ADEPT 2C, 3ABC
Developing − 2 pts
Proficient − 3 pts
developmentally-diverse student a developmentally-diverse student
population.
population.
Exemplary − 4 pts
RATING
so that every student is engaged in learning that
is appropriate for him or her.
Some effort has been made to
address the cultural differences
through learning activities, but
those efforts are superficial in
nature.
Effort has been made to address the Substantial effort has been made to address the
cultural differences for the majority of cultural and linguistic differences for every
the students in the class.
student in the class.
Personal performance is analyzed
superficially with little
understanding of how teacher
modifications can or will impact
student learning.
Personal performance is analyzed on a Personal performance is analyzed on a daily
unit or chapter basis based on student basis based on individual student’s educational
performance as a whole.
needs and performance goals.
Reflections and modifications are
Reflections and modifications are applied to
confined to how to re-teach that
future teaching of all subjects and topics.
particular unit or set of lessons rather
than how to apply the reflection to
future teaching of all subjects and
topics.
There is no evidence that Analysis of student performance Analysis of student performance has Analysis and reflection on student performance
student performance has has been made, but reflection has been made as it relates to a unit or set are a daily part of the classroom activities.
been analyzed.
not tied the results back to
of lessons.
The reflection has tied the results back to
modifications that are required or
The reflection has tied the results back modifications that are required on the student’s
to modifications solely on the
to modifications that are required on part as well as on the teacher’s part.
part of the student (i.e. “should
the student’s part as well as on the
study more”).
teacher’s part.
Physical Education Internship Evaluation
0 pt
1.1a Describe and
apply physiological concepts
related to skillful
movement,
physical activity
and fitness.
ADEPT 1AD, 2C,
3BC; CF 2.2; CAEP
1.1, 1.4
3
Unacceptable − 1 pt
No
 TC is ineffective at organizing and
data
applying physiological concepts and
for TC.
relating them to movement and fitness.
 TC applies physiological concepts in
planning for and delivering instruction.
 TC identifies appropriate skill cues in the
plan, but fails to use them during the
lesson.
 TC instruction for skillful movement,
physical activity or fitness is given using
generalized terms and is concerned with
the “how” of the movement, physical
activity, or fitness.
Acceptable − 2 pts
Target ‒ 3 pts
Must meet a minimum of three of the
following:
 TC is beginning to be effective at organizing
and applying physiological concepts and
relates them to movement and fitness.
 TC appropriately applies physiological
concepts in planning for and delivering
instruction.
Must meet a minimum of three of the
following:
 TC is effective at organizing and applying
physiological concepts and relates them to
movement and fitness.
 TC appropriately applies physiological
concepts in planning for and delivering
instruction for all stages of student proficiency.
 TC identifies appropriate skill cues in the plan  TC identifies appropriate skill cues in the plan
but uses them inconsistently during the lesson. and uses them consistently during the lesson.
 TC instruction for skillful movement,
 TC instruction for skillful movement, physical
physical activities, or fitness includes the
activity, or fitness includes specific and
“how” and “why” of the movement, physical
accurate concepts of the “how” and “why” of
activity, or fitness.
the movement, physical activity, or fitness.
Final - 4/14/15 J. Dix
RATING
0 pt
Unacceptable − 1 pt
Acceptable − 2 pts
Target ‒ 3 pts
1.1b Describe and No
 TC is ineffective at organizing and
apply
data
applying biomechanical concepts and
biomechanical
for TC.
relating them to movement and fitness.
concepts related
 TC applies biomechanical concepts in
to skillful
planning for and delivering instruction.
movement,
 TC identifies appropriate skill cues in the
physical activity
plan, but fails to use them during the
and fitness.
lesson.
ADEPT 1AD, 2C, 3BC;
 TC instruction for skillful movement,
CF 2.2; CAEP 1.1, 1.4,
physical activity or fitness is given using
1.5
generalized terms and is concerned with
the “how” of the movement, physical
activity, or fitness.
Must meet a minimum of three of the
following:
 TC is beginning to be effective at organizing
and applying biomechanical concepts and
relating them to movement and fitness.
 TC appropriately applies biomechanical
concepts in planning for and delivering
instruction.
 TC identifies appropriate skill cues in the
plan but uses them inconsistently in the
lesson.
 TC instruction for skillful movement,
physical activities, or fitness includes the
“how” and “why” of the movement, physical
activity, or fitness.
Must meet a minimum of three of the
following:
 TC is effective at organizing and applying
biomechanical concepts and relates them to
movement and fitness.
 TC appropriately applies biomechanical
concepts in planning for and delivering
instruction for all stages of student
proficiency.
 TC identifies appropriate skill cues in the plan
and uses them consistently during the lesson.
 TC instruction for skillful movement, physical
activity, or fitness includes specific and
accurate concepts of the “how” and “why” of
the movement, physical activity, or fitness.
1.2a Describe and No
 TC does not properly apply theory related
apply motor
data
to skillful movement, physical activity, and
learning theory
for TC.
fitness.
related to skillful
 TC demonstrates knowledge of motor
movement,
learning theories, but fails to apply
physical activity,
theories to teaching.
and fitness.
 TC’s use of practice conditions for skill
ADEPT 4C, 5B, 8C; CF
acquisition do not allow for individual
1.3; CAEP 1.1, 1.4
differences.
 TC uses punitive measures to control
behavior.
Must meet a minimum of three of the
following:
 TC is beginning to apply theory to skillful
movement, physical activity and fitness.
 TC demonstrates knowledge of motor
learning theories and applies the theories to
teaching.
 TC’s use of practice conditions for skill
acquisition allows for individual differences.
 TC controls student behavior through the
use of proactive strategies (i.e. catch them
when they are good, awarding positive
behavior, etc.).
Must meet a minimum of three of the
following:
 TC uses a variety of developmentally
appropriate theories and applies them to
skillful movement, physical activity and fitness.
 TC appropriately applies motor learning
theory in planning for and delivering
instruction.
 TC’s use of practice conditions are adjusted
for individual differences based on student
responses.
 TC controls student behavior using proactive
strategies including encouraging student selfresponsibility.
1.2b Describe and No
 TC does not properly apply theory related Must meet a minimum of three of the
Must meet a minimum of three of the
apply psychodata
to skillful movement, physical activity, and following:
following:
logical behavioral for TC.
fitness.
 TC is beginning to apply theory to skillful
 TC uses a variety of developmentally
theory related to
 TC demonstrates knowledge of the
movement, physical activity and fitness.
appropriate theories and applies them to
skillful movement,
various theories, but fails to apply theories  TC demonstrates knowledge of the various
skillful movement, physical activity and fitness.
 TC appropriately applies motor learning,
physical activity,
to teaching.
theories and applies the theories to
psychological, and behavioral theory in planning
and fitness.
 TC’s use of practice conditions for skill
teaching.
for and delivering instruction.
ADEPT 4C, 5B, 8C; CF
acquisition do not allow for individual
 TC’s use of practice conditions for skill
1.3; CAEP 1.1, 1.4, 4.2

TC’s use of practice conditions are adjusted
differences.
acquisition allows for individual differences
for individual differences based on student
 TC uses punitive measures to control
 TC controls student behavior through the
responses.
behavior.
use of proactive strategies (i.e. catch them

TC controls student behavior using proactive
when they are good, awarding positive
strategies including encouraging student selfbehavior, etc.).
responsibility.
4
Final - 4/14/15 J. Dix
RATING
0 pt
Unacceptable − 1 pt
Acceptable − 2 pts
Target ‒ 3 pts
1.3 Describe and No
 TC uses a limited or no motor
Must meet a minimum of three of the
apply motor
data
development theory related to skillful
following:
development
for TC.
movement, physical activity, and fitness.  TC uses some motor development theory
theory and
 TC applies motor development theory and related to skillful movement, physical activity,
and fitness.
principles related
principles in planning for the lesson, but

TC appropriately applies motor development
to skillful
fails to account for developmental
movement,
differences during instruction and practice theory and principles in planning for and
delivering instruction.
physical activity,
activities.
 TC plans and implement lessons that are
and fitness.
ADEPT 5ABC, 9ABC;
CF 1.3-1.4; CAEP 1.1,
1.4
Must meet a minimum of three of the
following:
 TC uses several motor development theories
related to skillful movement, physical activity,
and fitness.
 TC completely applies motor development
theory and principles in planning for and
delivering instruction.
 TC planning is for all stages of student
developmentally appropriate (neither too hard
proficiency
nor too easy).
 TC is able to see that learning has occurred by
 TC demonstrates application of motor
P-12 students' changes in behavior as
development theory by using developmentally
evidence of positive changes in skillful
appropriate teaching cues, and planning
movements, physical activities, and personal
developmentally appropriate practice
fitness.
opportunities.
1.5 Analyze and
No
 TC does not analyze or correct motor
correct critical
data
skills and performance concepts while
elements of motor for TC.
teaching.
skills and
 TC can analyze, detect, and correct critical
performance
elements for all fundamental movement
concepts.
skills for at least one stage of proficiency
ADEPT 5ABC, 6ABC;
in either a verbal or written format.
CF 1.1;
 TC can identify key elements of motor
CAEP 1.1, 1.4
skills, but feedback on the skills is nonspecific.
 Lessons focus on skills without
consideration for the context in which
skills are executed.
 TC provides limited feedback to students
on the effective use of tactics and
strategies.
Must meet a minimum of four of the
following:
 TC begins to correct motor skills and
performance concepts while teaching.
 TC analyzes, detects, and corrects elements
of all fundamental movement skills using
skill cues linked to the identified critical
elements.
 TC provides specific, corrective feedback on
critical elements for motor skills. Lessons
focus on skills with consideration for the
context in which skills are executed.
 TC identifies objectives related to decision
making and the use of strategies and
tactics.
 TC provides feedback to students on the
effective use of strategies and tactics.
Must meet a minimum of four of the
following:
3.1 Design and
No
 TC fails to make both long and short term
implement short data
plans. Planning is limited to daily lesson
and long term
for TC.
plans with no plan for long term
plans that are
instructional goals for the unit.
linked to program
 TC’s lesson objectives are not aligned with
and instructional
identified long term goals (unit).
goals as well as a
 TC’s planned learning activities are out of
variety of student
alignment with instructional or
needs.
programmatic goals.
Must meet a minimum of two of the
following:
 TC designs and implements short and long
term plans.
 TC’s learning activities are congruent with
short term (lesson objectives) and long term
(unit objectives) goals and are linked
directly to student needs.
Must meet a minimum of two of the
following:
 TC designs and implements short and long
term plans using such strategies as backward
mapping to ensure learning is sequential.
 TC’s short and long term goals are linked
directly to student learning activities.
 TC’s short and long term goals inform
instruction and learning activities and allow for
 TC identifies, develops, and implements motor
skill correction and effectively relays concepts
while teaching.
 TC analyzes, detects, and corrects all students'
fundamental movement skills using skill cues
linked to the identified critical elements.
 TC provides specific, corrective feedback on
critical elements for both motor skills and tactics.
 TC identifies objectives related to decision
making and the effective use of strategies and
tactics and plans practice activities congruent to
objectives.
 TC provides specific, corrective feedback to
students on the effective use of strategies and
tactics.
ADEPT 1ACBDE; CF
5
Final - 4/14/15 J. Dix
RATING
0 pt
Unacceptable − 1 pt
1.2-1.3; CAEP 1.1, 1.4
3.2 Develop and
implement
appropriate (e.g.
measurable,
developmentally
appropriate,
performancebased) goals and
objectives aligned
with local, state,
and/or national
standards.
ADEPT 1AB, 2BC; CF
1.1, 1.3, 2.1; CAEP 1.1,
1.3, 1.4
 TC uses strategies such as backward
mapping in planning short and long term
goals.
No
 TC’s objectives are inappropriate for the Must meet a minimum of two of the
data
subject area/developmental level of
following:
for TC.
learners by being either too difficult or
 TC’s objectives are appropriate for subject
too easy.
area/developmental level of learners, are
 TC’s objectives only contain performance.
connected appropriately to the standards,
 TC’s objectives are appropriate, but TC
and provide appropriate challenges for
fails to align objectives with local, state,
students (tasks are neither too easy nor too
and/or national standards.
difficult).
 TC’s objectives incorporate some of the
domains of learning or content areas.
 TC’s objectives are measurable and many
objectives identify criteria.
3.3 Design and
No

implement
data
content that is
for TC.
aligned with
lesson objectives.

ADEPT 1AB, 2BC; CF
1.1, 1.3, 2.1; CAEP
1.1, 1.3, 1.4
TC selects model/approach that is
incongruent with the subject
matter/content, student population,
and/or goals/objectives.
TC’s teaching approach does not consider
the developmental level of students,
context of the class (number of students
in class, equipment, space, etc.), and/or
the context (open or closed environment)
in which the skill/activity will be
performed.
 TC’s students participating in the learning
activities fail to achieve the lesson
objectives.
3.4 Plan for and
No
 TC does not plan or minimally plans for
manage resources data
adaptations based on individual
to provide active, for TC.
differences (abilities/needs/interests).
fair, and equitable
 TC’s instruction is not individualized and a
learning
“one size fits all” approach is taken.
experiences.
 TC uses one instructional model/approach
ADEPT 1AB, 2AB; CF
throughout the lesson.
1.1-1.4; CAEP 1.1, 1.3,
 TC does not make adaptations or offer
1.4
choices in equipment, space use, or
6
Acceptable − 2 pts
Target ‒ 3 pts
differentiated instruction and multiple means
of teaching sequences.
Must meet a minimum of two of the
following:
 TC’s objectives are appropriate for the subject
area/developmental level of learners, are
explicitly connected to the standards, and
provide appropriate challenges for students
(tasks are neither too easy nor too difficult).
 TC’s objectives incorporate multiple domains
of learning or content areas.
 TC’s objectives are measurable and each
contains criteria for student mastery.
Must meet a minimum of two of the
following:
 TC selects teaching approach/model based
on developmental level of students, context
of the class, and the context in which the
skill/activity will be performed.
 TC’s teaching approach is congruent with
the goals/objectives, the number of
students in the class, pre- assessment of
students’ developmental levels, available
equipment, space, and context (open or
closed environment) in which the
skill/activity will be performed.
 TC’s learning activities allow students to
achieve objectives.
Must meet a minimum of two of the
following:
 TC selects teaching approach/model that is
congruent with the goals/objectives and
facilitates mastery.
 TC’s teaching approach/model selected
maximizes practice opportunities, allows for
individual differences in skill levels, maximizes
the use of space and equipment, and allows
students to practice tasks in appropriate
environments related to the context (open or
closed environment) in which the skill/activity
is performed.
 TC’s learning activities allow students to
achieve objectives.
Must meet a minimum of three of the
following:
 TC plans for instructional adaptations for
individual differences
(abilities/needs/interest).
 TC can articulate an appropriate rationale
for adaptations.
 TC uses at least two instructional
models/approaches throughout the lesson
Must meet a minimum of three of the
following:
 TC’s plans routinely reflect sophisticated
adaptations for abilities (all levels) and needs
(interests and motivation)
 TC makes adjustments in plans based on a
sound rationale.
 TC uses multiple instructional
models/approaches throughout the lesson to
Final - 4/14/15 J. Dix
RATING
0 pt
Unacceptable − 1 pt
practice tasks based on individual
differences.
Acceptable − 2 pts
to account for variations in learning styles
and prior experiences.
 TC provides some student choices in
equipment, space, or level of practice tasks
based on individual differences.
Target ‒ 3 pts
account for variations in learning styles and
prior experiences.
 TC’s students are given multiple choices
(equipment, space, etc.) within practice tasks
based on individual differences.
3.5 Plan and
No
 TC fails to account for student
Must meet a minimum of two of the
adapt instruction data
exceptionalities or differences within the following:
to diverse student for TC.
class based on factors such as gender,
 TC accounts for student exceptionalities or
needs, adding
class, ethnicity, race, physical or mental
differences within the class by planning and
specific
handicap, or socioeconomic status.
implementing lessons that make
accommodations
 TC does not make accommodations for
modifications based on factors such as
and/or
the diversity found within the student
gender, class, ethnicity, race, physical or
modifications for
population. Failure to account for
mental handicap, or socioeconomic status.
student
exceptionalities would include such
 TC demonstrates teaching behaviors that
exceptionalities.
components as the choices of units to be
reflect thoughtful consideration of
ADEPT 1BD, 2AB, 3B,
taught, selection of students chosen to
exceptionalities through such behaviors as
4C; CF 3.1-3.2; CAEP
demonstrate, degree of inclusion reflected the selection of units to be taught, inclusion
1.1, 1.3, 1.4
in bulletin boards or other displays, and
of diversity in bulletin boards and other
grouping of students for instruction or
displayed materials, using a variety of
play.
students to demonstrate, and grouping
 TC fails to collaborate with the IEP team
students for instruction and play.
on the planning and implementing of
 TC collaborates with the IEP team on the
lessons that meet the needs of students
implementation of lessons that meet the
with disabilities.
needs of students with disabilities.
Must meet a minimum of two of the
following:
 TC accounts for exceptionalities among
students or makes accommodations for the
diversity found within the student population
using creativity and foresight.
 TC’s behaviors clearly demonstrate that
components such as the selection of units of
instruction, materials selected for display, the
selection of students to demonstrate, and
methods of grouping students that
exceptionalities and diversity found within the
student population and have driven
instructional decision making.
 TC collaborates with the IEP team on the
planning and implementing of lessons that
meet the needs of students with disabilities.
3.6 Plan and
implement
progressive
sequential
instruction that
addresses the
diverse needs of
students.
Must meet a minimum of five of the
following:
 TC’s learning objectives and tasks are
appropriate for the developmental level of
students by providing appropriate challenges
for students (tasks are neither too easy nor
too difficult).
 TC makes adjustments to tasks based on
student performance (increasing or decreasing
tasks complexity).
 TC makes adjustments that are across the
entire class, as well as individualized.
 TC’s sequence of the lesson is logical with no
gaps in progressions.
 TC’s learning/practice tasks allow students to
begin and end at different levels based on
individual readiness.
No
 TC’s learning tasks are inappropriate for Must meet a minimum of five of the
data
the developmental levels of students by following:
for TC.
being either too difficult or too easy.
 TC’s learning tasks are somewhat
 TC fails to make adjustments to tasks to
appropriate for the developmental levels of
accommodate students’ developmental
students by being either too difficult or too
levels by increasing or decreasing task
easy.
complexity.
 TC begins to make adjustments to tasks to
 TC’s sequence of the lesson may be
accommodate students’ developmental
ADEPT 1BD, 2AB, 3B,
illogical, with gaps in progressions.
levels by increasing or decreasing task
4C; CF 3.1-3.2; CAEP
 TC’s learning/practice tasks are arranged
complexity.
1.1, 1.3, 1.4
randomly in the lesson with steps
 TC makes adjustments but tends to
between progressions either too large or
consider either the whole class or
too small to facilitate skill mastery.
individuals, but not both.
 TC fails to pre-assess students to
 TC’s sequence of the lesson may be illogical,
determine an appropriate starting point.
with gaps in progressions.
 TC groups students for convenience (by
 Learning/practice tasks are arranged in
gender, age, etc.) without consideration of somewhat of an organized fashion in the
the objectives for the lesson.
lesson with steps between progressions
 TC fails to set expectations for students.
7
Final - 4/14/15 J. Dix
RATING
0 pt
Unacceptable − 1 pt
Acceptable − 2 pts
Target ‒ 3 pts
either too large or too small to facilitate skill  TC’s progressions are sequential with
mastery.
opportunities for students to extend tasks to
 TC’s learning/practice tasks are arranged in
increase or decrease the challenge.
sequential and progressive steps to
 TC individualizes starting points for students
facilitate learning.
based on student pre-assessment.
 TC pre-assesses students to determine an
 TC sets high expectations for all students.
appropriate starting point.
 TC sets expectations for students.
3.7 Demonstrate No
 TC does not make appropriate use of the
knowledge of
data
available technology.
current
for TC.  TC demonstrates limited knowledge of
technology by
current technology and its applications in
planning and
a physical activity setting.
implementing
 TC fails to make the connection for
learning
students between the use of technology
experiences that
and student feedback/learning.
require students
 TC’s use of technology does not align
to appropriately
with lesson objectives.
use technology to
meet lesson
objectives.
Must meet a minimum of three of the
following:
 TC integrates some learning experiences
that involve students in the use of available
technology.
 TC begins to demonstrate knowledge and
use of current technology and applies this
knowledge in the development and
implementation of lessons in a physical
activity setting.
 TC use of technology is evident but has
limited ability to demonstrate its use as
feedback to the student.
 TC’s use of technology is partially aligned
with lesson objectives.
Must meet a minimum of three of the
following:
 TC integrates learning experiences that require
students to use various technologies in a
physical activity setting.
 TC demonstrates mastery of current
technologies and uses the technology to
enhance student learning.
 TC incorporates technology such as
pedometers, video, etc. to provide feedback to
students.
 TC’s use of technology is aligned with lesson
objectives.
4.1a Demonstrate No
 TC attempts to demonstrate effective
effective verbal
data
verbal communications while instructing
communication
for TC.
students.
skills across a
 TC’s verbal interactions have an
variety of
occasional mistake in grammar, poor
instructional
diction, and/or inappropriate language for
formats.
the age and skill level of students.
ADEPT 10BCE; CF 4.3;
 TC’s pacing of verbal communication is
CAEP 1.3, 1.4, 3.2, 4.2
consistently either too fast or too slow,
and there is little variation in tone and
inflection.
Must meet a minimum of two of the
following:
 TC uses some verbal communication skills
while instructing students.
 TC’s verbal interactions have an occasional
mistake in grammar or the occasional use of
an inappropriate regional colloquialism.
 TC’s pacing of verbal communication is
neither too fast nor too slow with some
variation in tone and inflection.
Must meet all of the following:
 TC effectively uses clear verbal communication
skills while instructing students.
 TC uses proper grammar and diction.
 TC’s pacing of verbal communication is
appropriate for age group (neither too fast
nor too slow) and is varied in tone and
inflection.
4.1b Demonstrate No
 TC attempts to demonstrate non-verbal
effective nondata
communications while instructing
verbal
for TC.
students.
communication
 TC’s limited use of non-verbal
skills across a
communication is inappropriate for the
variety of
age and skill level of students.
instructional
 TC relies on physical demonstration and
formats.
verbiage rather than alternative forms of
Must meet a minimum of two of the
Must meet all of the following:
following:
 TC effectively uses clear non-verbal
 TC uses some effective non-verbal
communication skills while instructing
communication skills while instructing
students.
students.
 TC’s non-verbal communication is appropriate
 TC’s non-verbal communication is
for the age and skill level of students.
somewhat appropriate for the age and skill
level of students.
ADEPT 1CD, 7C, 9B;
CF 2.1-2.2; CAEP 1.4,
1.5
8
Final - 4/14/15 J. Dix
RATING
0 pt
ADEPT 10BCE; CF 4.3;
CAEP 1.1, 1.3, 1.4
4.2 Implement
Unacceptable − 1 pt
communication such as tasks sheets,
bulletin boards, etc. to communicate
content.
Acceptable − 2 pts
Target ‒ 3 pts
 TC uses some alternative forms of
communication such as tasks sheets,
bulletin boards, etc. to communicate
content.
 TC uses multiple forms of communication
such as tasks sheets, bulletin boards, etc. are
used throughout the lesson.
Must meet a minimum of two of the
following:
 TC provides an effective demonstration/
model during the instructional episode.
 TC creates instructional cues or prompts
that identify key elements of the
skill/strategies and are appropriate for the
developmental level of students.
 TC repeats the cues/prompts multiple times
during the lesson.
Must meet a minimum of two of the
following:
 TC provides an effective demonstration/model
during the instructional episode.
 TC creates innovative instructional
cues/prompts to facilitate learning including
such things as rhymes or finding ways to make
abstract concepts concrete.
 TC consistently repeats the instructional cues
or prompts throughout the lesson.
No
 TC is unable to provide effective
data
instructional feedback for skill acquisition.
for TC.  TC provides generalized feedback
 TC feedback is not connected to a specific
student response.
 TC’s feedback is motivational and not
corrective.
 TC’s feedback is provided to the group as
a whole.
Must meet a minimum of three of the
following:
 TC is beginning to provide effective
instructional feedback for skill acquisition.
 TC provides both generalized and corrective
feedback that is well- timed.
 TC’s feedback is linked directly to student
responses.
 TC incorporates a combination of positive,
specific, and corrective feedback.
Must meet a minimum of three of the
following:
 TC is effective at clear instructional feedback
for skill acquisition.
 TC provides positive, specific, corrective
feedback that is well- timed.
 TC’s feedback is linked directly to student
responses and identifies key elements.
 TC provides both individual and group
feedback.
No
 TC is unable motivate students.
data
 TC’s feedback fails to motivate the
for TC.
students.
 TC’s feedback is only provided to only a
few students or the group, but not both.
Must meet a minimum of two of the
following:
 TC is beginning to motivate some of the
students.
 TC’s feedback is motivational for some of
the students.
 TC’s feedback is provided to both
individuals and the group as a whole.
Must meet a minimum of two of the
following:
 TC is effective at motivating most or all of the
students.
 TC’s feedback is motivational for most if not
all of the students.
 TC’s feedback is provided to both individuals
and the group as a whole.
No
 TC either provides no demonstration or
effective
data
an incorrect demonstration during the
demonstrations,
for TC.
instructional episode.
explanations,
 TC provides either too few or too many
instructional cues
instructional cues or prompts for the
and prompts to
developmental level of students.
link physical
 TC’s instructional cues are incorrect or do
activity concepts to
not identify key elements of the
appropriate
skill/strategies.
learning
experiences.
ADEPT 4AB, 6ABC; CF
1.1, 1.3, 3.2; CAEP
1.1, 1.3, 1.4
4.3a Provide
effective
instructional
feedback for skill
acquisition and
student learning.
ADEPT 1AD, 2C,
3BC; CF 2.2;
CAEP 1.1, 1.3, 1.4
4.3b Provides
effective
motivational
strategies.
ADEPT 1AD, 2C,
3BC; CF 2.2;
CAEP 1.1, 1.4, 4.1
4.4 Recognize the No
 TC does not recognize the classroom
Must meet a minimum of two of the
changing
data
structure or dynamics for adjustment of following:
 TC is starting to recognize the classroom
dynamics of the
for TC.
instructional tasks based on student
structure or dynamics for adjustment of
environment and
responses.
instructional tasks based on student
adjust
 TC delivers lessons by remaining on script
responses.
instructional tasks
without regard to student responses.
based on student
9
Must meet a minimum of two of the
following:
 TC uses a variety of structure and adjusts tasks
and instruction based on student response.
 TC demonstrates flexibility and creativity when
adjusting the lesson based on student
responses.
Final - 4/14/15 J. Dix
RATING
0 pt
responses.
Unacceptable − 1 pt
 TC fails to recognize changes in the
teaching environment or fails to make
adjustments based on changes in the
environment.
ADEPT 4C, 5B, 8C; CF
1.3; CAEP 1.1, 1.4, 4.1
4.5 Utilize
No
 TC uses a limited number of managerial
managerial rules, data
routines and doesn’t maintain a safe and
routines, and
for TC.
effective learning environment.
transitions to
 TC has ineffective rules or has difficulty in
create and
implementing classroom rules. Rules lack
maintain a safe
clarity or are stated in language
and effective
inappropriate for the age group.
learning
 TC’s managerial routines are not present
environment.
and no systems are in place for
ADEPT 5ABC, 9ABC;
distribution/return of equipment,
CF 1.3-1.4;
attendance, finding a partner or creating a
CAEP 1.1, 1.3, 1.4
group, and other gymnasium routines.
 TC’s arrangement of students does not
allow them to practice tasks. Spacing for
tasks impedes student practice (too close
or too far apart).
 TC does not designate a clear stop and
start signal.
 TC addresses behavior issues insufficiently
or ineffectively.
4.6 Implement
No
Acceptable − 2 pts
 TC makes adjustments to planned lesson
 TC appropriately responds to teachable
based on student responses.
moments during the lesson.
 TC demonstrates flexibility in the lesson or
with students by adjusting lesson based on
student responses.
Must meet a minimum of four of the
Must meet a minimum of four of the
following:
following:
 TC uses some managerial routines and
 TC uses several managerial routines and
maintains a fairly safe and effective learning
maintains a very safe and effective learning
environment.
environment.
 TC has established rules for the classroom and  TC has established rules that are logical,
consistently enforced these rules. Rules are
reasonable, and developmentally appropriate
stated in developmentally appropriate
with clear consequences for discipline issues.
language.
Rules are consistently enforced.
 TC’s managerial routines are present and a
 TC’s managerial routines are present and
system is in place for distribution/return of
innovative such as multiple equipment
equipment, attendance, finding a partner or
distribution points.
creating a group, and other gymnasium
 TC’s stop and start signals are clear and
routines.
creative.
 TC designates a clear stop and start signal.
 TC’s use of space is maximized through careful
 TC’s effective use of space is evident in the
planning with students participating in the
lesson (students are neither too far or too
organization of the space for their use.
close together).
 TC’s students consistently self-manage their
 TC ensures behavior issues are immediately,
behavior during lessons.
efficiently, and effectively addressed by such
 TC creates a supportive environment where
proactive strategies as student prompts.
students are encouraged and supported.
 TC creates a supportive environment that
invites student participation.
 TC tries to implement strategies, but does Must meet a minimum of two of the
following:
 TC implements a few strategies to enhance
communication among students in physical
activity settings.
 TC selects both direct and indirect
instructional approaches including task and
inquiry (problem solving).
Student’s only choice is to participate or  TC’s students are given choices throughout
not to participate in the lesson.
the lesson about equipment, starting points,
or partners or groups.
strategies to help data
not follow up, and appears unmotivated
students
for TC.
to be successful in enhancing
demonstrate
communication among students.
responsible
 TC relies on direct instruction for each
personal and social
lesson.
behaviors in a
 TC’s students are not allowed to make
productive learning
decisions in the context of the class.
environment.
ADEPT 8AC; CF 1.3;
CAEP 1.1, 1.3, 1.4, 4.1
5.1 Select or
create
appropriate
assessments that
10
No
 TC shows no evidence (or minimal
data
evidence) of planning for formal or
for TC.
informal assessment.
Target ‒ 3 pts
Must meet a minimum of two of the
following:
Must meet a minimum of two of the
following:
 TC uses several strategies to enhance
communication among students and shows
motivation and creativity.
 TC selects both direct and indirect
instructional approaches including
cooperative learning, peer teaching, and childdesigned instruction.
 TC’s students are given multiple choices
during the lesson.
Must meet a minimum of two of the
following:
 TC uses assessments to plan future lessons.
Final - 4/14/15 J. Dix
RATING
0 pt
will measure
student achievement of the goals
and objectives.
ADEPT 3ABC; CF 1.3,
1.5; CAEP 1.1, 1.3,
1.4, 4.1
Unacceptable − 1 pt
Acceptable − 2 pts
 TC shows no evidence of a plan for record  TC uses appropriate strategies to assess
student learning (paper and pencil tests,
keeping or analysis of data.
observational checklists, etc) regularly.
 TC’s assessments do not match/measure
 TC has a plan for record keeping and
the lesson objectives and/or standards.
analysis of data.
 TC fails to assess some of the objectives.
 TC’s planned assessments are appropriate
for the lesson and/or standards.
 TC records student progress.
Target ‒ 3 pts
 TC uses ongoing assessments as well as
summative and formative assessments are
used in many contexts.
 TC’s record keeping provides detailed
information on students that can be transformed
into a format that is accessible to others (e.g.
parents/administrators).
5.2 Use
appropriate
assessments to
evaluate student
learning before,
during, and after
instruction.
No
 TC demonstrates no evidence (or minimal
data
evidence) of planning for formal or
for TC.
informal assessment.
 TC’s use of assessment (if it occurs) only
takes place after instruction.
 TC’s record keeping on student learning
does not appear to be organized or exist.
ADEPT 3ABC; CF 1.3,
 TC’s assessments do not match the lesson
1.5; CAEP 1.1, 1.3,
objectives and/or standards.
1.4, 4.1, 4.2
 TC’s learning/practice opportunities are
not based on pre-assessments.
 TC’s instruction is informed by
instructional plan with no regard for preassessments or formative assessments.
 TC’s students’ grades are determined by
“effort” or “participation.”
Must meet a minimum of five of the
Must meet a minimum of five of the
following:
following:
 TC uses appropriate strategies to assess
 TC uses multiple assessments.
student learning (paper and pencil tests,
 TC uses ongoing assessments as well as
observational checklists, etc.) regularly.
summative and formative assessments are
 TC’s planned assessments are appropriate
used in many contexts.
for the lesson and/or standards.
 TC’s record keeping provides detailed
 TC’s record keeping provides information
information on students and can be
on student learning.
transformed into a format that is accessible to
 TC’s use of assessment to support
others (e.g. parents/administrators).
instruction, provide feedback, communicate  TC’s assessments are used to inform
progress and determine grades is somewhat instruction, provide feedback, communicate
evident.
progress and determine grades.
 TC’s learning/practice opportunities are
 TC’s learning/practice opportunities are based
based on pre-assessments.
on pre-assessments.
 TC assesses throughout the unit of
 TC uses formative assessments which allow
instruction to inform instruction, provide
students to achieve mastery on summative
feedback, communicate progress and
assessments.
determine grades.
5.3 Utilize the
No
 TC plans lessons without considering
reflective cycle to data
previous accomplishments.
implement
for TC.  TC plans lessons according to teaching
change in teacher
preferences vs. student needs.
performance,
 TC’s learning/practice opportunities are
student learning,
not based on pre-assessments and
and instructional
students’ developmental levels.
goals and
decisions.
Must meet a minimum of two of the
following:
 TC uses a reflective cycle (description of
teaching, justification of teaching,
performance, critique of teaching, setting of
goals) to modify instruction, change teacher
performance, or implement change based
on reflection.
 TC changes based on reflection are placed
into action in lessons.
 TC’s short and long term goals are
modified.
ADEPT 3B, 7ABC,
10E; CF 5.1-5.2;
CAEP 1.1, 1.3, 1.4,
4.2
6.1 Demonstrate No
 TC demonstrates characteristics of “motor  TC provides equal amounts of feedback to
behaviors that are data
elitism” by providing more feedback to
students regardless of skill level.
consistent with
for TC.
highly skilled students.
11
Must meet a minimum of two of the
following:
 TC uses a reflective cycle (description of
teaching, justification of teaching,
performance, critique of teaching, setting of
goals) to modify instruction, change teacher
performance, and implement change based
on reflection.
 TC changes based on reflection are placed
into action in lessons.
 TC’s short and long term goals are modified
based on the reflective cycle.
 TC provides equal amounts of feedback to
students regardless of skill level.
Final - 4/14/15 J. Dix
RATING
0 pt
the belief that all
students can
become physically
educated
individuals.
ADEPT 1AD, 2C, 3BC;
CF 2.2
Unacceptable − 1 pt
Acceptable − 2 pts
 TC excludes students during the lesson by  TC usually ensures that ALL students are
having them participate less often in drills, encouraged to participate and equitable
games, or physical activity.
opportunities for participation in drills,
 TC fails to make adaptations in lesson for
games or physical activity are provided.
underperforming students.
 TC makes adaptations in lesson for
underperforming students.
Target ‒ 3 pts
 TC consistently ensures ALL students are
encouraged to participate and equitable
opportunities for participation in drills, games,
or physical activity are provided.
 TC makes adaptations in lesson for
underperforming students.
 TC sets high expectations for all students.
6.2 Participate in No
 TC participates in professional growth and  TC participates in professional growth and  TC takes every opportunity to participate in
activities that
data
development opportunities when directed development opportunities when they are
professional development opportunities.
enhance
for TC.
to do so.
offered.
 TC participates in professional opportunities
collaboration and
 TC meets the minimum professional
 TC participates in professional opportunities
beyond the program requirements, such as
lead to
development requirements for the
beyond the program requirements, such as
making presentations at professional
professional
program.
major’s club, attendance at state
conventions, providing leaderships in student
growth and
 TC fails to document any collaboration
conventions, health fairs, and Jump/Hoop
groups, and planning activities.
development.
with faculty, parents, supervising teachers
for Hearts activities.
 TC documents collaboration with faculty,
ADEPT 4C, 5B, 8C; CF
and/or service projects as required by the  TC documents collaboration with faculty,
parents, supervising teachers and/or service
1.3
program.
parents, supervising teachers and/or service
projects beyond program requirements.
projects as required by the program.
6.3 Demonstrate No
 TC dresses inappropriately for school
behaviors that are data
setting in violation of school and
consistent with
for TC.
university dress codes.
the professional
 TC fails to maintain confidentiality
ethics of highly
regarding colleagues, students, or
qualified teachers.
families.
ADEPT 5ABC, 9ABC;
 TC demonstrates favoritism for specific
CF 1.3-1.4
students or groups of students.
 TC has inappropriate contact with
students outside of the classroom or uses
inappropriate language with or around
students.
 TC exhibits behaviors that are indicative of
gender or racial bias.
 TC’s dress is consistent with school and
university guidelines.
 TC maintains confidentiality regarding
colleagues, students, or families.
 TC demonstrates behaviors that are
consistent with equitable treatment for all
students.
 TC maintains professional relationships with
students in and out of the school setting.
 TC’s dress exceeds the requirements of the
school and university guidelines.
 TC maintains confidentiality regarding
colleagues, students, or families.
 TC demonstrates behaviors that are consistent
with equitable treatment for all students and
foster an environment where all students are
respectful of each other.
 TC maintains professional relationships with
students in and out of the school setting.
6.4 Communicate No
 TC interacts with others in a professional  TC attempts to teach in a culturally
 TC teaches using culturally responsive
in ways that
data
manner, but sometimes resorts to the use
responsive way.
approaches.
convey respect
for TC.
of “slang” terms during conversations with  TC demonstrates respect for cultural
 TC demonstrates respect for cultural
and sensitivity.
students.
differences and exhibits teaching behaviors
differences and creates an atmosphere in the
ADEPT 8AC; CF 1.3
 TC sometimes “puts down” students in
that are inclusive.
classroom that is inclusive.
front of classmates.
 TC avoids sarcasm and “put downs” while
 TC never uses “put downs” or sarcasm while
 TC occasionally demonstrates behaviors
interacting with students.
teaching.
or language that is insensitive to culturally
differences.
12
Final - 4/14/15 J. Dix
RATING
Formative:
 Unacceptable requires an automatic improvement plan.
 Developing may require an improvement plan or other assistance as deemed necessary.
Summative Evaluation:
 Exemplary rating requires supporting evidence.
 Unacceptable requires an improvement plan and student teaching to be extended or repeated if there is insufficient improvement in the time
allotted.
Comments
13
University Supervisor Signature __________________________________________
Date ________________
Cooperating Teacher Signature __________________________________________
Date ________________
Intern Signature __________________________________________
Date ________________
Final - 4/14/15 J. Dix