Teacher Candidate _____________________________
ID No. _____________________________
Beginning Time:
The University of Texas at Brownsville
Student Teaching Supervisor/Mentor Observation Documentation
Department of Health and Human Performance
Ending Time:
Supervisor or Mentor:
Domain I : Planning and Preparation for Instruction
1
2
3
Observation Number
Campus:
Assignment/Grade Level:
Note: Any Unacceptable for this domain requires immediate
notice to the Office of Field Experiences.
Directions: Check one item in each row. Total each column. Effectiveness of planning will be observed elsewhere.
Unacceptable
Indicator
1.
Demonstrating Knowledge of Content and Pedagogy (NASPE 3.1)
2.
Demonstrating Knowledge of Students (NASPE 3.5)
3.
Selecting Instructional Goals (NASPE 3.2)
4.
Demonstrating Knowledge of Resources
5.
Designing Coherent Instruction (NASPE 3.5)
6.
Assessing Student Learning (NASPE 5.1)
Acceptable
Target
Totals
Comments:
Student Teacher
Initials
Domain II: The Classroom Environment
Note: Any Unacceptable for this domain requires immediate
notice to the Office of Field Experiences.
Directions: Check one item in each row. Total each column.
Unacceptable
Indicator
1.
Creating a Climate of Respect and Rapport (NASPE 6.4)
2.
Establishing a Culture for Learning
3.
Managing Classroom Procedures (NASPE 4.5)
4.
Managing Student Behavior(NASPE 4.6)
Acceptable
Target
Totals
Comments
Student Teacher
Initials
4
Teacher Candidate _____________________________
ID No. _____________________________
The University of Texas at Brownsville
Student Teaching Supervisor/Mentor Observation Documentation
Department of Health and Human Performance
1
2
3
Observation Number
Note: Any Unacceptable for this domain requires immediate
notice to the Office of Field Experiences.
Domain III: Instruction
Directions: Check one item in each row. Total each column.
Unacceptable
Indicator
1.
Communicating Clearly and Accurately(NASPE 4.1)
2.
Using Questioning and Discussion Techniques
3.
Engaging and Motivating Students to Learn (NASPE 3.3)
4.
Demonstrating Flexibility and Responsiveness (NASPE 4.4)
5.
Academic Progress of Student Learning is monitored and assessed (NASPE 5.2)
Acceptable
Target
Totals
Student Teacher
Initials
Comments:
Domain IV: Professional Responsibilities
Note: An Unacceptable for this domain requires immediate
notice to the Office of Field Experiences.
Directions: Check one item in each row. Total each column.
Indicator
1.
Unacceptable
Acceptable
Target
Reflecting on Teaching (NASPE 5.3)
Comments:
Student Teacher
Initials
Indicators 2 – 5: Communicating with Families, Maintaining Accurate Records, Growing and Developing Professionally and Contributing to School and Community are
often not directly observable during instruction and are cumulative in nature. Therefore these Domain IV indicators will be reviewed and evaluated during the two ThreeWay Conferences held during the Student Teaching experience.
4
Teacher Candidate _____________________________
ID No. _____________________________
The University of Texas at Brownsville
Student Teaching Supervisor/Mentor Observation Documentation
Department of Health and Human Performance
1
2
3
Observation Number
NCATE/NASPE ADDENDUM
Directions: Check one item in each row. Total each column.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
•
•
Indicator
Learning tasks are based on a proper physiological and biomechanical concepts. (NASPE 1.1)
Students remain on-task and engaged in the learning/practice tasks. (NASPE 1.2)
Learning tasks are developmentally appropriate. (NASPE 1.3)
Identifies and corrects critical elements of motor skills and performance concepts. (NASPE 1.5)
Designs and implements both short (daily lesson plans) and long (unit plans) that are linked to state/national
standards. (NASPE 3.1)
Effectively manages available resources provide active, fair, and equitable learning experiences.(NASPE 3.4)
Plans appropriate and logically sequenced instructional strategies. (NASPE 3.6)
Integrates technology**appropriately into teaching and learning. (NASPE 3.7)
Unacceptable
Acceptable
Target
Develops and uses appropriate demonstrations and explanations that aid student learning.
( NASPE 4.2)
Develops and uses appropriate instructional cues. (NASPE 4.2)
Analyze skills and performance concepts and provides specific corrective feedback. (NASPE 4.3)
Strategies promote social responsibility.(NASPE 4.6)
Plans for appropriate assessment, analysis of results, and maintenance of records. (NASPE 5.1)
Establishes, communicates, and maintains high expectations for student achievement and participation. Students
are given opportunities and support to assume responsibility for their own learning.
(NASPE 6.1)
Presents self in a professional manner in terms of appearance, attitude, attire, and conduct.
(NASPE 6.3)
Communicates in ways that demonstrate sensitivity to all students.(NASPE 6.4)
Diversity refers to “differences among groups of people and individuals based n ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation,
and geographic area.” (NCATE Professional Standards, 2002, p.53)
Examples of appropriate application of technology include: P-12 students using multimedia software to create presentations; P-12 students using spreadsheet/graphing software to
analyze data; P-12 students using digital video to tell a story; P-12 students with special needs/ESOL using assistive technology to meet curricular objectives. Using a word processor to
type lesson plans, showing a video or using the overhead projector, or intern e-mail communication are not considered adequate use of technology for this indicator.
__________________________________________ Date: __________
Student Teacher’s signature
____________________________
Supervisor’s/Mentor’s signature
__________________________________________ Date:________________
School Administrator’s/Receiving Party signature
Date: _________________
4
Assessment Rubric
Domain I : Planning and Preparation for Instruction
Indicator
Unacceptable
Acceptable
Target
1.
Demonstrating Knowledge
of Content and Pedagogy
(NASPE 3.1)
Teacher’s display of lack of understanding of
subject, structure of discipline, content-related
pedagogy will result in student misconceptions of
content, teacher’s inappropriate selection of
materials, activities, delivery of instruction.
Teacher’s knowledge of content and pedagogy are
Acceptable . Plan did not effectively prepare for delivery
of instruction, activities, materials that will ensure
understanding of content by all students
(including SPED, ELL).
Teacher’s understanding of content and pedagogy allows
for planned delivery of instruction, learning activities,
directly tied to content and will facilitate understanding of
all (inc. SPED and ELL) students.
2.
Demonstrating Knowledge
of Students
(NASPE 3.5)
Teacher makes little or no attempt to acquire /does
not have knowledge of students’ backgrounds,
skills, and/or interests, and, therefore, cannot use
such knowledge in planning. TC makes
inappropriate accommodations and/or modifications
for students exceptionalities.
Teacher demonstrates partial knowledge of students’
backgrounds, skills, interests, and functional levels and
uses this knowledge to plan for delivery of instruction
(includes group and individual work.). TC adds
accommodations and/or modifications for students
exceptionalities.
Teacher demonstrates thorough knowledge of individual
students’ backgrounds, skills, interests, and functional
levels and uses this knowledge to plan for delivery of
instruction (includes group and individual work). TC adds
specific accommodations and/or modifications for students
exceptionalities.
3.
Selecting Instructional
Goals
(NASPE 3.2)
Teacher’s planned goals/objectives not curriculum
related or represent little or no educational value,
are unsuitable for students or do not show
consideration of individual student functional levels
and offer little or no opportunities for assessment.
Teacher’s planned goals /objectives somewhat tied to
curriculum, state standards and TAKS and
educational/functional levels of most students.
Teacher’s planned goals and objectives represent valuable
learning, are suitable for all (inc. SPED, ELL) students in
the class; Goals/objectives reflect opportunities for
integration and permit viable methods of assessment
directly tied to curriculum, state standards (TEKS)/
assessments.
4.
Demonstrating Knowledge
of Resources
Teacher is unaware of school or district resources
available including technology such as computers,
Smart Boards and other items, either for teacher or
for student use, therefore not including them in
instructional plan.
Teacher displays some knowledge of school or district
resources available including technology such as
computers and Smart Boards for teacher or students but
does not plan for their effective use.
Teacher is fully aware of school and district resources
available for teaching, including items such as computers
and Smart Boards, and plans for their use, when
appropriate, during instruction.
5.
Designing Coherent
Instruction
(NASPE 3.3)
The planned activities and materials do not support
stated instructional goals/obj., engage students in
meaningful learning, and the lesson does not flow
from focus/introduction to conclusion /closing.
Some of the elements of the instructional plan support the
stated instructional goals/obj. and the key knowledge/skills
while others do not. The plan does not have an obvious
structure/lacks critical components.
Planning includes variety of activities and materials that
support goals/objectives and skills and allows time for
meaningful engagement and interaction by all (inc. SPED
and ELL)students. Plan is clearly structured and includes
closure that can be observed.
6.
Assessing Student Learning
(NASPE 5.1)
Teacher’s planned approach to assessing student
learning contains no clear criteria or standards, and
lacks congruence with the instructional goals./obj.
Teacher has no plan to use assessment results.
Teacher’s plan for student assessment is partially aligned
with the instructional goals/obj. but includes some criteria
and standards that are not related and/or clearly stated and
plans for assessing all (inc. SPED and ELL) students not
defined.
Teacher’s plan for student assesssment of goals/objective
is clearly stated/delineated and assessment is directly
related to content , includes .methods to assess all students
(including SPED and ELL).
Domain II: The Classroom Environment
Indicator
Unacceptable
Acceptable
Target
1.
Creating a Climate of
Respect and Rapport
(NASPE 6.4)
Classroom interactions, both between the teacher
and students and among students, are negative or
inappropriate and characterized by sarcasm,
putdowns, or conflict.
Classroom interactions are generally appropriate and free
from conflict but may be characterized by occasional
display of insensitivity.
Students treated with dignity and respect is mutual. Teacher
aware of student cultural and developmental differences
and makes an effort to ensure students feel valued and
respected. Verbal and non-verbal behaviors by teacher and
among students reflect respect, warmth and caring.
2.
Establishing a Culture for
Learning
The classroom does not represent a culture for
learning and is characterized by low teacher
commitment to the subject, low expectations for
student achievement, and student pride in work is
not evident.
The classroom environment reflects only a minimal culture
for learning with only modest or inconsistent expectations
for student achievement, minimal teacher commitment to
the subject, and minimal student pride in work. Both
teacher and students are performing at the minimal level.
The classroom environment represents a genuine culture for
learning with commitment to the subject on the part of both
the teacher and students, high expectations for student
achievement, and student pride in work.
3.
Managing Classroom
Procedures
(NASPE 4.5)
Classroom routines and procedures are either
nonexistent or not effective, resulting in the major
loss of valuable instructional/learning time.
Classroom routines and procedures have beeen established
but function unevenly or inconsistently, with some loss of
valuable instructional/learning
time.
4.
Managing Student
Behavior
(NASPE 4.6)
Student behavior is not appropriate. The teacher
does not establish clear behavioral expectations,
and/or monitor student behavior, and does not
respond to or gives inappropriate response to
student misbehavior.
Teacher makes an effort to establish standards of conduct
for students, monitor student behavior and respond to
student misbehavior, but his/her efforts are not always
successful.
Classroom routines and procedures have been established
and function smoothly for the most part, with little or no
loss of valuable instructional/learning
Time. Utilizes managerial rules, routines, and transitions to
create and maintain a safe and effective learning
environment.
Teacher is aware of student behavior, has established clear
standards of conduct, and responds to students’
misbehavior in ways that are appropriate, effective and
respectful of the students.
Domain III: Instruction
Indicator
Unacceptable
Acceptable
Target
1.
Communicating Clearly
and Accurately
(NASPE 4.1)
Teacher’s communication contains errors or is
unclear, or inappropriate to students.
Teacher candidates’s oral, written, and non-verbal
communication are error-free but may not be completely
appropriate or may require further explanations to avoid
confusion by students.
Teacher candidate communicates clearly and accurately to
students, both orally and in writing and demonstrates
effective verbal and non-verbal skills in a variety of settings
2.
Using Questioning and
Discussion Techniques
Teacher makes poor use of questioning and
discussion techniques, with low-level questions,
limited student participation, and little true
discussion.
Teacher’s use of questioning and discussion techniques is
uneven, with some high–level questions, attempts at true
discussion, and moderate student participation.
Teacher’s use of questioning and discussion techniques
reflects high-level questions, true discussion, and full
/appropriate participation by all students.
3.
Engaging and Motivating
Students to Learn
(NASPE 3.3)
4.
Demonstrating Flexibility
and Responsiveness
(NASPE 4.4)
Students are not intellectually engaged in significant
learning as a result of inappropriate activities or
materials, poor representations of content, or lack of
lesson structure. With no alignment to lesson
objectives
Teacher adheres to the instruction plan in spite of
evidence of poor student understanding or lack of
interest and fails to respond to students’ questions.
Teacher assumes no obvious responsibility for
students’ failure to understand and does not attempt
to remedy the situation.
Students are only partially engaged intellectually as a
result of activities or materials of uneven quality,
inconsistent representations of content, or uneven structure
or pacing of the lesson with inconsistent alignment to
lesson objectives
Teacher candidate recognizes the changing dynamics of the
environment and demonstrates moderate flexibility and
responsiveness to students’ needs and interests during a
lesson and attempts to ensure the success of all students.
Students are intellectually engaged & motivated throughout
the lesson, with appropriate activities and materials,
correct/appropriate representations of content and suitable
structure and pacing of the lesson which are aligned with
lesson objectives.
Teacher candidate recognizes the changing dynamics of the
environment and seeks ways to ensure successful learning
for all students, making adjustments, as needed, to
instructional plans and responds effectively and
appropriately to student interests and questions.
5.
Academic Progress of
Student Learning is
monitored and assessed
(NASPE 5.2)
Teacher does not monitor student work and does not
provide formative assessment prior to independent
practice.
Teacher does not often monitor student work and often
does not provide formative assessment prior to independent
practice.
Teacher often monitors student work and often provides
formative assessment prior to independent practice.
Domain IV: Professional Responsibilities
1.
Indicator
Unacceptable
Acceptable
Target
Reflecting on Teaching
(NASPE 5.3)
Teacher does not reflect accurately on the
lesson or proposes ideas as to how it
might be improved.
Teacher’s reflection on the lesson is generally
accurate, and teacher makes global suggestions
as to how it might be improved.
Teacher reflects accurately on the lesson, citing
general characteristics and makes some specific
suggestions about how it might be improved.
NCATE/NASPE ADDENDUM
Indicator
1.
2.
3.
Learning tasks are
based on a proper
physiological and
biomechanical
concepts. (NASPE
1.1)
Students remain ontask and engaged in
the learning/practice
tasks.
(NASPE 1.2)
Learning tasks are
developmentally
appropriate.
(NASPE 1.3)
Unacceptable
Acceptable
Target
TC does not properly apply physiological
and/or biomechanical concepts into the
practice tasks. Progressions are not
sequential or do not provide students with
tasks which increase or decrease the task
complexity.
TC does not provide sufficient practice
tasks which allow students to begin and
end at different levels based on individual
differences Students are off-tasks and
modifying practice tasks inappropriately.
Students are off-task due to the
inappropriate level of difficulty of tasks
(either too easy or too hard), steps in skill
progressions are out of sequence, or task
complexity is inappropriate.
Learning tasks are inappropriate for the
developmental level of students by being
either too difficult or too easy and do not
use appropriate motor development
theory and practices. Students are off-task
due to the inappropriate level of difficulty
of tasks. TC fails to make adjustments to
tasks to accommodate students’
developmental levels by increasing or
decreasing task complexity.
TC incorporates minimal physiological and/or
biomechanical concepts into the practice tasks
which lead to student learning. Progressions are
sequential and progressive with opportunities
for students to extend tasks to increase or
decrease the task complexity.
TC provides learning/practice tasks which
allow students to begin and end at different
levels based on individual readiness. TC
incorporates minimal motor learning and
behavioral theory concepts into the practice
tasks which lead to student learning.
Progressions are sequential and progressive
with opportunities for students to extend tasks
to increase or decrease the task complexity.
TC incorporates appropriate physiological and
biomechanical concepts into the practice tasks
which lead to student learning. Progressions are
sequential and progressive with opportunities
for students to extend tasks to increase or
decrease the task complexity.
TC provides learning/practice tasks which
allow students to begin and end at different
levels based on individual readiness. TC
incorporates appropriate motor learning and
behavioral theory concepts into the practice
tasks which lead to student learning.
Progressions are sequential and progressive
with opportunities for students to extend tasks
to increase or decrease the task complexity.
Learning tasks are appropriate for the
developmental levels of students by providing
appropriate challenges for students using
appropriate motor development theory and
practices (task are neither too easy nor too
difficult for students). Students remain on-task
and engaged in the practice task. TC makes
some adjustments to tasks to accommodate
students’ developmental levels, but adjustments
are across the entire class and not
individualized.
Learning objectives and tasks are appropriate
for the developmental level of students by
providing appropriate challenges for students
using appropriate motor development theory
and practices (tasks are neither too easy nor too
difficult for students). Students remain on-task
and engaged in the practice task. TC makes
adjustments to tasks based on student
performance (increasing or decreasing tasks
complexity based on student performance).
Adjustments are both across the entire class and
individualized.
4.
Identifies critical
elements of motor skills
and performance
concepts.
(NASPE 1.5)
TC fails to identify key elements of the
skill/performance concept during the
explanation. TC fails to develop or use
appropriate instructional cues or prompts.
Students are not provided feedback on
critical elements of skills or performance
concepts.
Daily lesson plans are incomplete and
lack specificity. TC does not identify
specific unit goals. Lesson plans are
incongruent with unit goals. Unit plan is
incomplete and does not meet unit plan
requirements. Unit plans are not based on
pre-assessments of students or
development levels of students. Lesson
objectives and unit goals have no
relationship to state/national standards.
Instructional resources are not used
effectively throughout the lesson with
students not having equal and/or
accommodated access to all components.
TC identifies key elements of the
skill/performance concept during the
explanation. Instructional cues and prompts are
directly linked to the identified critical
elements. Feedback is congruent to the
identified key elements.
TC identifies key elements of the
skill/performance concepts and is innovative in
the creation of instructional cues and prompts.
TC consistently provides students with specific,
corrective feedback based on the identified key
elements.
5.
Designs and
implements both short
(daily lesson plans) and
long (unit plans) that are
linked to state/national
standards.
(NASPE 3.1)
Daily lesson plans meet all lesson plan
requirements and are congruent with unit plan
goals. Unit plan meets all unit plan
requirements. Unit plan goals are based on preassessments and developmental levels of
students. Both lesson and unit plans are directly
or indirectly aligned with state/national
standards.
Daily lesson plans meet all lesson plan
requirements exceed expectation in specificity
and planning detail. Unit plan meets all unit
plan requirement and exceed expectation in
specificity and identification of key elements.
Lesson and unit plans are based on pre and ongoing assessment and developmental levels of
students. Both lesson and unit plans are directly
aligned with state/national standards.
6.
Effectively manages
available resources provide
active, fair, and equitable
learning experiences.
(NASPE 3.4)
A variety of instructional resources are used
throughout the lesson with students having
equal and/or accommodated access to all
components.
Instructional resources are used effectively
throughout the lesson with students having
equal and/or accommodated access to all
components.
7.
Plans appropriate and
logically sequenced
instructional strategies.
(NASPE 3.6)
Instructional strategies are incongruent
with objectives. Some strategies are
developmentally inappropriate. The
sequence of the lesson may be illogical,
with gaps in progressions.
Learning/practice tasks are arranged
randomly in the lesson with steps between
progressions either too large or too small
to facilitate skill mastery. TC fails to plan
learning experiences based on preassessment data.
Most instructional strategies are congruent with
objectives. The sequence of the lesson(s) is
logical, with few gaps in progressions.
Learning/practice tasks are arranged in
sequential and progressive steps to facilitate
learning. TC plans and implements learning
experiences based on pre-assessment data.
Integrates
technology**appropriately
into teaching and learning.
(NASPE 3.7)
TC does not integrate learning
experiences that involve students in the
use of technology in a physical activity
setting. Technology use in the classroom
is limited to the TC. TC demonstrates
limited knowledge of current technology
and their applications in a physical
activity setting.
TC integrates learning experiences that involve
students in the use of technology in a physical
activity such as heart monitors, pedometers,
etc. TC
Demonstrates knowledge and use of current
technology and applies this knowledge in the
development and implementation of lessons in
a physical activity setting.
Instructional strategies are consistently
congruent with objectives. All strategies are
Developmentally appropriate and address a
variety of student needs. The sequence of the
lesson is logical with no gaps in progressions.
.Learning/practice tasks allow students to begin
and end at different levels based on individual
readiness. Progressions are sequential and
progressive with opportunities for students to
extend tasks to increase or decrease the
challenge. TC plans and implements learning
experiences based on pre-assessment data.
TC integrates learning experiences that require
students to use various technologies (heart
monitors, pedometers, etc.) in a physical
activity setting. TC demonstrates mastery of
current technologies and uses the technology to
enhance student learning.
8.
9.
Develops and uses
appropriate demonstrations
and explanations that aid
student learning.
( NASPE 4.2)
TC incorrectly demonstrates the skill and
does not identify critical elements of the
skill. Explanations are either too long or
too short for the developmental levels of
students. Demonstrations or explanations
are given only once during the lesson.
TC correctly demonstrates the skill or has a
student demonstrate the skill. TC identifies key
elements of the skill during the demonstration
and tells students where to look during the
demonstration. Explanations are brief and
appropriate for the developmental levels of
students. Demonstrations and explanations are
repeated at least twice during the class period.
10.
Develops and uses
appropriate instructional
cues.
(NASPE 4.2)
11.
Analyze skills and
performance concepts and
provides specific
corrective feedback.
(NASPE 4.3)
TC creates instructional cues or prompts that
identify key elements of the skill/strategies.
Number of instructional cues/prompts is
appropriate for the developmental level of
students. TC repeats the cues/prompts at least
three times during the lesson.
TC provides corrective feedback to the group
based on an analysis of the skill. TC
demonstrates the ability to identify
performance mistakes and make corrections.
TC demonstrates the ability to “break” down
the skill/performance concept based on an
analysis of the skill. Feedback is congruent
with the skill/performance concept being
taught.
12.
Strategies promote social
responsibility.
(NASPE 4.6)
TC provides either too few or too many
instructional cues or prompts for the
developmental level of students.
Instructional cues are incorrect or do no
identify key elements of the
skill/strategies.
TC provides general feedback on the skill
without identifying key elements. All
feedback is given to the group and no
individual feedback is given. Feedback is
incongruent with the skill/performance
concept being taught. TC cannot
specifically identify the performance
mistake in the skill/performance concept.
TC does not demonstrate the ability to
“break” down the skill/performance
concept for the student.
Makes minimal use of strategies or
learning tasks which require students to
work collaboratively and/or makes
minimal efforts at encouraging positive
relationships among students in the
classroom.
TC allows inappropriate interactions (e.g.,
trash talking) among students during
activity. TC fails to promote personal and
social responsibility ( ) the part of
students.
Makes frequent use of strategies or plans
learning tasks which require students to work
collaboratively and/or makes efforts at
encouraging positive relationships among
students in the classroom. TC does not permit
inappropriate (e.g., trash talking) during
activity and rewards students who encourage
other students. TC consistently promotes
personal and social responsibility on the part of
students.
TC repeatedly demonstrates the ski.
Explanations are brief and specific and only
identify the most important elements of the
skill. Demonstrations are repeated after
students have the opportunity to practice the
skill.
Explanations are limited to the three key
elements of the skill. Skill cues and
instructional prompts are based on the
explanation and demonstration of the skill.
TC creates innovative instructional
cues/prompts to facilitate learning including
such things as rhymes or finding ways to make
abstract concepts concrete. TC consistently
(more than 3) repeats the instructional cues or
prompts throughout the lesson.
TC provides specific, corrective feedback to the
group and to individuals. TC demonstrates the
ability to identify key performance mistakes
and modify the practice condition based on this
analysis. TC can “break” down the
skill/performance concept based on an analysis
of the skill/performance concept. TC develops
innovative instructional cues and prompts
based on the analysis of the skill.
TC uses strategies and learning tasks which
require students to work collaboratively and
debriefs around the activity on appropriate
student interactions. TC consistently provides
feedback on student communication with each
other. TC plans for and implements practice
tasks or activities that promote social and
personal activities.
13.
Plans for appropriate
assessment, analysis of
results, and maintenance
of records.
(NASPE 5.1)
No evidence (or minimal evidence) of
planning for formal or informal
assessment. No plan for record keeping or
analysis of data. Assessments are not
aligned with lesson objectives and/or
goals. Learning/practice opportunities are
not based on pre-assessments and
students’ developmental levels.
Assessment (formal and informal) is not
continuous. Assessment results are not
reflected in the modification or adaptation
of lesson. TC does not keep records of
assessment results and relies on “eye
balling” of skill levels.
Appropriate strategies to assess student
learning are used paper and pencil tests,
observational checklists, etc.) regularly.
Planned assessments are appropriate for the
lesson and/or goals and measure student
achievement of objectives/goals. Some analysis
of results is noted. Student progress is recorded
and results used to make subsequent changes.
Learning/practice opportunities are based on
pre-assessments and students’ developmental
levels. Assessment (formal and informal) is ongoing. Adaptations and modifications of
lessons are based on assessments.
14.
TC demonstrates behaviors
that are consistent with the
belief that all students can
become physically
educated individuals.
(NASPE 6.1)
15.
Presents self in a
professional manner in
terms of appearance,
attitude, attire, and
conduct.
(NASPE 6.3)
The teacher candidate communicates and
designs some experiences that encourage
student participation and learning in a
challenging, yet supportive environment which
meets the needs of students. Students recognize
their role in the learning environment and the
teacher candidate’s expectations for
achievement.
Conducts self in an acceptable manner in terms
of appearance, attitude, attire, or conduct. Is a
role model for students. and maintains
confidentially of students and colleagues. All
contact with students (in and out of the
classroom) is appropriate and professional. TC
ensures that all students are treated equally and
fairly in the classroom.
16.
Communicates in
ways that demonstrate
sensitivity to all students.
(NASPE 6.4)
The teacher candidate does not
communicate and/or design experiences
that encourage student participation and
learning in a challenging, yet supportive
environment for students. Students do not
recognize their role in the learning
environment and the teacher candidate’s
expectations for achievement.
Displays repeated or significant difficulty
in one or more professional behaviors:
appearance, attitude, attire, or conduct.
TC fails to maintain confidentially of
students or colleagues. TC has
inappropriate contact with students
outside of the classroom. TC
demonstrates favoritism to specific
students or group of students.
Teacher candidate demonstrates
insensitivity to differences among
students by such behaviors as dividing
student by gender, making inappropriate
comments (throw like a girl, etc.), and
failing to account for cultural, ethnic, or
ability differences in class i.e., failure to
mainstream students with special needs
into the activities).
Teacher candidate consistently demonstrates
sensitivity to all students by using non-bias
methods to divide students into groups,
accounts for ethnic and cultural differences by
allowing students some decision making during
the lesson, and mainstreams all students into
the class regardless of ability.
Assessment planning reflects sophisticated use
of assessments. On-going assessments as well
as summative and formative assessments are
used in many contexts. Record keeping
provides detailed information on students and
can be transformed into a format that is
accessible to others (e.g.
parents/administrators). Assessments are
aligned with objective and/or goals and
measure student achievement of
objectives/goals. Learning/practice
opportunities are based on pre-assessment and
students’ developmental levels. Assessment
(formal and informal) is continuous.
Adaptations and modification of lessons can be
directly linked to assessment.
The teacher candidate consistently
communicates and designs many experiences
that require student participation and learning
in a challenging, yet supportive environment
which meets the needs of all students. Students
assume responsibility for their role in the
learning environment and the teacher
candidate’s expectations for achievement.
Conducts self in an exemplary manner in terms
of appearance, attitude, attire, or conduct. Is an
exemplary role model for students.TC models
professional behavior for students in and out of
the classroom. TC demonstrates behaviors that
foster the creation of an inclusive classroom.
TC not only demonstrates sensitivity to all
students, but actively encourages the
acceptance of these differences among students
by carefully planning appropriate learning
experiences.