STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR PHYSICAL EDUCATION
This is an important part of the student teaching evaluation process so please take some time to study this evaluation form before you evaluate your student teacher.
Take some time afterwards to discuss with the student teacher the elements of their teaching style that need improvement as well as strong elements that contribute
to their teaching effectiveness. You will complete and submit your final evaluation electronically though a link emailed to you at the conclusion of your student
teacher’s placement. Please only use this as a guide.
“Exceeds Expectations” means that the student teacher consistently demonstrates the indicator and does so in a way that is exemplary and beyond what is
typically expected of a student teacher.
“Meets Expectations” means that the student teacher consistently demonstrates the indicator in a way that should be expected for a competent student
teacher.
“Approaches Expectations” means the student teacher occasionally demonstrates the indicator but does so inconsistently.
“Unsatisfactory” means that the student teacher rarely demonstrates the indicator.
IC
standards
NYS
standards
NASPE
standards
“N/A” means that the student teacher did not have the opportunity to demonstrate this indicator in this placement.
1
I.1
II.4
3.1
Indicators
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
Short and long-term
goals– Designs &
implements appropriate
short and long term goals
linked to program goals as
well as student needs.
Designs & implements
appropriate short and
long-term goals
sequentially aligned to
program goals, and
students’ needs, variety of
learning activities are
differentiated to students’
needs and multiple
teaching styles are utilized.
Designs & implements
appropriate short and long
term goals linked to
program goals as well as
student needs, activities
are congruent w/lesson
objectives and unit goals
and linked to students’
needs, use at least two
different teaching styles.
Designs & Implements
only short-term lesson
plans; objectives may not
be clearly aligned with unit
goals and objectives.
Fails to make both long
and short –term plans,
lesson objectives are not
aligned with unit goals and
objectives.
1 Approaching
Expectations
0 Unsatisfactory
NASPE
standards
2 Meets Expectations
NYS
standards
3 Exceeds Expectations
IC
standards
Indicators
1
II.1
II.4
II.6
3.2
Goals & ObjectivesDevelops & implement
appropriate (e.g.,
measurable,
developmentally
appropriate, performance
based) goals and
objectives aligned with
local, state, and /or
national standards.
Goals & objectives
appropriate for the subject
area, age group, are
sequentially scoped; all
three domains and
multiple content areas
contain criteria for
mastery, appropriate
challenging, aligned with
local, state, and /or
national standards.
Goals & objectives
appropriate for subject
area, age group, have
criteria for mastery in at
least two out of the three
domains; are connected to
state, and/ or national
standards.
Goals & objectives are
inappropriate for at least
in one area (e.g. subject
area, age group, and
mastery of the three
domains). OR not aligned
with local, state, or
national standards.
Goals & objectives are
inappropriate AND are not
aligned with local, state, or
national standards.
1, 2
II.2
II.5
3.3
Lesson objectives-Design
and implement content
that is aligned with lesson
objectives.
Selects activities and
teaching approaches that
promote maximum
practice opportunities,
allows for individual skill
level differences, maximize
the use of space and
equipment, and allows
students to master the
content and achieve lesson
objectives. Activities are
aligned with lesson
objectives
Activities promote
maximum practice
opportunities, allow for
individual skill level
differences, effective use
of space and equipment,
and allow students achieve
lesson objectives.
Activities are aligned to
lesson objectives.
Activities are the same for
all students despite their
skill level ability, space and
equipment are effectively
utilized and students’ are
guided to achieve the
lesson objectives.
Activities appear to have
little to no connection to
lesson objectives.
Activities are the same for
all students.
3
IV.3
IV.4
3.4
Fair & equitable – Plans
for and manage resources
to provide active, fair, and
equitable learning
experiences.
Lessons consistently
reflect sophisticated
adaptations for boys and
girls; high- and low- skilled
regardless of
developmental level and
ability; students are
Lessons reflect
instructional adaptations
for individual differences
(abilities/ needs/interest).
Uses multiple instructional
models/approaches
throughout the lesson to
Lesson are developed with
adaptations, attempts to
account for general ability
differences.
Instructions are not
consistently individualized.
Lesson are developed with
no adaptations for
individual differences in
mind
Instructions have “one
size fits all” approach.
NASPE
standards
NYS
standards
IC
standards
Indicators
4
I.4
I.5
I.6
III.2
3.5
Differentiate instructions
/Modifications- plan and
adapt instruction to
diverse student needs,
adding specific
accommodations for
student exceptionalities
1
2
II.1
3.6
Progressive & sequential
Plans and implements
progressive (simple to
complex) and sequential
instructions that address
the needs of diverse
students
3 Exceeds Expectations
2 Meets Expectations
challenged at an
appropriate level, have
equal opportunities to
participate in all activities
and use space and
equipment; uses multiple
instructional
models/approaches
throughout the lesson to
account for variations in
learning styles and prior
experiences.
Considers individual
uniqueness and student
population diversity and
makes implements. All
activities in the lesson plan
are modified and
differentiated and are
aimed to promote success
for all students.
Objectives and activities
are developmentally
appropriate for studentschallenging yet success can
take place. Adjustmentsacross entire class and
individualized to tasks are
made based on student
performance. Sequence &
logical lessons progress to
more challenge. Activities
with multiple skill levels
account for variations in
learning styles and prior
experiences. Students are
provided with choices in
equipment, space or level
of activity.
Considers exceptionalities
within the class and makes
modifications based on the
factors such as gender,
ethnicity, race, disability
etc. Thoughtfully selects
unit and lesson plans
according to the student
diversity.
School context is
considered and reflected
in the planning and
implementation of lessons.
Multiple means of
conveying content used.
Groups students in a
variety of ways; all
students are expected to
learn and succeed.
Accommodations across
the entire class are made
1 Approaching
Expectations
0 Unsatisfactory
Differentiated
instructions/ modifications
are only made on the
exceptionalities of
disability and gender.
Fails to account for
student differences within
the class or school.
Activities do not reflect
school context. Uses only
one mean to convey
content. Makes
accommodations to meet
students’ level of ability
for only one group of
students (e.g. females,
student with disabilities,
etc.). The lesson goes back
and forth from complex to
simple and back to
Activities are
developmentally
inappropriate. Fails to
recognize or make
accommodations to meet
students’ level of ability.
The sequence of the lesson
is illogical, with no
progressions. Preassessment is not use to
determine students’
starting point. Students
1
2
I.3
II.1
NASPE
standards
NYS
standards
IC
standards
4
5
I.2,
I.3
II.2
II.3
II.6
III.4
III.5
3.7
4.1
Indicators
Use of technology Demonstrates knowledge
of current technology;
planning and
implementing learning
experiences that require
students to use technology
appropriately to meet
lesson objectives
Communication skills –
Demonstrates effective
verbal and non-verbal
communication pedagogy
skills to account for a
variety of learning styles;
selects instructional
strategies based on
content, student needs,
safety; facilitates learning;
infuses technology as
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
based on individual
readiness. Individualizes
starting points for students
based on student preassessment. Sets high
expectations for all
students.
to meet students’
developmental levels.
Progressions are
sequential and
progressive. Pre-assesses
students to determine an
appropriate starting point.
complex). Fails to preassess students to
determine a starting point.
Students are grouped for
convenience (by gender,
age, etc.).
are left to find their own
group or partner.
Integrates learning
activities that require
students to use various
technologies in a physical
activity setting.
Demonstrates mastery of
current technologies
(pedometers, video, etc.,
to provide feedback to
students) and uses the
technology to enhance
student learning. Uses
technology in aligned with
lesson objectives.
Uses multiple forms of
communication; proper
grammar and diction;
verbal communication is
appropriate for age group
(neither too fast nor too
slow), varies in tone and
inflection; non-verbal such
as tasks sheets, bulletin
boards, pictures,
demonstrations etc., are
Integrates activities that
involve available
technology and its
implementation in a
physical activity setting.
Students have
opportunities to use
technology to enhance
their learning. Technology
is aligned with lesson
objectives.
Integration of activities
that involve available
technology and its
implementation in a
physical activity setting.
Students don’t have
opportunities to
individually use
technology. Technology is
not necessarily aligned
with lesson objectives.
Fails to appropriately use
available technology;
limited knowledge of
current technology and its
use in a physical activity
setting or the use of
technology does not align
with lesson objectives.
Verbal and non-verbal
communication is used
throughout the lesson;
verbal communication is
neither too fast nor too
slow, with some variation
in tone and inflection; at
least one more alternative
form of communication is
utilized (such as task
sheets, pictures etc.) to
Uses only verbal
communication
throughout the lesson;
verbal communication is
neither too fast nor too
slow.
Uses only verbal
communication that is
poor in grammar, diction
and/or inappropriate for
the age and skill level of
students; verbal
communication is
consistently either too fast
or too slow, and
monotonous.
NYS
standards
NASPE
standards
IC
standards
3
Indicators
II.5
II.6
III.2
4.2
III.6
IV.2
4.3
Feedback & MotivationProvide effective
instructional feedback for
skill acquisition, student
learning and motivation.
IV.2
III.5
4.4
Changing dynamics –
recognizes ineffective
strategies and adjusts the
instructional task based on
student responses
appropriate into teaching
Instruction and
DemonstrationImplement effective
demonstrations,
explanations and
instructional cues and
prompts to link physical
activity concepts to
appropriate learning
experiences.
3 Exceeds Expectations
2 Meets Expectations
used consistently.
Provides effective
demonstrations/models;
creates memorable
instructional cues to
facilitate learning,
including such things as
rhymes or making
connections to previously
leaned concepts;
consistently repeats the
instructional cues
throughout the lesson to
correct students’
performance.
Provides positive, specific,
corrective feedback
congruent with the
instructional cues of the
lesson that is well timed; is
linked directly to student
responses and identifies
key elements for
improvement; given to
individual students, groups
and class as a whole.
Demonstrates flexibility
and creativity when
adjusting the lesson based
on student responses;
responds appropriately to
teachable moments during
the lesson; practice skills
communicate content.
Provides effective
demonstrations/models;
creates instructional cues
(developmentally
appropriate) that identify
key elements of the
skill/strategies; repeats the
cues multiple times during
the lesson.
1 Approaching
Expectations
0 Unsatisfactory
Demonstrations/ models
are not clearly done;
instructional cues that
identify key elements of
the skill/strategies are
long/confusing; does not
repeat the cues multiple
times during the lesson.
Either provides an
incorrect/ or no
demonstration or provides
too few or too many
instructional cues. Or
instructional cues are
incorrect or do not identify
key elements of the
skill/strategies.
Provides a combination of
both motivational and
positive, specific,
corrective feedback is used
and it is well timed; linked
directly to student
responses; given
individually, and in groups.
Provides only generalized
(e.g. good job, nice shot)
and motivational (keep
trying, almost got it).
Corrective feedback is only
provided to the group or
class as a whole.
Provides only generalized
(e.g. good job, nice shot)
and motivational (keep
trying, almost got it).
Corrective feedback is NOT
provided to individuals or
class as a whole.
Makes adjustments to
planned lessons based on
student responses;
practice skills at high rates
of success, adjusted for
individual skill levels within
a “Try again; mistakes are
Attempts to makes
adjustments to planned
lessons based on student
responses; practice skills at
high rates of success, but
does not adjust for individual skill levels within a
Fails to recognize
situations that need
adjustments and teachable
moments. Fails to make
appropriate adjustments
to the situation at hand.
NASPE
standards
NYS
standards
IC
standards
Indicators
3
IV.3
IV.4
IV.1
4.5
Managerial Routines &
Behavioral ManagementUse managerial rules,
routines and transitions to
create and maintain a safe
and effective learning
environment
3
IV.1
IV.3
4.6
Personal & Social
behavior Implement
strategies to help students
demonstrate responsible
3 Exceeds Expectations
at high rates of success,
adjusted for individual skill
levels within a “Try again;
mistakes are okay”
learning environment
Establishes & consistently
enforces rules that are
developmentally
appropriate, with clear
consequences for
discipline issues.
Managerial routines for
multiple equipmentdistributions, stop-andstart signals, attendance,
finding a partner or
creating a group, and
other gymnasium routines
are clear and evident.
Space is use to its
maximum through careful
planning. Is evident that
students consistently selfmanage their behavior
during lessons creating a
supportive environment in
which all students are
encouraged and
supported.
Selects multiple teaching
approaches (direct &
indirect, cooperative
learning, peer teaching,
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
okay” learning environment.
“Try again; mistakes are
okay” learning environment.
Establishes & consistently
enforces rules for the
classroom using
developmentally
appropriate language.
Managerial routines for
distribution/return of
equipment, stop-and-start
signal are present.
Effective use of space is
evident (students are
neither too far nor too
close together). Behavior
issues are avoided (backto-the wall, proximity etc.)
or addressed immediately
and effectively (student
prompt). Creates a
supportive/safe learning
environment conducive to
learning.
Uses ineffective rules that
might lack clarity or are
stated inappropriately for
the age group or has
difficulty implementing
classroom rules;
managerial routines (e.g.
distribution/ return
equipment, stop-and-start
signal etc.); behavior
issues are addressed
insufficiently or
ineffectively or not
addressed at all.
Does not establish
classroom or managerial
routines (e.g. distribution/
return equipment, stopand-start signal etc.);
behavior issues are
addressed insufficiently or
ineffectively or not
addressed at all.
Selects both direct and
indirect instructional
approaches. Students are
given choices about
Relies too heavily on direct
instructional approaches.
Students are given choices
about equipment, skill
Relies on direct instruction
for each lesson. Students
are not allowed to make
decisions in the context of
NASPE
standards
NYS
standards
IC
standards
Indicators
personal and social
behaviors in a productive
learning environment.
4
5
III.3
V.1
V.4
V.5
5.1
Assessment tools- Select
or create appropriate
assessments that will
measure student
achievement of the goals
and objectives.
5.2
Assessment student
learning -Use appropriate
assessments to evaluate
student learning before,
during and after
instruction.
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
etc.) to convey content.
Students are encouraged,
supported and socialized
toward successful
achievement and are
provided with
opportunities to interact
with peers and the teacher
(e.g., leadership, playing
“skilled” positions, teacher
feedback).
Uses a variety of
assessment methods and
tools to measure/record
students’ progress and
goals’ and objectives’
achievement allowing for
detailed data analysis;
Assessments are directly
aligned with goals and
objectives and are
assessed using more than
one assessment.
Uses multiple ongoing,
summative and formative
assessments to allow
students to achieve
mastery; keeps records
providing detailed
information on students’
performance; accessible to
others (e.g. parents,
administrators); used to
equipment, skill level,
partners or groups; encouraged, and supported;
provided with
opportunities to interact
with peers and the
teacher.
level, partners or groups.
the class. Students’ only
choice is to participate or
not to participate in the
lesson.
Uses formal and informal
and formative and
summative strategies to
assess student learning
(paper-and-pencil tests,
observational checklists,
etc.) regularly. Keeps
records of students’
progress and plans for
data analysis. Assessments
are appropriate for the
lesson and/or standards.
Uses formal and informal
assessments. Assessments
are ongoing.
Learning/practice
opportunities are based on
pre- and formative
assessments. Assessments
are used to inform
instruction and to modify
the instructional plan.
Uses only informal and
summative strategies to
assess student learning
(paper-and-pencil tests,
observational checklists,
etc.). Keeps records of
students’ progress but
doesn’t do data analysis.
Assessments are
appropriate for the lesson
and/or standards.
Shows little or no evidence
of planning for formal or
informal assessment. No
plan or record-keeping or
data analysis. Assessments
don’t match/measure the
lesson objectives and/or
standards.
Uses formal preassessment and informal
formative assessments
only. Learning/practice
opportunities are based on
pre- assessment. Only preassessment is used to
inform and modify the
instructional plan. Preassessment records are
Demonstrates minimal or
no evidence of formal or
informal assessment;
assessments do not match
the lesson objectives
and/or standards. Learning
activities are not based on
pre-assessments; grades
are determined by “effort”
or “participation.”
II.3
NASPE
standards
NYS
standards
IC
standards
8
Indicators
5.3
Reflection- Use the
reflective cycle to
implement change in
teacher performance,
student learning, and
instructional goals and
decisions.
6.1
AccountabilityDemonstrate behaviors
that are consistent with
the belief that all students
can become physically
educated individuals
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
inform instruction, provide
feedback, communicate
progress and determine
grades; leaning activities
re based on preassessments.
Uses a reflective cycle
(analyzes, students’
learning outcomes as well
as personal strengths and
weakness) and plans
improvements for
subsequent lessons; shortand long-term goals are
modified based on the
reflective cycle.
Assessment records are
kept, and assessments are
used to partially determine
grades.
kept; only postassessment data are used
to determine grades.
Uses a reflective cycle
(analyzes, students’
learning outcomes as well
as personal strengths and
weakness) to modify
instruction, change
teacher performances,
short-and long-term goals
are based on the reflective
cycle for subsequent
lessons.
Provides equal amounts of
feedback to students
regardless of skill level,
gender etc.; students are
encouraged, and provided
equitable opportunities to
participate in drills, games
or physical activity; makes
adaptations for low skilled
students; holds students
accountable for
participation; uses various
strategies to monitor
students’ performance
(e.g., goal-setting, teacher
monitoring, assessment
Is reflective but does not
apply the reflective cycle
to modifying instruction or
changing teaching
performance.
Plans without considering
student needs or previous
skill level but rather
according to his/her
teaching preferences;
learning opportunities are
not based on preassessments and students’
skill level.
Provides feedback to
students regardless of skill
level, gender etc.; students
are encouraged, to
participate in drills, games
or physical activity but
does not use strategies to
monitor students’
performance.
Highly skilled students are
given opportunities to
dominate the learning
environment, given more
feedback, encouragement
and attention; excludes
low skilled students by
having them participate
less often in drills, games
or physical activity; fails to
make adaptations so all
students can participate in
the lesson.
Provides equal amounts of
feedback to students
regardless of skill level,
gender, etc. Encourages
participation, and provide
equitable opportunities for
all parts of the lesson (in
drills, games or physical
activity); makes
adaptations for low and
high skilled students; sets
high expectations for all
students; holds students
accountable for
performance and
outcomes through various
0 Unsatisfactory
NASPE
standards
IC
standards
NYS
standards
V.2
VI.1
VII.1
VI.2
Indicators
6.2
Professional
Development- Participates
in activities that enhance
collaboration, professional
development and can lead
to professional growth
6.3
Professionalism –
Demonstrate behaviors
that are consistent with
the professional ethics of
highly qualified teachers.
3 Exceeds Expectations
strategies (e.g., goalsetting, teacher
monitoring, assessment
and evaluation).
Seeks and takes every
opportunity to participate
in professionaldevelopment
opportunities beyond
program’s requirements
(e.g. presenting at
conferences, taking
leadership roles in student
groups and planning
activities); collaborates
with faculty, parents,
supervising teachers
and/or service projects
beyond program
requirements and has
documentation.
Demonstrates behaviors
that are consistent with
equitable treatment for all
students; fosters an
environment in which all
students are respectful of
one another; maintains
professional relationships
with students;
confidentiality regarding
colleagues, students and
families; appropriate
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
Participates in
professional-growth and
development (e.g. major’s
club, and attendance at
state conventions, health
fairs and Jump/Hoops for
Heart activities)
opportunities when they
are offered and beyond
program requirements;
collaborates with faculty,
parents, supervising
teachers and/or service
projects as required by the
program and has
documentation.
Attends only one
professional-development
opportunity; fails to
document collaborations
with faculty, parents,
supervising teachers
and/or service projects as
required by the program.
Does not meet the
minimum professionaldevelopment
requirements for the
program; fails to
document any
collaboration with faculty,
parents, supervising
teachers and/or service
projects as required by the
program.
Demonstrates behaviors
that are consistent with
equitable treatment for all
students; maintains
professional relationships
with students in and out of
the school setting;
maintains confidentiality
regarding colleagues,
students and families;
dress is consistent with
school and university
Maintains professional
relationships with students
in and out of the school
setting; maintains
confidentiality regarding
colleagues, students and
families; but dress might
be inconsistent with
school and university
guidelines.
Demonstrates favoritism
for specific students or
groups of students; fails to
maintain confidentiality
regarding colleagues,
students or families;
inappropriate contact or
use of language with or
around students;
inappropriate attire; or
exhibits behaviors that are
indicative of gender or
and evaluation).
1
2
NASPE
standards
NYS
standards
IC
standards
IV.1
6.4
Indicators
Connects with StudentsCommunicate in ways that
convey respect and
sensitivity.
Overall rating on Standard
1- Content Knowledge
(IC teaching professionals
demonstrate a rich,
thorough understanding of
the content and skill
knowledge, theories, and
issues comprising their
disciplines.)
Overall rating on Standard
2- Planning & Instruction/
Implementation
(IC teaching professionals
3 Exceeds Expectations
2 Meets Expectations
attire; appears energetic,
enthusiastic; exhibits high
expectations, well
prepared for instruction,
well organized and
punctual.
Uses culturally responsive
approaches; creates an
environment that is
inclusive and supportive of
all students, regardless of
race, ethnic origin, gender,
sexual orientation, religion
or physical ability. Such
differences are
acknowledged, appreciated and respected; never
uses or allows other
students to use “put
downs” or sarcasm in class
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
guidelines.
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
1 Approaching
Expectations
0 Unsatisfactory
racial bias.
Attempts to teach in a
culturally responsive way;
demonstrates respect for
cultural differences and
exhibits teaching
behaviors that are
inclusive; avoids sarcasm
and “put-downs” while
interacting with students
and immediately stops
such behaviors when
exhibited by peers in class.
Demonstrates respect for
cultural differences and
exhibits teaching
behaviors that are
inclusive; avoids sarcasm
and “put-downs” while
interacting with student.
“Slang” terms are used
during conversations with
students; “put-downs”
students in front of
classmates; demonstrates
behaviors or language that
is insensitive to cultural
differences.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
4
5
NASPE
standards
NYS
standards
IC
standards
3
Indicators
are able to plan and
implement effective,
developmentally
appropriate lessons and
curricula based upon
sound principles of
content knowledge and
skill development.)
Overall rating on Standard
3- Positive Learning
Environment (IC teaching
professionals create safe
and motivational learning
environments that
encourage all students to
become actively involved.)
Overall rating on Standard
4- Diversity (IC teaching
professionals respect and
possess knowledge of
diversity in its many forms
and know how to use this
competence to develop
relationships, instruction,
schools, classrooms,
communities, and
experiences that help all
students achieve their
fullest potential and
function effectively and
respectfully in a diverse
world.)
Overall rating on Standard
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
and beyond what is
typically expected of a
student teacher.
competent student
teacher.
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
The student teacher
The student teacher
The student teacher
The student teacher rarely
7
8
NASPE
standards
NYS
standards
IC
standards
6
Indicators
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
0 Unsatisfactory
5- Technology (IC teaching
professionals are able to
effectively utilize
technology to enhance
student learning and
professional growth and
development.)
Overall rating on Standard
6- Assessment (IC teaching
professionals demonstrate
the ability to develop and
utilize a variety of
assessment tools and
techniques designed to
evaluate student learning
and performance, provide
feedback, and shape
future lesson planning,
programs, and curricula.)
Overall rating on Standard
7- Collaboration and
Outreach (IC teaching
professionals foster
positive relationships with
a variety of target groups
(e.g., students, families,
colleagues, local
community members, etc.)
in order to promote and
enhance the teaching and
learning environment)
Overall rating on Standard
8- Professional
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
occasionally demonstrates
the indicator but does not
yet do so consistently.
demonstrates the
indicator.
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
The student teacher
consistently demonstrates
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
The student teacher
consistently demonstrates
the indicator in a way that
should be expected for a
competent student
teacher.
The student teacher
occasionally demonstrates
the indicator but does not
yet do so consistently.
The student teacher rarely
demonstrates the
indicator.
The student teacher
consistently demonstrates
The student teacher
consistently demonstrates
The student teacher
occasionally demonstrates
The student teacher rarely
demonstrates the
NASPE
standards
NYS
standards
IC
standards
Indicators
3 Exceeds Expectations
2 Meets Expectations
1 Approaching
Expectations
Development (IC teaching
professionals engage in
reflective practice and
continually seek to
improve their knowledge
base and effectiveness as
teachers, make positive
contributions to the
culture of their fields, and
demonstrate the
dispositions of an
emerging professional.)
the indicator and does so
in a way that is exemplary
and beyond what is
typically expected of a
student teacher.
the indicator in a way that
should be expected for a
competent student
teacher.
the indicator but does not
yet do so consistently.
0 Unsatisfactory
indicator.
Revised June 3, 2014