Cooperating Teacher NASPE Evaluation of Student Teacher in Physical Education
Student Teacher:
Cooperating Teacher:
Grade/Subject:
Placement : Six Week
Seven Week
Eight Week
Fourteen Week
Use evidence from a variety of sources such as lesson observations, lesson plans, student artifacts, teaching materials, conferences, and other interactions. All evidence since
the last observation should be considered. On the final Summative Evaluation, Proficient indicates that all sub principles have been adequately demonstrated at some time
during the student teaching experience. In order to receive a passing grade, the final Summative Evaluation ratings for each NASPE Standard (for each placement) must be at
the Developing, Basic, or Proficient level. Not more than two principles can be Developing. A Candidate may NOT receive an unsatisfactory rating and still pass student
teaching.
Step 1: Performance Indicators
Start your evaluation by rating each performance indicator, either checking the box
or leaving it unmarked


An “X” in the performance box signifies the performance was adequately
demonstrated
Leaving the box blank indicates that the student teacher did not demonstrate
the performance even though the opportunity was presented

Draw a line through the box if there was NO opportunity to observe the subStep 2:
NCTM Standard Ratings
principle
Count the Indicators “X’s” to determine the INTASC Principle rating
 Proficient - all performance indicators listed below each NASPE standard must contain an “X”
NCTM Standards
NASPE 1: Scientific and Theoretical Knowledge
NASPE 3: Planning and Implementation
NASPE 4: Instructional Delivery and Management
NASPE 5: Impact on Student Learning
NASPE 6: Professionalism
 Basic – three performance indicators listed below each NASPE standard must contain an “X”
 Developing - two performance indicators listed below each NASPE standard must contain an “X”
 Unsatisfactory - one or no performance indicators listed below each NASPE standard contains an “X”
 Not Observed - no opportunity was presented to demonstrate the performance for that standard
Instructions: Complete the form electronically using Microsoft Word (or print to complete by hand). Share your assessment(s) with the student teacher and university supervisor
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after each observation. Record your final summative ratings at the end of the placement after receiving the email link for Chalk and Wire. Please send your completed form as an
email attachment to fieldoffice@graceland.edu (or a printed copy to Field Office - Graceland University, 1 University Place, Lamoni, IA 50140).
4 - 6 Weeks
Date:
NASPE Physical Education Standards
Performance Indicators
Summative
(Culmination of previous evals)
Date:
Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NASPE 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific and
theoretical concepts critical to the development of physically educated individuals.
10 Weeks
Date:
K12 Teaching Standard: 2; Conceptual Framework: Leads; CAEP Standard: .11; InTASC: 4
The Candidate describes and applies physiological and biomechanical concepts
related to skillful movement, physical activity and fitness.
Evidence:
Evidence:
Evidence:
The Candidate describes and applies motor development, motor learning and
psychological/behavioral theory related to skillful movement, physical activity, and Evidence:
fitness.
Evidence:
Evidence:
The Candidate identifies historical, philosophical, and social perspectives of
physical education issues and legislation.
Evidence:
Evidence:
Evidence:
The Candidate analyses and corrects critical elements of motor skills and
performance concepts.
Evidence:
Evidence:
Evidence:
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NASPE 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally
appropriate learning experiences aligned with local, state, and national standards
to address the diverse needs of all students
Performance Indicators
K12 Teaching Standard:2b, 3, 4, 7; Conceptual Framework: Cares, Reflects, Leads; CAEP Standard: 1.1; InTASC: 1, 3, 4, 6
The Candidate develops and implements appropriate (e.g., measurable,
developmentally appropriate, performance based) goals and objectives aligned
with local, state, and /or national standards.
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The Candidate plans and adapts and implements progressive and sequential
instruction for diverse student needs, adding specific accommodations and/or
modifications for student exceptionalities.
Evidence:
Evidence:
Evidence:
The Candidate demonstrates knowledge of current technology by planning and
implementing learning experiences that require students to appropriately use
technology to meet lesson objectives.
Evidence:
Evidence:
Evidence:
The Candidate plans for and manages resources to provide active, fair, and
equitable learning experiences.
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NASPE 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and
pedagogical skills and strategies to enhance student engagement and learning.
Performance Indicators
K12 Teaching Standard:4, 6, 8; Conceptual Framework: Leads, Cares, Collaborates; CAEP Standard: 1.1; InTASC: 3, 8, 10
The candidate demonstrates uses effective verbal and non-verbal communication
skills across a variety of instructional formats.
Evidence:
Evidence:
Evidence:
The candidate implements effective demonstrations, explanations, and
instructional cues and prompts to link physical activity concepts to appropriate
learning experiences.
Evidence:
Evidence:
Evidence:
The candidate provides effective instructional feedback and adjusts instructional
tasks based on student responses for skill acquisition, student learning, and
motivation
Evidence:
Evidence:
Evidence:
The candidate managerial rules, routines, and transitions to create and maintain a
safe and effective learning environment including personal and positive social
Evidence:
behaviors.
Evidence:
Evidence:
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NASPE 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster
student learning and inform instruction decisions.
Performance Indicators
K12 Teaching Standard 1, 5, 7; Conceptual Framework: Leads, Reflects; CAEP Standard: 1.1; InTASC: 6, 9
The candidate selects or creates appropriate assessments that will measure
student achievement of goals and objectives.
Evidence:
Evidence:
Evidence:
The candidate uses appropriate assessments to evaluate student learning before,
during, and after instruction.
Evidence:
Evidence:
Evidence:
The candidate utilizes the reflective cycle to implement change in teacher
performance, student learning, and/or instructional goals and decisions.
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The candidate adapts assessments appropriately for diverse student populations.
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NASPE 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to
becoming effective professionals.
Performance Indicators
K12 Teaching Standard 7; Conceptual Framework: Reflects; CAEP Standard: 1.1; InTASC: 9
The candidate demonstrates behaviors that are consistent with the belief that all
students can become physically educated individuals.
Evidence:
Evidence:
Evidence:
The candidate participates in activities that enhance collaboration and lead to
professional growth and development.
Evidence:
Evidence:
Evidence:
The candidate demonstrates behaviors that are consistent with the professional
ethics of highly qualified teachers.
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The candidate communicates in ways that convey respect and sensitivity.
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Overall Comments:
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