KIN 402 - PHYSICAL
EDUCATION PRACTICUM
COURSE ASSIGNMENT PACKET
-
Dr. Fran Cleland Donnelly
Dr. Matthew Cummiskey
Rationale: This practicum course is a capstone experience which provides teacher candidates with the
opportunity to apply the theoretical knowledge gained in prerequisite coursework (e.g., motor learning,
motor development, adapted physical education, curriculum & instruction courses at the elementary &
secondary level, skill development/activity courses, assessment & technology, etc.) to the practice setting,
that is, the physical education classroom. All assignments in this course packet address one or more of the
NASPE Beginning Teacher Standards (2008) and lead to preparing the teacher candidate to effectively plan,
implement and reflect upon teaching one complete standards based physical education lesson. Teacher
candidates also examine additional topics, including but not limited to, teaching in an urban environment; job
search and interview strategies; and discussion with alumni regarding their first year of teaching.
Overview: Throughout this course teacher candidates will a) examine best instructional practices, b) study
developmentally appropriate content, c) analyze and reflect upon own and others’ teaching and d) apply
pedagogical content knowledge by planning, implementing, assessing and reflecting upon teaching
experiences within an elementary, middle or high school physical education setting.
Time Requirement: Students are required to at their school site for a minimum of 4 hours per week
(observing, assisting or teaching) for the duration of KIN 402. Additional hours are encouraged pending
mentor’s approval. A time log will be provided and will be checked periodically. Either the mentor or
student may maintain the log, but each sheet should be checked by the mentor and signed off. If this time
requirement is not met you will receive a 20% deduction from your final grade.
Overview of Tasks:
Task 1 – Components of effective lesson (four parts)
Task 2 – Blog (four blogs are due)
Task 3 – ALTPE analysis
Task 4 – Midterm evaluation
Task 5 – Lesson plan
Task 6 – Assessment
Task 7 – Analysis of video/teaching performance
Task 8 – Mentor teacher evaluation of teaching
Task 9 – University instructor evaluation of teaching
Task 10 – Practicum time log
Task 11 – Early field experience evaluation
Task 12 – Final evaluation
2
TASK 1: COMPONENTS OF EXECUTING AN EFFECTIVE LESSON
Part A:
Number, label and describe eight specific components of executing an effective lesson (i.e., “your theory”).
Provide a rationale for each component. You must integrate at least 3 references (i.e., journal articles or
textbook information) within your rationale statements which must be cited correctly as “in text”
citations. Include a separate reference page at the end in appropriate APA format. This assignment must be
signed by your University instructor on the second night of class.
Acceptable Journals:
- Journal of Physical Education, Recreation, and Dance (JOPERD); Journal of Teaching in Physical
Education (JTPE);Pennsylvania Journal of Health, Physical Education, Recreation and Dance;
Strategies; Phi Epsilon Kappa, Education Journals; Articles from a website are not acceptable
Acceptable Textbooks:
- Gallahue, D. & Cleland, F. (2003). Developmental Physical Education for All Children (4th ed.).
Champaign, IL: Human Kinetics.
- Graham, G., Holt/Hale, S. & Parker, M. (2013). Children Moving. McGraw Hill.
- Lund, J. & Tannehill, D. (2010, 2nd ed.). Standards-based Physical Education Curriculum
Development. Sudbury, MA: Jones and Barlett Publishers.
- Mitchell, S., Oslin, J.L. & Griffin, L.L. (2007). Teaching sport concepts and skills: A tactical games
approach. Champaign, IL: Human Kinetics.
- Mosston, M. & Ashworth, S. (2000). Teaching Physical Education (5th ed.).San Francisco, CA:
Benjamin Cummings.
- Rink, J. (2009). Teaching Physical Education for Learning, (5th ed.). New York: NY: McGraw Hill.
Part B:
Observe your mentor for an entire lesson. Create a data collection table to document the qualitative evidence
of your mentor teacher’s lesson. Attach the computer generated table you create to your assignment.
Component of Executing an Effective
Lesson (minimum of 8)
Qualitative Evidence Observed
Component Not
Present in
Lesson
Add rows as needed
Part C:
Using your professional judgment analyze how well your mentor teacher executed the eight components of
an effective lesson you created in part A. Analyze each component in a separate paragraph.
Part D:
1. Write your personal philosophy of physical education.
2. Interview your mentor teacher about their philosophy of physical education OR have your mentor
teacher provide you with a written philosophy statement. Compare and contrast your philosophy with
your mentor teacher’s philosophy. Be specific.
3
TASK 1 RUBRIC
Name:____________________________ Score:__________
Point values in brackets [ ], NCATE standards in parenthesis ( )
Rating
Categories
Part A –
Effective
Lesson
Components
[2]
(1.4)
Part BData Table
[1]
Part C
[3]
(5.3)
Part D –
Teaching
Philosophy
[2]
(1.4)
Writing
Style:
Grammar,
Spelling &
Formatting
[1]
Proficient
4
8 or more components are
thoroughly justified with
sound theory; 3 references
effectively utilized in
rationale (text or journal)
Developing
3
Components are
somewhat justified
with sound theory; 3
references effectively
utilized in rationale
(text or journal)
Basic
2
Components are
marginally justified;
only 1 reference is
effectively utilized in
rationale (text or
journal)
Included with assignment
All 8 components are
explained in detail and
supported with several
facts based on current
theory. Lesson strengths &
suggestions for
improvement are
thoroughly described using
sound professional theory.
Below Basic
0
Components are not
justified; no references
are effectively utilized
Not included with
assignment
Components are
explained and justified
using 1-2 references to
best practices derived
from theoretical source.
Lesson strengths &
suggestions for
improvement are
described using
professional theory.
Components are not
explained in detail and
there is only a vague
reference to best
practices based on
Some lesson strengths
& suggestions for
improvement are
described but are not
based on professional
theory.
A thorough description of
Description of
Philosophy is
your personal philosophy
philosophy well
ambiguous, cannot
& your mentor teacher’s
formulated but detailed clearly determine tenets
philosophy was provided
informing about a major of philosophy, includes
includes specific pedagogy philosophy component
inappropriate practices
concepts with examples.
(style, assessment, tech or concepts (i.e.
Several similarities &
etc) not included; not
exercise as punishment),
differences were noted &
comprehensive enough philosophy not
clearly explained, includes
supported by examples,
discussion of social context
social context is
incomplete or not
thorough
Data represented in logical Word processing neat
Neatness could be
format with no errors;
and well organized
improved; 1-3
word processing neat and
formatting errors
well organized
The effectiveness of
lesson components are
not reviewed with
sound judgment.
Lesson strengths and
suggestions for
improvement are not
provided.
Philosophy was not
addressed
Word processing had 4
or more formatting
errors
4
TASK 2: BLOG
The purpose of the weekly journal is to align with the NASPE beginning teacher standard number 5.3
which states that beginning teachers will “Utilize the reflective cycle to implement change in teacher
performance, student learning, and instructional goals and decisions.”
Your bi-weekly reflection is intended to get you, as beginning teachers, to think and reflect upon the
experience of being in the schools. The entire semester is designed to be a growth process as your first
regular exposure to school age children with the responsibilities of teaching planned lessons. This semester
will lead into your experience as a student teacher and spending all day each week of the semester with your
students. What you do from week to week, to grow as a future teacher, will help determine how effective you
are and help you make immediate impact in your student teaching sites. The weekly blog is assigned with the
purpose of creating an opportunity for self reflection. Beyond the tasks outlined in this packet, your
Practicum experience is predicated upon your initiative and desire to want to grow from and learn the
most from the experience. For the most part, the mentors are experienced teachers with a willingness to
share their insight about teaching with you. The more you take advantage of this, the more you will learn.
Some suggested questions you may address include the following. You do not need to answer each
question individually. You may create your own questions to answer.
 What insights have you gained from you r mentor?
 What questions have you generated about your experience that you brought to your mentor?
 How do you see yourself as a teacher at this point? What has contributed to this opinion?
 What will you do next week to create a greater impact to your learning?
 What is different or similar to your expectations that is taking place at your site?
 What have you learned about teaching in the past that you see present or non-existent at your site?
 How do the teaching practices at your practicum site compare to those espoused at WCU?
 What have you done to interact with your mentor to become a more reflective teacher?
 Describe your interactions with students and how this has impacted your growth. What will you do
differently the next week to create more time with the students?
 How did you feel when you encountered the students in a teaching episode? Were you confident,
well-planned, did the experience go as planned, what would you do differently?
 What, if any, roadblocks did you encounter in your ability to implement best teaching practices?
Questions for Urban Blog 3
 What were your initial impressions upon arrival at the school and in the gymnasium?
 What management strategies did you observe that are different than your mentor teacher’s or other
teachers that you have observed?
 Contrast the students to those you are familiar with or the students at your practicum site
 Additional comments
TASK 2 RUBRIC
Blog Entries must be submitted via the D2L “dropbox” according to the due date in the
schedule (see last page). The top of your blog MUST include the following
information: blog #, name of school, mentor teacher name and grade level.
Rating Categories
Reflection
Summary
[2]
(5.3, 7.3)
Proficient
4
Developing
3
Basic
2
Several insights & opinions are
explained in detail and are based on
current theoretical information are
shared; multiple topics are discussed
One main topic is discussed;
insights about this topic are
shared and are based on
current theory
Only a diary type
entry is provided; no
insights are shared
Below Basic
0
No blog was
entered
5
Task 3 – ALTPE Analysis
ALTPE (Academic Learning Time in Physical Education) is an instrument used to measure the
amount of time students spend in several components of a lesson. Its main purpose is to provide a measure
of what percentage of class students are active versus what percentage of class is spent in undesirable
behaviors such as waiting or off-task.
Complete the ALTPE analysis twice during the semester (see due dates in timeline). To collect data,
watch one student during the entire class; do not tell the ST which student is being watched. The selected
student should be representative of the entire class meaning his or her activity level, behavior, & other
indicators are typical and fall within normal ranges.
To begin collecting data, play the audio file once class begins. Observe the selected student for five
seconds. During the next five seconds, record the code that corresponds to what they are doing. The six
possible codes are:
 A: activity – motor engagement in assigned task (jumping rope, participating in 3 on 3)
 T: transition – switching from one task to another
 M: management – administration of class, class business (attendance, drinks, announcements, etc)
 K: knowledge – teaching cognitive information (explain activity, watch demo, listen to rules/strategy,
respond to questions, discussions, closures, initiations, etc)
 W: waiting – waiting for turn or instruction, not doing anything
 O: off task – not doing assigned task, teacher addressing misbehavior
This completes one 10 second interval. Data is recorded in the grid on the following page. The grid divides
52 minutes into 10 second intervals; bolded numbers represent whole minutes and numbers followed by a
dash are seconds. Below each number, in the empty box, is where a code letter is written. In the box below
“0” data is recorded for seconds from 0:00-0:10, below the “10-” data is recorded for seconds from 0:100:20, and so on.
Basically, during the first 5 seconds of a 10 second interval, watch the student. During the second 5
seconds of a 10 second interval, write the code in the corresponding box.
Example 1:
Let’s try an example (see “example 1”). During the first 5 seconds, the
0
10 20 30 40 50
student is seated for attendance. Attendance is considered a management
code so mark “M” in the grid during the next five seconds. At the 0:10
M M K T A
second mark, begin observing the student again for an additional five
seconds from 0:10 to 0:15 (still taking attendance). From 0:15-0:20, write the code in the box. From 0:20 to
0:25, observe the student, this time listening to brief directions for an activity. From 0:25-0:30, write the
code for knowledge into the grid. From 0:30-0:35, the student moves to a designated location in the gym.
This is transition, so from 0:35-0:40, write “T” below the 30. Again, watch the student from 0:40-0:45, the
student is physically active doing the warm-up so during 0:45-0:50, write “A” in the box below 40.
When the class is over, keep the data sheet and turn in with the assignment.
6
ALTPE Data Recording Table
Practicum Student Name: ______________________________ Lesson Topic:____________________
School: _________________________________ Grade: ____________ Date: __________
0
10-
20-
30-
40-
50-
1
10-
20-
30-
40-
50-
2
10-
20-
30-
40-
50-
3
10-
20-
30-
40-
50-
4
10-
20-
30-
40-
50-
5
10-
20-
30-
40-
50-
6
10-
20-
30-
40-
50-
7
10-
20-
30-
40-
50-
8
10-
20-
30-
40-
50-
9
10-
20-
30-
40-
50-
10
10-
20-
30-
40-
50-
11
10-
20-
30-
40-
50-
12
10-
20-
30-
40-
50-
13
10-
20-
30-
40-
50-
14
10-
20-
30-
40-
50-
15
10-
20-
30-
40-
50-
16
10-
20-
30-
40-
50-
17
10-
20-
30-
40-
50-
18
10-
20-
30-
40-
50-
19
10-
20-
30-
40-
50-
20
10-
20-
30-
40-
50-
21
10-
20-
30-
40-
50-
22
10-
20-
30-
40-
50-
23
10-
20-
30-
40-
50-
24
10-
20-
30-
40-
50-
25
10-
20-
30-
40-
50-
26
10-
20-
30-
40-
50-
27
10-
20-
30-
40-
50-
28
10-
20-
30-
40-
50-
29
10-
20-
30-
40-
50-
30
10-
20-
30-
40-
50-
31
10-
20-
30-
40-
50-
32
10-
20-
30-
40-
50-
33
10-
20-
30-
40-
50-
34
10-
20-
30-
40-
50-
35
10-
20-
30-
40-
50-
36
10-
20-
30-
40-
50-
37
10-
20-
30-
40-
50-
38
10-
20-
30-
40-
50-
39
10-
20-
30-
40-
50-
40
10-
20-
30-
40-
50-
41
10-
20-
30-
40-
50-
42
10-
20-
30-
40-
50-
43
10-
20-
30-
40-
50-
44
10-
20-
30-
40-
50-
45
10-
20-
30-
40-
50-
46
10-
20-
30-
40-
50-
47
10-
20-
30-
40-
50-
48
10-
20-
30-
40-
50-
49
10-
20-
30-
40-
50-
50
10-
20-
30-
40-
50-
51
10-
20-
30-
40-
50-
Codes:
 A: activity – motor engagement in assigned task (jumping rope, participating in 3 on 3)
 T: transition – switching from one task to another
 M: management – administration of class, class business (attendance, drinks, announcements, etc)
 K: knowledge – teaching cognitive information (explain activity, watch demo, listen to rules/strategy,
respond to questions, discussions, closures, initiations, etc)
 W: waiting – waiting for turn or instruction, not doing anything
 O: off task – not doing assigned task, teacher addressing misbehavior
7
ALTPE Analysis
Directions - Following coding, complete the ALTPE Results table below. In the first column, tally each
code from the Data Recording Table and then calculate the total minutes and percentage. Use example 2
(see inset) for assistance in calculating the minutes and percentage. Assume that the total number of A’s
entered into the coding grid was 44. To calculate the total number of minutes, divide the tally by 6. For
example, 44/6 equals 7.33 minutes. To calculate the
Example 2:
percentage of time engagement in each code, divide
the total number of minutes for EACH code by the
Tally
Minutes
Perc. (%)
total number of minutes for ALL codes. As an
44
7.33
21%
A: activity
example, suppose the total number of minutes in a
lesson was 35. By dividing 7.33 by 35, the percentage of time devoted to activity can be recorded as 21%.
ALT-PE Results
Tally
Minutes
Percentage
Code
A: activity – motor engagement in assigned task
T: transition – switching from one task to another
M: management – administration of the class, class business
(attendance, drinks, announcements, etc)
K: knowledge – conveyance of cognitive information
(explain activity, demo, rules/strategy, Qs, discuss)
W: waiting – waiting for turn or instruction
O: off task – not doing assigned task
Total for each column
ALTPE Analysis
Respond to each question via separate numbered paragraphs
1. According to NASPE, at least 50% of class time should be active. Waiting (W), management (M),
transition (T), and off-task (O) should be as low as possible. Knowledge time varies depending on
the lesson and there is not set recommended percentage; instead use common sense. Compare these
guidelines to the data you recorded during the observation.
2. If the data collected does not conform to the above stated guidelines, identify reasons why. If they
do, what strategies enabled you to meet these guidelines?
3. Identify how you could improve the percentages.
To hand:
1. ALTPE Data Recording Table (original)
2. ALTPE Results (table above on this page)
3. ALTPE Analysis (responses to questions 1-3 on this page)
8
ALTPE RUBRIC
Completed by University Instructor
Name:___________________________________ Semester:________________________
Criteria
Data Table
[1]
ALPTE
Results [1]
Advanced (4)
Turned in fully
completed
100% correct
Comparison
[1]
Correctly compares
results to guidelines
Reasons
[1]
Thoughtful response that
accurately attributes
reasons for the results;
goes beyond answering
the question.
Improvement
Strategies [1]
Strategies suggested are
practical, aligned with
reason, and if correctly
executed, will result in
meaningful
improvement
No grammatical or
spelling errors, advanced
sentence structure,
expressive articulation of
ideas, informative and
concise, flows smoothly
Proficient (3)
Basic (2)
Below Basic (0)
Not turned in or missing
data
Errors or missing data
Write Up
Written
Expression
[1]
Total: _____/ 24
Incorrectly compares
results to stated
guidelines
Answer is inaccurate,
confusing, or does not
address the question;
conclusions are wrong
Does provide a rationale
but other plausible
reasons may exist;
information provided
somewhat effectively
answers the question
Strategies would be
mostly effective and
result in some positive
change
Reasons expressed for
results are weak, missing
or not focusing on the
real reasons for the
results
Strategies sound good on
paper but would be
difficult to execute in
class, strategies not well
aligned with results
Strategies would be
ineffective or may result
in worsening of the
situation
No grammatical or
spelling errors, clearly
conveys thoughts,
effective transitions and
sentence structure
Occasional grammar or
spelling error, transitions
and expression of ideas
could be more clear
Grammar errors more
frequent or interrupt
expression of ideas,
transitions are abrupt or
unclear, language is
verbose or confusing
9
TASK 4: MIDTERM EVALUATION RUBRIC
Teacher Candidate (TC) Name:____________________________ School: _______________________
Mentor’s Name: _____________________________
Teaching
Behaviors
Organization
& Teaching
Preparation
[1]
Mentor’s Signature: ________________________________
Proficient (4)
Developing (3)
Basic (2)
Below Basic (0)
TC arrives early to school site
& is prepared to assist or
teach; keeps a regular
visitation schedule with
mentor teacher; clearly
communicates practicum
assignment expectations &
keeps mentor teacher updated;
provided lesson plans prior to
teaching without prompting.
TC arrives on time to
school site; keeps a
regular visitation
schedule with mentor
teacher; communicates
practicum
expectations; provides
lesson plans upon
request from the
mentor teacher
TC consistently
later to practicum
site; keeps
changing teaching
schedule
Professional
Behavior
[1]
TC professionally dressed;
communicates appropriately
with students; demonstrates
strong interest in students &
subject matter; requests &
accepts constructive criticism
Teaching
[1]
TC has demonstrated ability to
assist mentor teacher with
physical education lessons
designed by the mentor teacher
& has taken the initiative
several times to implement
mentor teacher’ warmups/instant activities by them
self; has also taken initiative to
teach a part of a lesson by
them self; has designed a
warm-up or part of a lesson &
has successfully implemented
it; is at ease providing
feedback to students & is very
capable of redirecting students
during a lesson
TC professionally
dressed; has developed
ability to communicate
appropriately with
students; demo’s
interest in students &
subject matter; accepts
constructive criticism
the majority of the
time
TC has demonstrated
ability to assist mentor
teacher with lessons
designed by the
mentor teacher; has
taken initiative to
implement mentor
teacher’s warmup/instant activity with
the assistance of the
mentor teacher; has
taught a portion of a
lesson on own; is
beginning to be able to
provide skill-related
feedback to students &
to redirect students
TC has been late a few
times to school site & is not
consistently prepared to
assist with class; visitation
schedule frequently
changed; unclear description
of practicum expectations;
TC must be prompted by
mentor teacher for
information about practicum
assignments; one lesson
plan have been provided
TC not always dressed
appropriately; has difficulty
clearly & appropriately
communicating with
students; demonstrates
marginal interest in students
& subject matter
TC has demonstrated
limited ability & interest in
assisting mentor teacher
with their lessons; has not
consistently assisted with
warm-ups or teaching a
portion of a lesson on own;
has done so only with
mentor teacher
TC has not
assisted with
warm-ups or any
portion of a
physical education
lesson
COMMENTS: (please use other side)
TC
inappropriately
dressed; does not
communicate well
with students &
does not accept
constructive
criticism
10
TASK 5: LESSON PLAN
Description: Use this template for all lesson plans developed including the one to be video recorded.
Department of Kinesiology - Physical Education Lesson Plan Template
Name:
Lesson Topic:
Grade Level:
Class Size:
Class Length:
School Site:
Coop. Teacher:
Note: * = optional per instructor, pull-downs available at http://thenewPE.com/st
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
http://www.pdesas.org/Standard/StandardsBrowser#26000 or http://www.aahperd.org/naspe/standards/
Essential Content (Help):
Objective(s) (1.1 WCU Unit Integration of Learning Outcomes) (Help):
Safety (Help):
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
Critical Elements (Help):
Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Setup (Help):
Warm-Up/Instant Activity (Help):
Anticipatory Set (1.3 WCU Unit Anticipatory Set) (Help):
Content Development (1.4 WCU Unit Procedures), Part 1
Transition Task (Help):
Time Allotted:
Informing Task (Help):
Introductory Task (Help):
Extending Task (Help):
Accommodation Task (1.5 WCU Unit Differentiation) (Help):
Differentiation Task (1.5 WCU Unit Differentiation) (Help):
Content Development, Part 2 (Optional) (Help)
Time Allotted:
Content Development, Part 3 (Optional)(Create additional parts as necessary)
Time Allotted:
Lesson Closure (1.6 WCU Unit Closure) (Help):
11
TASK 5 RUBRIC
Department of Kinesiology Lesson Plan Rubric – Physical Education
Point values in brackets [ ]
Name: _________________________________________________, Score:___________________
Name:__________________________________________ Date:___________________________
Advanced (4)
Proficient (3)
Basic (2)
Essential
EC statement is correctly
EC statement is
EC is not accurately
Content (EC) worded and strongly
correctly worded and
written, moderately
[1]
connected to the standard
connects to the
connects to standard,
standard, somewhat
misaligned with lesson,
generic
more EC needed
Objectives
Clear and appropriate;
Slightly unclear or not
Relates to wrong
[2]
includes audience, behavior, easily measured, some
standard or misaligned
condition/ context and
improper formatting,
assessment tool,
possibly criteria, observable lacks direct connection
unclear/vague action
& measurable, aligns with
to EC or standards,
word, domains misEC & standard
needs qualifiers
aligned, hard to measure
Equipment/ Type & quantity correctly
Type and quantity
Better choices are
Resources
identified, developmentally
correctly indicated,
available, potential
Needed
appropriate, allows for
some refinement needed safety issue, too few or
[1]
differentiation, safe,
or slightly confusing
too much equipment, not
equitable & fair for all Ss
beneficial for every-one,
poor differentiation
Critical
Complete & accurate, no
CEs need slight
Too few CEs, one
Elements
more than 5, selects most
modification, too many, inaccurate CE
[1]
essential & relevant cues
could choose better ones
Assessment Direct connection and
Slight disconnect with
Assessment has limited
[2]
aligned w/ standards verb;
standards verb; data
alignment with standard
excellent measure of E.C.,
collected has limited
verb, not practical to
developmentally
usefulness, slightly too
implement, needs one or
appropriate, adequate
advanced or too easy for two more observation
observation trials, detailed
students
trials
info. about S learning,
efficient to implement
Setup
Clearly describes the setup/
Mostly clear but not all
Omits major information
[1]
location of equipment.
questions answered,
such as boundaries,
another teacher would
goals, where equipment
have question(s)
should be located etc
Warm-Up/
Prepares Ss adequately for
Adequately prepares
Insufficient preparation
Instant
lesson, appropriate intensity, students physically but
for activity, NOT
Activity
may links with previous
has limited connection
developmentally
[1]
lesson, foreshadow present
with learning content
appropriate; does not
lesson, may incorporate
(simply jogging)
adequately prepare
health-related fitness
students for the lesson
Anticipatory Provides a detailed and
Discussed the purpose
States what will be
Set
developmentally appropriate of the lesson with an
included in the lesson
[2]
explanation of the essential
implied link to the
but no linkage or
content/purpose of the entire standards, objectives, or discussion of why
lesson & is directly
essential content
connected to the standard.
Below Basic (0)
Essential content is not
aligned with the
standard, is unrelated to
the lesson or is not
provided
Mismatch between unit
content and objectives,
improperly written and
not fully developed
Equipment needed in
the lesson are not listed,
inappropriate for use at
that grade level,
probable safety issue
More than two critical
elements are inaccurate
or are incomplete.
Standard verb and
assessment completely
unrelated, busy work,
no meaningful data
collected, inefficient
implementation, unfair
to Ss, unrelated to E.C.
Setup is wrong and not
appropriate for planned
activities, not aligned
No warm-up or instant
activity, potentially
injurious,
developmentally
inappropriate
No anticipatory set was
provided
12
Proficient (3)
Lacking some detail,
mostly clear, slightly
more efficient option
not chosen
Basic (2)
Omits major information
such as equipment, what
students will do when
transition is complete,
distribution of equipment is time consuming
Below Basic (0)
Poorly planned, not
clear, excessive time
needed, students more
likely to become off
task, potential safety
issue
Most aspects of tasks
are clear; link to EC
and lesson objective
could be made clearer
Vague explanation of
purpose of the specific
part of the lesson
No informing task was
provided
Introductory Introductory tasks are
Tasks
quickly & uniquely
[2]
conducted; formation is
appropriate; all students are
meaningfully engaged; task
is of appropriate level of
difficulty; space usage is
effective
Transitions into the
introductory task are
organized; most
students are
meaningfully engaged
in practice; space usage
is safe, but could be
improved upon; task is
developmentally
appropriate
Transitions into the
introductory tasks are
slow; some students are
not engaged in
meaningful practice;
safety and space usage is
not efficient
No introductory tasks
were provideds
Extending
Tasks [3]
Varies the instructional
task but disrupts flow
of lesson, somewhat
time consuming to
implement
Tasks minimally change,
more effective options
should have been used,
not practical to
implement
Provides two
accommodations but
not detailed enough,
could be more effective
but can be implemented
for Ss with disabilities
Differentiations provide
options but do not
meaningfully challenge
Ss of varying ability
One accommodation or
two mostly generic ones,
will single out Ss,
limited practicality, are
not aligned with the
lesson, or exclude
Differentiations address
only high or low
performers, not both.
Some differentiations are
not legitimate, fluffy
Teacher states what was
done in class, or simply
says what will happen
next class
Changes diminishes
learning, uses an
extending task when
new content
development section is
needed instead
Accommodations are
not listed or will do
more harm than good.
Transition
Tasks
[1]
Informing
Tasks
[2]
Advanced (4)
All tasks clearly describe
transition from previous
activity and organization
when transition is complete,
orderly, minimizes lost
time, includes equipment if
appropriate
Detailed explanation of
what will be explained to
Ss; info is strongly linked to
EC and lesson objective;
skill demo’ indicated
Effectively changes the
tasks, heightens or keeps
student interest in activity,
relates to objectives/
essential content
Accommoda Describes two meaningful
-tion Tasks and effective modifications,
[1]
for students with disabilities, allow Ss to progress at
own level while addressing
same content as others
Differentia- Describes two meaningful
tion Tasks
ways to make the activity
[1]
more or less challenging for
high/low performers, allows
Ss to progress at own level
Closure
Sense of completion,
[1]
reviews the essential
content/objectives;
challenges Ss or involves
higher order thinking.
Score: ____/22 = _____
Reviews the lesson but
does not align well with
major/”take home”
points, somewhat rote
or not challenging
Differentiations are not
listed, will single out or
embarrass Ss, not
linked to informing task
No meaningful closure
was indicated in lesson
plan, the lesson just
ends, no wrap-up
13
TASK 6: ASSESSMENT
Assignment Guidelines:
1) This assessment should directly measure your lesson objective stated in Task 4 and reflect the
domain indicated by the verb(s) in your objective.
2) You must administer the assessment to a class of students. Three original assessments should be
collected and turned in with the typed analysis.
3) Provide a table/graph/chart of basic statistics including number of students, high score, low score
and class average.
4) Include a written narrative addressing the following questions:
a. Did the assessment adequately measure the learning of the students relative to the lesson
objective and discern high, medium and low performers?
b. What would you modify if you were to administer the assessment again?
To Turn In (items 1-3 can be a header)
1) Teacher candidate’s name
2) Alignment to PDE standard, essential content and/or lesson objective
3) Assessment task conditions
4) Assessment instrument
5) Rubric/scoring guide (if applicable)
TASK 6 RUBRIC
Name:______________________________________ Score:______ = _____%
Criteria
Proficient
4
Alignment
(2)
Direct connection and
aligned w/ standards verb;
excellent measure of E.C.
and is developmentally
appropriate.
Original data for all
students is included.
Slight disconnect with
standards verb; data
collected has limited
usefulness
Assessment has limited
alignment with standard
verb, not practical to
implement.
Results include a welldesigned, computergenerated table/graph/chart
that includes all required
components and effectively
communicates results.
Response to is thorough
and thoughtful, congruent
with data, accurately
reflects desired outcomes
Moderately well-designed
computer-generated
table/graph/chart
Computer-generated
table/graph/chart that is
difficult to interpret
Moderately answered
with a thoughtful
commentary, includes
some specific evidence
Somewhat inconclusive
commentary, missing
some interpretations from
the data
Response is thorough,
plans for specific, meaningful adjustments based
upon data collected; will
result in positive change
Adjustments are adequate
although not well
explained, some linkage
to data
General but somewhat
accurate, plan partially
incorporates assessment
results, changes not
especially meaningful
Data (1)
Table/Graph/
Chart of
Results
(2)
Narrative
Question 4
Part A
(3)
Narrative
Question 4
Part B
(3)
____/11 = ________
Developing
3
Basic
2
Below Basic
0
Standard verb and
assessment
completely
unrelated, busy
work
Assessment results
unclear or missing,
did not use a table
Assessment results
are unclear or
missing, did not use
a computergenerated
table/graph/chart
The analysis is
short, unclear and
inconclusive OR
missing, no citation
of student evidence
Changes not useful
or not based upon
assessment results
14
TASK 7: ANALYSIS OF VIDEO/TEACHING PERFORMANCE
Preparing and Execution of Teaching Performance:
1. Your lesson plan must be approved by both your mentor teacher and University instructor a
minimum of 3 days prior to your teaching.
2. The lesson must be for a complete physical education class period.
3. Your mentor teacher SHOULD NOT assist you when teaching this lesson.
4. Be sure your voice can be clearly heard. It is best to use a remote microphone. Just prior to
recording your teaching, make a test recording and play it back to make sure BOTH the audio and
video work properly. Change or charge the battery in all recording devices prior to use.
5. Use a tripod to steady the camera (sign out when signing out recorder)
6. Be sure the videotape follows the teacher candidate
Analysis of Teaching:
1. Self-analysis: View your videotape and rate yourself as proficient, developing, basic or below
basic for each row of the Task 6 Self-analysis Rubric. Then, provide a brief one paragraph
rationale justifying your self-rating. For example:
a. “Anticipator Set: Rating – Proficient, Rationale – I gathered all the students in and briefly
explained what the lesson would include, placed it in the context of the previous lesson and
finished by stating why the content is important to our overall goal for the unit. I was clear
but didn’t waste time with too many words and all the students could hear me. ”
2. Response to Peer Review: After you have engaged in the Peer Review of your videotaped
teaching, reflect on their comments and include your response to your peer’s feedback in your
written summary IN A SEPARATE PARAGRAPH.
3. Response to Mentor Review: After your teaching experience meet with your mentor teacher to
discuss their analysis of your teaching. Be sure to provide the rubric to them prior to the
observation of your teaching. Reflect on your mentor teacher’s comments in your written
summary IN A SEPARATE PARAGRAPH.
Note: You will have a total of 19 paragraphs for task 7
15
TASK 7 RUBRIC FOR UNIVERSITY INSTRUCTOR TO USE WHEN GRADING
TYPED SELF-ANALYSIS
Name:___________________________________________
Proficient (4)
Developing (3)
Basic (2)
Below Basic (0)
Analysis of
evaluation of
teaching
criteria 1-17
[1 point each]
Teacher candidate analyzes
performance of criteria correctly in
light of NASPE appropriate
practices and previous WCU
pedagogy courses while citing
specific example(s) from lesson
taught
Teacher candidate
analysis slightly
misaligned with
appropriate practices,
could be clearer with
examples
Teacher candidate
analysis at odds with
appropriate practices,
uses examples with
incorrectly validate
assumptions or use
misaligned examples
Teacher
candidate
analysis does
not address
criteria or use an
example
Response to
mentor
teacher’s
assessment
[2]
15. Mentor Teacher’s Assessment:
agreement & disagreement with
several insights provided by mentor
teacher was discussed in detail; 3-4
suggestions for improvement by the
mentor teacher are given & insights
about these suggestions are shared
Several suggestions from
the mentor teacher are
provided; a general
discussion of agreement
with or disagreement
with mentor’s evaluation
is provided
Only a few
suggestions from the
mentor teacher about
the practicum
teacher’s performance
is discussed
Teaching
behavior was
not analyzed
Response to
peer
assessment
[2]
17. Peer Assessment: [3]
agreement & disagreement with
several insights provided by peers
was discussed; 3-4 suggestions for
improvement by the peers are given
& insights about these suggestions
are shared
Several suggestions from
the peer review are
provided; general
discussion about
agreement with or
disagreement with is
provided
Only a few
suggestions from the
peer review about the
practicum teacher’s
performance is
discussed
Teaching
behavior was
not analyzed
Deductions: Inadequate grammar, spelling and sentence structure (at discretion of university instructor)
Overall Score: _____/21
Score on items 1-17
1. _________
2. _________
3. _________
4. _________
5. _________
6. _________
7. _________
8. _________
9. _________
10. _________
11. _________
12. _________
13. _________
14. _________
15. _________
16. _________
17. _________
16
Task 8: Mentor Teacher Evaluation of Teaching
 Mentor teacher completes evaluation of teaching rubric which is turned into university instructor.
Task 9: University Instructor Evaluation of Teaching
 University instructor completes evaluation of teaching rubric and gives a copy to TC.
EVALUATION OF TEACHING RUBRIC (Used for Tasks 8 & 9)
TC Name: ______________________________ School: ___________________
Criteria
1.Antic
Set
[1/2]
2.Clarity
of
Instruction
[1/2]
3.
Verbal
Qualities
[1/2]
4.Knowledge
/Demos
[1]
5.Learning
Activities [2]
6.
Sequencing
[1/2]
7.
Engagement
[1]
8.Resources
[1/2]
Proficient (4)
Addresses what is being
covered and why, clearly
communicated
Teacher provides clear and
thorough directions
throughout, no S confusion
evident, all aspects of
activity included
Audible, strong varied
voice; word usage is clear
and efficient; no fillers
“um,” vocab & cadence
are appropriate for grade,
proper grammar
Strong, in-depth
knowledge of concepts &
skills, answers all
questions, confident,
excellent/viewable demos
with appropriate cues
Activities aligned with &
support objectives, engage
Ss in meaningful content;
can optimally and
effectively foster learning,
Tasks are developmentally
appropriate and are
sequenced in order of
difficulty; leads to
connections; allows for
variability/differentiation
Ss are highly engaged in
all learning tasks, waiting
and off-task are minimal,
activities are of interest to
Ss, many opportunities to
respond (OTR’s),
pace/time is appropriate
for learning,
Resources &/or equipment
suitable & safe for lesson,
augments learning, fair,
maximizes time on task
Developing (3)
Too-brief rationale for
what is being covered and
why, slightly unclear
Teacher provides clear
directions most of the
time. slightly off or
omitting some instructions
or information needed
Appropriate voice,
occasional fillers, some
varied intonation,
generally clear, needs
slightly modified vocab,
ends with prepositions
Comfortable with
knowledge, skills, demos;
could be more refined,
comments to Ss accurate,
too many or few cues or
limited visibility
Activities taught
meaningfully allow Ss to
improve the desired tactic,
some changes could result
in more learning
Ss generally have the
skills/knowledge for each
succeeding task, some
misalignment, some
variability and
differentiation
Ss could be more actively
involved through
instructional changes;
activities are appealing to a
majority of the class,
slightly excessive waiting,
could use more/less time
per activity
Resources not used
optimally, better choice
available for improved
learning, some imbalance
Basic (2)
States what will be done in
lesson but no discussion of
why
Teacher provides clear
directions some of the
time, some students are
confused, demonstrations
lead to undesired results
Some difficulty in hearing
ST, some confusion or
rambling, clarity needs
improvement , more use of
fillers, words too difficult
One or two minor errors in
knowledge, skills, demos,
feedback, or rules;
difficulty breaking down
skills or concepts for Ss,
inaccurate cues
Activities relate to desired
learning but are limited in
their potential to foster
improvement, lecture or
same activity throughout
Tasks are developmentally
too easy or too hard for
most students,
progressions missed,
limited adjustments for
high & low performers
Limited use of engaging
and interesting activities,
frequent lost learning time,
Ss disinterested, fewer
opportunities to respond
and improve, rushed or too
slow at points
Resources mostly
ineffective, potential safety
issue, too few or not
designed well
Below Basic (0)
Purpose of the lesson not
communicated, lesson just
starts
Teacher directions were
not clear and did not use
demonstration to clarify.
Monotone, too low,
frequent fillers, confusing
word usage, vocabulary is
inappropriate for grade of
Ss, grammar/word usage is
poor example
Major errors or multiple
minor ones, unable to
answer Qs, Ss recognize T
inability, not up to date,
unskilled demo, cues limit
learning, can’t see demo
Activities loosely related
to topic, mostly busy work,
unlikely students will
improve much
Not developmentally
appropriate, no logical
sequence or progressions,
no ability to connect lesson
segments; one size fits all
approach
Activities mostly drills,
boring, waiting and nonlearning time are overly
abundant, Ss can’t wait for
class to end, timing
completely off, failed to
recognize pace or activity
change
Unaware how to use
resources, not available,
unsafe, not equitable in
terms of use
17
9.
Feedback
[1]
10.
Transitions
[1]
11.Monitor &
Adjust
[1/2]
12.Class
Management
[1]
13.Class
Environment
[1/2]
14.Teach
er Movement
[1/2]
15.Teach
er Presence [1/2]
16.
Questioning
[1/2]
Proficient (4)
Mix of general and
specific comments relating
to objectives; provides info
about S strengths & weaknesses, continuous
throughout lesson, praises
positive outcomes
/behaviors, uses whole
class feedback on occasion
Transitions are purposeful
and efficient, seamless; Ss
not confused; time not
wasted, effective changes
in grouping & organization
Monitors/modifies lesson
as appropriate, highly
responsive to S input/
performance; flexible
Notices and addresses offtask Ss, uses appropriate
intervention, minimized
disruption, effective
routines, consequences
applied consistently
Classroom interactions are
highly respectful , encouraging & positive, Ss help
maintain civility, + rapport
Sees all Ss during the
entire lesson, keeps back
to wall, moves consistently
to all parts of space, moves
when necessary
Verbal and non-verbal
demeanor demonstrates
enthusiasm and eager
involvement in the class
Asks meaningful
challenging Qs that elicit a
variety of S responses,
checks for understanding
(CFU), involves critical
thinking, redirects if Ss are
stumped, uses wait time
Addresses and aligned
with major concept or
skills, involved Ss, higher
order Qs
Developing (3)
Feedback to students is
general but provides some
info about their learning
strengths and weaknesses,
intermittent throughout a
lesson, generally negative
or neutral feedback,
limited whole class
feedback or redirects
Transitions and handling
of materials occur
smoothly most of the time
with little loss of
instructional time
Monitoring focuses on task
completion & S engagement, some adjustment for
time, space, materials.
Ss generally on task, some
missed or not addressed
off-task behavior, a few Ss
not engaged or not
following rules, routines
helpful, consequences OK
Interactions reflect general
caring and encouragement,
respectful of differences
among Ss, OK rapport
Sees majority of Ss,
occasionally Ss to back of
teacher, moves
periodically or is slow to
move when necessary
Engaged with Ss but not in
an eager or motivating
fashion
Checks for understanding
(CFU), but asks a general
question, easy questions,
somewhat rhetorical Qs,
fails to appropriately
redirect after Qs, limited in
extending S learning
17.
Take home message could Loosely linked or fails to
Closure
be stronger or more
address one or several
[1/2]
aligned with lesson’s
important aspects of the
major content or essential
lesson, questioning is
content
elementary, rushed
Other deductions at discretion of mentor teacher and/or university instructor
Total: ______/50
COMMENTS:
Asks questions and CFU
but questions slightly too
easy or hard, narrow or
lower level questions more
abundant, could wait a bit
longer
Basic (2)
Amount and quality of
feedback negatively
impacts S learning, is
limited, unlikely to
improve performance, lots
of “goods”, occasional
feedback, consistently
negative, no whole class
feedback or redirects
Transitions are at times
disorderly or inefficient,
better management of Ss ,
groupings or materials are
needed
Focused simply on Ss
being on-task, little
attention to progress
towards learning
Ss talking often or playing
with equipment, somewhat
ineffective strategies, little
structure to address offtask behavior, routines
needs improvement
Generally appropriate and
free from conflict, characterized by occasional
displays of insensitivity.
T position frequently puts
Ss to back, generally stays
in one area (“favorite
spot”), does not move/ use
proximity when needed
Disconnect from students,
putting in time/going
through motions
Below Basic (0)
Teacher provides
directions and “sits back”
until next task or incorrect
feedback provided,
abrasive feedback,
incorrect feedback
Significant time is lost
during transition,
disorderly, a mess
No adjustments even when
they are obviously
necessary, follows failing
plan; inflexible
Teachers fails to notice or
take action, negative
classroom, repeated offtask behaviors, ineffective,
loss of control, fails to
administer consequence
Negative or inappropriate
and characterized by
sarcasm, putdowns, or
conflict, no rapport w/ Ss
T often cannot see all Ss,
stays in same place
throughout class
Present but appearing
disinterested or
impassioned, harsh
towards students
Does not check for
understanding during the
lesson or simply provides
Ss the answer, little wait
time employed (answers
Qs for Ss)
No purposeful closure was
conducted, class ended and
students left
18
Task 10 - Practicum Time Log
Name_____________________________ School ____________________________
Mentor Teacher ____________________________
Date
Time
In
Time
Out
Visitation Notes
Mentor Signature
19
TASK 11 EARLY FIELD EXPERIENCE EVALUATION (EFEE)
The EFEE “link” will be sent to your mentor teacher. Your mentor teacher must complete
this final evaluation form online. Prior to submitting the form online, PRINT OUT A
HARD COPY. This hard copy must be turned into your university instructor. Please
emphasize to your mentor they must print out a copy of the completed EFEE; failure to
provide the print out results in a 5 point deduction.
20
Task 12 Final Evaluation
ST:_________________________________ CT:___________________________ Date:___________
PROFICIENT (4)
DEVELOPING (3)
BASIC (2)
Content Knowledge/Skill and Fitness Competence
1.
H&PE
Content
Knowledge/
Competence
[2]
2. Critical
Elements
(CEs) &
Performance
Concepts
(PCs)
[1]
Exhibited an in-depth
knowledge and ability
related to skills,
strategies, and content
knowledge in both
health and PE across
wide range of subjects
& activities; highly
effective skill
demonstrations (e.g.
tennis serve)
Analyze skills to create
appropriate CEs
(quality, quantity) and
correct critical elements
of motor skills and
performance concepts,
used effectively during
instruction
BELOW BASIC (0)
ST developing mastery
of content through
specific corrective steps
(not giving up),
frequently sought
additional resources,
HPE content
knowledge is “mostly
there,” lacked some
confidence in CK
ST lacked sufficient CK
about some or most of
the content, minimally
sought additional
resources for
improvement,
demonstrations were
often erroneous, unable
to answer questions or
effectively demonstrate.
Cognitive and psychomotor content
knowledge is poor, is
attempting to teach
when vastly
underprepared and/or
lacking knowledge
Appropriate number of
cues although
important cues are
sometimes absent or
unimportant cues are
sometimes included,
some difficulty
providing cue oriented
analysis of skill
Provides too many or
too few CEs,
pronounced difficulty
determine what CEs
were performed
correctly/ incorrectly
following a skill
performance
Often selects erroneous
CEs that will hinder
student learning,
cannot effectively
analyze the cues in a
performance
Classroom Environment/Class Management
3.Rules,
Routines and
Procedures
(RRP’s)
[1]
4.Behavioral
Expectations
and
Monitoring
Students
[1]
RRP’s are effective and
consistently employed,
clear start and stop
signal, no loss of
instructional time
High expectations for S
behavior, standards
were consistently
enforced; proactive to
prevent problems, firm
yet supportive
5.
Responding to
Student
Behaviors
Effectively
[2]
Used a variety of
effective interventions
(proximity,
consequences, name in
sentence, redirection
etc), tailored
intervention for student
& circumstances
Maintained appropriate
adult/S interaction,
mutual trust, enhanced
learning environment,
approachable, positive,
creative solutions
6.
Rapport with
Students
Parents
[1]
RRPs consistently
employed – some lost
instructional time here
(especially attendance)
or with equipment
Standards of behavior
somewhat unclear,
some Ss did not know
what was expected,
should have prevented
more problems from
arising.
Used but may overuse
one or two behavioral
management strategies.
Interventions generally
were effective and
sensitive to student
differences
Ss confused about RRPs
or when to stop/start,
equipment distribution
is unorganized, unsafe,
or chaotic
ST often aware
behavior expectations
were being violated but
did not step in and
address the problem,
Few RRPs or they vary
by the day, needed CT
to impose order or
consistently enforce
Interventions worked
for a short time but offtask behavior usually
continued. Different
approaches needed but
not attempted. Reticent
to address problems
Inconsistently or
incorrectly used
behavioral
management strategies.
Loss of control. Made
situations worse. Not
ready for own class
Maintained appropriate
& professional
adult/student
interactions, Ss respected teacher, some lack of
connection with Ss
Little rapport with Ss or
related with only
selected students, did
not like working with
parents – somewhat
effective
Had none or inappropriate relationships
with Ss; awkward with
Ss, taught and then
disconnects, belittles Ss
Standards of behavior
were unclear,
incomplete and/or
inappropriate. ST did
not monitor or become
aware of misbehavior
21
Planning
7.
Lesson
Objectives
[1]
8.
Developmental
Appropriateness
[1]
9.
Lesson Tasks/
Activities
[2]
10.
Differentiateion & Varied
Method-ology
[2]
11.
Planned
Accommodati
ons
[1]
12.
Resource
Management
[1]
ST effectively wrote
objectives that were
student centered, with
a clear and observable
outcome, neither too
easy nor difficult.
Aligned with the
appropriate standard
Instruction, vocab,
motor learning
principles & equipment
were appropriate,
progressive and
sequential for developmental level of
students, logical, no
gaps
Ample opportunities
for Ss to improve,
aligned with lesson
objectives, many
opportunities to
respond, resulted in
optimal learning,
creative, innovative,
engaging
Effectively addressed a
wide variety of
teaching styles,
learning styles, models
(sport ed, tactical
games), equipment &
lec-ture strategies to
engage wide variety of
Ss. Diversified practice.
Consistently planned
effective variety of
strategies for Ss with
disabilities (rules,
groupings etc),
strategies specific to
disability(ies)
Used resources to
promote active and fair
experiences, all
students participated
fully, encouraged
student choice that best
suited their needs
ST mostly employed
clear and observable
outcomes. Some errors
relating to action words
or conditions.
Overemphasis on
specific standards.
Too many or too few,
little focus on learning,
vague, somewhat
confusing, mostly
lower order skills or
knowledge concepts)
ST had difficulty
writing objectives,
written more from the
perspective of what
students will be doing
rather than learning.
Inconsistently applied
developmental
appropriateness; tasks,
vocab, groupings,
objectives etc slightly
developmentally
inappropriate
Student progressions,
equipment, vocab were
either too difficult
(frustration) or too easy
(boredom), sequence
disorganized, large
gaps in progressions
Frequent
developmentally
inappropriate
practices, resulting in
consistent failure of Ss,
sequences tasks from
more advanced to less
advanced
Activities taught
meaningfully allowed
students to improve but
generally could be
more effective with
repeated modifications
Activities taught relate
to desired content but
are limited in their
potential to foster
improvement, resulted
in some improvement,
boring, little progress
Activities loosely
related to topic, mostly
busy work, unlikely
students will improve
much, failed to engage
students
ST developed a tried
and true format and
attempted some
different instructional
formats, some
consideration for high
and low performers or
attempts to expand
practice
ST was developing
competence,
accommodating Ss
with disabilities,
repeatedly tried
strategies that didn’t
work, lacking some
creativity
Some difficulty
anticipating how some
resources would
adversely affect some
students or groups
more than others
(unintentional)
ST generally used the
command or practice
style in PE and the
lecture in health. Class
became somewhat
repetitive for students,
lesson designed mostly
for average student
Little variation in
instructional practice,
teaching styles,
materials, and formats
to meet student needs
Accommodations
somewhat generic or
impractical.
Incomplete, not well
correlated to Ss needs
or disability, didn’t
fully understand
disability
Managed resources
effectively for average
student but had
difficulty planning for
high and low
performers, used same
few resources
Planned lessons as if
no student had special
needs, excluded
student from lesson
content (kept score),
classes as if no S had
special needs.
Resources excluded
some students from
participating, inherent
bias that made success
difficult
22
Instructional Delivery
13.
Communication
[2]
Clear, concise, age
appropriate and
thorough directions, no
confusion, conveys
respect and sensitivity,
all directions included,
audible to all , excellent
grammar, free from
slang
ST consistently
explained purpose
or context of lesson,
motivated Ss, set
expectations, Ss saw
content as relevant
Activities explained
clearly, Ss less sure of
what was required,
could be explained for
succinctly, major
directions included,
words may be too
advanced, occasional
poor grammar
ST explained in
what the class will
be engaged but
occasionally didn’t
provide a rationale,
purpose, or context
Ss highly involved,
wait time kept minimal,
often used small sided
activities
Purposeful and
efficient, seamless; time
not wasted Ss not
confused; effective
changes in grouping &
organization
Monitors/modifies
lesson as appropriate,
highly responsive to S
input/ performance;
flexible
Consistently moved
throughout the
teaching space
including corners and
the center
Students enjoyed vast
majority of lessons
taught
Some lost instructional
time due to
instructional design or
waiting
Transitions and handling
of materials occur
smoothly most of the time
with little loss of
instructional time
20.
Closure
[1]
Used challenging,
higher order Qs to
reviews EC or
objectives, creative,
consistently involves Ss
Closures reviewed
objectives, overly
teacher centered, not
especially challenging
for students.
21.
Feedback
Amount and
Type
[2]
Feedback to students
was a mix of general,
specific, and corrective
comments; frequent
and timely interactions,
uses group feedback
well
Feedback to students
was again a mix of
general and specific but
was not frequent or
timely enough, needed
to provide more
specific or corrective
14.
Anticipatory
Set
[1]
15.
Engagement
[2]
16.
Transitions
[2]
17.
Monitor &
Adjust
[1]
18.Class
InvolvementMovement
[1]
19.
Enjoyment
[2]
Teacher provided clear
directions most of the
time, omitted some
instructions, excessive
use of fillers (um, er),
low volume often, on
rare occasional
disrespectful or
insensitive to Ss
Minimal initiation,
rushed or not well
thought through.
Little effort, if any to
explain the rationale
or context, no
motivation
Many students to
“check out,” large scale
activities/few OTR’s
Transitions are at times
disorderly or inefficient,
better management of Ss ,
groupings or materials
needed
Mad some adjustment for
time, space, materials etc.
Somewhat slow to make
adjustments
Focused simply on Ss
being on-task and
following lesson plan,
didn’t like adjusting
Moved around the
classroom but generally
did so less frequently or
with inadequate
coverage
Activities appealed and
were enjoyed by a
majority of the class
Generally stayed in one
section or half of the
gym or classroom,
some movement
Little engagement &
fun, predictable,
disinterested, mostly
filling in handouts
Closure often was
rushed, generic, or not
challenging, stated
what was done,
restated skill cues
Frequently forgot
major directions
leading to student
confusion, immature or
unprofessional,
language, not able to
be heard often, disdain
or frequent disrespect
Initiation often absent,
ST often skipped
directly to the first
activity, no connection
to rationale, purpose or
context
Mostly standing or
talking to others,
hardly involved in
learning tasks
Significant time is lost
during transition,
disorderly, a mess, hard
getting student attention
back
No adjustments even
when they are
obviously necessary,
follows failing plan;
inflexible
Teacher tended to
remain stationary most
of the class, some
movement, mostly
“planted”
Activities were mostly
drills, boring, no
variety
Closures often skipped
or not evident due to
poor time management
Feedback and Assessment
Feedback was general
and provided limited
info about S
performance. Lack of
feedback impairs
learning, does not like
to use group feedback.
Teacher mostly
explains directions and
“sits back” waiting to
explain next activity,
obvious spots where
feedback needed but
not provided
23
22.
Skill Analysis
[1]
Correctly identified
important performance
mistakes and
prioritized relevant
feedback
Correctly identified
mistakes but feedback
was sometimes
confusing, verbose or
inadequate
Could determine
“something was not
right” but not exactly
what
23.
Appearance
[1]
ST knew and
consistently followed
established attire and
grooming standards as
outlined in the student
teaching manual both
in and out of the
classroom
Infrequent attire
irregularities including
plain T-shirts,
unshaven, messy hair,
disheveled or baggy
clothes, dirty. Mostly
projected a professional
image
ST’s attire sometimes
did not fit professional
norms or those
established by WCU.
Had to be occasionally
reminded of dress code
24.
Energy,
Enthusiasm &
Attitude
[1]
Consistent energy and
enthusiasm for teaching
and the subject,
inspiring to Ss, positive
attitude, eager
involvement w/ Ss
Reported to the school
on time, and completes
work in a timely
manner, quality first
attempts. Made
preparation at least two
days in advance for all
teaching
Ready to go each day,
receptive to students,
conveys the subject
matter, some positive
energy towards
teaching
Late once in a great
while, fulfills all
professional
responsibilities, was
well-prepared,
submitted work is
90+% done
Energy and enthusiasm
for teaching and subject
matter were
inconsistent, sometimes
disinterested
26.
Collaboration
[1]
Consistently
collaborated well &/or
build relation-ships w/
others; routinely shared
resources, partic-ipated
in professional dev.,
went extra mile
ST was developing the
ability to effectively
collaborate with
colleagues,
professionals, and
parents in ways that
benefited students
Showed some interest
in collaboration with
other professionals, did
not attend all
professional
development
opportunities required
of CT
27.
Self-Reflection
[1]
Independently made
accurate appraisals of
effectiveness using data,
initiated positive change,
offered alternatives for
ineffective practice,
sought outside resources
ST needed some
support from CT or
US to accurately
reflect. Usually
made necessary
adjustments.
28.Utilizes
Constructive
Criticism
[1]
Sought out constructive
criticism and
implemented change as
soon as possible,
mature
Listened attentively to
constructive criticism
and made use of some
feedback
No or little idea how to
respond to skill
performance errors
Professionalism and Other
25.
Punctuality
and Dependability
[1]
Late minimally several
times or severely once,
sometimes well
prepared, planning not
always submitted two
days in advance,
submitted work should
be more polished
ST did not appear to
know or follow
established
conventions. Wore
inappropriate or
immodest apparel; did
not consistently follow
good grooming
guidelines
Wall flower, passing
time, not remotely
enthusiastic about
subject or Ss, waiting
for the end of the day,
harsh to Ss
Was often late; often
unprepared, has left
early, work was
substandard &
required significant
and consistent changes
to be classroom ready,
had to “pull” work out
of ST
ST rarely consulted, or
inappropriately
consulted with other
colleagues,
professionals or
parents to benefit
students, did the bare
minimum
Reflection
Total: ______/148
ST missed a major
deficiency or
incorrectly evaluated
an ineffective practice.
Generic reflections.
Didn’t utilize data from
assessments
Sometimes open to
constructive criticism;
occasionally made
excuses
ST failed to accurately
reflect on strengths and
weaknesses of lessons,;
did not know if lesson
was effective in
reaching goals
Unreceptive to
constructive criticism;
blamed others for
problems