STUDENT TEACHING MIDBLOCK &FINAL EVALUATIUON FROMFOR PHYSICAL EDUCATION
Student Teacher:
Evaluator:
Date:
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.
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
3-Exceeds Expectations: The teacher candidate consistently demonstrates exemplary and beyond
what is typically expected, dispositions essential to becoming effective professional as defined by
NASPE standards of beginning teachers.
2-Meets Expectations: The teacher candidate consistently demonstrates dispositions essential to
becoming effective professional as defined by NASPE standards of beginning teachers
1-Approaches Expectations: The teacher candidate occasionally demonstrates dispositions essential
to becoming effective professional as defined by NASPE standards of beginning teachers but does
not yet do so consistently
0-Not Evident or Unsatisfactory: The teacher candidate rarely demonstrates dispositions essential
to becoming effective professional as defined by NASPE standards of beginning teachers
IC
NYS
NASPE
STANADARDS
1 I.1 II.4
3.1
II.1 II.4
II.6
3.2
1
1, 2
1, 2
II.2 II.5
3.3
I.4
I.5
4
I.6
III.2
3.5
II.1
3.6
1 II.1
I.2, I.3
4 II.2, II.3
5 II.6, III.4
III.5
3.7
5.1
PRE-IMPLEMENTATION PHASE
PLANNING
Short and long term goals– Designs &
implements appropriate short and long term goals
linked to program goals as well as student needs
State and National Content Standards- Designs &
implements content that is aligned with lesson
objectives, unit goals, state and national standards
Lesson content – develops and implements
lesson content that aligns with lesson plan objectives
and unit plan goals
Differentiate instructions /ModificationsIdentifies, selects and implements appropriate
instructional strategies sensitive to student’s
strengths/weaknesses, learning styles, prior
experiences, including diverse learner’s needs and
students with disabilities
Progressive & sequential – plans and implements
progressive (simple to complex) and sequential
instructional tasks that address the needs of all
diverse students
Fitness - Demonstrates knowledge of fitness
principles and applications
Use of technology - develops repertoire of direct
& indirect instructions that requires students to
utilize current available technology to meet lesson’s
objectives
Assessment- develops/selects valid, reliable and
free of biases assessments tools that can measure
lesson objectives and unit goals
Comments:
Rating
3
2
1
0
IC
NYS
NASPE
IMPLEMENTATION PHASE
RATING
3
STANDARDS
IV.3
IV.4
3
IV.1
IV.3
3 IV.4
3
IV.1
IV.3
4.5
3.4
4.6
MANAGERIAL SKILLS
Managerial Routines & Behavioral ManagementUses & creates rules and routines for positive/ safe
(emotionally & physically) learning environment; requires
student attention; uses an effective approach to deal with
off-task behavior; develops/implements an effective plan
to deal with discipline issues
Fair & equitable –Organizes and allocates resources
(equipment, time space etc.)to provide active and
equitable learning experiences for all students
Personal & Social behavior -clearly explains
appropriate class behavior for a productive learning
environment; uses strategies to help student assume
responsibility; displays mutual respect, support for others,
safety, cooperation
Comments:
2
1
0
IC
NYS
NASPE
STANDARDS
3
1, 2
4
5
IV.2
III.5
I.3
II.1
4.4
4.1
II.5
II.6
III.2
4.2
III.6
IV.2
4.3
II.3
6.1
IV.1
6.4
III.3
V.1
V.4
V.5
5.1
IMPLEMENTATION PHASE
LEARNING OPPORTUNITIES
Changing dynamics – recognizes and adjustments “on
the spot” on the instructional task based on student
responses
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
appropriate into teaching
Instruction and Demonstration- uses effective
demonstrations, instructional cues/prompts and
explanations to link physical activity to previous learned
concepts to a new learning experience ;uses variety of
techniques to ensure student understanding before
moving on
Feedback & Motivation- Develops opportunities for
students to receive or give specific, corrective,
appropriate, positive and encouraging feedback to
enhance students learning; Presents tasks positively and
enthusiastically- encourages students to persist and
emphasizes the importance of effort; tries new methods
and tactics to involve reluctant students
Accountability- Holds students accountable for
performance and outcomes of each task , demonstrating
the belief that all students can become physically
educated
Connects with Students- Moves around Gym, uses
eye contact, positive reinforcement, listens and
communicates with students in ways that convey respect
and sensitivity
Assessing Learning- Uses a variety of appropriate
authentic and traditional assessment tools (e.g., self, peer,
role play, technology ) to evaluate student learning,
before, during and after instruction; involves students in
the assessment process
RATING
3
2
1
0
Closure- Adequately summarizes the learning
experience, provides key points to review the lesson w/
students
IC
NYS
NASPE
IMPLEMENTATION PHASE
RATING
3
STANDARDS
NYS
1
0
Practice opportunities – The majority of students are
actively practicing and participating skills
IV.4
IV.3
IV.4
IC
2
MAXIMUM PARTICIPATION
Success Rate – All students experience success in at
least 60% of the practice opportunities
Transition – Changing equipment, stations or tasks
takes less than 1 minute to complete
Comments:
NASPE
IMPLEMENTATION PHASE
RATING
3
STANDARDS
8
6.3
V.2
VI.1
8
VII.1
VI.2
5.3
6.2
6.4
PROFESSIONALISM & SELF-REFLECTION
Professionalism – Appropriate attire; interacts and
behaves professionally at all times; appears energetic,
enthusiastic, comfortable and confident while teaching;
exhibits high expectations and behaviors that are
according to the professional ethics of a highly qualified
teacher; well prepared for instruction, well organized and
punctual
Reflection- Reflects, and analyzes, students’ learning
outcomes as well as personal strengths and weakness and
plans improvements for subsequent lessons
Professional Development- Participates in activities
that enhance collaboration, professional development and
can lead to professional growth (e.g., professional
development days, conferences, multidisciplinary teaching
approach, etc.)
Respect &Sensitivity- Communicates with students
and other professionals with respect and sensitivity to
individual differences.
2
1
0
SUMMARY
Overall Comments:
Student Teacher’s Signature:
Mentor Teacher’s Signature:
Date: