Physical Education K-12 Student Teaching
Handbook & EDFE 444/555 Syllabus
For UNC Teacher Candidates, UNC Supervisors, and Cooperating Teachers
ST Coordinator: Dr. Jennifer Krause
Office: Gunter Hall 2660
Phone: (970) 351-1755
Credit Hours: 12
Office Hours: By appointment
Email:
Jennifer.krause@unco.edu
Class Meeting: Daily, all day in local schools
UNC Seminar Meetings: As scheduled
Content
Page
Student Teaching Information
2
Teacher Candidate Information
6
Cooperating Teacher Information
8
University Supervisor Information
9
Advanced Teacher Work Sample Unit and Guidelines
10
Lesson Plan/Reflection Form
20
Teaching Feedback Form
22
Teacher Candidate Concern Form
24
Attendance Log
25
Final Evaluation Rubric
26
School Information Form
34
1
STUDENT TEACHING INFORMATION
EDFE 444/555, Student Teaching in Physical Education K-12 (twelve credit hours).
Prerequisites: EDFE 130. Meets student teaching requirement for certification. S/U graded. Repeatable,
maximum of 15 credits, under different subtitles. Sixteen weeks of field-based experience (8 weeks at the
elementary level; 8 weeks at the secondary level) under the supervision and coordination of a university
supervisor and cooperating teacher, successful completion of the Advanced Teacher Work Sample, and
successful participation in the student teaching seminar. Teacher candidates are to begin their
placement when their cooperating teacher begins, NOT when the UNC semester classes begin. EDFE
444/555 is graded Pass/Fail (S/U). To pass the course you must:
 score a minimum of proficient on all categories of the Advanced Teacher Work Sample
 pass all categories on Final Evaluation completed by your CT and US
 meet all student teacher expectations included in this handbook
EDFE 444/555 COURSE INFORMATION
Course description
Student teaching is the culmination of the Physical Education K-12 Professional Teacher Education
Program and covers all Performance Based Standards for Colorado Teachers and UNC College of Education
and Physical Education Content Standards (NASPE/CAEP). Students spend 16 full weeks in the K-12
Physical Education Setting (8 elementary, 8 secondary). The experience requires 640 field hours. This final
student teaching experience is designed to help teacher candidates develop a wide array of competencies in
teaching physical education, including planning, instructing, and assessing students; using appropriate
materials, resources and technology; managing and organizing a classroom; relating professionally with
others; and applying content knowledge as demonstrated in the Advanced Teacher Work Sample. Full
admission to PTEP or certification at the undergraduate level required. Meets student teaching
requirement for certification. Supervision is by a University consultant and certified teacher whose
endorsement is consistent with that of the student teacher. Experience includes significant and continuous
involvement of the student. Other guidelines include:
1.
2.
3.
Students with Disabilities: Students who believe that they may need accommodations in this class are
encouraged to contact the Disability Support Services, voice TTY (970) 351-2289, or fax (970) 3514166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations are
implemented in a timely fashion.
Sexual Misconduct/Title IX Statement The University of Northern Colorado prohibits and will not
tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to
investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment,
stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty
member, they have an obligation to report it to UNC’s Title IX Coordinator. “Disclosure” may include
communication in-person, via email/phone/text message, or through in/out of class assignments. If
you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC
Counseling Center (970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040). If
you would like to learn more about sexual misconduct or report an incident, please visit
www.unco.edu/sexualmisconduct.
Equity and Inclusion Statement The University of Northern Colorado embraces the diversity of
students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique
perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins,
sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral
abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size
and/or shapes are strongly encouraged to share their rich array of perspectives and experiences.
2
4.
5.
Course content and campus discussions will heighten your awareness to each other’s individual and
intersecting identities. The Office of Student Rights & Responsibilities (located in Decker Hall) serves
as resource to anyone seeking support or with questions about equity and inclusion at the University
of Northern Colorado (UNC). If you are a witness to or experience acts of bias at UNC and would like to
learn more about bias response or report a bias incident, please visit Bias Response at
http://www.unco.edu/biasresponse/.
Academic Integrity Statement You are expected to practice academic honesty in every aspect of this
course. Make sure you know and understand the pillars of the UNC Honor Code: Honesty, Trust,
Responsibility, Respect, and Fairness. Become familiar the Student Code of Conduct, especially the
section on acts of dishonesty. Students who engage in academic misconduct are subject to grading
consequences with regard to this course and/or university disciplinary procedures through the office
of Student Rights and Responsibilities. Liability Statement pertaining to field experiences: UNC
purchases insurance that provides liability coverage to teacher candidates (subject coverage
limitations and deductibles of the applicable insurance policy) for claims made against the teacher
candidate while s/he is acting in the course and scope of her/his responsibilities in field experience.
Such coverage is subject to limitations and exclusions for, among other things, alleged intentional acts
and other uncovered claims.
Personal Liability: It is each teacher candidate’s choice to determine if s/he wishes to purchase
additional liability coverage. Several professional organizations, including but not limited to the
Colorado Education Association, the Council for Exceptional Children, and the National Education
Association, offer personal professional liability insurance that can be purchased by the teacher
candidate at her/his expense.
3
Course Objectives, Standards, and Assignments/Assessments
Course: EDFE 444/555 – PE K-12 (SES)
Course Objectives (in the form of outcomes)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Plan lessons and units of instruction that are appropriate
to the level of student achievement and demonstrate
concepts and strategies related to skillful movement and
physical activity.
Accurately self-assess your teaching competencies,
knowledge and dispositions through work sample
assessment and interviews.
Portray your teaching competencies, knowledge and
dispositions to a prospective employer.
Develop a resource network for beginning teaching.
Develop the conduct and professionalism of a beginning
teacher
Develop a support network for beginning teachers.
Use a variety of sources for evaluation of one’s own
teaching effectiveness.
Demonstrate good teaching skills in all instructional
classes, which incorporate interdisciplinary learning
experiences from multiple subject areas and use
appropriate cues and prompts.
Evaluate student progress in using tests and methods
which are valid measures of performance and
understands and uses formal and informal assessment
strategies to foster physical, cognitive, social, and
emotional development of learners in physical activity.
Demonstrate that planning, executing, and evaluating
include the developmental characteristics of the learner
and promote the assumption of responsibility for one’s
own learning.
Demonstrate proper use of the English language in all
forms of communication and use knowledge of effective
verbal, nonverbal, and media communication techniques
NASPE
3.1
5.3
Standards
COPE
InTASC
(R-8.16)
1b
7a,c,d
9g
COTQ
Assignments & Readings
1a
Advanced Teacher Work Sample (ATWS)
4a
ATWS
6.3
5
Mock Interviews
6.2
6.3
9j,o
5
5
Seminar
CT/US Evaluations
6.2
5.1
9c
4.1, 4.2,
8a,l,n,
5.1, 5.2
1a, 6a, 6b,
6g, 6j, 6k, 6l,
CT/US Evaluations
ATWS
5.2
7a,c
6a,b,m
CT/US Evaluations
ATWS
5d
Seminar
ATWS
5
6.4
2a
5
4
1e
CT/US Evaluations
ATWS
CT/US Evaluations
12.
13.
14.
15.
16.
17.
18.
to foster inquiry, collaboration, and engagement in
physical settings.
Be responsible for the planning, execution, and
evaluation of one complete unit of instruction that is
developed in a format appropriate for the grade level.
After a period of orientation and a gradual increase in
responsibility, take full responsibility in all classes for
daily instruction, including planning and evaluation of
each unit, at least 70% of the total number of weeks.
Demonstrate flexibility and good judgment in handling
unexpected interruptions, emergencies, and student
misconduct and use an understanding of individual and
group motivation and behavior to create a safe learning
environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
Plan and carryout instruction that takes into account
different physical/mental barriers that some students
have in acquiring skill and knowledge of subject matter
while understanding how individuals learn and develop,
and provide opportunities that support their physical,
cognitive, social, and emotional development.
Understand how individuals differ in their approaches to
learning and create appropriate instruction adapted to
these differences.
Evaluate the effects of his/her actions on others (e.g.
learners, parents/guardians, and professionals in the
learning community) and seek opportunities to grow
professionally through attendance and participation at
workshops, conferences, and utilize professional
literature to facilitate their teaching.
Foster relationships with colleagues, parent/guardians,
and community agencies to support learners’ growth and
well-being.
3.1, 3.2,
3.3, 5.2
7a,c
6a,b,m
3
3b
CT/US Evaluations
ATWS
CT/US Evaluations
4.6
3a,d
3.5, 3.6
2a, 2b
CT/US Evaluations
3a
4c
CT/US Evaluations
2d
3.5
2a, 2b
3a
6.2
1c, 9a
5
5c
CT/US Evaluations
6.3
1c, 3n
5
5c
CT/US Evaluations
5
CT/US Evaluations
ATWS
TEACHER CANDIDATE INFORMATION
Assignments/Requirements
Assignments/Forms
1. Print complete copy of this handbook for
cooperating teacher.
2. Email your UNC Supervisor with several
dates/times that you and your Cooperating
Teacher can meet with him/her.
3. Email School Information Form to University
Supervisor and Student Teaching Coordinator
4. Attend all scheduled seminars
Where to turn it in
To Cooperating Teacher
5. Advanced Teacher Work Sample
Submit all sections on LiveText
To UNC Supervisor
To ST Coordinator and UNC
Supervisor
Must attend all seminars
6. Cooperating Teacher & Supervisor complete “First Remind both your Cooperating
8 Weeks Final” Evaluation Survey of Teacher Teacher & Supervisor to complete
Candidate
the evaluation and discuss it with
you
nd
7. Print complete copy of this handbook for 2
To Cooperating Teacher
placement cooperating teacher.
8. Email School Information Form to University To ST Coordinator and UNC
Supervisor and Student Teaching Coordinator
Supervisor
9. Email your UNC Supervisor with several To UNC Supervisor
dates/times that you and your Cooperating
Teacher can meet with him/her.
8. Complete the “Student Teacher Exit Survey FINAL”
Complete – link will be sent
9. Cooperating Teacher & Supervisor “Second 8 weeks Remind both your Cooperating
Final” Evaluation Survey of Teacher Candidate
Teacher & Supervisor to complete
the evaluation and discuss it with
you
6
Due on
By 1st day of 1st
placement
First week
First week
When
scheduled
Completed in
1st placement;
Final work due
date:
Nov. 15/
April 15
Oct. 15/
Mar. 15
By 1st day of 2nd
placement
First week
First week of
2nd placement
Dec. 1/
May 1
Dec. 1/
May 1
Expectations
1. Maintain professional standards for teacher candidates, both at the University and at the school. Conduct
yourself in a mature, responsible and professional manner and maintain an appropriate personal
appearance. Demonstrate professional demeanor to school personnel, including teachers, students and the
community.
2. Wear UNC Bear ID on the lanyard provided, at all times when in school setting.
3. Become informed about the students and the content you will teach.
4. Manage your time to allow adequate preparation of your work for the classroom.
5. Plan lessons and submit the plans to the cooperating teacher for review and recommendations prior to
teaching the lesson to the class.
6. Conform to the school's rules, policies, and local standards of behavior. Adjust to, rather than try to change
the situation in the classroom or your assigned school. Remember you are a guest in the school to gain
professional development.
7. Participate in all of the activities expected of your cooperating teacher. Follow your cooperating teacher's
schedule which includes arriving and leaving when he/she does.
8. Call the school office, your cooperating teacher and your supervisor by 7:00 a.m. in the event you cannot be
at your assignment that day.
9. Return school materials, textbooks, resource materials and student records on or before the last day of
student teaching.
10. Regularly discuss your progress and concerns with your cooperating teacher and university supervisor.
Discuss with your cooperating teacher any assignments (capstone unit of instruction) that must be
implemented during class time. A minimum weekly scheduled meeting is recommended.
11. Solicit and accept constructive criticism and suggestions that assist your professional and personal growth.
12. Attend all scheduled seminars, workshops, and other required events as stated on your seminar schedule.
Resources



STE Resources: www.unco.edu/teach/forms.html
Standards: http://www.unco.edu/teach/standards.html
STE contact information: www.unco.edu/teach
7
COOPERATING TEACHER INFORMATION
Paperwork

The Teacher candidate is REQUIRED to print out the entire handbook, and provide you with a copy
Required:
1. Complete three formal observations of your teacher candidate using the UNC Teaching Feedback Form and
reviewed by you and the teacher candidate. Submit all three forms to jennifer.krause@unco.edu by the end of
the placement March 1/May 1 (1st placement) or Oct. 1/Dec. 1 (2nd placement).
2. Complete the Final Online Evaluation Form (see sample below) submitted by March 1/Oct. 1 (first 8 weeks) or
Dec. 1/ May 1 (second eight weeks) online. IMPORTANT: The teacher candidate will not receive a grade, unless
the Final Evaluation form is submitted in a timely manner.
3. Collaborate closely with the Teacher Candidate on the required Teacher Work Sample (1st placement only).
Optional/As Needed:
1. Contact Supervisor and Student Teaching Field Placement Coordinator as soon as you realize there is a
significant problem with the teacher candidate’s attitude, pedagogy, performance, or knowledge.
Cooperating Teacher Compensation
All UNC cooperating teachers are eligible to choose between receiving 1 graduate credit for supervising a student
teacher candidate OR a $50 stipend.
If you choose to receive the graduate credit (NO FEES attached), please complete the EDF 513 Registration Form found
at http://www.unco.edu/teach/ct.html (select the form for K-12 PE for 1 credit if you have the ST for 8 weeks – be sure
to choose the 1st or 2nd 8 weeks form; select the 2 credit form if you have a ST for 16 full weeks). Due to new Federal
compliance policies, you must apply for credit by the due date listed on the form. If we do not have a request for credit
form from you by the deadline, you will receive the stipend. Late credit requests cannot be accepted. Paperwork to
receive the stipend will be emailed to you at the end of the semester hosting period.
You may also use this mentoring experience to receive credit toward licensure renewal with the Colorado Department of
Education. If you are interested in receiving CDE credit for licensure renewal, please contact Lynette Kerrigan
(lynette.kerrigan@unco.edu) for a verification form and see the instructions at cde@state.co.us.
Expectations







Prepare the students in your class for the teacher candidate.
Provide teacher candidate with resources such as a roster, school bulletins, schedules, school handbooks,
district content standards, and curriculum guides.
Provide a work area or space for the teacher candidate.
Take the teacher candidate around the building, and introduce to the students, the principal and other school
personnel. Allow time for your teacher candidate to visit and observe other grades/classrooms in the school.
Explain classroom and building routines, for example, safety procedures (i.e. lockdowns/fire drills), recesses,
lunch, playground, attendance, assessment, grading and report cards, standardized testing, etc.
Talk to your teacher candidate! Encourage teacher candidate to ASK QUESTIONS. Schedule a conference with
the teacher candidate once a week for a period of 1/2 to one hour. Impromptu conferences may occur daily
depending on the teacher candidate’s needs and the cooperating teacher’s time. Evaluate the teacher candidate
frequently on an informal and formal basis and share these evaluations openly with the teacher candidate.
Excuse teacher candidates for UNC-scheduled seminars, workshops, and other pre-approved professionaldevelopment opportunities (i.e., COAHPERD Conference, SHAPE America Convention, etc.). Teacher candidates
will provide you with the schedule for seminars (approximately 1-2 Fridays per month).
8
UNIVERSITY SUPERVISOR’S INFORMATION
Paperwork
Note: All hard copies of paperwork, including 3 Teaching Feedback forms completed by the Cooperating Teachers per
placement (6 total), 3 Teaching Feedback forms per placement (6 total) completed by you, and Concern Form/Action
Plan (if applicable) need to be submitted to the PE K-12 Student Teaching Coordinator.
What
Where to Turn in
Due on
1. Complete an introductory visit to the student teacher’s placement and
By the
arrange a meeting with the cooperating teacher and teacher candidate to
N/A
second
discuss expectations, arrange for observation visits, and answer questions.
week
Do this once at the beginning of each placement.
Submit to PE K-12
2. Complete 3 formal observations per placement; complete 3 Teaching
Dec. 1/
Student Teaching
Feedback forms per placement (6 total)
May 1
Coordinator
Throughout
3. Monitor/coach Advanced Teacher Work Sample
N/A
1st
placement
Complete on-line;
Oct. 15/
4. Complete “First 8 weeks Final” evaluation
remind cooperating
Mar. 15
teachers to do the same
Complete on-line;
Dec. 1/
5. Complete “Second 8 weeks Final” evaluation
remind cooperating
May 1
teachers to do the same
PE K-12 Student
6. If applicable, Concern/Action Plan forms
Immediately
Teaching Coordinator
Responsibilities






Attend the UNC Supervisor Orientation meeting.
Establish e-mail communication with your teacher candidates, encourage regular reflection and inquiry.
Schedule a meeting at the beginning of each placement with each of the cooperating teachers with whom you
will work.
As early as possible in the term, stop by the building principal’s office and introduce yourself to him/her.
Always remember to wear your UNC ID badge when visiting assigned schools and always enter the building
through the main office where you must sign in.
Make one contact per week with teacher candidate via either email or in person.
9
Advanced Teacher Work Sample Unit and Guidelines – PE K-12
Student Teaching Coordinator: Dr. Jennifer Krause
Office: Gunter Hall 2660
Email: jennifer.krause@unco.edu
Phone: 970.351.1755
Introduction:
The Advanced Teacher Work Sample is developed and taught by the teacher candidate. There are several reasons as to
the value of the Advanced Teacher Work Sample. Those reasons include:
 Teacher candidates are experiencing the same processes that highly effective teachers utilize as they develop
units.
 Teacher candidates are directly involved in learning how to design, plan, prepare, implement, and assess an
effective unit.
 Teacher candidates are required to collaborate with their cooperating teachers and university supervisor in
completing the unit.
 Teacher candidates are required to reflect upon the components and overall quality of the unit. This unit is also
a Colorado Department of Education and the University Of Northern Colorado School Of Teacher Education
requirement for licensure; therefore, teacher candidates must receive a minimum of proficient evaluation on all
sections of the Advanced Teacher Work Sample to pass their student teaching experience.
What is a teacher work sample? A Teacher Work Sample (TWS) can be viewed in terms of a product and a process. As
a product, the TWS measures a teacher candidate’s (TC’s) ability to promote student achievement, documents that TC’s
have met minimum national standards, and validates teacher education programs. It a) is real in that it replicates actual
teaching, b) is naturalistic as it occurs in classrooms with children, c) provides meaning by mirroring the important
aspects of teaching, and d) is helpful, causing teachers to reflect on practice. Activities based on the premise that the
best predictor of future behavior is observed behavior under similar situations. Applicants perform observable, jobrelated behaviors as predictors of criterion performance.
The work sample can be viewed as a set of inter-related tasks consistent with standards based instruction asking
teachers to document their work around these tasks, the impact they have on students, and to reflect on all this... In
short, it is “an integrated, comprehensive assessment tool, which can be used to support a beginning teacher’s readiness
to teach.”
In a teacher work sample, teachers teach and assess a clearly defined theme or topic that will enable students to meet
their local school district curriculum standards or the NASPE Model Content Standards. In essence, the work sample is
an extremely thorough and detailed unit plan.
Planning for Student Learning: Review the school district’s curriculum standards, Colorado Model Content Standards,
and the NASPE Physical Education Content Standards and Grade Level Outcomes and think about what you want your
students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher resources and
start thinking about how you will teach and assess students’ learning relative to the content standards you select. Ask
yourself:
 What do I need to learn myself in order to teach this unit well?
 What kinds of resources will I need to teach this unit?
 What human and material resources are available in my community?
10
Teacher Work Sample Components
I.
II.
III.
Title Page and Table of Contents. The “Title Page” should feature the title of your unit, grade level(s), the
semester you taught the unit, and your program – K-12 Physical Education. Also include your name, your
cooperating teacher’s name, and the name of the school and school district in which you are student teaching.
The “Table of Contents” should, at minimum, list each of the unit components described here under “Teacher
Work Sample”.
Rationale Statement. Every Teacher Work Sample Unit needs a convincing rationale. Rationale statements
should be organized and presented in FOUR sections.
Section A: Introduction and Unit Goal. Students and teachers need to know what will be learned as a
result of participating in this unit. In this section, explain why your unit topic is an important one for
young learners. Describe how students might use this knowledge “in the real world”. This section
should end with clear unit goals for students in all learning domains. The unit goals should be derived
from state, district or national (NASPE) standards.
Section B: Community, School, and Classroom Setting (community mapping) with Implications for
Teaching and Learning. Describe the community, school, and classroom where you are student
teaching. Include information about the community, school, classroom setting, and characteristics of
students that are important to consider when teaching this unit. For example, how many male/female
students are in the class? How would you characterize students’ socioeconomic status? Will you be
teaching students with special needs or students whose primary language is not English? Do you have
any particular concerns about classroom management? Describe the physical setup of your classroom (A
diagram might be helpful). What kinds of technologies are available and will you use of any of them to
teach and assess student learning? Knowing and acting on this background information will help you
develop, modify, and differentiate instruction and assessment that accommodates the full range of
diversity in your students. The goal here is to individualize the teaching and learning process by
designing lessons that challenge all students at an appropriate level of difficulty.
Section C: Impact. Based on the contextual information presented the section should end with detailed
and meaningful implications for teaching and learning. The impact should draw detailed, accurate,
relevant, and insightful implications as well as detailed explanations. In other words, you need to
identify what you will do in your teaching as result of knowing these factors.
Section D: Meeting the Content Standards. Curriculum standards describe what students should learn,
know, and be able to do as a result of participating in your unit. In this section, list all of the school
district, Colorado Model Content Standards, or NAPSE Standards your unit addresses. Under each
content standard write lesson objectives that describe how or what students will do to meet that
particular standard. Remember that if you list a content standard then you are obligated to teach and
assess students’ learning on that standard. Also, make sure that you are able to explain how particular
lesson objectives enabled students to meet particular standards. You will need to address content
standards three times in your unit. First, by listing them here in your rationale statement along with
corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle,
and a third time when writing your “evaluative essay” (which is described below). Here is a suggestion.
Develop your lesson plans first, along with appropriate content standards and lesson objectives; next,
write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale
statement. Finally, after you teach the unit, explain how students met the standards in your evaluative
essay.
Assessing Student Learning. Describe how you will assess student learning relative to each content standard
using preassessment, formative assessment, and summative assessment.
Section A. For preassessment/postassessment, describe the techniques you will use to find out what
students already know or think they know about the unit topic. You will need to record and interpret
preassessment scores for each individual student (using a pretest) as well as for the whole class (for
11
example, using GPAI). Preassessment results are used to provide evidence of student learning gains at
the end of the unit by comparing them with summative assessment results (using a posttest).
Preassessment data can also be used to revise the unit before teaching it, for example, by changing
some of the content or instructional strategies you use, to make more informed decisions about
individualizing instruction, and to alter or modify how you will assess student learning. For SES 440
pre/post data must assess, at a minimum, the psychomotor domain. Post assessment must match
preassessment.
IV.
V.
VI.
Section B. For formative (process) assessment, describe the techniques you will use to facilitate
students’ acquisition of knowledge and skills by providing constructive feedback that, at the same time,
allows the teacher to keep track of students’ progress on a daily basis. This is the time when teachers
are constantly “one their feet” monitoring the learning process, helping students learn new skills and
knowledge, and making sure that they are “practicing perfectly” in order to apply new skills and
knowledge effectively to real-world situations. Formative assessment must include cognitive and
affective learning and ultimately should support psychomotor learning.
Section C. For summative (product) assessment, describe the techniques you will use to evaluate the
totality of what students learned. In essence, the summative assessment is a celebration allowing
students to display their learning in all three domains simultaneously. It should be designed to measure
the knowledge, skills, and dispositions you claimed students would learn according to the standards.
The summative assessment may or may not be the same as the post assessment.
Remember that multiple assessments provide a much more complete and “fair” representation of what
a student really knows and is able to do compared to any single or “one-shot” assessment. Be sure the
three forms of assessments are aligned with the content standards and lesson objectives; in other
words, be sure that you teach students to the standards and assess their learning in terms of the
standards.
Developmental Analysis, Block, and Lesson Plans. A developmental analysis of content should be the first part
of this section. The developmental analysis of content breaks content down into the sequential development of
its component parts of extension, refinement, and application. The developmental analysis is an analysis of
content needed to achieve the unit objectives; it is not the tasks that will be used to teach the content. One
developmental analysis should be developed that reflects the complete unit. From the developmental analysis a
block plan of the entire unit that indicates the progression of content development within the unit should
precede the lesson plans. Use the required SES format for writing lesson plans and develop enough instruction
for 5-6 lessons. For each lesson specify how you will monitor students’ progress in meeting content standards
during the lesson (formative assessment). Good assessment tells the teacher as much about the effectiveness of
her or his own instruction as it does about what students learned and how they learned it. Keep this point in
mind when writing your “evaluative” and “reflective” essays (described below). For each lesson reflect on the
learning and teaching that occurred using the reflection questions given in class.
Resources and References Used. A resource is something that is used to help you formulate your assessment,
planning, and instruction. Include an annotated list all of the resources you used to teach this unit. The resource
section should follow APA format. A reference is a source from which you retrieve specific information used in
the work sample. These are used predominantly in the Rationale Section and at times in the Reflective Essay.
Separate the Resources from the References in two different lists.
Evaluative Essay. In the first of these two final essays, use all of the assessment data collected from students to
present a clear picture of their learning. The evaluative essay should present evidence of learning for each
student in the class on each one of the unit’s curriculum standards. Use tables to display and summarize
quantitative data and always include examples of several students’ work on various projects and assignments at
several different levels of performance. Use narrative to explain quantitative results and what students learned.
Next present summarized evidence of student learning gathered from all formative assessments and include
samples of student work. Finally, present student learning results from your summative assessment with
12
accompanying student examples. Present and explain your assessment results in ways that the reader can use
to evaluate the extent to which your students met content standards. Hence, this essay should be written as a
technical report consisting of both qualitative and quantitative evidence and analyses of student learning.
Summaries of whole-class learning (i.e., what students learned as a class) should also be included. Lastly, you
need to interpret the results – indicating what students really learned with respect to your overall objectives.
You are not only saying what students learned, but also interpreting why those results are the way they are.
VII.
Reflective Essay. One major reason for planning, implementing, and evaluating this unit is to give you practice
teaching and assessing student learning over time in a real elementary-school classroom. This work sample is a
very authentic task for teachers. As you plan, teach, and assess students’ learning, you will be meeting many of
the teaching competencies required by UNC, NAPSE, and the state of Colorado. In this essay, describe and
explain how planning, teaching, and assessing this unit enabled you to meet the competencies 3, 4, 5, and 9 of
the “NASPE/NCATE Beginning Teacher Competencies Rubric”.
Writing is a kind of “performance assessment”. In the reflective essay you are expected to reflect on and write
about how planning and teaching the work sample helped you meet the selected competencies listed elsewhere
in this document. For example, Competency 5.2 states that teacher candidates “Use appropriate assessments to
evaluate student learning before, during and after instruction.” Reflect on this standard indicator by thinking
about the various assessment tools and techniques you used or designed for your thematic unit. Did you use or
develop any scoring rubrics or paper-and-pencil tests? Reflecting on this standard involves asking yourself the
question: “What did students write, design, make or manipulate in order to meet the standards addressed in my
work sample? How might student’s products and performances demonstrate to other people ‘how they learned’
and ‘what they learned’?” Asking and answering these kinds of questions about your own teaching and your
students’ learning is the essence of “reflection”. The thoughts and ideas you generate from professional
reflection can be used to make yourself a better teacher, and to do it faster compared to teachers who do not
take the time and make the effort to reflect on their classroom practices to increase student learning. Through
reflection is a metacognitive process and writing this essay you are demonstrating for others how you as a
physical education teacher met the following Performance-Based Competencies as a result of planning and
teaching your work sample unit and measuring the student learning that occurred because of your instruction.
13
Advanced Teacher Work Sample Grading Rubric
K-12 Professional Teacher Education Program
The performance indicators here meet CAEP, Colorado Standards, and UNC standards
Component I: TITLE PAGE, TABLE OF CONTENTS and PRESENTATION
Elements
Title Page
Table of Contents
Beginning (0-75)
(Does Not Meet
Expectations)
Title Page contains less
than four items of
information listed under
“Advanced
Table of Contents is
sloppy and incomplete
Developing (76-85)
Title Page contains four
items of information
listed
under
“Advanced”
Table of Contents is
sloppy or incomplete
Proficient (86-95)
(Meets Expectations)
Title Page contains five or
more
items
of
information listed under
“Advanced”
Title Page contains all of
the
following
information:
1. Title of Unit
2. Grade level taught
3. Student teacher’s
name
4. Cooperating
teacher’s name
5. Dates unit was
taught
6. School and school
district
Table
of
Contents
includes all six unit
components and page
numbers:
1. Rationale Statement
2. Assessment
3. DAC, Block, and
Lesson Plans
4. Resources and
References
5. Evaluative Essay
6. Reflective Essay
Table of Contents is
organized by way of the
six unit components and
their subsections
Presentation
Work meets less than
four of the seven
presentation criteria for
Advanced and has more
than ten grammatical or
spelling errors
Work meets four of the
seven
presentation
criteria for Advanced or
has more than ten
grammatical or spelling
errors
Work meets four of the
six presentation criteria
for Advanced or has five
to ten grammatical or
spelling errors
Style
APA style is not evident
and the work sample is
APA style is rarely
evident or the work
APA style is generally
followed,
the
work
14
Advanced (96-100)
Presentation is:
1. Professional
2. Exhibits higher level
writing
3. All work is typed in a
professional 12pt.
font
4. Easy to follow
5. Less than five
grammatical or
spelling errors
APA style is followed
closely, the work sample
not written in
academic tone
an
sample is not written in
an academic tone
sample is written in an
academic tone, headings
are included
is written in an academic
tone, and headings and
introductions to sections
are included
Component II: RATIONALE STATEMENT
Elements
Beginning (0-75)
(Does Not Meet
Expectations)
Developing (76-85)
Proficient (86-95)
(Meets Expectations)
(Marginally Meets
Expectations)
Rationale
Non-convincing
or
logical or no rationale
Logical rationale
teaching the unit
for
Unit Goal
(NASPE 3.1)
The Unit Goal is not
derived from relevant
content standards or is
developmentally
inappropriate
Description of School
Community
An
incomplete
description
of
the
community,
district,
school,
classroom
setting, and student
characteristics
is
provided
and
the
contextual variables are
not linked to teaching
and learning
The Unit Goal is not
derived from relevant
content standards or is
stated verbatim, and it
appears to be hastily
written and does not
accurately describe the
major concepts, skills,
dispositions,
and
relationships
that
students will learn
An
incomplete
description
of
the
community,
district,
school,
classroom
setting, and student
characteristics
is
provided and/or the
contextual variables are
not linked to teaching
and learning
Impact/Implications
The impact/implication
of contextual variables
is not identified
Standards &
Objectives
(NASPE 3.2)
Neither the learning
standards nor the lesson
objectives are identified
Advanced (96-100)
(Exceeds
Expectations)
Logical and convincing
rationale for teaching
the unit
The Unit Goal is derived
from content standards,
but stated in ST’s own
words, and accurately
describes the major
concepts,
skills,
dispositions,
and
relationships
that
students will learn
Thorough, logical, and
convincing rationale for
teaching the unit
The Unit Goal is derived
from content standards,
but stated in ST’s own
words, and accurately
describes “what” and
“how” students will
learn
the
major
concepts,
skills,
dispositions,
and
relationships
that
students will gain
A general and relevant
description
of
the
community,
district,
school,
classroom
setting, and student
characteristics
is
provided
A thorough and relevant
description
of
the
community,
district,
school,
classroom
setting, and student
characteristics
is
provided
The impact/implication
of contextual variables
is unclear
The impact/implication
of contextual variables
on
teaching
and
learning is generally
identified
The learning standards
and/or
the
lesson
objectives
are
inaccurately identified
Most learning standards
and lesson objectives
are accurately identified
The impact/implication
of contextual variables
on
teaching
and
learning
is
clearly
identified
All learning standards
addressed by the unit
are
identified
with
accompanying
lesson
objectives
15
Component III: ASSESSMENT
Elements
Developing (76-85)
Beginning (0-75)
(Does Not Meet
Expectations)
Proficient (86-95)
(Meets Expectations)
(Marginally Meets
Expectations)
(Exceeds
Expectations)
Assessment Alignment
Assessment in less than
two
domains
is
indicated and/or not
aligned
with
unit
standards and lesson
objectives
Assessment in less than
three
domains
is
indicated and aligned
with unit standards and
lesson objectives
Validity/Reliability of
Pre/Post Assessment
A valid or reliable
pre/post assessment is
not completed
A valid or reliable
pre/post assessment is
completed in at least
one domain
A valid/reliable pre/post
assessment
is
completed in at least
one domain
Formative Assessment
Formative assessment
is incomplete for two or
more domains
Formative assessment is
incomplete for one
domain
At least one formative
assessment is included
for all three domains
Summative
Assessment
A
summative
assessment addresses
less than two learning
domains
A
summative
assessment ties learning
together in two domains
A
summative
assessment ties learning
together
in
three
domains
Assessment
instruments
directions
scoring rubrics
Assessment instruments
have vague directions
and/or
scoring
procedures
Assessment instruments
have directions and
scoring procedures that
facilitate interpretations
of learning
Directions & Scoring
lack
and/or
Advanced (96-100)
Assessment in all three
domains are indicated
and aligned with unit
standards and lesson
objectives
Cognitive, affective, and
psychomotor
assessments are clearly
indicated and aligned
with standards and unit
and lesson objectives
A valid/reliable pre/post
assessment
is
completed in more than
one domain
More
than
one
formative assessment is
included for all three
domains
A
summative
assessment creatively
ties learning together in
three domains
Assessment instruments
have clear directions
and scoring procedures
that
facilitate
interpretations
of
learning
Component IV: DAC, BLOCK PLAN, LESSON PLANS AND REFLECTIONS
Elements
4.1 Developmental
Analysis of Content
4.2 Block Plan
(NASPE 3.1)
4.3 Lesson Alignment
(NASPE 3.1, 3.2, 3.3)
Beginning (0-75)
(Does Not Meet
Expectations)
A
developmental
analysis of content is
missing or is inaccurate
No block
included
plan
is
Standards,
lesson
objectives, tasks and
assessments are not
aligned and/or linked to
Developing (76-85)
(Marginally Meets
Expectations)
A
developmental
analysis of content is
included, but lacks
accuracy
and/or
substance
A block plan that
contains
activities
precedes the lesson
plans
Standards,
lesson
objectives, tasks and
assessments
are
partially aligned and
16
Proficient (86-95)
(Meets Expectations)
Advanced (96-100)
(Exceeds Expectations)
A
developmental
analysis of content for
the unit is included
A complete and accurate
developmental analysis
of content for the unit is
included
A general block plan that
contains some aspects of
the
lesson
focus,
activities
and
assessment precedes the
lesson plans
Standards,
lesson
objectives, tasks and
assessments
are
generally aligned, and
A detailed block plan
that contains major
lesson focus, activities
and
assessment
precedes the lesson
plans
Standards,
lesson
objectives, tasks and
assessments are clearly
aligned and linked to
specific performances
and outcomes
4.4 Lesson Objectives
(NASPE 3.2)
Objectives
lack
developmental
appropriateness and are
missing
a
criteria,
condition or behavior
4.5 Task Types
(NASPE 3.5)
One or more task type is
missing
4.6 Learning Domains
Lesson objectives and
activities largely ignore
one or more learning
domain
4.7 Reflections
(NASPE 5.3)
Reflections do not link
teaching and learning
and minimal data are
included
linked
to
specific
performances
and
outcomes
Objectives
lack
developmental
appropriateness or are
missing
a
criteria,
condition or behavior
Extension, refinement
or
application
opportunities
are
inappropriately
distributed
Lesson objectives and
activities are loosely
linked to and partially
support
all
three
domains
Reflections partially link
teaching and learning or
minimal
data
are
included
linked
to
performances
outcomes
specific
and
Developmentally
appropriate objectives
include a condition,
criteria, and behavior
Extension, refinement,
and
application
opportunities
are
evident
specific
performances
and outcomes
Developmentally
appropriate objectives
include
a
wellarticulated
condition,
criteria, and behavior
Extension, refinement,
and
application
opportunities
are
evident
and
appropriately distributed
Lesson objectives and
activities are linked to
and support all three
domains
Lesson objectives and
activities are consistently
linked to and support all
three domains
Reflections link teaching
and learning and some
data are included
Detailed
reflections
clearly link teaching to
learning and data are
consistently included
Component V: RESOURCES & REFERENCES
Elements
Beginning (0-75)
(Does Not Meet
Expectations)
Developing (76-85)
Proficient (86 – 95)
(Meets Expectations)
(Marginally Meets
Expectations)
Variety
Minimal resources and
references are cited
Few
resources
and
references are cited
Organization
Resources
and
references are missing
or are not organized;
simply listed
Resources
and
references are mixed
and simply listed, but
organized
Style
Resource and reference
section
minimally
follows APA style
Resource and reference
section partially follows
APA style
Advanced (96-100)
(Exceeds
Expectations)
A reasonable number
and variety of resources
and references are used
to support student
learning
Resources
and
references are well
organized
by
type
and/or by how they will
be used in the unit, by
whom, and for what
purposes
Resource and reference
section
generally
follows APA style
A
rich
variety
of
resources and references
are used to support
student learning
Resources are annotated
and well organized by
type and/or by how they
will be used in the unit,
by whom, and for what
purposes
Resource and reference
section
consistently
follows APA style
Component VI: EVALUATIVE ESSAY
Elements
Beginning (0-75)
(Does Not Meet
Expectations)
Developing (76-85)
17
Proficient (86-95)
(Meets Expectations)
Advanced (96-100)
(Marginally Meets
Expectations)
Effects of Instruction
Essay
does
not
communicate
the
effects of instruction on
student learning clearly
Essay communicates the
effects of instruction on
student learning in less
than three domains at
the class and/or student
levels
Achievement of
Standards
Analysis of learning is
not
grounded
in
assessment results or is
not tied directly to the
achievement of content
standards, unit goals
and/or objectives.
Analysis is grounded in
assessment results tied
loosely
to
the
achievement of content
standards, unit goals
and/or objectives
Graphics
Graphic
data
are
presented for less than
two domains
Graphic
data
presented
for
domains and/or
unclear
Assessment
Narrative
Assessment narrative is
incomplete
or
not
included
Assessment
includes
information
are
two
are
narrative
contextual
Examples of Student
Work
Examples of student
work are missing or not
representative of the
learning that took place
Examples of students’
work at different levels
of
proficiency
are
provided
Summary
Summary is missing or
has no connection to
objectives
Summary pulls together
some assessment data
and/or lacks information
on meeting objectives
(Exceeds
Expectations)
Essay communicates the
effects of instruction on
student learning in all
domains at the class and
student levels
Analysis is grounded in
assessment results tied
directly
to
the
achievement of content
standards, unit goals
and/or objectives
Graphic
data
presented
for
domains
are
all
Assessment
narrative
includes
contextual
information
which
explains results
Representative
examples of students’
work at different levels
of proficiency and in all
learning domains are
provided to illustrate the
quality of learning that
took place
Summary pulls together
all assessment data to
indicate the extent to
which unit objectives
were met
Essay
clearly
communicates
the
effects of instruction on
student learning in all
domains at the class and
student levels
Analysis
is
clearly
grounded in assessment
results tied directly to
the achievement of
content standards, unit
goals and/or objectives
Graphic data are clearly
presented
for
all
domains
Assessment
narrative
includes
contextual
information
which
thoroughly
explains
results
Representative
examples of students’
work at different levels
of proficiency and in all
learning domains are
provided
to
clearly
illustrate the quality of
learning that took place
Clear summary pulls
together all assessment
data to indicate the
extent to which unit
objectives were met
Component VII: REFLECTIVE ESSAY
Elements
Beginning (0-75)
(Does Not Meet
Expectations)
Developing (76-85)
Proficient (86-95)
(Meets Expectations)
(Marginally Meets
Expectations)
Connection with
Competencies
Reflection is not linked
to
required
competencies
Reflection is linked to
some
required
competencies
18
Advanced (96-100)
(Exceeds
Expectations)
Reflection is linked to all
required competencies
Reflection is linked to all
required competencies
and sub-competencies
The extent to which
Teacher Competencies
were met is explained
indicating how planning,
teaching, and assessing
student learning before,
during,
and
after
instruction
helped
achieved
the
competencies
Achievement of
Competencies
The extent to which
Teacher Competencies
were met is not clearly
explained
The extent to which
Teacher Competencies
were met is explained
Understanding of
Competencies
Reflection represents an
inaccurate
understanding of the
competencies
Reflection
represents
partial understanding of
the competencies
Reflection represents a
general understanding
of the competencies
Supporting Evidence
Self-assessment
does
not include feedback
from one’s cooperating
teacher,
university
supervisor
and/or
university faculty
Self-assessment, along
with feedback from
one’s
cooperating
teacher,
university
supervisor
and
university faculty, are
somewhat evident in the
reflective essay
Self-assessment, along
with feedback from
one’s
cooperating
teacher,
university
supervisor
and
university faculty, are
evident in the reflective
essay
The extent to which
Teacher Competencies
were
met
is
thoughtfully, insightfully,
and clearly explained
indicating how planning,
teaching, and assessing
student learning before,
during,
and
after
instruction
helped
achieved
the
competencies
Reflection represents an
accurate and insightful
understanding of the
competencies
Self-assessment, along
with feedback from
one’s
cooperating
teacher,
university
supervisor
and
university faculty, are
clearly evident in the
reflective essay
GRADING: Your achievement will be determined based on your performance on the Advanced Teacher Work Sample.
This course is graded S/U, Satisfactory or Unsatisfactory. You must earn at least proficient in all sections of the ATWS
upon final evaluation to successfully complete your student teaching assignment with an ‘S’ (Satisfactory) designation.
19
UNC SES LESSON PLAN FORM
Content Area/Skill Theme____________________
Class Skill Level _________________
Length of Lesson ______________ School: ______________________________________
Class Size _____________________________
Lesson Number ________________________
Equipment ____________________________________________________________________
Facility ______________________________________________________________________
NASPE Standards:
Colorado Standards:
District Standards:
Teacher Objectives:
Student Objectives:
DEVELOPMENTAL ANALYSIS OF CONTENT
EXTENSION
REFINEMENT
APPLICATION
Planned Lesson Activities
Approx.
Time
Student Activities
(Anticipated Progression of Tasks)
Performance Cues
Write this section out, word for
word, what you will say and do, in
detail.
20
Goal Orientation
of Task
(Informing,
Extension,
Refinement,
Application,
Intro, Closure,
Assessment) and
modifications
Organizational
Arrangement (including
Grouping & Task
Presentation method)
Teacher Reflection
Extent to which students achieved each objective was achieved. Provide specific examples of why and how
objectives were achieved.
Extent to which teacher objectives were achieved. Provide specific examples and to how and why.
How did the following go?
•
Organization:
•
Time Plan:
Changes for Next Lesson:
21
UNC School of Sport and Exercise Science
Teaching Feedback Form
Teacher Candidate Name: __________________________________ School: _______________________________
Observer Name: ________________________________________________ CT___ US ___ Other: _____________
Date: _______________
Grade Level: ___________________
Content/Skill:_________________
Start/stop time: _________________ Number of Students:______________
N/O= not observed; 2 = variable part of teaching; 3 = some problems, but basically consistent; 4 =
adequate; 5 = consistent part of teaching
Score
Criteria
Task Presentation
1. Were tasks clear (orient, sequence, examples, personalize, repeat, draw on experience, check for
understanding)?
2. Were the tasks and content progression aligned with the unit goals, lesson objective and implemented
assessments?
3. Was a quality teacher/ student demonstration used? (when appropriate)
4. Were accurate/specific learning cues/refinements used and were they clearly presented?
5. Did students know what to do, how to practice and the goal orientation of the task?
Comments:
Management
1. Were expectations structured clearly enough?
2. Were expectations reinforced?
3. Was a productive learning environment maintained?
4. Were tasks paced appropriately?
5. Were good signals used?
6. Was off task behavior not permitted?
7. Was all equipment spread out ahead of time?
Comments:
Communication and Technology
1. Did the teacher speak clearly?
2. Did the teacher speak loudly enough (were all students able to hear)?
3. Did the teacher have the attention of all students?
4. Was technology used to enhance the learning experience?
Comments:
Learning Experience Design
1. Was there a clear intent to improve motor performance?
2. Were there ample practice tries and maximum activity?
3. Were the tasks presented appropriate for the experiential level of students?
4. Was at least one rich learning experience provided?
Comments:
22
Content Development
1. Was the content extended appropriately?
2. Was there an emphasis toward quality (refinement)?
3. Was application added when skills were developed?
4. Was sufficient time allotted for each phase of the progression?
Comments:
Assessment, Literacy and Math
1. Was formative assessment included:
In the cognitive domain?
In the psychomotor domain?
In the affective domain?
2. Was summative assessment included?
3. Were students given the opportunity to develop literacy skills?
4. Were students given the opportunity to develop math skills?
Comments:
Opportunity for Student Involvement
1. In choice of content?
2. Cognitive process?
3. Affective process?
4. Organizational arrangements?
Comments:
During Activity
1. Was the teacher able to observe all students (as opposed to managing)?
2. Was feedback given to:
Individuals?
Groups?
3. Were tasks modified up or down for students on an individual basis?
4. Did the teacher move around the space?
Comments:
Overall
1. Was teacher obviously prepared?
2. Did teacher draw close connections to UNC discussions and goals?
3. Was the teacher enthusiastic and professional?
Comments:
Additional Comments:
23
Teacher Candidate Concern Form
TEACHER CANDIDATE:
DATE:
SCHOOL:
The following problematic professional and/or academic concern(s) has been expressed about the above named
teacher candidate:
Action Plan to resolve the identified concern/problem(s):
Dates of review:
Action Plan-___________________
Resolution-___________________
Signature:
Student Teaching Coordinator
Signature:
University Supervisor
Signature:
Signature(s):
Cooperating teacher or Principal
Signature(s):
Cooperating teacher or Principal
Signature:
Signature:
Student Teaching Coordinator
University Supervisor
Signature:
Teacher Candidate
Teacher Candidate
A copy of this form should be given to the teacher candidate. The original form is placed in the teacher candidate’s
assessment file in the Professional Teacher Education Office.
24
ATTENDANCE LOG
TEACHER CANDIDATE NAME ___________________________
COOPERATING TEACHER _____________________________
BEAR # _________________________
SCHOOL ________________________
YEAR ________ FALL
SPRING
SEMESTER (CHECK ONE)
Directions: Use this log to document any dates/hours missed and plans to make-up the hours/days.
TEACHER CANDIDATE ATTENDANCE:
Date Absent and/or
Hours Missed
Reason for Absence/Arrangements left
for Cooperating teacher if necessary?
_______________________
Teacher Candidate
____________________
Cooperating Teacher
25
Makeup dateStudent Contact
Cooperating teacher
Signature - To be signed after
make
up
days/hours
completed
___________________________
University Supervisor
Final Student Teaching Evaluation Questions
Student Teaching Evaluation Survey is designed to assess the teacher candidate’s level of competency with regard
to the NASPE/CAEP/CO Standards for Beginning Teachers. Please use this rubric for specific definitions for
Developing, Proficient, and Advanced categories when completing the online evaluation.
Competency #1: Scientific and Theoretical Knowledge. Physical education teacher candidates know and apply
discipline specific scientific and theoretical concepts critical to the development of a physically educated person.
(CO#3 and NASPE #1)
Developing
Proficient
Advanced
Indicator
1.1 Describe and apply bioscience
(anatomical,
physiological,
biomechanical) and psychological
concepts to skillful movement,
physical activity, and fitness.
1.2
Describe and apply motor
learning and psychological/
behavioral theory related to
skillful movement, physical
activity and fitness.
1.3
Describe and apply motor
development theory and
principles related to skillful
movement, physical activity and
fitness.
TC applies physiological and
biomechanical concepts in
planning for and delivering
instruction. Skill cues are
appropriate in plan, but TC fails
to use the identified skill cues
during the lesson. TC instruction
for skillful movement, physical
activity or fitness is given using
generalized terms and is
concerned with the “how” of the
movement, physical activity or
fitness. TC fails to meet the
criterion score established by the
program on selected assessments
in physiology and/or
biomechanics.
TC demonstrates knowledge of
the various theories, but fails to
apply theories to teaching.
Practice conditions used for skill
acquisition do not allow for
individual differences. TC uses
punitive measures to control
behavior. TC fails to meet the
criterion score established by the
program on assessments in motor
learning and/or psychological/
behavioral theory.
TC applies physiological and
biomechanical concepts
appropriately in planning for and
delivering instruction. Skill cues
identified in the plan are used
during the lesson. TC instruction
for skillful movement, physical
activities or fitness includes the
“how” and “why” of the
movement, physical activity or
fitness. TC meets the criterion
score established by the program
on selected assessments in
physiology and biomechanics.
TC applies physiological and
biomechanical concepts
appropriately in planning for and
delivering instruction for all
stages of student proficiency.
Skill cues are identified in the
plan and are used consistently
during the lesson. TC instruction
for skillful movement, physical
activity or fitness includes the
“how” and “why” of the
movement, physical activity or
fitness. TC exceeds the criterion
score established by the program
on selected assessments in
physiology and biomechanics.
TC demonstrates knowledge of
the various theories and applies
the theories to teaching. Practice
conditions allow for individual
differences. TC controls student
behavior through the use of
proactive strategies (e.g., catch
them when they are good,
awarding positive behavior). TC
meets the criterion score
established by the program on
assessments in motor learning and
psychological/behavioral theory.
TC applies motor development
theory and principles in planning
for the lesson, but fails to account
for developmental differences
during instruction and practice
activities. TC fails to meet the
criterion score established by the
program on assessments in motor
development.
TC applies motor development
theory and principles
appropriately in planning for and
delivering instruction. TC plans
and implements lessons that are
developmentally appropriate
(neither too hard nor too easy).
TC demonstrates application of
motor development theory by
using developmentally
appropriate teaching cues and
planning developmentally
appropriate practice opportunities.
TC meets the criterion score
established by the program on
assessments in motor
development.
TC applies motor learning,
psychological and behavioral
theory appropriately in planning
for and delivering instruction.
Practice conditions allow for
individual differences, and
practice conditions are adjusted
based on student responses. TC
controls student behavior using
proactive strategies, including
encouraging student selfresponsibility. TC exceeds the
criterion score established by the
program on assessments in motor
learning and psychological/
behavioral theory.
TC applies motor development
theory and principles
appropriately in planning for and
delivering instruction (for all
stages of student proficiency);
evidence is provided by P-12
students' changes in behavior
(learning occurs) in skillful
movements, physical activities
and personal fitness. TC exceeds
the criterion score established by
the program on assessments of
motor development.
26
1.4
Identify historical, philosophical
and social perspectives of
physical education issues and
legislation
1.5
Analyze and correct critical
elements of motor skills and
performance concepts.
TC fails to meet criterion scores
established by the program on
assessments in historical,
philosophical and social
perspectives. Evidence could
include projects, assignments,
departmental examinations, state
or national licensure tests.
TC can analyze, detect and correct
critical elements for all
fundamental movement skills for
at least one stage of proficiency in
either a verbal or written format.
TC can identify key elements of
motor skills, but feedback on the
skills is non-specific. Lessons
focus on skills without
consideration for the context in
which skills are executed. TC
provides limited feedback to
students on the effective use of
tactics and strategies.
TC meets criterion scores
established by the program on
assessments in historical,
philosophical and social
perspectives. Evidence could
include projects, assignments,
departmental examinations, or
state or national licensure tests.
TC analyzes, detects and corrects
elements of all fundamental
movement skills using skill cues
linked to the identified critical
elements. TC provides specific,
corrective feedback on critical
elements for motor skills. Lessons
focus on skills with consideration
for the context in which skills are
executed. TC identifies objectives
related to decision-making and
the use of strategies and tactics.
TC provides feedback to students
on the effective use of strategies
and tactics.
TC exceeds criterion scores
established by the program on
assessments in historical,
philosophical and social
perspectives. Evidence could
include projects, assignments,
departmental examinations, or
state or national licensure tests.
TC analyzes, detects and corrects
all students' fundamental
movement skills using skill cues
linked to the identified critical
elements. TC provides specific,
corrective feedback on critical
elements for both motor skills and
tactics. TC identifies objectives
related to decision-making and
the effective use of strategies and
tactics and plans practice
activities congruent to objectives.
TC provides specific, corrective
feedback to students on the
effective use of strategies and
tactics.
Competency 2: Skill-Based and Fitness-Based Competence. Physical education teacher candidates are physically
educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and
health-enhancing fitness as delineated in the NASPE K-12 Standards. (NASPE #2)
Developing
Proficient
Advanced
Indicator
2.1
Demonstrate
personal
competence* in motor skill
performance for a variety of
physical activities and movement
patterns.
2.2 Achieve and maintain a
health-enhancing level of fitness
throughout the program.
2.3 Demonstrate performance
concepts related to skillful
movement in a variety of physical
activities.
TC can demonstrate all
fundamental movement skills at
the automatic stage, but only in
isolation (a non-authentic
environment; not within a variety
of physical activities or in
coordination with other
movement patterns). TC
demonstrates movement skills at
the control level. Skills
competency is at the recreational
level of motor performance.
TC performs below the age- and
gender-specific levels for one or
more of the 5 components of
health-related physical fitness
(cardiorespiratory endurance,
muscular strength, muscular
endurance, flexibility and body
composition), using standards
established by national, state or
program-level testing.
TC cannot select what to do
and/or cannot execute that
selection appropriately in the
authentic environment for a
variety of physical activities. TC
uses ineffective strategies in
attempting to create open space
(offensive tactics) or close open
space (defensive tactics) while
participating in physical activity.
TC demonstrates all fundamental
movement patterns at the
automatic stage in an authentic
environment. TC demonstrates
the ability to combine movement
patterns into a sequence. TC
demonstrates movement skills at
the utilization level across a
variety of physical activities. TC
demonstrates competency in a
variety of physical activities.
TC demonstrates all fundamental
movement patterns at the
automatic stage in an authentic
environment. TC demonstrates
the ability to combine and adapt
skills during game play. TC
consistently performs at the
utilization level of motor
competency across all activities.
TC demonstrates proficiency in a
variety of physical activities.
TC meets the age- and genderspecific levels for each of the 5
components of health-related
physical fitness (cardiorespiratory
endurance, muscular strength,
muscular endurance, flexibility
and body composition), using
standards established by national,
state or program-level testing.
TC exceeds the age- and genderspecific levels for each of the 5
components of health-related
physical fitness (cardiorespiratory
endurance, muscular strength,
muscular endurance, flexibility
and body composition), using
standards established by national,
state or program-level testing.
TC correctly selects what to do
and executes that selection
appropriately in the authentic
environment for a variety of
physical activities. TC can apply
strategies that effectively create
open space (offensive tactics) and
close open space (defensive)
tactics while participating in
physical activity.
TC correctly selects what to do
and executes that selection
appropriately in a variety of
activities. TC executes advanced
strategies using skills at
appropriate times and/or
appropriate situations.
In addition, TC anticipates and
gains an advantage while
participating in physical activity.
27
* TC competence will be defined by the program and assessed accordingly. All programs will ensure that teacher candidates with documented
disabilities are allowed and encouraged to use a variety of accommodations and/or modifications to demonstrate competency in movement
fundamentals, performance concepts and fitness based on their ability.
Competency 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. (NASPE #3; UNC #1; and CO #6)
Indicator
Developing
Proficient
Advanced
3.1 Develop short and long-term
plans that are linked to both
program and instructional goals,
as well as a variety of student
needs.
TC fails to make both long- and
short-term plans. Planning is
limited to daily lesson plans, with
no plan for long-term
instructional goals for the unit.
Lesson objectives are not aligned
with identified long-term goals
(unit). Planned learning activities
are out of alignment with
instructional or programmatic
goals.
TC designs and implements short
and long-term plans. Learning
activities are congruent with
short-term (lesson objectives) and
long-term (unit objectives) goals
and are linked directly to student
needs. TC uses strategies such as
backward mapping in planning
short- and long-term goals.
3.2 Develop and implement
appropriate (e.g., measurable,
developmentally appropriate,
performance-based) goals and
objectives aligned with local, state
and/or national standards.
Objectives are inappropriate for
the subject area/developmental
level of learners by being either
too difficult or too easy.
Objectives address only
performance. Objectives are
appropriate, but TC fails to align
objectives with local, state and/or
national standards.
Objectives are appropriate for
subject area/developmental level
of learners, are connected
appropriately to the standards and
provide appropriate challenges for
students (tasks are neither too
easy nor too difficult). Objectives
are measurable, and most
objectives identify criteria.
3.3 Design and implement content
that is aligned with lesson
objectives.
TC selects model/approach that is
incongruent with the subject
matter/content, student population
and/or goals/objectives. Teaching
approach does not consider the
developmental level of students,
context of the class (number of
students in class, equipment,
space, etc.), and/or the context
(open or closed environment) in
which the skill/activity will be
performed. Students participating
in the learning activities fail to
achieve the lesson objectives.
3.4 Plan for and manage resources
to provide active, fair, and
equitable learning experiences.
TC does plan or plans minimally
for adaptations based on
individual differences
(abilities/needs/interests).
Instruction is not individualized,
and a “one size fits all” approach
is taken. TC uses one instructional
model/approach throughout the
lesson. TC does not make
adaptations or offer choices in
equipment, space use or practice
TC selects teaching
approach/model based on
developmental level of students,
context of the class, and the
context in which the skill/activity
will be performed. Teaching
approach is congruent with the
goals/objectives, the number of
students in the class, preassessment of students’
developmental levels, available
equipment and space, and context
(open or closed environment) in
which the skill/activity will be
performed. Learning activities
allow students to achieve
objectives.
TC plans for instructional
adaptations for individual
differences (abilities/
needs/interest). TC can articulate
an appropriate rationale for
adaptations. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles
and prior experiences. TC
provides student choices in
TC designs and implements shortand long-term plans, using such
strategies as backward mapping,
to ensure that learning is
sequential. Short- and long-term
goals are linked directly to student
learning activities. Short- and
long-term goals inform instruction
and learning activities and allow
for differentiate instruction and
multiple means of teaching
sequences.
Objectives are appropriate for the
subject area/developmental level
of learners, are connected
explicitly to the standards and
provide appropriate challenges for
students (tasks are neither too
easy nor too difficult). Objectives
incorporate multiple domains of
learning or content areas.
Objectives are measurable, and
each contains criteria for student
mastery.
TC selects teaching
approach/model that is congruent
with the goals/objectives and
facilitates mastery. The
approach/model selected
maximizes practice opportunities,
allows for individual differences
in skill levels, maximizes the use
of space and equipment, and
allows students to practice tasks
in appropriate environments
related to the context (open or
closed environment) in which the
skill/activity is performed.
Learning activities allow students
to achieve objectives.
28
TC’s plans routinely reflect
sophisticated adaptations for
abilities (all levels) and needs
(interests and motivation) with a
sound rationale. TC uses multiple
instructional models/approaches
throughout the lesson to account
for variations in learning styles
and prior experiences. Students
are given multiple choices
(equipment, space, etc.) within
tasks based on individual
differences.
3.5 Plan and adapt instruction to
diverse student needs, adding
specific accommodations and/or
modifications for student
exceptionalities.
TC fails to account for student
exceptionalities or differences
within the class based on factors
such as gender, class, ethnicity,
race, physical or mental disability,
or socioeconomic status. TC does
not make accommodations for the
diversity found within the student
population. Failure to account for
exceptionalities would include
such components as the choices of
units to be taught, selection of
students chosen to demonstrate,
degree of inclusion reflected in
bulletin boards or other displays,
and grouping of students for
instruction or play. TC fails to
collaborate with the IEP team on
the planning and implementing of
lessons that meet the needs of
students with disabilities.
3.6 Plan and implement
progressive, sequential instruction
that addresses the diverse needs of
students.
Learning tasks are inappropriate
for the developmental levels of
students by being either too
difficult or too easy. TC fails to
make adjustments to tasks to
accommodate students’
developmental levels by
increasing or decreasing task
complexity. The sequence of the
lesson may be illogical, with gaps
in progressions. Learning/practice
tasks are arranged randomly in the
lesson, with steps between
progressions either too large or
too small to facilitate skill
mastery. TC fails to pre-assess
students to determine an
appropriate starting point.
Students are grouped for
convenience (by gender, age, etc.)
without consideration of the
objectives for the lesson.
3.7 Demonstrate knowledge of
current technology by planning
and implementing learning
experiences that require students
to use technology appropriately to
meet lesson objectives.
TC does not make appropriate use
of the available technology. TC
demonstrates limited knowledge
of current technology and its
applications in a physical activity
setting. TC’s use of technology
equipment, space or level of
practice tasks based on individual
differences.
TC accounts for student
exceptionalities or differences
within the class by planning and
implementing lessons that make
modifications based on factors
such as gender, class, ethnicity,
race, physical or mental disability,
or socioeconomic status. TC
demonstrates teaching behaviors
that reflect thoughtful
consideration of exceptionalities
through such behaviors as the
selection of units to be taught,
inclusion of diversity in bulletin
boards and other displayed
materials, using a variety of
students to demonstrate and
grouping students for instruction
and play. TC collaborates with the
IEP team on the implementation
of lessons that meet the needs of
students with disabilities.
TC considers the context of the
teaching environment and that the
context is reflected in the
planning and implementation of
lessons. Multiple methods are
used to convey content. TC
groups students in a variety of
ways, based on objectives for
lessons. All students are expected
to learn and achieve mastery.
Learning tasks are appropriate for
the developmental levels of
students by providing appropriate
challenges for students (tasks are
neither too easy nor too difficult
for students). TC makes some
adjustments to tasks to
accommodate students’
developmental levels, but
adjustments are across the entire
class and not individualized.
Progressions are sequential and
progressive, with no gaps. Task
complexity is appropriate for skill
and developmental levels of
students. The sequence of the
lesson(s) is logical, with few gaps
in progressions. Learning/practice
tasks are arranged in sequential
and progressive steps to facilitate
learning. TC pre-assesses students
to determine an appropriate
starting point.
TC integrates learning
experiences that involve students
in the use of available technology.
TC demonstrates knowledge and
use of current technology and
applies this knowledge in the
29
practice tasks based on individual
differences.
TC accounts for exceptionalities
among students or makes
accommodations for the diversity
found within the student
population using creativity and
foresight. It is clear from the TC’s
behaviors that components such
as the selection of units of
instruction, materials selected for
display, the selection of students
to demonstrate, and methods of
grouping students that
exceptionalities and diversity
found
within the student population and
have driven instructional
decision-making. TC collaborates
with the IEP team on the planning
and implementing of lessons that
meet the needs of students with
disabilities.
Learning objectives and tasks are
appropriate for the developmental
level of students by providing
appropriate challenges for
students (tasks are neither too
easy nor too difficult). TC makes
adjustments to tasks based on
student performance (increasing
or decreasing task complexity).
Adjustments are both across the
entire class and individualized.
The sequence of the lesson is
logical, with no gaps in
progressions. Learning/practice
tasks allow students to begin and
end at different levels based on
individual readiness. Progressions
are sequential, with opportunities
for students to extend tasks to
increase or decrease the
challenge. TC individualizes
starting points for students based
on student pre-assessment. TC
sets high expectations for all
students
TC integrates learning
experiences that require students
to use various technologies in a
physical activity setting. TC
demonstrates mastery of current
technologies and uses the
does not align with lesson
objectives.
development and implementation
of lessons in a physical activity
setting. TC’s use of technology is
aligned with lesson objectives.
technology to enhance student
learning. TC incorporates
technology such as pedometers,
video, etc., to provide feedback to
students. TC’s use of technology
is aligned with lesson objectives.
Competency 4: Instructional delivery and Management. Physical education teacher candidates use effective
communication and pedagogical skills and strategies to enhance student engagement and learning. (CO #5 and
NASPE #4)
Indicator
Developing
Proficient
Advanced
4.1 Demonstrate effective verbal
and non-verbal communication
skills across a variety of
instructional formats.
TC’s verbal interactions have an
occasional mistake in grammar,
poor diction and/or inappropriate
language for the age and skill
level of students. The pacing of
verbal communication is
consistently either too fast or too
slow, and there is little variation
in tone and inflection. All
communication is verbal, with no
other form of communication
used.
TC uses proper grammar and
diction. Pacing of verbal
communication is appropriate for
age group (neither too fast nor too
slow) and is varied in tone and
inflection. Multiple forms of
communication, such as tasks
sheets, bulletin boards, etc., are
used throughout the lesson.
4.2 Implement effective
demonstrations, explanations and
instructional cues and prompts to
link physical activity concepts to
appropriate learning experiences.
TC either provides no
demonstration or an incorrect
demonstration during the
instructional episode. TC provides
either too few or too many
instructional cues or prompts for
the developmental level of
students. Instructional cues are
incorrect or do not identify key
elements of the skill/strategies.
TC’s verbal interactions have an
occasional mistake in grammar or
the occasional use of an
inappropriate or regional
colloquialism. Pacing of verbal
communication is neither too fast
nor too slow, with some variation
in tone and inflection. Verbal and
non-verbal communication is used
throughout the lesson. TC uses
alternative forms of
communication, such as task
sheets, bulletin boards, etc., to
communicate content.
TC provides an effective
demonstration/model during the
instructional episode. TC creates
instructional cues or prompts that
identify key elements of the
skill/strategies and are appropriate
for the developmental level of
students. TC repeats the
cues/prompts multiple times
during the lesson.
4.3 Provide effective instructional
feedback for skill acquisition,
student learning and motivation.
TC provides generalized feedback
without connecting the feedback
to a specific response. Feedback
is motivational and not corrective.
Feedback is provided to the group
as a whole.
4.4 Recognize the changing
dynamics of the environment and
adjust instructional tasks based on
student responses.
TC delivers lessons by remaining
on script without regard to student
responses. TC fails to recognize
changes in the teaching
environment or fails to make
adjustments based on changes in
the environment.
TC uses ineffective rules or has
difficulty in implementing
classroom rules. Rules lack clarity
or are stated in language that is
inappropriate for the age group.
Managerial routines are not
present, and no systems are in
place for distribution/return of
equipment, attendance, finding a
partner or creating a group, and
4.5 Use managerial rules, routines
and transitions to create and
maintain a safe and effective
learning environment.
TC provides both generalized and
corrective feedback that is welltimed. Feedback is linked directly
to student responses. A
combination of positive, specific
and corrective feedback is used.
Both individual and group
feedback is given.
TC makes adjustments to planned
lessons based on student
responses. TC demonstrates
flexibility in the lesson or with
students by adjusting lessons
based on student responses.
TC has established rules for the
classroom and enforces these
rules consistently. Rules are stated
in developmentally appropriate
language. Managerial routines are
present, and a system is in place
for distribution/return of
equipment, attendance, finding a
partner or creating a group, and
other gymnasium routines. There
30
TC provides an effective
demonstration/model during the
instructional episode. TC creates
innovative instructional
cues/prompts to facilitate
learning, including such things as
rhymes or finding ways to make
abstract concepts concrete. TC
consistently repeats the
instructional cues or prompts
throughout the lesson.
TC provides positive, specific,
corrective feedback that is welltimed. Feedback is linked directly
to student responses and identifies
key elements. Both individual and
group feedback is given.
TC demonstrates flexibility and
creativity when adjusting the
lesson based on student responses.
TC responds appropriately to
teachable moments during the
lesson.
TC has established rules that are
logical, reasonable and
developmentally appropriate, with
clear consequences for discipline
issues. Rules are enforced
consistently. Managerial routines
are present and innovative, such
as multiple equipmentdistribution points. Stop-and-start
signals are clear and creative.
other gymnasium routines.
Arrangement of students does not
allow them to practice tasks.
Spacing for tasks impedes student
practice (too close or too far
apart). There is not a clear stopand-start signal in place. Behavior
issues are addressed insufficiently
or ineffectively.
4.6 Implement strategies to help
students demonstrate responsible
personal and social behaviors in a
productive learning environment.
TC relies on direct instruction for
each lesson. Students are not
allowed to make decisions in the
context of the class. Students’
only choice is to participate or not
to participate in the lesson.
is a clear stop-and-start signal in
place. Effective use of space is
evident in the lesson (students are
neither too far nor too close
together). Behavior issues are
addressed immediately, efficiently
and effectively by such proactive
strategies as student prompts. TC
creates a supportive environment
that invites student participation.
TC selects both direct and indirect
instructional approaches,
including task and inquiry
(problem solving). Students are
given choices throughout the
lesson about equipment, starting
points or partners or groups.
Space use is maximized through
careful planning, with students
participating in the organization
of the space for their use. Students
consistently self-manage their
behavior during lessons. TC
creates a supportive environment
in which students are encouraged
and supported
TC selects both direct and indirect
instructional approaches,
including cooperative learning,
peer teaching and child-designed
instruction. Students are given
multiple choices during the
lesson.
Competency 5: Assessment. Physical education teacher candidates utilize assessments and reflection to foster student
learning and inform instructional decisions. (NASPE #5 and CO#3)
Indicator
Developing
Proficient
Advanced
5.1 Select or create appropriate
assessments that will measure
student achievement of the goals
and objectives.
TC shows no (or minimal)
evidence of planning for formal or
informal assessment. There is no
plan for record-keeping or data
analysis. Assessments don’t
match/measure the lesson
objectives and/or standards. Some
of the objectives are not assessed.
5.2 Use appropriate assessments
to evaluate student learning
before, during and after
instruction.
TC demonstrates no (or minimal)
evidence of planning for formal or
informal assessment. If
assessment is used, it occurs only
after instruction. Assessments do
not match the lesson objectives
and/or standards. Learning/
practice opportunities are not
based on pre-assessments.
Instruction is informed by
instructional plan, with no regard
for pre-assessments or formative
assessments. Grades are
determined by “effort” or
“participation.”
TC uses appropriate strategies to
assess student learning (paperand-pencil tests, observational
checklists, etc.) regularly. TC has
a plan for record-keeping and data
analysis. Planned assessments are
appropriate for the lesson and/or
standards. Student progress is
recorded.
TC uses formal and informal
assessments. Assessments are
ongoing. Learning/practice
opportunities are based on preand formative assessments.
Assessments are used to inform
instruction and to modify the
instructional plan. Assessment
records are kept, and assessments
are used to partially determine
grades.
5.3 Use the reflective cycle to
implement change in teacher
performance, student learning,
and instructional goals and
decisions.
TC plans lessons without
considering previous
accomplishments. TC plans
lessons according to teaching
preferences versus student needs.
Learning/practice opportunities
are not based on pre-assessments
and students’ developmental
levels.
TC uses a variety of assessments
to determine that students are
achieving the goals and
objectives. TC allows for detailed
analysis of data. Assessments are
aligned directly with the goals and
objectives. Some objectives/goals
are assessed using more than one
assessment.
TC uses multiple assessments.
Ongoing assessments, as well as
summative and formative
assessments, are used in many
contexts. Record-keeping
provides detailed information on
students and can be transformed
into a format that is accessible to
others (e.g., parents/
administrators). Assessments are
used to inform instruction,
provide feedback, communicate
progress and determine grades.
Learning/practice opportunities
are based on pre-assessments.
Formative assessments are used
that allow students to achieve
mastery on summative
assessments.
TC uses a reflective cycle
(description of teaching,
justification of teaching,
performance, critique of teaching,
setting of goals) to modify
instruction, change teacher
performance and implement
change based on reflection.
Changes based on reflection are
placed into action in lessons.
Short- and long-term goals are
modified based on the reflective
TC uses a reflective cycle
(description of teaching,
justification of teaching,
performance, critique of teaching,
setting of goals) to modify
instruction, change teacher
performance or implement change
based on reflection. Changes
based on reflection are placed into
action in lessons.
31
cycle.
Competence 6: Literacy. The teacher shall be knowledgeable about student literacy development in reading,
writing, speaking, viewing and listening. (CO #1)
Developing
Proficient
Advanced
Teacher candidate attempts to
plan and organize reading
instruction based on ongoing
assessment.
Teacher candidate attempts to
integrate
verbal
language
development
into
his/her
instruction.
Teacher candidate successfully
plans and organizes reading
instruction based on ongoing
assessment.
Teacher candidate successfully
integrates
verbal
language
development
into
his/her
instruction.
Teacher candidate consistently
and
effectively
plans
and
organizes reading instruction
based on ongoing assessment.
Teacher candidate consistently
and effectively integrates verbal
language development into his/her
instruction.
Teacher candidate attempts to
integrate reading comprehension
and independent reading into
his/her instruction.
Teacher candidate successfully
integrates reading comprehension
and independent reading into
his/her instruction.
Teacher candidate consistently
and effectively integrates reading
comprehension and independent
reading into his/her instruction.
Teacher candidate attempts to
support reading through oral and
written language development
into his/her instruction.
Teacher candidate successfully
supports reading through oral and
written language development
into his/her instruction.
Teacher candidate consistently
and effectively supports reading
through oral and written language
development
into
his/her
instruction.
Teacher candidate attempts to
utilize CO Model Content
Standards in Reading and Writing
for
the
improvement
of
instruction
Teacher candidate successfully
utilizes CO Model Content
Standards in Reading and Writing
for
the
improvement
of
instruction
Teacher candidate consistently
utilizes CO Model Content
Standards in Reading and Writing
for
the
improvement
of
instruction and effectively
Indicator
6.1 Plan and organize reading
instruction based on ongoing
assessment.
6.2 Develop phonological and
linguistic skills related to reading
including: phonemic awareness,
concepts about print, systematic,
explicit phonics, other word
identification
strategies,
and
spelling instruction.
6.3
Develop
reading
comprehension and promotion of
independent reading including:
comprehension strategies for a
variety of genre, literacy response
and analysis, content area literacy,
and student independent reading.
6.4 Support reading through oral
and written language development
including: development of oral
English proficiency in students,
development of sound writing
practices
in
students,
the
relationships among reading,
writing and oral language,
vocabulary development, the
structure of standard English.
6.5 Utilize CO Model Content
Standards in Reading and Writing
for
the
improvement
of
instruction.
Competency 7: Mathematics.
instruction. (CO #2)
Indicator
7.1 Develop an understanding and
use of: number systems and
number
sense,
geometry,
measurement,
statistics
and
probability, and functions and use
of variables
7.2 Utilize CO Model Content
Standards I Mathematics for the
improvement of instruction. .
The teacher shall be knowledgeable about mathematics and mathematics
Developing
Proficient
Advanced
Teacher candidate attempts to
integrate mathematics into his/her
instruction.
Teacher candidate successfully
integrates
mathematics
into
his/her instruction
Teacher candidate consistently
and
effectively
integrates
mathematics into his/her content.
Teacher candidate attempts to
utilize CO Model Content
Standards in mathematics for the
improvement of instruction
Teacher candidate successfully
utilizes CO Model Content
Standards in mathematics for the
improvement of instruction
Teacher candidate consistently
utilizes CO Model Content
Standards in mathematics for the
improvement of instruction and
effectively
32
Competency 8: Democracy, Educational Governance, Careers. The teacher recognizes the school’s role in teaching
and perpetuating our democratic system. The teacher knows the relationships among the various governmental
entities that create laws, rules, regulations, and policies that determine educational practices. (CO #8)
Indicator
Developing
Proficient
Advanced
8.1 Model and articulate the
democratic ideal to students,
including: the school’s role in
developing productive citizens
and the school’s role in teaching
and perpetuating the principles of
a democratic society.
8.2 Model and develop on the part
of students, positive behavior and
respect for the rights of others,
and those moral standards
necessary for personal, family and
community well-being.
8.3 Understand and respond to the
influences on educational practice
including: federal and state
constitutional provisions, federal
executive, legislative and legal
influences, state roles of the
governor, legislature and the State
Board of Education, local school
districts, boards of education and
boards of cooperative educational
services, nontraditional and nonpublic schools, including: charter
schools, religious schools and
home schooling and public sector
input from business, advocacy
groups and the public.
8.4 Promote teaching as a worthy
career and describe various career
paths in education, including
local,
state,
national
and
international
options,
higher
education, public and private
education
8.5
Evaluate
his/her
own
performance and access the
professional development options
necessary to improve that
performance.
Teacher candidate attempts to
model
and
articulate
the
democratic ideal to student.
Teacher candidate successfully
models
and
articulate
the
democratic ideal to students.
Teacher candidate consistently
and effectively models and
articulates the democratic ideal to
students.
Sporadically uses instructional
strategies that provide choice and
overtly develop respect for the
rights and feelings of others.
Frequently uses instructional
strategies that provide choice and
overtly develop respect for the
rights and feelings of others.
Consistently uses instructional
strategies that provide choice and
overtly develop respect for the
rights and feelings of others.
Speaks generally of the major
influences on educational practice
and associated issues.
Is
generally aware of the impact on
physical education.
Exhibits substantial knowledge of
major influences on educational
practice and associated issues. Is
aware of the potential impact on
physical education. Reactively
seeks out additional information.
Exhibits
comprehensive
knowledge of major influences on
educational
practice
and
associated issues. Is overtly aware
of the impact on physical
education and other subject areas.
Is proactive in seeking more
information.
Teacher candidate attempts to
promote teaching as a worthy
career and describe various career
paths in education.
Teacher candidate successfully
promotes teaching as a worthy
career and describes various
career paths in education
Teacher candidate consistently
and effectively promotes teaching
as a worthy career and describes
various career paths in education.
Teacher candidates do not plan
for future professional growth by
assessing
personal
teaching
performance.
Aware
of
professional organizations and/or
publications.
Occasionally
participates
in
professional
activities or events.
Teacher candidates are able to
effectively
assess
personal
teaching performance and develop
a professional development plan
based. References or makes use
of professional organizations or
publications.
Willingly
participates
in
professional
activities and events. Belongs to
professional organizations.
Teacher candidates routinely
assess teaching behaviors and
relate this data to student
competencies in developing a
plan for professional growth.
Activity
involved
with
professional organizations and
publications. Seeks opportunities
to be involved in professional
activities or events. Takes a
leadership role in professional
organizations.
Competency #9: Professional Behavior. Physical education teacher candidates demonstrate dispositions essential to
becoming an effective professional. (NASPE 6 and UNC #2)
Indicator
9.1
Communicates
respect,
Developing
Proficient
Advanced
Accepts others despite differences
Willingly works with other from
Activity seeks opportunity to
33
sensitivity and caring toward
students, colleagues, parents and
the community.
in ability, race, gender, or
ethnicity. Interacts with other in a
polite, courteous, and professional
manner, but sometimes resorts to
the use of “slang” terms during
conversations
with
students.
Shows awareness of others’
needs. Listens to others and
understands them.
Sometimes “puts down” students
in
front
of
classmates.
Occasionally
demonstrates
behaviors or language that is
insensitive to cultural differences.
different ability, race, gender or
ethnic groups.
Welcomes
feedback and interaction with
others. Shows genuine concern
for others and their needs. Listen
carefully to other and respects
their views.
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.
work with those of different
ability, race, gender or ethnic
groups. Activity seeks interaction
and feedback from a variety of
other people. Has compassion for
others, putting their needs ahead
of his/her own. Listens activity
and values the opinions of others.
Teaches
using
culturally
responsive
approaches.
Demonstrates respect for cultural
differences and creates an
atmosphere in the classroom that
is inclusive. Never uses “put
downs” or sarcasm while teaching
TC demonstrates characteristics
of “motor elitism” by providing
more feedback to highly skilled
students. TC excludes students
during the lesson by having them
participate less often in drills,
games or physical activity. TC
fails to make adaptations in
lessons for underperforming
students.
TC provides equal amounts of
feedback to students regardless of
skill level. All students are
encouraged to participate, and
equitable opportunities for
participation in drills, games or
physical activity are provided. TC
makes adaptations in lessons for
underperforming students.
9.6 Participate in activities that
enhance collaboration and lead to
professional growth and
development.
TC participates in professionalgrowth and -development
opportunities when directed to do
so. TC meets the minimum
professional-development
requirements for the program. TC
fails to document any
collaboration with faculty,
parents, supervising teachers
and/or service projects as required
by the program.
9.7 Demonstrate behaviors that
are consistent with the
professional ethics of highly
qualified teachers.
TC dresses inappropriately for
school setting, in violation of
school and university dress codes.
TC fails to maintain
confidentiality regarding
colleagues, students or families.
TC demonstrates favoritism for
specific students or groups of
students. TC has inappropriate
contact with students outside of
the classroom or uses
inappropriate language with or
around students. TC exhibits
TC participates in professionalgrowth and -development
opportunities when they are
offered.
TC participates in professional
opportunities beyond the program
requirements, such as major’s
club, and attendance at state
conventions, health fairs and
Jump/Hoops for Heart activities.
TC documents collaboration with
faculty, parents, supervising
teachers and/or service projects as
required by the program.
TC’s dress is consistent with
school and university guidelines.
TC maintains confidentiality
regarding colleagues, students and
families. TC demonstrates
behaviors that are consistent with
equitable treatment for all
students. TC maintains
professional relationships with
students in and out of the school
setting.
TC provides equal amounts of
feedback to students regardless of
skill level. All students are
encouraged to participate, and
equitable opportunities for
participation in drills, games or
physical activity are provided. TC
makes adaptations in lessons for
underperforming students. TC
sets high expectations for all
students.
TC takes every opportunity to
participate in professionaldevelopment opportunities. TC
participates in professional
opportunities beyond the program
requirements, such as making
presentations at professional
conventions, providing leadership
in student groups and planning
activities. TC documents
collaboration with faculty,
parents, supervising teachers
and/or service projects beyond
program requirements.
TC’s dress exceeds the
requirements of the school and
university guidelines. TC
maintains confidentiality
regarding colleagues, students and
families. TC demonstrates
behaviors that are consistent with
equitable treatment for all
students and that foster an
environment in which all students
are respectful of one another. TC
maintains professional
relationships with students in and
9.2 Demonstrates appropriate
professional behavior including
dress, demeanor and initiative.
(Included in 9.7)
9.3 Understands and applies legal
and ethical practices of teaching.
(Included in 9.7)
9.4
Demonstrates
and
understanding of school reform
issues. (Included as 8.3)
9.5 Demonstrate behaviors that
are consistent with the belief that
all students can become
physically educated individuals.
34
behaviors that are indicative of
gender or racial bias.
out of the school setting.
9.8Communicate in ways that
convey respect and sensitivity.
(Included in 9.1)
.
35
School Information Form
Placement: ____ 1st 8 weeks / _____ 2nd 8 weeks
Directions: Complete and provide a copy for your University Supervisor prior to his/her first visit.
Name:
Phone:
Email Address:
School:
Cooperating Teacher Name:
Cooperating Teacher Email:
Principal Name:
Start Date:
End Date:
Monday
Tuesday
Class Schedule
Wednesday
Thursday
36
Friday