KIN 402 - PHYSICAL EDUCATION PRACTICUM

COURSE ASSIGNMENT PACKET- Dr. Fran Cleland Donnelly- Dr. Matthew Cummiskey

Rationale: This practicum course is a capstone experience which provides teacher candidates with the opportunity to apply the theoretical knowledge gained in prerequisite coursework (e.g., motor learning, motor development, adapted physical education, curriculum & instruction courses at the elementary & secondary level, skill development/activity courses, assessment & technology, etc.) to the practice setting, that is, the physical education classroom. All assignments in this course packet address one or more of the NASPE Beginning Teacher Standards (2008) and lead to preparing the teacher candidate to effectively plan, implement and reflect upon teaching one complete standards based physical education lesson. Teacher candidates also examine additional topics, including but not limited to, teaching in an urban environment; job search and interview strategies; and discussion with alumni regarding their first year of teaching.

Overview: Throughout this course teacher candidates will a) examine best instructional practices, b) study developmentally appropriate content, c) analyze and reflect upon own and others’ teaching and d) apply pedagogical content knowledge by planning, implementing, assessing and reflecting upon teaching experiences within an elementary, middle or high school physical education setting.

Time Requirement: Students are required to at their school site for a minimum of 4 hours per week (observing, assisting or teaching) for the duration of KIN 402. Additional hours are encouraged pending mentor’s approval. A time log will be provided and will be checked periodically. Either the mentor or student may maintain the log, but each sheet should be checked by the mentor and signed off. If this time requirement is not met you will receive a 20% deduction from your final grade.

Overview of Tasks:Task 1 – Components of effective lesson (four parts)Task 2 – Blog (four blogs are due)Task 3 – ALTPE analysisTask 4 – Midterm evaluationTask 5 – Lesson planTask 6 – AssessmentTask 7 – Analysis of video/teaching performanceTask 8 – Mentor teacher evaluation of teachingTask 9 – University instructor evaluation of teachingTask 10 – Practicum time logTask 11 – Early field experience evaluation Task 12 – Final evaluation

2

TASK 1: COMPONENTS OF EXECUTING AN EFFECTIVE LESSON

Part A: Number, label and describe eight specific components of executing an effective lesson (i.e., “your theory”). Provide a rationale for each component. You must integrate at least 3 references (i.e., journal articles or textbook information) within your rationale statements which must be cited correctly as “in text” citations. Include a separate reference page at the end in appropriate APA format. This assignment must be signed by your University instructor on the second night of class.

Acceptable Journals:- Journal of Physical Education, Recreation, and Dance (JOPERD); Journal of Teaching in Physical

Education (JTPE);Pennsylvania Journal of Health, Physical Education, Recreation and Dance; Strategies; Phi Epsilon Kappa, Education Journals; Articles from a website are not acceptable

Acceptable Textbooks:- Gallahue, D. & Cleland, F. (2003). Developmental Physical Education for All Children (4th ed.).

Champaign, IL: Human Kinetics.- Graham, G., Holt/Hale, S. & Parker, M. (2013). Children Moving. McGraw Hill.- Lund, J. & Tannehill, D. (2010, 2nd ed.). Standards-based Physical Education Curriculum

Development. Sudbury, MA: Jones and Barlett Publishers.- Mitchell, S., Oslin, J., Griffin, L. (2013). Teaching Sport Concepts and Skills: A Tactical Game Approach

for Ages 7 to 18. Champaign, IL: Human Kinetics.- Mosston, M. & Ashworth, S. (2000). Teaching Physical Education (5th ed.).San Francisco, CA:

Benjamin Cummings.- Rink, J. (2009). Teaching Physical Education for Learning, (5th ed.). New York: NY: McGraw Hill.

Part B: Observe your mentor for an entire lesson. Create a data collection table to document the qualitative evidence of your mentor teacher’s lesson. Attach the computer generated table you create to your assignment.Component of Executing an Effective

Lesson (minimum of 8)Qualitative Evidence Observed Component Not

Present in Lesson

Add rows as needed

Part C:Using your professional judgment analyze how well your mentor teacher executed the eight components of an effective lesson you created in part A. Analyze each component in a separate paragraph.

Part D: 1. Write your personal philosophy of physical education. 2. Interview your mentor teacher about their philosophy of physical education OR have your mentor

teacher provide you with a written philosophy statement. Compare and contrast your philosophy with your mentor teacher’s philosophy. Be specific.

3

TASK 1 RUBRIC

Name:____________________________ Score:__________

Point values in brackets [ ], NCATE standards in parenthesis ( )Rating

CategoriesProficient

4Developing

3Basic

2Below Basic

0

Part A – Effective Lesson

Components[2]

(1.4)

8 or more components are thoroughly justified with sound theory; 3 references effectively utilized in rationale (text or journal)

Components are somewhat justified with sound theory; 3 references effectively utilized in rationale (text or journal)

Components are marginally justified; only 1 reference is effectively utilized in rationale (text or journal)

Components are not justified; no references are effectively utilized

Part B-Data Table

[1]

Included with assignment Not included with assignment

Part C[3]

(5.3)

All 8 components are explained in detail and supported with several facts based on current theory. Lesson strengths & suggestions for improvement are thoroughly described using sound professional theory.

Components are explained and justified using 1-2 references to best practices derived from theoretical source. Lesson strengths & suggestions for improvement are described using professional theory.

Components are not explained in detail and there is only a vague reference to best practices based on Some lesson strengths & suggestions for improvement are described but are not based on professional theory.

The effectiveness of lesson components are not reviewed with sound judgment. Lesson strengths and suggestions for improvement are not provided.

Part D – Teaching

Philosophy[2]

(1.4)

A thorough description of your personal philosophy & your mentor teacher’s philosophy was provided includes specific pedagogy concepts with examples. Several similarities & differences were noted & clearly explained, includes discussion of social context

Description of philosophy well formulated but detailed informing about a major philosophy component (style, assessment, tech etc) not included; not comprehensive enough

Philosophy is ambiguous, cannot clearly determine tenets of philosophy, includes inappropriate practices or concepts (i.e. exercise as punishment), philosophy not supported by examples, social context is incomplete or not thorough

Philosophy was not addressed

Writing Style:

Grammar, Spelling & Formatting

[1]

Data represented in logical format with no errors; word processing neat and well organized

Word processing neat and well organized

Neatness could be improved; 1-3 formatting errors

Word processing had 4 or more formatting errors

Score: ______/9 = _______

4

TASK 2: BLOG

The purpose of the weekly journal is to align with the NASPE beginning teacher standard number 5.3 which states that beginning teachers will “Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.”

Your bi-weekly reflection is intended to get you, as beginning teachers, to think and reflect upon the experience of being in the schools. The entire semester is designed to be a growth process as your first regular exposure to school age children with the responsibilities of teaching planned lessons. This semester will lead into your experience as a student teacher and spending all day each week of the semester with your students. What you do from week to week, to grow as a future teacher, will help determine how effective you are and help you make immediate impact in your student teaching sites. The weekly blog is assigned with the purpose of creating an opportunity for self reflection. Beyond the tasks outlined in this packet, your Practicum experience is predicated upon your initiative and desire to want to grow from and learn the most from the experience. For the most part, the mentors are experienced teachers with a willingness to share their insight about teaching with you. The more you take advantage of this, the more you will learn.

Some suggested questions you may address include the following. You do not need to answer each question individually. You may create your own questions to answer.

What insights have you gained from you r mentor? What questions have you generated about your experience that you brought to your mentor? How do you see yourself as a teacher at this point? What has contributed to this opinion? What will you do next week to create a greater impact to your learning? What is different or similar to your expectations that is taking place at your site? What have you learned about teaching in the past that you see present or non-existent at your site? How do the teaching practices at your practicum site compare to those espoused at WCU? What have you done to interact with your mentor to become a more reflective teacher? Describe your interactions with students and how this has impacted your growth. What will you do

differently the next week to create more time with the students? How did you feel when you encountered the students in a teaching episode? Were you confident,

well-planned, did the experience go as planned, what would you do differently? What, if any, roadblocks did you encounter in your ability to implement best teaching practices?

Questions for Urban Blog 3 What were your initial impressions upon arrival at the school and in the gymnasium? What management strategies did you observe that are different than your mentor teacher’s or other

teachers that you have observed? Contrast the students to those you are familiar with or the students at your practicum site Additional comments

TASK 2 RUBRIC

Blog Entries must be submitted via the D2L “dropbox” according to the due date in the schedule (see last page). The top of your blog MUST include the following information: blog #, name of school, mentor teacher name and grade level.

Rating Categories Proficient4

Developing3

Basic2

Below Basic0

Reflection Summary[2](5.3, 7.3)

Several insights & opinions are explained in detail and are based on current theoretical information are shared; multiple topics are discussed

One main topic is discussed; insights about this topic are shared and are based on current theory

Only a diary type entry is provided; no insights are shared

No blog was entered

Example 1: 0 1

020

30

40

50

M M K T A

5

Task 3 – ALTPE Analysis

ALTPE (Academic Learning Time in Physical Education) is an instrument used to measure the amount of time students spend in several components of a lesson. Its main purpose is to provide a measure of what percentage of class students are active versus what percentage of class is spent in undesirable behaviors such as waiting or off-task.

Complete the ALTPE analysis twice during the semester (see due dates in timeline). To collect data, watch one student during the entire class; do not tell the ST which student is being watched. The selected student should be representative of the entire class meaning his or her activity level, behavior, & other indicators are typical and fall within normal ranges.

To begin collecting data, play the audio file once class begins. Observe the selected student for five seconds. During the next five seconds, record the code that corresponds to what they are doing. The six possible codes are:

A: activity – motor engagement in assigned task (jumping rope, participating in 3 on 3) T: transition – switching from one task to another M: management – administration of class, class business (attendance, drinks, announcements, etc) K: knowledge – teaching cognitive information (explain activity, watch demo, listen to rules/strategy,

respond to questions, discussions, closures, initiations, etc) W: waiting – waiting for turn or instruction, not doing anything O: off task – not doing assigned task, teacher addressing misbehavior

This completes one 10 second interval. Data is recorded in the grid on the following page. The grid divides 52 minutes into 10 second intervals; bolded numbers represent whole minutes and numbers followed by a dash are seconds. Below each number, in the empty box, is where a code letter is written. In the box below “0” data is recorded for seconds from 0:00-0:10, below the “10-” data is recorded for seconds from 0:10-0:20, and so on.

Basically, during the first 5 seconds of a 10 second interval, watch the student. During the second 5 seconds of a 10 second interval, write the code in the corresponding box. Let’s try an example (see “example 1”). During the first 5 seconds, the student is seated for attendance. Attendance is considered a management code so mark “M” in the grid during the next five seconds. At the 0:10 second mark, begin observing the student again for an additional five seconds from 0:10 to 0:15 (still taking attendance). From 0:15-0:20, write the code in the box. From 0:20 to 0:25, observe the student, this time listening to brief directions for an activity. From 0:25-0:30, write the code for knowledge into the grid. From 0:30-0:35, the student moves to a designated location in the gym. This is transition, so from 0:35-0:40, write “T” below the 30. Again, watch the student from 0:40-0:45, the student is physically active doing the warm-up so during 0:45-0:50, write “A” in the box below 40.

When the class is over, keep the data sheet and turn in with the assignment.

6

ALTPE Data Recording Table

Practicum Student Name: ______________________________ Lesson Topic:____________________

School: _________________________________ Grade: ____________ Date: __________

0 10- 20- 30- 40- 50- 1 10- 20- 30- 40- 50- 2 10- 20- 30- 40- 50- 3 10- 20- 30- 40- 50-

4 10- 20- 30- 40- 50- 5 10- 20- 30- 40- 50- 6 10- 20- 30- 40- 50- 7 10- 20- 30- 40- 50-

8 10- 20- 30- 40- 50- 9 10- 20- 30- 40- 50- 10 10- 20- 30- 40- 50- 11 10- 20- 30- 40- 50-

12 10- 20- 30- 40- 50- 13 10- 20- 30- 40- 50- 14 10- 20- 30- 40- 50- 15 10- 20- 30- 40- 50-

16 10- 20- 30- 40- 50- 17 10- 20- 30- 40- 50- 18 10- 20- 30- 40- 50- 19 10- 20- 30- 40- 50-

20 10- 20- 30- 40- 50- 21 10- 20- 30- 40- 50- 22 10- 20- 30- 40- 50- 23 10- 20- 30- 40- 50-

24 10- 20- 30- 40- 50- 25 10- 20- 30- 40- 50- 26 10- 20- 30- 40- 50- 27 10- 20- 30- 40- 50-

28 10- 20- 30- 40- 50- 29 10- 20- 30- 40- 50- 30 10- 20- 30- 40- 50- 31 10- 20- 30- 40- 50-

32 10- 20- 30- 40- 50- 33 10- 20- 30- 40- 50- 34 10- 20- 30- 40- 50- 35 10- 20- 30- 40- 50-

36 10- 20- 30- 40- 50- 37 10- 20- 30- 40- 50- 38 10- 20- 30- 40- 50- 39 10- 20- 30- 40- 50-

40 10- 20- 30- 40- 50- 41 10- 20- 30- 40- 50- 42 10- 20- 30- 40- 50- 43 10- 20- 30- 40- 50-

44 10- 20- 30- 40- 50- 45 10- 20- 30- 40- 50- 46 10- 20- 30- 40- 50- 47 10- 20- 30- 40- 50-

48 10- 20- 30- 40- 50- 49 10- 20- 30- 40- 50- 50 10- 20- 30- 40- 50- 51 10- 20- 30- 40- 50-

Codes: A: activity – motor engagement in assigned task (jumping rope, participating in 3 on 3) T: transition – switching from one task to another M: management – administration of class, class business (attendance, drinks, announcements, etc) K: knowledge – teaching cognitive information (explain activity, watch demo, listen to rules/strategy,

respond to questions, discussions, closures, initiations, etc) W: waiting – waiting for turn or instruction, not doing anything O: off task – not doing assigned task, teacher addressing misbehavior

7

ALTPE Analysis

Directions - Following coding, complete the ALTPE Results table below. In the first column, tally each code from the Data Recording Table and then calculate the total minutes and percentage. Use example 2 (see inset) for assistance in calculating the minutes and percentage. Assume that the total number of A’s entered into the coding grid was 44. To calculate the total number of minutes, divide the tally by 6. For example, 44/6 equals 7.33 minutes. To calculate the percentage of time engagement in each code, divide the total number of minutes for EACH code by the total number of minutes for ALL codes. As an example, suppose the total number of minutes in a lesson was 35. By dividing 7.33 by 35, the percentage of time devoted to activity can be recorded as 21%.

ALT-PE ResultsTally Minutes Percentage Code

A: activity – motor engagement in assigned taskT: transition – switching from one task to anotherM: management – administration of the class, class business (attendance, drinks, announcements, etc)K: knowledge – conveyance of cognitive information (explain activity, demo, rules/strategy, Qs, discuss)W: waiting – waiting for turn or instructionO: off task – not doing assigned taskTotal for each column

ALTPE AnalysisRespond to each question via separate numbered paragraphs

1. According to NASPE, at least 50% of class time should be active. Waiting (W), management (M), transition (T), and off-task (O) should be as low as possible. Knowledge time varies depending on the lesson and there is not set recommended percentage; instead use common sense. Compare these guidelines to the data you recorded during the observation.

2. If the data collected does not conform to the above stated guidelines, identify reasons why. If they do, what strategies enabled you to meet these guidelines?

3. Identify how you could improve the percentages.

To hand:1. ALTPE Data Recording Table (original)2. ALTPE Results (table above on this page)3. ALTPE Analysis (responses to questions 1-3 on this page)

Example 2:Tally Minutes Perc. (%) 44 7.33 21% A: activity

8

ALTPE RUBRICCompleted by University Instructor

Name:___________________________________ Semester:________________________

Criteria Advanced (4) Proficient (3) Basic (2) Below Basic (0)Data Table[1]

Turned in fully completed

Not turned in or missing data

ALPTE Results [1]

100% correct Errors or missing data

Write UpComparison[1]

Correctly compares results to guidelines

Incorrectly compares results to stated guidelines

Reasons[1]

Thoughtful response that accurately attributes reasons for the results; goes beyond answering the question.

Does provide a rationale but other plausible reasons may exist; information provided somewhat effectively answers the question

Reasons expressed for results are weak, missing or not focusing on the real reasons for the results

Answer is inaccurate, confusing, or does not address the question; conclusions are wrong

Improvement Strategies [1]

Strategies suggested are practical, aligned with reason, and if correctly executed, will result in meaningful improvement

Strategies would be mostly effective and result in some positive change

Strategies sound good on paper but would be difficult to execute in class, strategies not well aligned with results

Strategies would be ineffective or may result in worsening of the situation

Written Expression [1]

No grammatical or spelling errors, advanced sentence structure, expressive articulation of ideas, informative and concise, flows smoothly

No grammatical or spelling errors, clearly conveys thoughts, effective transitions and sentence structure

Occasional grammar or spelling error, transitions and expression of ideas could be more clear

Grammar errors more frequent or interrupt expression of ideas, transitions are abrupt or unclear, language is verbose or confusing

Total: _____/6= _______

9

TASK 4: MIDTERM EVALUATION RUBRIC

Teacher Candidate (TC) Name:____________________________ School: _______________________

Mentor’s Name: _____________________________ Mentor’s Signature: ________________________________

Teaching Behaviors Proficient (4) Developing (3) Basic (2) Below Basic (0)

Organization & Teaching Preparation[1]

TC arrives early to school site & is prepared to assist or teach; keeps a regular visitation schedule with mentor teacher; clearly communicates practicum assignment expectations & keeps mentor teacher updated; provided lesson plans prior to teaching without prompting.

TC arrives on time to school site; keeps a regular visitation schedule with mentor teacher; communicates practicum expectations; provides lesson plans upon request from the mentor teacher

TC has been late a few times to school site & is not consistently prepared to assist with class; visitation schedule frequently changed; unclear description of practicum expectations; TC must be prompted by mentor teacher for information about practicum assignments; one lesson plan have been provided

TC consistently later to practicum site; keeps changing teaching schedule

Professional Behavior[1]

TC professionally dressed; communicates appropriately with students; demonstrates strong interest in students & subject matter; requests & accepts constructive criticism

TC professionally dressed; has developed ability to communicate appropriately with students; demo’s interest in students & subject matter; accepts constructive criticism the majority of the time

TC not always dressed appropriately; has difficulty clearly & appropriately communicating with students; demonstrates marginal interest in students & subject matter

TC inappropriately dressed; does not communicate well with students & does not accept constructive criticism

Teaching[1]

TC has demonstrated ability to assist mentor teacher with physical education lessons designed by the mentor teacher & has taken the initiative several times to implement mentor teacher’ warm-ups/instant activities by them self; has also taken initiative to teach a part of a lesson by them self; has designed a warm-up or part of a lesson & has successfully implemented it; is at ease providing feedback to students & is very capable of redirecting students during a lesson

TC has demonstrated ability to assist mentor teacher with lessons designed by the mentor teacher; has taken initiative to implement mentor teacher’s warm-up/instant activity with the assistance of the mentor teacher; has taught a portion of a lesson on own; is beginning to be able to provide skill-related feedback to students & to redirect students

TC has demonstrated limited ability & interest in assisting mentor teacher with their lessons; has not consistently assisted with warm-ups or teaching a portion of a lesson on own; has done so only with mentor teacher

TC has not assisted with warm-ups or any portion of a physical education lesson

COMMENTS: (please use other side)

10

TASK 5: LESSON PLANDescription: Use this template for all lesson plans developed including the one to be video recorded.

Department of Kinesiology - Physical Education Lesson Plan Template (v. 2013-08)

Name: Class Length:Lesson Topic: Class Size:Grade Level: Note: pull-downs menus also available at

http://thenewPE.com/stPDE Standard(s) (1.2 WCU Unit) (Help):

Essential Content (Help):

Objective(s) (1.1 WCU Unit) (Help):

Safety (Help):

Equipment & Technology Needed (1.8, 1.9 WCU Unit) (Help):

Critical Elements (Help):

Assessment (1.7 WCU Unit) (Help):

(Floating Tasks (Help) Warm-Up (Help):, Setup (Help):, and Transition Task (Help): )

Lesson Introduction (1.3 WCU Unit) (Help):

Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted:Informing Task (Help):

Introductory Task (Help):

Extending Task (Help):

Differentiation (1.5 WCU Unit): Challenge Task (Help): Simplifying Task (Help): Modification Task (Help):

o Identify the disability - o Description of the modification -

Content Development, Part 2 (Optional) (Help) Time Allotted:

Content Development, Part 3 (Optional)(Create additional parts as necessary) Time Allotted:

Lesson Closure (1.6 WCU Unit) (Help):

Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help): Reflection on Planning Reflection on Teaching

11

TASK 5 RUBRICDepartment of Kinesiology Lesson Plan Rubric – Physical Education

Point values in brackets [ ]

Name: _________________________________________________, Score:___________________

Name:__________________________________________ Date:___________________________Advanced (4) Proficient (3) Basic (2) Below Basic (0)

Essential Content (EC)[1]

EC statement is correctly worded and strongly connected to the standard

EC statement is correctly worded and connects to the standard, somewhat generic

EC is not accurately written, moderately connects to standard, misaligned with lesson, more EC needed

Essential content is not aligned with the standard, is unrelated to the lesson or is not provided

Objectives[2]

Clear and appropriate; includes audience, behavior, condition/ context and possibly criteria, observable & measurable, aligns with EC & standard

Slightly unclear or not easily measured, some improper formatting, lacks direct connection to EC or standards, needs qualifiers

Relates to wrong standard or misaligned assessment tool, unclear/vague action word, domains mis-aligned, hard to measure

Mismatch between unit content and objectives, improperly written and not fully developed

Equipment/ Resources Needed[1]

Type & quantity correctly identified, developmentally appropriate, allows for differentiation, safe, equitable & fair for all Ss

Type and quantity correctly indicated, some refinement needed or slightly confusing

Better choices are available, potential safety issue, too few or too much equipment, not beneficial for every-one, poor differentiation

Equipment needed in the lesson are not listed, inappropriate for use at that grade level, probable safety issue

Critical Elements[1]

Complete & accurate, no more than 5, selects most essential & relevant cues

CEs need slight modification, too many, could choose better ones

Too few CEs, one inaccurate CE

More than two critical elements are inaccurate or are incomplete.

Setup[1]

Clearly describes the setup/ location of equipment.

Mostly clear but not all questions answered, another teacher would have question(s)

Omits major information such as boundaries, goals, where equipment should be located etc

Setup is wrong and not appropriate for planned activities, not aligned

Warm-Up/ Instant Activity[1]

Prepares Ss adequately for lesson, appropriate intensity, may links with previous lesson, foreshadow present lesson, may incorporate health-related fitness

Adequately prepares students physically but has limited connection with learning content (simply jogging)

Insufficient preparation for activity, NOT developmentally appropriate; does not adequately prepare students for the lesson

No warm-up or instant activity, potentially injurious, developmentally inappropriate

Lesson Introduction[1]

Provides a detailed and developmentally appropriate explanation of the essential content/purpose of the entire lesson & is directly connected to the standard.

Discussed the purpose of the lesson with an implied link to the standards, objectives, or essential content

States what will be included in the lesson but no linkage or discussion of why

No anticipatory set was provided

12

Advanced (4) Proficient (3) Basic (2) Below Basic (0)Transition Tasks[1]

All tasks clearly describe transition from previous activity and organization when transition is complete, orderly, minimizes lost time, includes equipment if appropriate

Lacking some detail, mostly clear, slightly more efficient option not chosen

Omits major information such as equipment, what students will do when transition is complete, distribution of equip-ment is time consuming

Poorly planned, not clear, excessive time needed, students more likely to become off task, potential safety issue

Informing Tasks[3]

Detailed explanation of what will be explained to Ss; info is strongly linked to EC and lesson objective; skill demo’ indicated

Most aspects of tasks are clear; link to EC and lesson objective could be made clearer

Vague explanation of purpose of the specific part of the lesson

No informing task was provided

Introductory Tasks[2]

Introductory tasks are quickly & uniquely conducted; formation is appropriate; all students are meaningfully engaged; task is of appropriate level of difficulty; space usage is effective

Transitions into the introductory task are organized; most students are meaningfully engaged in practice; space usage is safe, but could be improved upon; task is developmentally appropriate

Transitions into the introductory tasks are slow; some students are not engaged in meaningful practice; safety and space usage is not efficient

No introductory tasks were provideds

Extending Tasks [2]

Effectively changes the tasks, heightens or keeps student interest in activity, relates to objectives/ essential content

Varies the instructional task but disrupts flow of lesson, somewhat time consuming to implement

Tasks minimally change, more effective options should have been used, not practical to implement

Changes diminishes learning, uses an extending task when new content development section is needed instead

Challenge Task[1]

Describes one meaning-ful ways to make the activity more challenging for high performers, allows Ss to progress at own level

Differentiations provide options but do not meaningfully challenge Ss of varying ability

Some differentiations are not legitimate, fluffy

Differentiations are not listed, will single out or embarrass Ss, not linked to informing task

Simplifying Task[1]

Describes one meaning-ful ways to make the activity less challenging for low performers, allows Ss to progress at own level

Differentiations provide options but do not meaningfully challenge Ss of varying ability

Some differentiations are not legitimate, fluffy

Differentiations are not listed, will single out or embarrass Ss, not linked to informing task

Modification Task[1]

Describes two meaningful and effective modifications, for students with disabilit-ies, allow Ss to progress at own level while addressing same content as others

Provides two accommodations but not detailed enough, could be more effective but can be implemented for Ss with disabilities

One accommodation or two mostly generic ones, will single out Ss, limited practicality, are not aligned with the lesson, or exclude

Accommodations are not listed or will do more harm than good.

Closure[1]

Sense of completion, reviews the essential content/objectives; challenges Ss or involves higher order thinking.

Reviews the lesson but does not align well with major/”take home” points, somewhat rote or not challenging

Teacher states what was done in class, or simply says what will happen next class

No meaningful closure was indicated in lesson plan, the lesson just ends, no wrap-up

Score: ____/20 = _____

13

TASK 6: ASSESSMENT Assignment Guidelines:

1) This assessment must align with your lesson objective(s) and be either in the psychomotor or affective domains. Cognitive assessments will not be considered unless they are done authentically.

2) You must administer the assessment to a class of students. Three original assessments should be collected and turned in with the typed analysis.

3) Provide a table/graph/chart of basic statistics including number of students, high score, low score and class average.

4) Include a written narrative addressing the following questions:a. Did the assessment adequately measure the learning of the students relative to the lesson

objective and discern high, medium and low performers?b. What would you modify if you were to administer the assessment again?

To Turn In (items 1-3 can be a header)1) Teacher candidate’s name2) Alignment to PDE standard, essential content and/or lesson objective3) Assessment task conditions4) Assessment instrument5) Rubric/scoring guide (if applicable)

14

TASK 6 RUBRIC

Name:______________________________________ Score:______ = _____%

Impact on Student Learning (DO TWICE, ONCE FOR EACH ASSESSMENT) PROFICIENT (4) DEVELOPING (3) BASIC (2) BELOW BASIC (0)

1. Instrument– Objectivity and Clarity[2]

Provides detailed, clear, and objective criteria for scoring or rubric, any person could fairly use instrument

Differences between scoring levels are too great or too small, does not differentiate clearly

Lacks sufficient detail, a performance could be categorized several ways

Unfair, no criteria, no rubric, simply completing earns 100% or close thereto

2..Instrument– Value[2]

The assessment provides useful data that will help Ss qualify their level of achievement

Data has some use in helping Ss understand and improve, some performance data omitted

Data provided to Ss has limited use in qualifying or quantifying performance, “fluffy”

Busy work, results not useful to students, only purposeful for grading

3.Instru- Implementation [1]

Practical and expedient to implement, organized effectively

Minor concerns such as organization, time spent, ease of implementation

Assessment tool not integrated well into the lesson, class management was negatively affected

Impractical to implement, excessive wait time or singling out poorer performing Ss

Alignment [1]

Direct connection and aligned w/ standards verb; excellent measure of E.C. and is developmentally appropriate.

Slight disconnect with standards verb; data collected has limited usefulness

Assessment has limited alignment with standard verb, not practical to implement.

Standard verb and assessment completely unrelated, busy work

Data (1) Original data for all students is included.

Assessment results unclear or missing, did not use a table

Table/Graph/Chart of Results[1]

Results include a well-designed, computer-generated table/graph/chart that includes all required components and effectively communicates results.

Moderately well-designed computer-generated table/graph/chart

Computer-generated table/graph/chart that is difficult to interpret

Assessment results are unclear or missing, did not use a computer-generated table/graph/chart

Narrative Question 4 Part A[1]

Response to is thorough and thoughtful, congruent with data, accurately reflects desired outcomes

Moderately answered with a thoughtful commentary, includes some specific evidence

Somewhat inconclusive commentary, missing some interpretations from the data

The analysis is short, unclear and inconclusive OR missing, no citation of student evidence

Narrative Question 4 Part B[1]

Response is thorough, plans for specific, mean-ingful adjustments based upon data collected; will result in positive change

Adjustments are adequate although not well explained, some linkage to data

General but somewhat accurate, plan partially incorporates assessment results, changes not especially meaningful

Changes not useful or not based upon assessment results

_____/10 = ________

15

TASK 7: ANALYSIS OF VIDEO/TEACHING PERFORMANCE

Preparing and Execution of Teaching Performance:1. Your lesson plan must be approved by both your mentor teacher and University instructor a

minimum of 3 days prior to your teaching.2. The lesson must be for a complete physical education class period.3. Your mentor teacher SHOULD NOT assist you when teaching this lesson.4. Be sure your voice can be clearly heard. It is best to use a remote microphone. Just prior to

recording your teaching, make a test recording and play it back to make sure BOTH the audio and video work properly. Change or charge the battery in all recording devices prior to use.

5. Use a tripod to steady the camera (sign out when signing out recorder)6. Be sure the videotape follows the teacher candidate

Analysis of Teaching:1. Self-analysis: View your videotape and rate yourself as proficient, developing, basic or below

basic for each row of the Task 6 Self-analysis Rubric. Then, provide a brief one paragraph rationale justifying your self-rating. For example:

a. “Anticipator Set: Rating – Proficient, Rationale – I gathered all the students in and briefly explained what the lesson would include, placed it in the context of the previous lesson and finished by stating why the content is important to our overall goal for the unit. I was clear but didn’t waste time with too many words and all the students could hear me. ”

2. Response to Peer Review: After you have engaged in the Peer Review of your videotaped teaching, reflect on their comments and include your response to your peer’s feedback in your written summary IN A SEPARATE PARAGRAPH.

3. Response to Mentor Review: After your teaching experience meet with your mentor teacher to discuss their analysis of your teaching. Be sure to provide the rubric to them prior to the observation of your teaching. Reflect on your mentor teacher’s comments in your written summary IN A SEPARATE PARAGRAPH.

Note: You will have a total of 19 paragraphs for task 7

16

TASK 7 RUBRIC FOR UNIVERSITY INSTRUCTOR TO USE WHEN GRADINGTYPED SELF-ANALYSIS

Name:___________________________________________

Proficient (4) Developing (3) Basic (2) Below Basic (0)Analysis of evaluation of teaching criteria 1-17[1 point each]

Teacher candidate analyzes performance of criteria correctly in light of NASPE appropriate practices and previous WCU pedagogy courses while citing specific example(s) from lesson taught

Teacher candidate analysis slightly misaligned with

appropriate practices, could be clearer with

examples

Teacher candidate analysis at odds with appropriate practices, uses examples with incorrectly validate assumptions or use

misaligned examples

Teacher candidate

analysis does not address

criteria or use an example

Response to mentor teacher’s assessment[2]

15. Mentor Teacher’s Assessment: agreement & disagreement with several insights provided by mentor teacher was discussed in detail; 3-4 suggestions for improvement by the mentor teacher are given & insights about these suggestions are shared

Several suggestions from the mentor teacher are

provided; a general discussion of agreement

with or disagreement with mentor’s evaluation

is provided

Only a few suggestions from the mentor teacher about

the practicum teacher’s performance

is discussed

Teaching behavior was not analyzed

Response to peer assessment[2]

17. Peer Assessment: [3]agreement & disagreement with several insights provided by peers was discussed; 3-4 suggestions for improvement by the peers are given & insights about these suggestions are shared

Several suggestions from the peer review are provided; general discussion about

agreement with or disagreement with is

provided

Only a few suggestions from the peer review about the practicum teacher’s

performance is discussed

Teaching behavior was not analyzed

Deductions: Inadequate grammar, spelling and sentence structure (at discretion of university instructor)

Overall Score: _____/5 = _______

Score on items 1-17

1. _________ 2. _________ 3. _________ 4. _________ 5. _________ 6. _________

7. _________ 8. _________ 9. _________ 10. _________ 11. _________ 12. _________

13. _________ 14. _________ 15. _________ 16. _________ 17. _________

17

Task 8: Mentor Teacher Evaluation of Teaching Mentor teacher completes evaluation of teaching rubric which is turned into university instructor.

Task 9: University Instructor Evaluation of Teaching University instructor completes evaluation of teaching rubric and gives a copy to TC.

EVALUATION OF TEACHING RUBRIC (Used for Tasks 8 & 9)

TC Name: ______________________________ School: ___________________

Criteria Proficient (4) Developing (3) Basic (2) Below Basic (0)1.Lesson Introduc-tion[1]

Addresses what is being covered and why, clearly communicated

Too-brief rationale for what is being covered and why, slightly unclear

States what will be done in lesson but no discussion of why

Purpose of the lesson not communicated, lesson just starts

2.Clarity of Instructions[2]

Teacher provides clear and thorough directions throughout, no S confusion evident, all aspects of activity included

Teacher provides clear directions most of the time. slightly off or omitting some instructions or information needed

Teacher provides clear directions some of the time, some students are confused, demonstrations lead to undesired results

Teacher directions were not clear and did not use demonstration to clarify.

3.Verbal Qualities[1]

Audible, strong varied voice; word usage is clear and efficient; no fillers “um,” vocab & cadence are appropriate for grade, proper grammar

Appropriate voice, occasional fillers, some varied intonation, generally clear, needs slightly modified vocab, ends with prepositions

Some difficulty in hearing ST, some confusion or rambling, clarity needs improvement , more use of fillers, words too difficult

Monotone, too low, frequent fillers, confusing word usage, vocabulary is inappropriate for grade of Ss, grammar/word usage is poor example

4.Know-ledge /Demos[2]

Strong, in-depth knowledge of concepts & skills, answers all questions, confident, excellent/viewable demos with appropriate cues

Comfortable with knowledge, skills, demos; could be more refined, comments to Ss accurate, too many or few cues or limited visibility

One or two minor errors in knowledge, skills, demos, feedback, or rules; difficulty breaking down skills or concepts for Ss, inaccurate cues

Major errors or multiple minor ones, unable to answer Qs, Ss recognize T inability, not up to date, unskilled demo, cues limit learning, can’t see demo

5.LearningActivities [2]

Activities aligned with & support objectives, engage Ss in meaningful content; can optimally and effectively foster learning,

Activities taught meaningfully allow Ss to improve the desired tactic, some changes could result in more learning

Activities relate to desired learning but are limited in their potential to foster improvement, lecture or same activity throughout

Activities loosely related to topic, mostly busy work, unlikely students will improve much

6.Engagement[2]

Ss are highly engaged in all learning tasks, waiting and off-task are minimal, activities are of interest to Ss, many opportunities to respond (OTR’s), pace/time is appropriate for learning,

Ss could be more actively involved through instructional changes; activities are appealing to a majority of the class, slightly excessive waiting, could use more/less time per activity

Limited use of engaging and interesting activities, frequent lost learning time, Ss disinterested, fewer opportunities to respond and improve, rushed or too slow at points

Activities mostly drills, boring, waiting and non-learning time are overly abundant, Ss can’t wait for class to end, timing completely off, failed to recognize pace or activity change

7.Feedback[1]

Mix of general and specific comments relating to objectives; provides info about S strengths & weak-nesses, continuous throughout lesson, praises positive outcomes /behaviors, uses whole class feedback on occasion

Feedback to students is general but provides some info about their learning strengths and weaknesses, intermittent throughout a lesson, generally negative or neutral feedback, limited whole class feedback or redirects

Amount and quality of feedback negatively impacts S learning, is limited, unlikely to improve performance, lots of “goods”, occasional feedback, consistently negative, no whole class feedback or redirects

Teacher provides directions and “sits back” until next task or incorrect feedback provided, abrasive feedback, incorrect feedback

18

Criteria Proficient (4) Developing (3) Basic (2) Below Basic (0)8.Transitions[1]

Transitions are purposeful and efficient, seamless; Ss not confused; time not wasted, effective changes in grouping & organization

Transitions and handling of materials occur smoothly most of the time with little loss of instructional time

Transitions are at times disorderly or inefficient, better management of Ss , groupings or materials are needed

Significant time is lost during transition, disorderly, a mess

9.Moni-tor & Adjust[1]

Monitors/modifies lesson as appropriate, highly responsive to S input/ performance; flexible

Monitoring focuses on task completion & S engage-ment, some adjustment for time, space, materials.

Focused simply on Ss being on-task, little attention to progress towards learning

No adjustments even when they are obviously necessary, follows failing plan; inflexible

10.Class Manage-ment[2]

Notices and addresses off-task Ss, uses appropriate intervention, minimized disruption, effective routines, consequences applied consistently

Ss generally on task, some missed or not addressed off-task behavior, a few Ss not engaged or not following rules, routines helpful, consequences OK

Ss talking often or playing with equipment, somewhat ineffective strategies, little structure to address off-task behavior, routines needs improvement

Teachers fails to notice or take action, negative classroom, repeated off-task behaviors, ineffective, loss of control, fails to administer consequence

11.ClassEnviron-ment [1]

Classroom interactions are highly respectful , encour-aging & positive, Ss help maintain civility, + rapport

Interactions reflect general caring and encouragement, respectful of differences among Ss, OK rapport

Generally appropriate and free from conflict, charac-terized by occasional displays of insensitivity.

Negative or inappropriate and characterized by sarcasm, putdowns, or conflict, no rapport w/ Ss

12.TeacherMovement[1]

Sees all Ss during the entire lesson, keeps back to wall, moves consistently to all parts of space, moves when necessary

Sees majority of Ss, occasionally Ss to back of teacher, moves periodically or is slow to move when necessary

T position frequently puts Ss to back, generally stays in one area (“favorite spot”), does not move/ use proximity when needed

T often cannot see all Ss, stays in same place throughout class

13.Teacher Presence [1]

Verbal and non-verbal demeanor demonstrates enthusiasm and eager involvement in the class

Engaged with Ss but not in an eager or motivating fashion

Disconnect from students, putting in time/going through motions

Present but appearing disinterested or impassioned, harsh towards students

14.Professionalism[1]

Appropriate language usage, attire, grooming, and timeliness, appropriate interactions with all Ss

Slight deviations from desired professionalism

Relates to S as a friend, lack of seriousness, attire or grooming questionable, slightly untimely

Flippant language, “who cares” attitude, unshaven or unkempt, late

15.Closure[1]

Addresses and aligned with major concept or skills, involved Ss, higher order Qs

Take home message could be stronger or more aligned with lesson’s major content or essential content

Loosely linked or fails to address one or several important aspects of the lesson, questioning is elementary, rushed

No purposeful closure was conducted, class ended and students left

Total: ______/20 = _______

19

Task 10 - Practicum Time Log

Name_____________________________ School ____________________________

Mentor Teacher ____________________________

Date Time In

Time Out

Visitation Notes Mentor Signature

20

TASK 11 EARLY FIELD EXPERIENCE EVALUATION (EFEE)

The EFEE “link” will be sent to your mentor teacher. Your mentor teacher must complete this final evaluation form online. Prior to submitting the form online, PRINT OUT A HARD COPY. This hard copy must be turned into your university instructor. Please emphasize to your mentor they must print out a copy of the completed EFEE; failure to provide the print out results in a 5 point deduction.

21

Task 12 Final EvaluationST:_________________________________ CT:___________________________ Date:___________

PROFICIENT (4) DEVELOPING (3)

BASIC (2) BELOW BASIC (0)

Content Knowledge/Skill and Fitness Competence1.H&PE Content Knowledge/ Competence[2]

Exhibited an in-depth knowledge and ability related to skills, strategies, and content knowledge in both health and PE across wide range of subjects & activities; highly effective skill demonstrations (e.g. tennis serve)

ST developing mastery of content through specific corrective steps (not giving up), frequently sought additional resources, HPE content knowledge is “mostly there,” lacked some confidence in CK

ST lacked sufficient CK about some or most of the content, minimally sought additional resources for improvement, demonstrations were often erroneous, unable to answer questions or effectively demonstrate.

Cognitive and psycho-motor content knowledge is poor, is attempting to teach when vastly underprepared and/or lacking knowledge

2. Critical Elements (CEs) & Performance Concepts (PCs)[1]

Analyze skills to create appropriate CEs (quality, quantity) and correct critical elements of motor skills and performance concepts, used effectively during instruction

Appropriate number of cues although important cues are sometimes absent or unimportant cues are sometimes included, some difficulty providing cue oriented analysis of skill

Provides too many or too few CEs, pronounced difficulty determine what CEs were performed correctly/ incorrectly following a skill performance

Often selects erroneous CEs that will hinder student learning, cannot effectively analyze the cues in a performance

Classroom Environment/Class Management3.Rules, Routines and Procedures (RRP’s)[1]

RRP’s are effective and consistently employed, clear start and stop signal, no loss of instructional time

RRPs consistently employed – some lost instructional time here (especially attendance) or with equipment

Ss confused about RRPs or when to stop/start, equipment distribution is unorganized, unsafe, or chaotic

Few RRPs or they vary by the day, needed CT to impose order or consistently enforce

4.Behavioral Expectations and Monitoring Students[1]

High expectations for S behavior, standards were consistently enforced; proactive to prevent problems, firm yet supportive

Standards of behavior somewhat unclear, some Ss did not know what was expected, should have prevented more problems from arising.

ST often aware behavior expectations were being violated but did not step in and address the problem,

Standards of behavior were unclear, incomplete and/or inappropriate. ST did not monitor or become aware of misbehavior

5.Responding to Student Behaviors Effectively[1]

Used a variety of effective interventions (proximity, consequences, name in sentence, redirection etc), tailored intervention for student & circumstances

Used but may overuse one or two behavioral management strategies. Interventions generally were effective and sensitive to student differences

Interventions worked for a short time but off-task behavior usually continued. Different approaches needed but not attempted. Reticent to address problems

Inconsistently or incorrectly used behavioral management strategies. Loss of control. Made situations worse. Not ready for own class

22

Planning6.Lesson Objectives[1]

ST effectively wrote objectives that were student centered, with a clear and observable outcome, neither too easy nor difficult. Aligned with the appropriate standard

ST mostly employed clear and observable outcomes. Some errors relating to action words or conditions. Overemphasis on specific standards.

Too many or too few, little focus on learning, vague, somewhat confusing, mostly lower order skills or knowledge concepts)

ST had difficulty writing objectives, written more from the perspective of what students will be doing rather than learning.

7.Develop-mental Appropriate-ness[2]

Instruction, vocab, motor learning principles & equipment were appropriate, progressive and sequential for develop-mental level of Ss, logical, no gaps

Inconsistently applied developmental appropriateness; tasks, vocab, groupings, objectives etc slightly developmentally inappropriate

Student progressions, equipment, vocab were either too difficult (frustration) or too easy (boredom), sequence disorganized, large gaps in progressions

Frequent developmentally inappropriate practices, resulting in consistent failure of Ss, sequences tasks from more advanced to less advanced

8.Lesson Tasks/Activities[2]

Ample opportunities for Ss to improve, aligned with lesson objectives, many opportunities to respond, resulted in optimal learning, creative, innovative, engaging; meaningful differentiation provided

Activities taught meaningfully allowed students to improve but generally could be more effective with repeated modifications; some differentiation provided

Activities taught relate to desired content but are limited in their potential to foster improvement, resulted in some improvement, boring, little progress; no differentiation

Activities loosely related to topic, mostly busy work, unlikely students will improve much, failed to engage students

9.Differentiate-ion & Varied Method-ology[2]

Effectively addressed a wide variety of teaching styles, learning styles, models (sport ed, tactical games), equipment & lec-ture strategies to engage wide variety of Ss. Diversified practice.

ST developed a tried and true format and attempted some different instructional formats, some consideration for high and low performers or attempts to expand practice

ST generally used the command or practice style in PE and the lecture in health. Class became somewhat repetitive for students, lesson designed mostly for average student

Little variation in instructional practice, teaching styles, materials, and formats to meet student needs

10. Resource Management [1]

Used resources to promote active and fair experiences, all students participated fully, encouraged student choice that best suited their needs

Some difficulty anticipating how some resources would adversely affect some students or groups more than others (unintentional)

Managed resources effectively for average student but had difficulty planning for high and low performers, used same few resources

Resources excluded some students from participating, inherent bias that made success difficult

Instructional Delivery11. Clear, concise, age Activities explained Teacher provided Frequently forgot

23

Communica-tion[2]

appropriate and thorough directions, no confusion, conveys respect and sensitivity, all directions included, audible to all , excellent grammar, free from slang

clearly, Ss less sure of what was required, could be explained for succinctly, major directions included, words may be too advanced, occasional poor grammar

clear directions most of the time, omitted some instructions, excessive use of fillers (um, er), low volume often, on rare occasional disrespectful or insensitive to Ss

major directions leading to student confusion, immature or unprofessional, language, not able to be heard often, disdain or frequent disrespect

12.Lesson Introduction [1]

ST consistently explained purpose or context of lesson, motivated Ss, set expectations, Ss saw content as relevant

ST explained in what the class will be engaged but occasionally didn’t provide a rationale, purpose, or context

Minimal initiation, rushed or not well thought through. Little effort, if any to explain the rationale or context, no motivation

Initiation often absent, ST often skipped directly to the first activity, no connection to rationale, purpose or context

13.Engagement[2]

Ss highly involved, wait time kept minimal, often used small sided activities

Some lost instructional time due to instructional design or waiting

Many students to “check out,” large scale activities/few OTR’s

Mostly standing or talking to others, hardly involved in learning tasks

14.Transitions[2]

Purposeful and efficient, seamless; time not wasted Ss not confused; effective changes in grouping & organization

Transitions and handling of materials occur smoothly most of the time with little loss of instructional time

Transitions are at times disorderly or inefficient, better management of Ss , groupings or materials needed

Significant time is lost during transition, disorderly, a mess, hard getting student attention back

15.Monitor & Adjust[1]

Monitors/modifies lesson as appropriate, highly responsive to S input/ performance; flexible

Mad some adjustment for time, space, materials etc. Somewhat slow to make adjustments

Focused simply on Ss being on-task and following lesson plan, didn’t like adjusting

No adjustments even when they are obviously necessary, follows failing plan; inflexible

16..Class Involvement-Movement[1]

Consistently moved throughout the teaching space including corners and the center

Moved around the classroom but generally did so less frequently or with inadequate coverage

Generally stayed in one section or half of the gym or classroom, some movement

Teacher tended to remain stationary most of the class, some movement, mostly “planted”

17.Closure[1]

Used challenging, higher order Qs to reviews EC or objectives, creative, consistently involves Ss

Closures reviewed objectives, overly teacher centered, not especially challenging for students.

Closure often was rushed, generic, or not challenging, stated what was done, restated skill cues

Closures often skipped or not evident due to poor time management

Feedback and Assessment18.Feedback Amount and Type[2]

Feedback to students was a mix of general, specific, and corrective comments; frequent and timely interactions, uses group feedback well

Feedback to students was again a mix of general and specific but was not frequent or timely enough, needed to provide more specific or corrective

Feedback was general and provided limited info about S performance. Lack of feedback impairs learning, does not like to use group feedback.

Teacher mostly explains directions and “sits back” waiting to explain next activity, obvious spots where feedback needed but not provided

19. Correctly identified Correctly identified Could determine No or little idea how

24

Skill Analysis[1]

important performance mistakes and prioritized relevant feedback

mistakes but feedback was sometimes confusing, verbose or inadequate

“something was not right” but not exactly what

to respond to skill performance errors

Professionalism and Other20.Appearance[1]

ST knew and consistently followed established attire and grooming standards as outlined in the student teaching manual both in and out of the classroom

Infrequent attire irregularities including plain T-shirts, unshaven, messy hair, disheveled or baggy clothes, dirty. Mostly projected a professional image

ST’s attire sometimes did not fit professional norms or those established by WCU. Had to be occasionally reminded of dress code

ST did not appear to know or follow established conventions. Wore inappropriate or immodest apparel; did not consistently follow good grooming

21.Energy, Enthusiasm & Attitude[1]

Consistent energy and enthusiasm for teaching and the subject, inspiring to Ss, positive attitude, eager involvement w/ Ss

Ready to go each day, receptive to students, conveys the subject matter, some positive energy towards teaching

Energy and enthusiasm for teaching and subject matter were inconsistent, sometimes disinterested

Wall flower, passing time, not remotely enthusiastic about subject or Ss, waiting for the end of the day, harsh to Ss

22.Punctuality and Depend-ability[1]

Reported to the school on time, and completes work in a timely manner, quality first attempts. Made preparation at least two days in advance for all teaching

Late once in a great while, fulfills all professional responsibilities, was well-prepared, submitted work is 90+% done

Late minimally several times or severely once, sometimes well prepared, planning not always submitted two days in advance, submitted work should be more polished

Was often late; often unprepared, has left early, work was substandard & required significant and consistent changes to be classroom ready, had to “pull” work out of ST

23.Collaboration[1]

Consistently collaborated well &/or build relation-ships w/ others; routinely shared resources, partic-ipated in professional dev., went extra mile

ST was developing the ability to effectively collaborate with colleagues, professionals, and parents in ways that benefited students

Showed some interest in collaboration with other professionals, did not attend all professional development opportunities required of CT

ST rarely consulted, or inappropriately consulted with other colleagues, professionals or parents to benefit students, did the bare minimum

Reflection24.Self-Reflection[1]

Independently made accurate appraisals of effectiveness using data, initiated positive change, offered alternatives for ineffective practice, sought outside resources

ST needed some support from CT or US to accurately reflect. Usually made necessary adjustments.

ST missed a major deficiency or incorrectly evaluated an ineffective practice. Generic reflections. Didn’t utilize data from assessments

ST failed to accurately reflect on strengths and weaknesses of lessons,; did not know if lesson was effective in reaching goals

25.Utilizes Constructive Criticism[2]

Sought out constructive criticism and implemented change as soon as possible, mature

Listened attentively to constructive criticism and made use of some feedback

Sometimes open to constructive criticism; occasionally made excuses

Unreceptive to constructive criticism; blamed others for problems

25

Total: ______/34= _______