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West Virginia University Physical Education Teacher Education

Key Assessment 4: Student Teaching Performance Assessment (5100PE Form)

Teacher Candidate:

Cooperating Teacher:

University Supervisor:

Placement School:

Grade/Subject Level:

Semester and Year:

Description This set of rubrics is designed to assess the performance of West Virginia University teacher candidates during the final clinical experience of the physical education teacher education program. The rubrics are aligned with the five West Virginia Professional Teaching Standards (WVPTS) and reflect functions that an initial, rather than an advanced, teacher would be expected to demonstrate. Additionally, several functions related to discipline-specific content knowledge and professional teaching dispositions for novice teachers have been added (1F, 1G, 1H, 1I, and 5J). In order to achieve a satisfactory grade for student teaching, the teacher candidate must demonstrate “Acceptable” performance or better on each item. One or more ratings of “Unacceptable” by the cooperating teacher and/or university supervisor would result in an unsatisfactory grade for student teaching resulting in one of the following options: (a) Extension of placement for remediation purposes, (b) Repeating placement the following semester, or (c) Removal from the program. Cooperating teachers and university supervisors should provide teacher candidates with feedback aimed at helping them achieve “Acceptable” performance or better on a regular basis, using the described functions as a basis.

Target (10 points) Acceptable (8 points) Unacceptable (6 points)

Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Acceptable performance. Typically competent. Substantive evidence of reasonable knowledge, skills, or performance related to the function. Capable, consistent, dependable performance. Regularly demonstrates proficiency.

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

In addition to scoring teacher candidate performance on each function, cooperating teachers and university supervisors are strongly encouraged to use the spaces provided for narrative descriptions of teacher candidate performance. These descriptions provide teacher candidates with valuable feedback to help them understand scoring decisions and improve their performance. This additional level of documentation is required on any function in which the teacher candidate is rated as “Unacceptable.” Teacher Candidate Responsibilities Teacher candidates should familiarize themselves with the rubrics and work toward “Acceptable” performance or better of all functions. Teacher candidates should seek formal observations from cooperating teachers and university supervisors, engage in ongoing self-assessment of performance related to the rubrics, initiate weekly assessment discussions with their cooperating teachers and university supervisors, and plan for improvement of performance based on self-reflection and feedback received. In addition, teacher candidates should proactively work with their university supervisors to complete the digital version of the rubric in LiveText (www.livetext.com) at the end of each placement. University Supervisor Responsibilities University supervisors should formally and informally observe teacher candidates on a regular basis, participate in weekly assessment discussions with teacher candidates, and complete both the hardcopy and LiveText versions of the rubrics in a timely manner. At a minimum, university supervisors must also complete three field observations and reports. Additional field observations are indicated if there are specific concerns related to a teacher candidate’s performance. Given the relationship of these rubrics to student teaching grade assignment, it is critical that university supervisors provide written documentation pertaining to any function in which the teacher candidate is rated as “Unacceptable.” The university supervisor should complete the digital version of the rubric in LiveText (www.livetext.com) at the end of each placement.

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Standard 1: Curriculum and Planning

Demonstrated through planning discussions with the cooperating teacher and other professionals, and in the design of unit plans, lesson plans, and supporting instructional materials. Function 1A: Core Content The teacher candidate has a deep knowledge of the content and its inter-relatedness within and across the disciplines and can move beyond basic content competency to assure student mastery of skills necessary for success in life and work.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates reasonable depth of knowledge of core subject matter content. Knowledge is evident in accuracy of information and terminology, ability to respond to questions, and ability to provide supplemental content (beyond curriculum materials/textbook). Plans consistently show understanding of the CSOs and integration across content areas and of 21

st century

themes and skills, as appropriate.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

Function 1B: Pedagogy

*

The teacher candidate has a deep knowledge of the art and science of teaching in his/her specific content and can facilitate experiences that advance creativity, innovation, and problem-solving.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates specialized pedagogical content knowledge of how to communicate core subject matter content. Knowledge is evident in decisions about how to communicate subject matter using a range of pedagogical approaches, opportunities for student discussion and collaboration, differentiated strategies for diverse student needs, use of instructional technology to enhance content delivery, and alignment with CSOs (e.g., specialized content knowledge reflected in pedagogy: use of verbal, visual, and kinesthetic cues to facilitate the desired movement outcome, use of modeling and physical guidance when instructing motor skills and performance concepts).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.3 Design and implement content that is aligned with lesson objectives.

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Function 1C: Setting Goals and Objectives for Learning*

The teacher candidate uses a standards-based approach to instruction aligned with the state and local curriculum and sets instructional goals and objectives that describe what students will learn.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates understanding of a standards-based approach to instruction. Uses the CSOs and national standards as the basis for assessment of and for learning, sets appropriate learning targets for students. Aligns instructional planning and assessment of student learning with the stated goals and objectives. Uses appropriate resources to inform instructional design.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned

with local, state, and/or national standards.

Function 1D: Designing Instruction

*

The teacher candidate designs instruction that engages students in meaningful instructional activities that support the WV Content Standards and Objectives and that result in intentional student learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates ability to identify appropriate accommodations and to differentiate instruction to meet students’ special needs. Considers students’ interests, prior knowledge and skills in decisions about instructional activities. Unit and lesson sequence are logical, well-structured, and designed to move all students toward mastery of CSOs. Uses assessment results as a resource for planning. Plans lessons that include technology for instruction and for learning (teacher use, student use).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.1 Design and implement short- and long-term plans that are linked to program and instruction goals, as well as a variety of student needs.

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Function 1E: Student Assessments*

The teacher candidate uses a balanced approach to assure both assessment of learning and assessment for learning to provide both teacher and students information to guide future learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates appropriate use of a variety of assessments; including diagnostic, formative and summative assessments. Assessments set high standards for what students should know and be able to do. Assessment tools, such as rubrics and tests, are used to communicate expectations to students and guide their work. Includes opportunities for students to peer and self-assess and to provide feedback (written and verbal) that supports progress monitoring and goal setting. Identifies learning targets aligned with both CSOs and national standards.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

Function 1F: Structure of the Discipline: Physiology and Biomechanics

* (added to WVPTS)

The teacher candidate understands the structure of the discipline from a subdisciplinary perspective.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates reasonable depth of knowledge of basic physiological and biomechanical concepts. Knowledge is evident in accuracy of information and terminology, ability to respond to questions, and ability to provide supplemental content (beyond curriculum materials/textbook). Applies these concepts to learning activities related to skill development, physical activity and, health-related fitness.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity, and fitness.

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Function 1G: Structure of the Discipline: Motor Learning and Psychological/Behavioral Theory

* (added to WVPTS)

The teacher candidate understands the structure of the discipline from a subdisciplinary perspective.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates reasonable depth of knowledge regarding motor learning and psychological/behavioral theory. Knowledge is evident in accuracy of information and terminology, ability to respond to questions, and ability to provide supplemental content (beyond curriculum materials/textbook). Applies these concepts to learning activities related to skill development, physical activity and health-related fitness.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.

Function 1H: Structure of the Discipline: Motor Development Theory and Principles*

(added to WVPTS) The teacher candidate understands the structure of the discipline from a subdisciplinary perspective.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates reasonable depth of knowledge regarding motor development theory and principles. Knowledge is evident in accuracy of information and terminology, ability to respond to questions, and ability to provide supplemental content (beyond curriculum materials/textbook). Applies these concepts to learning activities related to skill development, physical activity and health-related fitness.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

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Function 1I: Critical Elements of Motor Skills and Performance Concepts*

(added to WVPTS) The teacher candidate analyzes and corrects critical elements and performance concepts to improve learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8 Acceptable performance. Observes, analyzes, and effectively corrects critical element errors of motor skills and performance concepts. Assists learners in achieving greater skill proficiency across a variety of basic and advanced motor skills and performance concepts.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 1.5 Analyze and correct critical elements of motor skills and performance concepts.

Standard 2: The Learner and Learning Environment

Demonstrated through planning discussions with the cooperating teacher and other professionals, the design of unit plans, lesson plans and supporting instructional materials, interactions with students, and during instructional delivery.

Function 2A: Understanding Intellectual Cognitive, Social, and Emotional Development*

The teacher candidate’s understanding of the unique characteristics of the learner is evidenced in the design of learning activities which are developmentally appropriate and differentiated to engage all students in the learning process.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Differentiates learning tasks appropriately based on reasonable understanding of intellectual, cognitive, social and emotional development of students (i.e. accommodations for students with special needs, problem-based learning, etc.). Supports the learning process with accurate and current knowledge of students; including differentiation of instruction based on learning needs, learning styles, race, class, socioeconomic status, and gender.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student

exceptionalities.

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Function 2B Creating an Environment of Respect and Rapport*

The teacher candidate shows respect for students by having high expectations, providing classroom management that clearly defines roles and procedures, using respectful language that communicates interest in students as individuals, and encourages student collaboration.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Models respect for self, students, and others. Conveys high expectations for all students. Models and sets expectations for mutual respect and cooperation among students. Demonstrates care and concern in interactions with students and communicates interest in students as individuals. Clearly defines student roles, appropriate behaviors and classroom procedures, and expected outcomes; including those that support collaboration among students. Creates positive and productive physical and virtual learning environments.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.4 Plan for and manage resources to provide active, fair and equitable learning experiences.

Function 2C: Establishing a Culture for Learning

*

The teacher candidate establishes a culture in the learning environment that is focused on learning and that reflects the importance of the work undertaken by both students and the teacher.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Supports student learning through authentic learning tasks and the use of a variety of student outcomes and performance-based assessment strategies. Conveys clear criteria for high quality student work and supports student pride in their work. Provides feedback to students through modeling, guided practice, and collaboration.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation.

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Function 2D: Implementing Classroom Procedures*

The teacher candidate assures that rules and procedures are in place for a smoothly functioning learning environment evidenced by the efficient use of time and resources.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Maintains established instructional transitions and routines, and classroom and school procedures. Effective implementation of procedures to maximize instructional time. Ensures materials and supplies necessary to support instruction are available and are used effectively, efficiently, and safely. Ensures that students are clear about the routines and procedures for using materials and supplies.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.

Function 2E: Managing Student Behaviors

*

The teacher candidate collaborates with students to establish norms of behavior for the learning environment that assures a focus on learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Maintains expectations and consequences for managing student behavior. Implements classroom and school discipline plans. Communicates with students about expected behaviors and possible consequences. Monitors student behavior and maximizes instructional time through prompt attention to classroom management issues. Responds to misbehavior and disruptions effectively and respectfully, in a manner that preserves student dignity. Reinforces positive student behavior. Maintains a positive, student-centered, learning-centered classroom climate.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

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Function 2F: Organizing the Learning Environment*

The teacher candidate assures that the physical or virtual learning environment is safe, and that there is maximum flexibility in the use of physical space in a physical learning environment.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Maintains safe and orderly physical and virtual learning environments. Physical environments are arranged to maximize learning. Participation in virtual environments is arranged to maximize learning. Clear rules and consequences are maintained and communicated to students. Concern for safety is reflected in instructional planning and appropriate for the specific sport or physical activity taught.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.

Standard 3: Teaching

Demonstrated through teacher and student behaviors during instructional delivery, and reporting of student learning data related to achievement of unit and lesson objectives.

Function 3A: Importance of Content

*

The teacher candidate utilizes content knowledge to focus learning targets that create meaningful learning experiences for students.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Creates learning experiences that are relevant to content and focused on learning targets. Sequences content to focus and enrich student learning. Uses a variety of content-appropriate instructional strategies such as effective verbal instructions (cues and prompts), demonstrations, and physical guidance. Utilizes a variety of appropriate and available technologies in instruction and learning activities. Helps students use technology in meaningful ways that contribute to learning.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 4.2 Implement effective demonstrations, explanations and instructional cues and prompts to link physical activity concepts to appropriate

learning experiences.

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Function 3B: Communicating with Students*

The teacher candidate creates and maintains a positive, supportive classroom climate and communicates with students in a variety of ways.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Conveys high expectations and the belief that all students can learn. Provides feedback and encourages students to monitor their progress and learn from mistakes. Differentiates instruction to accommodate student learning needs. Uses clear explanations, well-sequenced design, appropriate language, and good examples to present material. Models correct and appropriate oral and written communication; including grammar, listening and responding skills, and media tools.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.

Function 3C: Questioning and Discussion Techniques The teacher candidate practices quality questioning techniques and engages students in discussion.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Asks questions and facilitates discussions that engage students and enhance learning. Sequences questions to promote higher order thinking skills. Candidate expects students to explain and/or justify their answers. Posts essential questions, goals and objectives, rubrics, and examples. Utilizes wait time and a variety of questioning and discussion techniques (e.g., Think-Pair-Share, Question-All Write, Small Groups, etc.) to engage students in discussion. Frequently checks for understanding during instruction.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

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Function 3D: Student Engagement The teacher candidate delivers instruction to motivate and engage students in a deep understanding of the content.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Provides relevant and challenging activities and assignments that encourage exploration of content. Helps students make connections between what they are learning and prior knowledge, experiences, and real-life situations. Uses a variety of grouping and instructional methods to involve and motivate students. Can adapt activities and assignments to enhance student involvement and depth of understanding. Pacing of lessons motivates and engages students.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

Function 3E: Use of Assessments in Instruction The teacher candidate uses both classroom summative and formative assessment as a balanced approach to instructional decision making.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Uses appropriate, valid assessments that reflect learning targets (e.g., performance-based assessment to evaluate acquisition of a skill). Assessments are reliable (e.g., include sufficient items to provide an accurate measure of achievement). Items are aligned to standards and objectives. Assessments are fair, sources of bias are eliminated. Candidate makes criteria for assessment clear to students (e.g., through rubrics, instructions). Analyzes data from formative and summative assessments, uses results to adjust teaching and to communicate progress to students, cooperating teacher, university supervisor, parents, and colleagues. Uses a variety of methods to check for understanding (e.g., discussion, rubrics, checklists, rating scales, self-assessment tools) and immediately clarifies misunderstandings. Follows up with struggling students and gives them additional help as needed. Provides descriptive feedback and encourages students to monitor their own progress.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

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Function 3F: Flexibility and Responsiveness*

The teacher candidate adjusts instruction based on the needs of the students and in response to “teachable moments.”

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Adapts instruction to address teachable moments and correct misunderstandings. Reflects on what worked and what did not work, develops a plan for improvement. Elicits feedback from cooperating teacher and university supervisor. Uses lesson plans as a guide while seeking ways to improve the lesson and enhance learning. Incorporates students’ interests in instructional design and delivery (e.g., conducts a student interest survey).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 5.3 Use the reflective cycle to implement change in teacher performance, student learning, and/or instruction goals and decisions.

Standard 4: Professional Responsibilities for Self-Renewal

Demonstrated through participation in professional development opportunities, interactions with cooperating teacher and other professionals, interactions with other teacher candidates, participation in reflective journaling, professional resume and portfolio development, and design and implementation of an action research project.

Function 4A: Professional Learning*

The teacher candidate engages in professional learning to critically examine his/her professional practice and to engage in a continuous cycle of self-improvement focused on how to learn, teach and work in a global and digital society.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Seeks out, evaluates, and responds to feedback from cooperating teacher, colleagues, and university supervisors. Participates in professional development opportunities as available (e.g., early release days, professional learning communities, etc.). Participates in a systematic effort to design action research in collaboration with host teacher, site coordinator, principal, and WVU liaison. Shares artifacts and reflective narratives that exhibit transparency of practice (e.g., in journal, portfolio).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

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Function 4B: Professional Collaborative Practice*

The teacher candidate is actively engaged in learning with colleagues in a way that models collaboration and collegiality to improve his/her practice, addressing questions and issues related to the school and student achievement.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Contributes to group learning by sharing knowledge and skills with cooperating teacher, university supervisor, and peers eliciting their feedback through professional development opportunities (e.g., student teaching seminars, action research project presentations). Discusses issues related to the school and student achievement with cooperating teacher, university supervisor, and principal (e.g., school environment and culture, parent and community outreach, transitional challenges for beginning teachers, teacher performance evaluation, continuing professional development).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

Function 4C: Reflection on Practice

*

The teacher candidate engages in continuous, critical examination of his/her teaching practice and makes adjustments based on data.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Adjusts and differentiates instruction based on analysis of assessment data to provide appropriate interventions for all students (e.g., preparation of unit assessment report). Demonstrates analysis of instructional episodes and describes responsive decisions through reflective narratives (e.g., post-lesson reflections recorded on lesson plans).

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 14

Function 4D: Professional Contribution*

The teacher candidate contributes to the effectiveness, vitality and self-renewal of the teaching profession through investigation of

new ideas that improve teaching practices and learning for students.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Plans for the investigation of best practices and the implementation of those practices (e.g., action research project proposal, implementation, and presentation). Shares results of investigation with members of their learning community (e.g., including cooperating teacher, university supervisor, other teacher candidates, program faculty and administrators).

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

Standard 5: Professional Responsibilities for School and Community

Demonstrated through interactions with cooperating teacher and other professionals, administrator, parents, and community members.

Function 5A: School Mission

*

The teacher candidate works collaboratively with the principal and colleagues to develop and support the school mission.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Collaborates with cooperating teacher to support the school mission in general and as it relates to classroom practice. Collaborates with cooperating teacher, university supervisor, teacher candidates, and other University personnel to design and implement an action research project that addresses an instructional challenge in the school.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 15

Function 5B: School-Wide Activities The teacher candidate participates in the development and implementation of school-wide initiatives in curriculum, instruction, and assessment.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8 Acceptable performance. Collaborates with cooperating teacher to develop knowledge of and implement required school-wide curriculum, instruction, and assessment initiatives as appropriate (e.g., positive behavior support, assessment for learning, standardized testing requirements).

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

Function 5C: Learner-Centered Culture

*

The teacher candidate participates in activities and models behaviors that build and sustain a learner-centered culture.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Collaborates with cooperating teacher to develop knowledge of and implements evidence-based instructional models and strategies (e.g., Health-Oriented Physical Education Model, Sport Education Model) as appropriate. Engages in reflective discussions with cooperating teacher and other professionals regarding evidence-based practice and student learning outcomes.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 16

Function 5D: Student Support Systems The teacher candidate works collaboratively with the principal and colleagues to develop and sustain student support systems that enable learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates awareness of and complies with current policies related to student support as appropriate (e.g., student assistance teams, individualized education programs, state assessments, benchmarking). Implements student individualized education programs as appropriate.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

Function 5E: Student Management Systems

*

The teacher candidate works collaboratively with the school principal, colleagues and students to develop and sustain management systems that support and extend learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Shows respect for the school facility. Demonstrates awareness of and efficiently uses school resources available for data management, instruction, assessment and professional development as appropriate (e.g., online grading systems, school websites). Encourages student respect for the school facility and use of appropriate use of school resources.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 17

Function 5F: School, Family, and Community Connections*

The teacher candidate works collaboratively with the principal, colleagues, parents, students and the community to develop and sustain school activities that make meaningful connections between the school and families and the community.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Communicates and interacts respectfully with families and community members. Collaborates with host teacher to identify relevant knowledge about families and the community. Participates in school-wide family and community functions when invited (e.g., PTO meetings, comprehensive facilities management planning meetings, board meetings, professional development workshops, extra-curricular events and activities, field trips).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.4 Communicate in ways that convey respect and sensitivity.

Function 5G: Strategic Planning/Continuous Improvement The teacher candidate participates in the development and implementation of the school’s strategic planning and continuous improvement process.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8 Acceptable performance. Demonstrates an awareness of the school strategic plan, goals and objectives. Collaborates with cooperating teacher, university supervisor, and principal to adjust planning, instruction, management, and assessment as needed.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments:

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 18

Function 5H: Teacher Leadership*

The teacher candidate demonstrates leadership by implementing classroom and school initiatives that improve education, as well as by making positive changes in policy and practice that affect student learning.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Shares results of analyses of action research project data, student performance and student achievement with cooperating teacher and other professionals to monitor project and student progress. Participates in a student teaching seminar and action research project mentoring with other teacher candidates.

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

Function 5I: Ethical Standards

*

The teacher candidate models the ethical standards expected for the profession in the learning environment and in the community.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Is honest and respectful in interactions with colleagues, students, and the community. Complies with the employee code of conduct, WVBE Policy 5902 and the Acceptable Use Policy. Demonstrates awareness of county policies related to school and student safety (e.g., bullying, emergency preparedness). Works to ensure that all students are treated with fairness and receive an equitable opportunity to succeed.

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

KA 4 PECEPA (07/17/2013 at 8:30 AM) Page 19

Function 5J: Professional Dispositions (added to WVPTS) The teacher candidate demonstrates the professional dispositions expected for the profession in the learning environment and in the community.

10 Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency.

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Demonstrates professionalism in the areas of appearance, demeanor, work habits, attitude, responsibility, interpersonal skills and sound judgment (e.g., appropriately attired, pleasant demeanor, willing to contribute to work at hand, reliable, meets deadlines, on-time, prepared, positive attitude, accepts responsibility for actions, accepts feedback in a constructive manner, demonstrates maturity and understanding of context in decision-making, and appropriate interactions with students, other candidates, professionals, parents, and school community members).

6 Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency.

Cooperating Teacher Comments:

University Supervisor Comments: *NASPE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

SUMMARY EVALUATION*: Please provide an overall evaluation of teacher candidate performance in the space provided. The

teacher candidate must be rated “Acceptable” or better by both the cooperating teacher and university supervisor to

satisfactorily complete the placement.

10

Target performance. Consistently meets criteria at a demanding level. Demonstrated knowledge, skills, or performance goes beyond what is reasonably expected related to the function. Always demonstrates proficiency (majority of ratings at Target level).

Cooperating

Teacher

Target

Acceptable

Unacceptable

University

Supervisor

Target

Acceptable

Unacceptable

8

Acceptable performance. Typically competent. Substantive evidence of reasonable knowledge, skills, or performance related to the function. Capable, consistent, dependable performance. Regularly demonstrates proficiency (all ratings at Acceptable level or better).

6

Unacceptable performance. Should work on developing proficiency. Limited evidence of reasonable knowledge, skills, or performance related to the function. Rudimentary, developing, somewhat inconsistent performance. Sometimes, but not regularly, demonstrates proficiency (any rating below Acceptable level)

Cooperating Teacher Name (please print): ____________________________ Signature: _____________________________ Date: ___________ Comments: University Supervisor (please print): ______________________________ Signature: ________________________________ Date: ___________ Comments: *Completed 5100PE Forms must be scanned into PDF format by the university supervisor and uploaded to LiveText (www.livetext.com) by the teacher candidate. The university supervisor is responsible for completing the LiveText version of the rubrics using the lowest rating recorded for each item. Special Acknowledgement: This assessment instrument was initially developed by our friends and colleagues at Fairmont State University and later modified with their permission during summer of 2013.