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1/12 Student Teaching Formative Assessment - Physical Education Intention of this Formative Assessment This is intended to be a formative assessment of the student teacher's current skills and abilities. This form should be used as a reference for Ithaca College's expectations of an emerging educator in each content area. This formative assessment is only one measure upon which the student teacher's grade is based (i.e. "meets expectations" on every indicator does not equal an "A" in student teaching). Please base the assessment on your observations of the student teacher's performance and behaviors. Your Role Student Teacher Cooperating/Mentor Teacher Student Teacher's Name Cooperating Teacher's Name College Supervisor's Name School

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Page 1: Student Teaching Formative Assessment - Physical Education · Student Teaching Formative Assessment - Physical Education Intention of this Formative Assessment This is intended to

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Student Teaching Formative Assessment - Physical Education

Intention of this Formative Assessment This is intended to be a formative assessment of the student teacher's current skills and abilities. This form should be used as a reference for Ithaca College's expectations of an emerging educator in each content area.

This formative assessment is only one measure upon which the student teacher's grade is based (i.e. "meets expectations" on every indicator does not equal an "A" in student teaching). Please base the assessment on your observations of the student teacher's performance and behaviors.

Your Role

Student Teacher Cooperating/Mentor Teacher

Student Teacher's Name

Cooperating Teacher's Name

College Supervisor's Name

School

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Dates of Student Teaching Assignment

From

To

Grade Level/s of Assignment

Check all that apply

K

1

2

3

4

5

6

7

8

9

10

11

12

RUBRIC SCALE “Meets Expectations” means that the student teacher can readily and consistently demonstrate the skills associated with this indicator.

“Developing” means that the student teacher is beginning to demonstrate the skills associated with the indicator, but cannot yet do so readily and/or consistently. This is an area for growth.

“Unsatisfactory” means that the student teacher does not yet demonstrate skills associated with the indicator or demonstrates skills ineffectively. This is an area of concern.

“Not Observed” means that the student teacher did not yet have the opportunity to demonstrate this indicator. This should be used rarely (e.g. for the mid-point assessment), as we expect all student teachers to demonstrate all indicators at some time during their placement.

Knowledge, Skills, and Abilities Necessary for All Educators These indicators are not content specific. You will find the knowledge, skills, and abilities specific to this content area further in the assessment.

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InTASC Standard 1: Learner Development The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Assesses student learning in order to design and modify instruction

Meets Expectations: Regularly assesses student performance in order to design and modify instruction to meet learners’ needs and scaffolds the next level of development.

Developing: Attempts to assess student performance in order to design and modify instruction to meet learners’ needs and attempts to scaffold the next level of development.

Unsatisfactory: Attempts to assess student performance but does not modify instruction to meet learners’ needs or scaffold the next level of development. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Creates developmentally appropriate instruction

Meets Expectations: Creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs in all situations.

Developing: Creates developmentally appropriate instruction but does not take into account individual learners’ strengths, interests, and needs in all situations.

Unsatisfactory: Does not create developmentally appropriate instruction and does not take into account individual learners’ strengths, interests, and needs.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 2: Learning Differences The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Engages in inclusive practices

Meets Expectations: Demonstrates an understanding of the diversity of cultures and communities within the school population by engaging in inclusive practices.

Developing: Demonstrates knowledge of the diverse cultures and communities within the school population, but does not readily engage in inclusive practices.

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Unsatisfactory: Does not demonstrate an understanding of the diversity of cultures and communities within the school population and/or does not engage in inclusive practices.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Addresses individual student learning needs

Meets Expectations: Makes appropriate provisions (e.g., adjusts pacing for individual rates of growth; differentiates task demands, communication, assessment, and/or response modes; etc.) for individual students with particular learning differences or needs.

Developing: Makes appropriate provisions but not for all individual students with particular learning differences or needs. Unsatisfactory:

Does not make or makes inappropriate provisions for individual students with particular learning differences or needs. Not Observed:

Student Teacher did not have the opportunity to demonstrate this indicator.

Uses resources to support individual student learning needs

Meets Expectations: Uses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

Developing: Accesses resources, supports, and specialized assistance and services but does not implement them in all situations.

Unsatisfactory: Does not access resources, supports, and specialized assistance and services to meet particular learning differences or needs. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 3: Learning Environments The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Collaborates with others to build a positive learning environment

Meets Expectations: Collaborates with all stakeholders (learners, families, and colleagues) to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

Developing: Attempts to establish positive climate that engages all learners but does not readily collaborate with all stakeholders.

Unsatisfactory: Unsuccessful at establishing positive learning climate that engages all learners.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Manages the classroom environment to support student learning

Meets Expectations: Manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources

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of time, space, and learners’ attention.

Developing: Does not yet independently engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Unsatisfactory: Does not manage the learning environment.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 4: Content Knowledge The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Knows the content necessary to teach this group of students

Meets Expectations: Teaches content accurately.

Developing: Attempts to teach content accurately recognizing gaps in content knowledge and takes steps to improve.

Unsatisfactory: Exhibits misunderstanding or gaps in knowledge of content and does not take steps to improve.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Varies teaching strategies and methods to further student learning

Meets Expectations: Effectively uses various representations and explanations that capture key ideas to promote achievement of content standards.

Developing: Uses limited representations and explanations that capture key ideas to promote achievement of content standards.

Unsatisfactory: Uses representations and explanations incorrectly, perpetuating misconceptions and misunderstandings. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Makes connections to prior learning

Meets Expectations: Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

Developing: Stimulates learner connections to prior content knowledge, or familiar concepts, or to learners’ experiences.

Unsatisfactory: Presents new content without making any connections to prior content knowledge, or familiar concepts, or to learners’ experiences. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

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InTASC Standard 5: Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Engages learners in critical thinking and collaborative problem solving

Meets Expectations: Engages learners in critical thinking, creativity, and collaborative problem solving in addition to teacher-based instruction.

Developing: Engages learners in collaborative problem solving in addition to teacher-based instruction but does not engage learners in critical thinking and creativity.

Unsatisfactory: Relies only on teacher-based instruction to present content.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Uses technology to maximize learning

Meets Expectations: Uses current resources including technology and facilitates learners’ use of current resources including technology as available to maximize content learning.

Developing: Uses current resources to aid in delivery of instruction, and attempts to facilitate learner’s use of resources including technology.

Unsatisfactory: Does not take advantage of available tools and resources for instruction or for learners’ use.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 6: Assessment The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Uses assessment data to document and support student learning

Meets Expectations: Balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

Developing: Uses appropriate formative and summative assessment, but has difficulty interpreting the data and implementing the information to support verify, and document learning.

Unsatisfactory: Uses assessments that do not provide appropriate data to support verify, or document learning.

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Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Provides effective feedback to further students' learning

Meets Expectations: Engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.

Developing: Provides feedback to students but does not engage students in understanding and identifying quality work.

Unsatisfactory: Feedback is too general to guide student progress and work.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Uses multiple types of assessment to support individual student learning needs

Meets Expectations: Effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

Developing: Uses multiple assessments but only one or two appropriately identify learning needs; attempts to develop differentiated learning experiences.

Unsatisfactory: Does not use assessment data or uses invalid assessment data to support students’ learning.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 7: Planning for Instruction The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Creates appropriate learning experiences

Meets Expectations: Individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Developing: Individually and collaboratively selects and creates learning experiences that are focused on curriculum goals and content standards, but are not relevant to learners.

Unsatisfactory: Selects and creates learning experiences that are not aligned to curriculum goals or content standards and are not relevant to learners. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Sequences learning and provides multiple ways for students to demonstrate knowledge and skills

Meets Expectations: Develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skills.

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Developing: Attempts to develop appropriate sequencing of learning experiences and provides at least one additional way to demonstrate knowledge and skills.

Unsatisfactory: Learning experiences are not appropriate or sequential and other ways to demonstrate knowledge and skills are not provided. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 8: Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Monitors student learning

Meets Expectations: Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.

Developing: Monitors student learning but does not engage learners in assessing their progress, or instruction is not adjusted appropriately to student learning needs.

Unsatisfactory: Student learning is not monitored, students are not engaged in the assessment process and instruction is not adjusted. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Uses questions effectively to further student learning

Meets Expectations: Asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

Developing: Attempts to ask questions to stimulate discussion, but questions are not phrased in an open- ended fashion resulting in yes or no answers.

Unsatisfactory: Questioning techniques are not effectively used or are not used.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 9: Professional Learning and Ethical Practice The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

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Uses feedback to refine teaching practices

Meets Expectations: Uses feedback provided to refine practice.

Developing: Acknowledges feedback provided but does not yet effectively implement suggestions.

Unsatisfactory: Has difficulty accepting and implementing feedback.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Engages in professional development

Meets Expectations: Seeks and engages in meaningful and appropriate professional learning experiences aligned with their own needs and the needs of the learners.

Developing: Engages in available local professional learning experiences aligned with their needs.

Unsatisfactory: Does not take advantage of available professional learning experiences.

Not Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

InTASC Standard 10: Leadership and Collaboration The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Collaborates with school professionals to support students

Meets Expectations: Collaborates with other school professionals, including mentor teacher, to jointly facilitate learning.

Developing: Collaborates with mentor teacher to jointly facilitate learning.

Unsatisfactory: Has difficulty collaborating productively with mentor teacher or other school professionals. Not

Observed: Student Teacher did not have the opportunity to demonstrate this indicator.

Comments

Knowledge, Skills, and Abilities Necessary for Physical Educators

Short and long term goals

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NASPE 3.1

Designs & implements appropriate short and long term goals linked to program goals as well as student needs, activities are congruent w/lesson objectives and unit goals and linked to students’ needs, uses at least two different teaching styles.

Designs & implements only short or long-term goals; lesson plan objectives are not aligned with unit goals or student needs.

Neither long or short–term goals nor lesson plan objectives are aligned with unit goals and student needs.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Goals and Objectives

NASPE 3.2

Goals & objectives are appropriate for the subject area, age group, are sequentially scoped; all three domains and multiple content areas contain criteria for mastery, are appropriately challenging, and are aligned with local, state, and/or national standards.

Goals & objectives are inappropriate for at least one area (e.g. subject area, age group, and mastery of the three domains) OR are not aligned with local, state, or national standards.

Goals & objectives are inappropriate AND are not aligned with local, state, or national standards

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Lesson objectives

NASPE 3.3

Activities promote learning. Activities are aligned to lesson objectives with maximum practice opportunities, allowing for individual skill level differences, effective use of space and equipment, allowing students to achieve lesson objectives.

Activities are the same for students (despite skill level ability, space and equipment). Students are given opportunities for participation. Activities may have little or no connection to lesson objectives.

Activities are the same for students. Learning activities lack alignment to lesson objectives; practice opportunities, space and equipment are not conducive for individual skill level differences.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Communication skills

NASPE 4.1

Uses multiple forms of communication; proper grammar and diction; verbal communication is neither too fast nor too slow, with some variation in tone and inflection; at least one alternative form of communication is utilized (such as task sheets, pictures etc.) to communicate content.

Uses only verbal communication throughout the lesson; verbal communication is neither too fast nor too slow.

Uses only verbal communication that is poor in grammar, diction and/or inappropriate for the age and skill level of students; verbal communication is consistently either too fast or too slow, and monotone.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

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Instruction and Demonstration

NASPE 4.2

Provides effective demonstrations/models; creates memorable instructional cues that identify key elements of the skill/strategies; repeats the cues multiple times during the lesson to correct students’ performance.

Demonstrations/models are not clearly done; instructional cues that identify key elements of the skill/strategies are long/confusing; does not repeat the cues multiple times during the lesson.

Either provides an incorrect/ or no demonstration or provides too few or too many instructional cues. Or instructional cues are incorrect or do not identify key elements of the skill/strategies.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Feedback and Motivation

NASPE 4.3

Provides a combination of both motivational and positive, specific, corrective feedback that is well-timed and linked directly to student responses; given individually and in groups

Provides only generalized (e.g. good job, nice shot) and motivational (keep trying, almost got it) feedback. Corrective feedback is only provided to the group or class as a whole.

Provides only generalized (e.g. good job, nice shot) and motivational (keep trying, almost got it) feedback. Corrective feedback is NOT provided to individuals or class as a whole.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Changing dynamics

NASPE 4.4

Demonstrates flexibility and creativity; makes adjustments to planned lessons based on student responses; teachable moments; practice skills at high rates of success, adjusted for individual skill levels within a “Try again; mistakes are okay” learning environment.

Attempts to makes adjustments to planned lessons based on student responses; practice skills at high rates of success, but does not adjust for individual skill levels within a “Try again; mistakes are okay” learning environment

Fails to recognize situations that need adjustments and teachable moments. Fails to make appropriate adjustments to the situation at hand. The

teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Managerial Routines and Behavioral Management

NASPE 4.5

Establishes & consistently enforces rules for the classroom using developmentally appropriate language. Managerial routines for distribution/return of equipment, stop-and-start signal are present. Effective use of space is evident (students are neither too far nor too close together). Behavior issues are avoided (back-to-the-wall, proximity etc.) or addressed immediately and effectively (student prompt). Creates a supportive/safe learning environment conducive to learning.

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Uses ineffective rules that might lack clarity or are stated inappropriately for the age group or has difficulty implementing classroom rules; managerial routines (e.g. distribution/ return equipment, stop-and-start signal etc.); behavior issues are addressed insufficiently or ineffectively or not addressed at all.

Does not establish classroom or managerial routines (e.g. distribution/ return equipment, stop-and-start signal etc.); behavior issues are addressed insufficiently or ineffectively or not addressed at all

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

Accountability

NASPE 6.1

Provides equal amounts of feedback to students regardless of skill level, gender etc.; students are encouraged, and provided equitable opportunities to participate in drills, games or physical activity; makes adaptations for low & high skilled students; holds students accountable for participation; uses various strategies to monitor students’ performance (e.g., goal-setting, teacher monitoring, assessment and evaluation).

Provides feedback to students regardless of skill level, gender etc.; students are encouraged, to participate in drills, games or physical activity but does not use strategies to monitor students’ performance.

Highly skilled students are given opportunities to dominate the learning environment, given more feedback, encouragement and attention; excludes low skilled students by having them participate less often in drills, games or physical activity; fails to make adaptations so all students can participate in the lesson.

The teacher candidate did not have the opportunity to demonstrate this indicator during these observations.

What are the student teacher's strengths and areas for growth?

Would you recommend this student teacher for certification in this discipline?

yes

no