Assessment 3

Supplement Student Teaching Evaluation- Physical Education

Brief Description and Use in the Program
During the fall 2012, the Supplemental Student Teaching Evaluation was revised. All Physical Education teacher candidates are
assessed using the new Supplemental Student Teaching Evaluation Form during their student teaching experience. This form differs
from the Student Teaching Evaluation. The teacher candidates public school cooperating teacher evaluates the field placement. The
form is broken down into three sections: Instructional Planning, Instructional Presentation, and Student Learning. Under each section
there are subcategories. For each section, teacher candidates are given a score between 0 (Unsatisfactory) and 3 (Distinguished). This
assessment is conducted during the TCs secondary and elementary placement.
NASPE Standards addressed in this assessment:
Standard 3: Planning and Implementation
Physical Education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local,
state, and national standards to address the diverse needs of all students. (Elements: 1, 2, 3, 4, 5, 6)
Standard 4: Instructional Delivery and Management
Physical Education teacher candidates use effective communication and pedagogical skills and strategies to enhance student
engagement and learning. (Elements: 2 & 3)
Standard 5: Impact on Student Learning
Physical Education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
(Element: 2)
*NOTE: Beginning Fall 2013, faculty within the Department of Human Performance will be responsible for conducting this
evaluation on TCs.

Supplemental Evaluation for Physical Education Student Teachers

Concord University

Teacher Candidate Name:_____________________________

Cooperating Teacher:____________________________

Grade Level(s):_____________________

Instructional Planning
Unsatisfactory (0)
This standard was
not met.

Basic (1)
The TC creates lesson and
unit plans but little
consideration is given to
student goals or student
needs.

Proficient (2)
The TC creates lesson and
unit plans with
developmentally appropriate
student goals.

This standard was

not met.

The TCs instructional

objectives are not
measureable nor are they
aligned with state
standards. These
objectives are barely

Some of the TCs

instructional objectives are
measureable and aligned
with state and national
standards. These objectives
are somewhat visible during

1
NASPE
3.1

2
NASPE

Distinguished (3)
The TC creates lesson and
unit plans with
developmentally
appropriate student goals.
The TC also considers
student needs within the
framework of the
lesson/unit plans.
All of the TCs
instructional objectives are
measureable, well-written,
and aligned with state and
national standards. These
objectives are visible

Score

3.2

visible during instruction.

Both during planning and
teaching, less than 50% of
the lesson content is
aligned with the
instructional objectives.

instruction.
Both during planning and
teaching, between 50 and
80% of the lesson content is
aligned with the instructional
objectives.

during instruction.
Both during planning and
teaching, more than 80% of
the lesson content is
aligned with the
instructional objectives.

This standard was

not met.

The TC does an
inadequate job planning
for the distribution and
utilization of equipment
during the instructional
and planning process.

The TC does an adequate job

planning for the distribution
and utilization of equipment
during the instructional and
planning process.
Equipment is mostly
distributed in a fair manner.

The TC does an
exceptional job planning
for the distribution and
utilization of equipment
during the instructional and
planning process.
Equipment is always
distributed in a fair manner.

This standard was

not met.

The TC does an
inadequate job planning
and adapting instruction to
meet the needs of diverse
learners in the classroom
environment.
Accommodations are
never stated clearly in the
TCs plans.
The TCs learning tasks
are not developmentally
appropriate for the
intended learners. There is
little sequence to

The TC does an adequate job

planning and adapting
instruction to meet the needs
of diverse learners in the
classroom environment.
Accommodations are almost
always stated clearly in the
TCs plans.

The TC does an
exceptional job planning
and adapting instruction to
meet the needs of diverse
learners in the classroom
environment.
Accommodations are
always stated clearly in the
TCs plans.
The TCs learning tasks are
developmentally
appropriate for the
intended learners. The TC
makes adjustments when

This standard was

not met.
3
NASPE
3.3

4
NASPE
3.4

5
NASPE
3.5
This standard was
not met.

The TCs learning tasks are

somewhat developmentally
appropriate for the intended
learners, but few adjustments
are made to the lesson to

instruction either in the

lesson plan or during
instruction.

NASPE
3.6

meet the needs of the

individual students.

needed during the lesson.

The sequence of the lesson
is progressive with a
variety of activities to meet
the individual needs of
different levels of students.

Instructional Presentation
Unsatisfactory (0)
This standard was
not met.

Basic (1)
The TC uses few formal
demonstration or
explanation of the activity
or skill. No cues are
provided during the
lesson to prompt student
learning.

This standard was

not met.

The TC provides an
inadequate amount of
feedback during
instruction.

1
NASPE
4.2

Proficient (2)
The TCs demonstrations
and explanation of content
are adequate. He/she
introduces cues at the
beginning of the lesson, but
they are never mentioned
again.

Distinguished (3)
The TCs demonstrations
and explanation of content
are exceptional. He/she
uses creative cues to
prompt student learning.
These cues are constantly
reviewed throughout the
lesson to ensure that
students understand the
critical elements that are
essential to perform the
skills.
The TC does an adequate job The TC does an
using specific, congruent
exceptional job using
feedback throughout
specific, congruent
instruction to promote
feedback throughout
student learning and
instruction to promote

Score

NASPE
4.3

motivation. Corrective
feedback is given when
appropriate, but not always
in a positive manner.

student learning and

motivation. Corrective
feedback is given when
appropriate, but always in
a positive manner.

Proficient (2)
The TC plans for and
utilizes a few assessments
during and after instruction,
but does not utilize any preassessments. Assessments
are linked to instructional
objectives, but he/she needs
to do a better job organizing
student records.

Distinguished (3)
The TC plans for and
utilizes a variety of
assessments before, during,
and after instruction to
determine student learning.
All assessments are linked
to instructional objectives
and are organized in a
manner that is easily
communicated to students
and parents.

Student Learning
Unsatisfactory (0)
This standard was
not met.

1
NASPE
5.2

Basic (1)
The TC uses inadequate
formal assessments
before, during, or after
instruction.

Score