Professional Documents
Culture Documents
Evaluation Results
Detailed Results ( Form used : 2184-P SSCP Student Teaching Evaluation PHYSICAL
EDUCATION)
Response is required
Evaluator
Please choose one title and write your name in the appropriate box below:
Cooperating Teacher
Michael Larson
Evaluation
Mid-term
Printed on: 12/11/2018 05:38:08 PM (EST)
Year
2018
Term
Fall
Placement
District School
Area of Instruction
NC - NOT CONSISTENT with Standard Expectations for Beginning Practice: The student teacher provides LITTLE OR NO
EVIDENCE of effective teaching practice in this category.
D - DEVELOPING Beginning Practice: The student teacher provides SOME EVIDENCE of effective teaching practice in this category.
P - PROFICIENT Beginning Practice: The student teacher provides SUBSTANTIAL EVIDENCE of effective teaching practice in this
category.
E - EXCEPTIONAL Beginning Practice: The student teacher provides CONSISTENT, EXTENSIVE, HIGH QUALITY EVIDENCE of
effective teaching practice in this category.
N / O - N O T O B S E R V E D A T T H I S T I M E . Evidence is not observed or unavailable and should not be construed as a negative score.
Important Notes:
1. Evidence of student teaching performance comes in three forms: observation, conferencing, and documents. Observation can yield
evidence of classroom management, lesson delivery, and interactions with students, colleagues and parents. Conference discussions
can yield evidence of attitudes and dispositions, planning processes, professional activities, and teacher thinking. Document analysis
can yield evidence of unit and lesson plans, responses to student work, assignment and assessment development, and written
communication with parents. Evidence of student teaching performance is not limited to the above, which are examples of evidence but
do not exhaust the possibilities.
2. N/O - NOT OBSERVED at this time, may appear more frequently on the Mid-Term Evaluation. It should appear only rarely on the
Final Evaluation.
3. T h e M I D - T E R M E V A L U A T I O N i s f o r f o r m a t i v e a s s e s s m e n t o n l y . A r a t i n g o f " N O T C O N S I S T E N T W I T H S T A N D A R D
EXPECTATIONS (NC)" for an indicator in any area denotes a critical need for remediation.
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
C-1. UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (TPE-3)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
This rating is a holistic assessment of the student teacher’s performance. It is not an average score of categories A-F. A rating of
“not consistent with standard expectations for beginning practice (NC)” in Category “G” on the Final Evaluation will result in no
credit received for student teaching. The candidate will not be recommended for the credential.
D - P - E -
NC - Not Developing Proficient Exceptional
Consistent Beginning Beginning Beginning
Practice Practice Practice
H. Comments
Indicate three areas of strength:
Professional--Brittney conducts herself in a professional manner. She is respectful of those she works
with and the students involved in her teaching group.
Enthusiastic--Brittney enjoys teaching. She treats her subject matter with pride.
Encourager--Brittney seeks to reward students for achievement and encourages those who struggle.
Voice Projection--Sometimes PE class takes place while recess is going on. Sometimes, we have to
teach to very large groups of students. Voice projection is very important in order for students to
understand instructions.
Use of Various Assessment Techniques, including student self-assessment. I haven't had the
opportunity to discuss assessment with Brittney. I would be interested to hear her views on student
self-assessment and how she would use assessment in her PE classes.
Connecting student's life experiences to teaching concepts. In fairness to Brittney, she doesn't spend a
lot of time with the general ed students. I would like to see her tie some life experiences into her
teaching concepts. She could integrate subjects from video games, super heros, holidays, animals, etc.
Brittney is going to be a fine teacher. At this stage, she just needs more time with students. A couple
of areas I would like to see and hear more from Brittney are:
Use of technology--how does she foresee using technology to teach students? What kinds of
technologies are available for PE teachers?
Provide students the opportunity to question, analyze, and be creative. How can that be integrated into
a lesson?