SUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate’sName__ AZzisony_ Schep:s Hostteacher_ Karen he /frer school Distict__ AVM Lamon Pere Duper school tevel_ /A54_ Septal vats Tarvumey 2- & Host teachers: As a summative growth experience for the Teacher Candidate, please conduct a private one-on-one evaluative discussion. The focus of your discussion should be an honest assessment of the candidate's strengths and ‘weaknesses you have observed during the week. Please note that this assessment sheet does not affect the TC’s grade. Host teachers, please briefly note the topics or areas of your discussion below: Topics of Your Discussion: Strengths? Improvements? Topic A + Shroay bork. etre 8 Arie speak 19 Pri) : b 5 le Alisin RUS tre Dhe has ec, Profeessimelisy neue (yet Alevible) aaa “ably gecaph Gathuche crihelses Topic 8 1 na “tree nee balance of accIrorly Yet approachable tr shud co takes imbutrC te get tags dove -a fe leader - exudes cond flere in Knowledge + deems Ppa ssimede + Uuilly fe fearn + May Pee heal QeMmeulune. ome mie ros Me cteh + eva day becaur She Wanted be beara! Fvident inher havray te gyte Set yp befave chss bo vent Coasseoon Mrnocoenr mn Knbitly avian Ine i Wap obacstins 4 good _ Lontny Host Teacher: Please rate the teacher candidate on the teacher behaviors listed below. Each area should be rated as: ‘Target, Acceptable or Unacceptable. Check the “Not Observable” column if you do not have enough information to ‘make a judgment. Please note that this assessment sheet does not affect the TC’s grade. Thank you! SHAPE Areca as ioe Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET oaseRv- Standards sae 0) Ta beer and | lncrreayderrbr and | TC dessa apps shuaon™ | TE desrbs and pps : ples station specie tacts | specie tacts andor strategies” | stvatonspecie aces and/or seniycommon | sar stategisandteciniques | ndcorectecniqueafsit | rates end covet ecniue Content knowledge | of skill-based performances. based performances in a ‘of skill-based performances in an for teaching Prek-12 une Ca] setepmetalvperoprate (| ageanddevetomenaly yf manne. appropriate manne. "TCs verbal interactions re ‘TCs verbal interactions are TCuses age and developmentally professional but contain culturally responsive with an ‘appropriate grammar and diction 48 Demonstrate verbal and eel ‘occasional mistakes in grammar, | occasional mistake In grammar or | ina culturally responsive way. carver ation skits | PO" detion, and/or the occasional use of 2 regional | Pacing of verbal communication is Spirmumlcation Sls | inappropriate language forthe | colloquial. Pacing of verbal | age and developmentally andsensitvity | 28¢and developmental level of | communication is age and “appropriate with variation in tone Gerossall learning | students. TCmay disregard developmentally appropriate with | and inflection used throughout cultural differences winen variation intone and inflection. —_| the lesson. ‘experiences. speaking with his/her students|_] oO w 40|Page‘SHAPE America Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET 9 Standards, ‘4d Implement demonstrations, explanations and Instructional eves that are aligned with short and long-term plan objectives. TCprovides no demonstration or an incorrect demonstration that Isnot age and/or developmentally appropriate during the instructional episode ‘TCprovides too few or too many Instructional cues forthe age and developmental level of the students go TC provides an age and developmentally appropriate demonstration during the instructional episode, TC Implements instructional eves that Identify elements of the skiltactie/strategy. Instructional ues are reinforced during the Instructional epzode, o TCage and developmentally appropriate demonstrations during the instructional episode that ar aligned. Demonstrations ate short in duration (60:90 seconds) allowing for maximum time-on tas. instructional cues are reinforced throughout the Instructional episode. “Ke Analyze motor skis and performance concepts through ‘multiple means (es. observation, technology) in order to provide specie, ‘Tecan analyze, detect and correct eitical elements for ‘movement skis in t least one stage of proficiency. TC identifies kay elements of motor sis, but provides non-specific feedback Feedbacks motivational and is Provided to the group as a whole. TCanalyzes, deteds, and corrects elements of movement sks using stl cues inked to the kdentiied critical elements. TC provides specific and corrective feedback on critical elements of skis, ‘movement concopts, and tactics. A combination of positive, specific, TC analyzes, detects, and corrects ailelements of movement sls using sil cues linked tothe Identified erica elements. TC provides specifi, corrective feedback on eltieal elements for both motor skis and tates, Feedback's linked directly to reflects professional this, practice and demonstrate language or behavior that i insensitive to cuttural competence. | cultura ferences but attempts toimprove on cultural ‘competence in subsequent ‘opportunities. congruent feedback and corrective feedback is used. TC | student cesponses and is provided tweenhance student provides individual and group | to individuals and groups during learning A) teestack the lesson, Tererpects “TC demonstrates ethical behaviors | TC demonstrates ethical privacy/eonfidentalty laws as | inallaspeets of practice in the | behaviors inall aspects of practice ‘they pertain to students’ medial | school setting. TClerespectul of | in the schoo setting. TC is records and grades. TC maintains | privacy/confidentiaty laws respectful of| professional relationships in most | pertaining to students, students’ | prwvacy/confdentiaity laws 6.a Engage in ‘cases but may violate candidate- | families, and colleagues. TC Pertaining to students, students’ behavior that student boundaries. TCmay | maintains professional Famille, and colleagues. TC relationships including respect of candidate-student boundaries in and out ofthe schoo setting. TC demonstrates both verbal and non-verbal skis that reflect cultural competence toward all students oO maleains professional ‘aionshps including respect of candidatestudent boundaries in and out ofthe school setting TC demonstrates both eral and non-verbal stil that refec cultural competence toward all students. at 6b Engage in continued professional growth and collaboration in schools and/or professional organizations. Teisnotreceptveto collaborative opportunities provided by education Drofesionals (eg. mentor teacher, university supervisor, principal) as demonstrated by 2 defensive posture and/or verbal stance. TCmay not take subsequent action to implement feedback ‘TEgrows professionally through collaborative opportunities as splayed by a willingness to recelve constructive feedback {rom education professionals (8. mentor teacher, university supervisor, principal) and “subsequent actions represent an attempt to improve based on such DO] feedback. TC grows professionally by seeking out eolaborative ‘opportunities, as splayed by 2 wilingness to receive constructive eedback from education professionals (eg, mentor teacher, university supervisor, Principal) and subsequent actions represent an attempt to improv based on such feedback ‘Comments: Use the following space to make further comments onthe teacher candidate's performance. — Aeirptey ALisors lett MORY Oss eu Aemsses Hee Corprreny ted Pee PYENT US EVIDENT. ste Din ME bettty-WP IY pie duCons. SHE fir Tor Loptinyd sé Chits + ler BESPECES BY SUOENE. Sire Lent FneV ALD Lb MOEA, IPL SPO REM. SHE 18 Hates. oatte OF PLL DHE. © MADE COMMAS Wit SHOES / TEM aes [POH SNES. J Gith ImE HOU Scprou. + Ht SéHow. Total Number of absen 2 Host Teacher Signature, Le. A oae__Lef 1p. S the obuinsly phew proce pr hex bork o Ler Chase 4 Page peeSUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's wame_AJ 1507 Sche pis Host Teacher F)_ School District Sstown C.5,D. School Level PE. ~ lo — exalt bee 4-15 Heal oad rade. eng Host teachers: As a summative growth experience for the Teacher Candidate, please conduct a private one-on-one evaluative discussion. The focus of your discussion should be an honest assessment of the candidate's strengths and. ‘weaknesses you have observed during the week. Please note that this assessment sheet does not affect the TC’s grade. Host teachers, please briefly note the topics or areas of your discussion below: Topics of Your Discussion: Strengths? Improvements? Topic A - + shrorg thee + Allison Feels she i Kaoledge - Always cage best “apiptectionet whic effort wot un? rd + Upto date wrth neve not over Hun king shires Topic B TT informed. wnthe pyeld. ase Terrinology Rofyssionalisr Very ivolved as Cortlarel * Pe eectacien coke club executive bi - Porare Precidont eeching, has attinded Shape Americ § AHPERD cornfprences: — : — he hig ogenized to head «Sometimes Relé 6 cielo id eeceee which could be Stressful Host Teacher: Please rate the teacher candidate on the teacher behaviors listed below. Each area should be rated ‘Target, Acceptable or Unacceptable. Check the “Not Observable” column if you do not have enough information to make a judgment. Please note that this assessment sheet does not affect the TC’s grade. Thank you! —— ‘SHAPE America Nor Initia Teacher UNACCEPTABLE ACCEPTABLE TARGET onseny. Standards ABLE (W/O) TCincorrecty describes and | TC descibes and applies stuation- | TC describes and applies, 11a Describe and Qesrbeané | sppesstuntorspectietaces | specetatizs and/ocsetepes | stontonspecne tts andlor pny common |_| snforsteteges ana techniques | andcorecttecniqe ofsik | sratges and core ecntave for teaching P east of skill-based performances. ‘based performances in a of skill-based performances in an teaching Prek developmentally appropriate ze and developmentalh pha educton Ol semen PP | Sopratemamen, EL Ge Dowonmae | everalinicomare | Yes ver aasionae [ise ge ad decpneRly eae | Shitaalyrsporchennen | apvopte pammer ed acon vera ad Scatonanitateringrammar, | ocenfoni mia ngrommarer | rn catrty opr wer onvel gate| bode aor Sections” | Regs ee r—“‘=eet Tae ‘age and developmental level of | communication is age and ‘appropriate with variation in tone soszeray | Rosai Temay Sued | evaapmentayopprpate wth | nd econ cd vexthout co Sitwaliferereeswnen | vratonintone aaineaton, | te eon cooetenes, | Soking infer sere Z 42|PageSHAPE America ior Initial Teacher consenv- | e ae UNACCEPTABLE ACCEPTABLE, TARGET een "TE provides no dernonstvation or | TC provides an age and Tage and developmentally ‘4b implement | aM incorrect demonstration that | developmentally appropriate | appropriate demonstrations demonstrations, | Hnot age and/or demonstration during the ring the Instructional episode explanations and | developmentally appropriate | instructional episode. TC thatare aligned. Demonstrations Instructional cues | during the Instructional episode. | implements instructional cues that | are sort in duration (60-20 . that ere aligned wih | TCPr0vides too few orto many | identify elements ofthe seconds) allowing for maximum Short and long-term | instructional cues forthe age and | skl/tatic/stategy. instructional | time-on task. Instructional cues Flowobjecthen | developmental level of the ‘ues are reinforced during the | are reinforced throughout the students [D| tnstructional episode. | instructional epsoce a “he Avalyee motor | Tecan analy, detect and “TCanalyzes, detects, and coreas | Teanalvtes, detects, and cowecte skill and correct critical elements for elements of movement skls using. | all elements of movement sls performance movement kis in atleast one | skllcues linked tothe identified | using ski eves inked tothe concepts through | stage of proficiency. TCidentifies | crtical elements, TC provides | identified critical elements. TC ‘multiple means(e.g, | key elements of motor skis, but | spectfic and corrective feeabackon | provides specific, corrective observation, provides non-speciic feedback. | critial elements of sls, fecback on critical elements for technology) inorder | Feedbacks motivational and is_| movement concepts, and tactics. | both motor sil and tactis toprovide specific, | provided tothe group asa whole. | combination of positive, specific, | Feadbackisinked directly to congruent feedback Sd corrective feedback wed T¢ | student responees ands rouded toenhance ster provides ndual and group | tolls and groups curing leanings TO) teeta | tetesson Terespeas Te demonsiateehcal behaviors |e demonstates HET prwacyfeotdentty awe ae | inallasecteofpractce inthe. | behaviors inal spect of practice they ertainto students medal | schoolseting.Teisespectulof | nthe schoo sting. Tes, recordsand grades. Tealnaine | pvacyfonfizetltynws | respect of professionalreltionshpelnmost | pening to stadents students | prvay/eonfidetlty ts Ga engagein | cates but may volte cordate | faites andcollengues, TC | pertaining to student, stadent bebavorthat | student boundaries Temsy | malnatspoestna fas, and coleaquce. TC raiflectsproesional_| demonstrate langioge or ‘eatonships nung respectot | maintains profesional tthe practice and_ | behavior tatisnsenstiveto | candiatestudent boundaries in ratonships ncudng espect of | catratcompetence. | cultural dferencestutatempts | end out ofthe school sting TC | candidate student boundas ia | toimprove on catia dameonsate both verbal and | Srdot ofthe schol satin. Te | Competenceinsubsequent | sorrbalsisthatreect | domonstates beth verbal and | pporuniies Catal competencetouardall_ non-ebal sis that reflect | Students curl competence ovardall oj OI studems ol Teisnotcpiveto TE gow prteTonaly ough — | TC rows poTesTonaly by eb enagein | colstort opporuites | colaborave opperuntiesae’” | seting out coloboratne Eon sede Szoacbyantineesto | epprann acayedy professonat(eg, mentor | recave constructive feedback | wilingnesstoeceve contucive Professional growth | ether unr supers, | from ecuetn profesional ed | feedsck rem eduction andcolabeatonln | Srnepi ax demensteteby 3 | mentor teacher, ners profesional (eg, mentor aon Gefencve posture andor veral_| supervisor price and teacher, uversy supers, brofetonal | ance. Temay ottake Subsequent actors represent an_| principal and subeequent ations ee ‘subsequent action to Implement_| attempt to improve based on such_| represent an attempt to imprc feedback, Ll feedback. (| based on such feedback, Comments: Use the folowing space to mak further comments gn the teacher eandidte'sperformanes. Allison 19 ready tolearn which wut help her oS be ee to teach, She epproaches ~Cviny spout OF activity mith en: huslasmu. Alison is eager to meet new niedee the youd Dee ial na. She. meets each > Fo witha 2 rbreduces herself Cath _aomile. . tea. 4 Students: Fond wheat se ABS “pctgaes Somer, agstqncnents dures hor ee UPD. ees wr Grrr Hl ae ollie 19 Wor 16 Hoge above! bape ortering 40 hulp where ade 43|Page this 16 a valuable “uo iet Pod her others. ‘id Tr was great have Allon ob: the past Sdays. LT woulct , Wulemmte opportunity to heve her studiat ferchehere neut Spur .