vost ease L4V Topic A Gi vig Diet chow Topic B Sly SUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) eachercandtéate’sname LUKE Shy A NMiRMAN — schooioiwie C AN an dargud sawortet IM ddI ShOOl vires 4/24/13 - 4725 / Ib 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? Good « onman Ding Better eye Vsile- Great postee ank delivery Greek job oth (With tnesd > always hQ ayes eveguitve WN be v5ek Mele ak more, Grek vnkersranding an Y5age of current (eSouey Contuch cen’ (i Sob-. Contmue to step ue as tech 1g Gaus ia ?- fo we | | | | 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 America Nor Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET consenv- Standards ABLE(N/O) “TCincorrecty describes and | TC daserbas and apples tuation” | Te descrber and applies ‘La Describe and appl common concent knowledge sppliessituation specific tactics | spectictactes andor strategies andjor strategies and techniques. | and correct technique of stl. situation specific tacts and/or strategls and correct technique atm |ieedienremtia | |gamtamiueaentn fermen oe Senprenat omy | seat dewtprera hse edueaton OO) rarer OO Sreroptate manner. yy sr oeaneas 7 Teitatmenainnae | Tenta amaonse | as apeandetoaneay a enorme | Tertrloucenain | eauseporneninen | spoptse gents Sei selon Teacedgiahenana, | commatcactieneer | ficumssroomm ie rome a, | parser mae tassios’ |nausiembpnnetens conmunicaon sits | Peps inpagetrthe | ectegicin Psngoteees | ret Secepnenal totems | SToniertopmmationet |commnestonsepeon "| point ran ntne arose” | ans craravecst | Gerepmensiepmonse wth | ween tenga esaliearing | Sau aturercarwtan |__| werent ses iccten an oo eee iu Oo [Pageineeuctional ues ‘thatare aligned with hor-and long-term plan objectives. during the instructional episode Te provides too few or too many instructional cues forthe age and developmental level ofthe implements instructional cues that Identify elements ofthe skiltactie/stratery. Instructional ‘ues are reinforced during the students | instructional episode d SHAPE America nor (eid Tessie UNACCEPTABLE ACCEPTABLE TARGET casts, Standards ini eee ‘ABE (W/O) TE provides no demonstration or | TC provides an age and Te age and developmentally ‘4b implement | anineoreect demonstration that | developmentaly appropriate | appreprate demonstrations demonstrations, | SNotageand/or demonstration during the luring the instructional episode ‘exlonations and | developmentally appropriate | instructional episode. TC that ae aligned. Dermonstations sesh oro 90 sont sow tay Scar bcc sranvosnndoae ancients” “Ze Analze motor stells and performance ‘concepts though rutile means eg, ‘observation, technology) in order tw providespectc, Tecan anayae, dated, and coreec rite! elements for movement skilsin et last one ‘stage of proficiency. TC identifies key elements of motor sls, but provides non-specific feedback. Feedback s motivations ands provided tothe eroup asa whole TC analyees, detects, and corrects elements of movement sis using skill ues inked tothe identified critical elements, TEprovides specie and corrective feedback on crt elements of ils, ‘mavernent concepts, and tcties.A combination of positive, speci, Te analyaes, detects, and corrects allelements of movement skis sing sil cues inked tothe Identified critical elements. TC provides specifi, corrective feadoack on critical elements for both motor sks and tactes. Feedback's linked drat t0 a Engagein behavior that reflects professional ‘this, practice an catural competence, privacy/confidentity ows 98 they pertain to student’ medical records and grades. TC maintains «cases but may violate candidate- student boundaries. TC may demonstrate language oF behavior thats inzensitve to culturlefferences but attempts to improve on cultural competence in subsequent pportuntios. ‘congruent feedback and corractve feedback i used. TC | student responses and is provided ‘tpenhance stusent Provides individual and group | to individuals and groups during learning. | fecdback. the lesson. Terespacts TC demonstrates ethical behaviors | TC demonstrates ethical Inall aspects of practice the School setting. TCs respecttl of privacy/confidentialty aus professional relationship in most | pertaining to students, students” families, and colleagues. 1C ‘maintains professional felatonshins inelusing eapect of candidate-sudent boundaries in ‘nd out ofthe school setting. TC Cemonetrates both verbal and ‘on-verbal skills thot reflect cultural competence toward all students, o oO behaviors in all aspects of practice im the school setting Cis respect of prvaey/eonidetiaity laws pertaining to students, students families, nd colleagues. TC ‘maintain professional relationships ineusing respect of concise student boundaries in and out ofthe school setting 1C demonstrates both verbal and non-verbal ki hat ralect cultural competence towaré all student ay 8 frenaein | ried by eeation Sinmebraminesto. | panes by Proessonds(egementr | rcsecontnce edo | geste ese conse profesional row | her uveraty spear, | fom edvaonroesiona (eg, | fedackrom erton andcaleboratonn | nega ecerantatety © | menorteater avery | preesionl(ogy morter seraanater | eee posure andorra _| Sager, incl and Tash, ery sper, prteiond "Rane Temayrttste | aaseqvertatosrepesetan_| peel and bear aes Stoeqvetacontormlert_| attempt tote treonich_| regret an atenpta npr feodback, DL teedback. ‘based on such feedback. TCisnot receptive to collaborative opportunities Te wows profesionaly through collaborative opportunities Tc grows profesionaly by seking out collaborative Comments: Use the following space to beth further comments on the teacher candidate's performance. Gapashe 520 clon e He cllporwn bes well aa? aa Aled oh Te future physics iy an “y ee Car Aste Qa AL_him a ead Lover tener. He JookKS ant | educator It ss aS signment acts He port of a was Ty plecSve te spiie 43 [Page