ey SUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's Name _Costnerne Lu tyen = HostTeacher Dennis Haughasy _ schoo! Dis School Level 4-12. grades Dates_1|a|s4 = s)\s ra, Host teacher evaluative ict Shorehom- Wading River AS a summative growth experience forthe Teacher Candidate, please conduct a private one-on-one ussion. The focus of your discussion should be an honest assessment ofthe 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 topies or areas of your discussion below: Topics of Your Discussion: ‘Strengths? Improvements? Topic A Caen She speeds her Fime Malcing SHTS wha Was Bae, whale Fast onchysi's dow ae Topic 8 sels Cathsci is always ahinhilthy tern oe hale: Topic Rappert Cathecive 1s cov Fideot appe avd nat mreccees abet danpivg eight 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 Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET Standards aap Ta beseribe ang | Tineorecy describes and—_| TCdescrbesand-applesstuation- | TC descibes and applies applies stuation-specifietactcs | specifictacics and/or strategies | situation-specfc tactics and/or applycommon | andor strategies and techniques | and correct technique of skil- | strategies and eacrect technique content knowledge es oe | ie tose re 2 fr oe Oo) ene O| Seemstenmmer” 2] stated cczasional mistakes in grammar, | occasional mistae in grammar or_| ina culturally responsive way rene a, | eran dor Gheoaauealeeefsepent” | rcngereete ee ont Inappropriate language for the | colloquialism. Pacing of verbal ceca ‘age and developmental level of _| communication is age and Zerossaleaning | uses. TCmay dsregard developmentally appropriate with aaa cutural differences when variation in tone and inflection speaking with his/her students_] age and developmentally ‘appropriate with variation in tone {and inflection used throughout the lesson, 42|PageSure anera — tmunteaser | yyacceprasue ACCEPTABLE ranger ae, e Teroves na demonsraton or [Temes anageand Se Shimtenert rere | Senonraton cate ‘Ring the nswuctiona episode ‘explanations and | developmentally appropriate | instructional episode. TC thatae lone Demonsatons Instructional eves that are aligned with short andlong-term uring the instructional episode. TC provides too few or too many Instructional cues forthe age and implements instructional cues that identity elements of the skilytactic/ strategy. Instructional ‘ues are reinforced during the seconds) allowing for maximum time-on task. Instructional cues are reinforced throughout the eseeet™ | conkeremralfew ole pe dents | itr episode. | instruction epiode Tae kar Tecan ai, eee and | Teale tes andres | Taras ete ad coats shieand Conecrtestaemenear | eementsofmovenent sting | a element of moverent si perfomance | movemertsisnat eantone | shies inked tothedeted | ung silos Inked tthe Concepsthrugh | Stageorpoileney Tignties | ertzletments.Teprovdes | Wented crcl elements TC rutile mesns(eg, | keyelemensot motors bet_| spec and crectie feedback on | provides spe crrecive stserton | proudernonspecicteedack. | ral etmentset til Feecbeck oneal elmer for technolo inorder | Feedacismaraterctanais | movement cree an tacts. A | both motor sila tactics toprovdespecit | prondedtotheproup asanhoe, | cmbnaton posi pec, | Feedbacks inked direct to congruent feedback Sadcoecveteedbck used TC | student responses ands proved toenhance student proves nin ae group | | toni aod grovps ang, iearing | ress theless, Tera Te denon alee | Tederonsater Shia privecrcotiertattybwsas | imalsnecscfpracicein the | bebavorsinall aspects of practice Eeyperaintosudens'medca! | sehotsewng Tebrespectulot | inthe schon setng. TCs, records and grades Terai | pracfeontientattylaws | respectuof trofesionteestensipsinmest | peinngto ster dente | priay/onentlty we 6a érengoin | Easestutmaynlorecondcnte | fares ardestengss Te. | perainingto students tent? Denavertnat | Suen bounarin Temay. | maliohsetessona fans ane coleues. Te fetes professional | demonsvetelogunge or | retonpsicusngreipectot | maining professors Chics, pace and. befovr that nnsensiveto | candntetucettoundaesin | reatonshipe nung respect of Cultralcampetenc. | eure diferencerbutatempts | andout ct the school sting, Te | eandiate-tutent bonds in toinrove on coral demonsstesuthveraland | andout ofthe school sting TC Competenceinsabequent | momvettalsisthatretec. | demenstates both verbal and cortnties, fultolcompetene toward al | romvertl sis that eft, Students Ctrl competence toward a ql OD} students. Temrorecine TE gow tena rough — | TC grows pofenay by cn tnggen | eoiboratveepprates | elaborate oparuntiesan | seingout calsteratve 6 Eras provided by edeaton Giayedbyavtingresto | opportunites as played by 3 rece consuctve eek professional growth and collaboration in schools and/or professional organizations, professionals (eg, mentor teacher, university supervisor, principal) as demonstrated by defensive posture and/or verbal stance. TCmay not take subsequent action to implement feedback. from education professionals (eg, ‘mentor teacher, university supervisor, principal) and subsequent actions represent an attempt to improve based on such willingness to receive constructive feetback from education professionals (eg., mentor teacher, university supervisor, principal) and subsequent actions represent an attempt to improve (OL feesback based on such feedback. ‘Comments: Use the following pace to make further comments on the teacher candidate's performance. 9 Total Number of absences: C-_Host Teacher Signature om _WIS]15 43 (PageSUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's Name__Cothenne Lose 3 Waging Bwver Centra’ Host Teacher_A\\rso0 De Maceo school Distrct_Shoreham “Wading Brves I School Level Msd8\e_ School (O-Bquais)oates_V[2\\4- sp efiq ___ vate one-on-one Host teachers: As a summative growth experience fr the Teacher Candidate please conduct a prvate One er evaluative discussion. The focus of your discussion should be an honest assessment of the candidate's str a Weaknesses you have observed during the week. Please note that this assessment sheet does not affect the TC's Br Host teachers, please briefly note the topics or areas of your discussion below: de. Topics of Your Discussion: ‘Strengths? Improvements? Topic A. onting and Rebabnikg- yelled Topic B Devdhee a ge Repper Fagor | sMlintS - ropic U buler Topic C Gat dolly Cvs vs onli beso Host Teacher: Please rate the teacher candidate on the teacher beh: 's listed below. Each area should be rated as: Target, Acceptable or Unacceptable. Check the “Not Observable” column if you do not have enoug! make a judgment. Please note that this assessment sheet does not affect the TC's grade. Thank you! ‘SHAPE America = Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET ‘onseRv- Standards ane) Deserve and | Teincorrectydetrbes and | TC describes and applies shuation- | Te describes and apps La Desert applies stuationspecietacties | speciictactics and/or strategies | situation pectic tactcs and/or ree rncaledge | andlorstratgies and techniques | andcorrect technique of skit- | strategies and correct techolgue Coen coratez | ostitbaed performances. | baedprformancesina of skil-based performances in an tes Ca] eeterrenavaprenrate | age and developmental PI panes appropriate manner. interactions are s verbalinteralions ae ses age an ‘4a Demonstrate | T° etba interactions a eee TCuses age and developmentaly professional but contain culturally responsive with an appropriate grammar and dict verbal and 3! mistakes in grammar, 31 mistake i ewan: al occasional mistalesin grammar, ecasons mate ganmaror | inacatualy responsive woy ronver tion, and/or occasional use of region ng is ‘communication sils | Pee en ree cake | cenacasGnel se ofa regional | Pacing of verbal communications Mespect, | 2Per0Rratelangiageforthe | coloquatsm. Pacing ofverbal | age and developmentaln thacnvey ‘age and developmental level of | communication is age and ‘appropriate with variation in tone andsenstiviy, | students. 1¢may disregard developmentally appropriate with | and inflection used throughout across alllearning | cutura differences when variation in tone and inflection. —_| the lesson experiences. speaking with his/her student 40|PageSHAPE America Init Teacher Standards 4b Implement ‘demonstrations, ‘explanations and instructional cues that are aligned with short-and long-term lan objectives, |snot age andor evelopmentally appropriate uring the instructional episode TC provides too few or too many Instructional eves forthe age and developmental level ofthe students, oO ‘demonstration during the instructional epizode, TC implements instructional cues that identify elements of the shllactie/statepy. Instructional ues are reinforced during the Instructional episode, are shot in seconds) all are reinfore instrvtiona ‘uring the instructional episode that ae aligned. Demonstrations me-on task, Instructional cues Nor ‘oasenv- UNACCEPTABLE ACCEPTABLE TARGET ABLE (W/O) TE provides no demonstration or | Te provides an age and TGage and developmentaly ;nincorrect demonstration that | developmentally appropriate | appropriate demonstrations uration (60-50 lowing for maximum ad throughout the episode, d ‘© Analyze motor skills and Performance concepts through ‘multiple means (eg, observation, technology in order toprovide speci, congruent feedback to-enhance student learning, TCean analyie, dled, and correct critical elements for ‘ovement skilsin at least one stage of proficiency. TC identifies key elements of motor skis, but Provides non-specific feedback, Feedback is motivational ands Brovided to the group asa whale Te analyaes, detec, and corects elements of movement sk using skill ues linked to the identified critical elements, TC provides specie and corective feedback on critical elements of sil, ‘moverent concepts, and tactics. A ‘combination of postive, specie, and corrective feedbacks used. TC provides individual and group feedback, Te anaivaes, both mator the lesson. allelements of movement sills sing sll cues linked to the ‘denied critica elements. TC provides specific, corrective feedback on critical elements for Feedbacks linked directly to student responses and is provided toindividvals and groups during detects, and corrects sills and tactics. 6.a Engage in behavior that Feflects professional ethics, practice and cultural competence, O} Terespects Privacy/confidentaity laws 5, ‘they pertain to students’ medical records and grades. TC maintains professional relationships in most ‘cases but may violate candidate student boundaries, Te may demonsirate language or behavior that is insensitive to cultural differences but attempts toimprove on cultural competence in subsequent opportunities. gO ‘TC demonstrates ethizal behavides inal aspects of practice in the school setting, TCs respectulof privacy/conficentaity laws pertaining to student, students families, and colleagues. TC ‘maintains professional relationships icictng respect of Candidate stuent boundaries ia and out ofthe schoo! setting. TC ‘demonstrates both verbal and non-verbal skis that cetlact Cultural competence toward all students, oO TC demons pertaining relatonshi candidates and outof demonstra nonverbal cultura cor students behaviorsin all aspects of practice inthe school setting. TCs respectful of privacy/confidentaity laws families, and colleagues. TC maintains professional trates ethical to students, students’ ipsincluding respect of student boundaries in the school setting. TC tes both verbal and ski that reflect mpetence toward a 6b Engage in ‘continued professional growth {and collaboration in schools and/or Teisnot receptive to collaborative opportunities provided by education professionals (eg, mentor teacher, university supervisor, principal as demonstrated by a defensive posture and/or verbal TE grows professionally through collaborative opportunities 25 displayed by awilingness to receive constructive feedback from education professionals (eg, ‘mentor teacher, university Supervisor, principal) and teacher, university supervisor, malate stance. TC may not take Subsequent actions represent an | principal) and subsequent actions. organizations. subseauent acon twimplement_| atemtivimorve bsedonsuch_| represen smattering feedback. Dl feedback. based on such feedback. TC grows professionally By seeking out collaborative opportunities, 2s displayed by a willingness to receive constructive feedback rom education professionals (., mentor ‘Comments: Use the following space to make further comments on the teacher candidate's performance. J rotamer cfabsences: Ones Tercher Sante | ea ow 69 T 41|Page