SUNY Cortland Physical Education Department EDU 256: Field Experience Seminar Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's Name Crevald Himure hortreacier Kathle id MNevmuatt senoot vistiet_Cucevnsh uty Wnisa Fee Schl s school evel__A=\2- Dates May 14th 20 — ow 1B 20K% 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 Strengths? Improvements? Topic A 0 aS Guys ie was eecilerd roe paeded Sate al deseeibsiy, ROL Uni Rueern Done Un etna es “ak yi TEM higuicd Topic 8 v" Frmosphere. ot Ac. vas gWiervenrt rene needed BAU of he cles AO dente! athhuls Topic C ‘ eee wiek ave ty stubn +2 shoved peer] none parce Chpeences We Hy Ais os foam TORI cates ann ABL. Covet diel dene 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 @ judgment. Please note that this assessment sheet does not affect the TC’s grade. Thank you! ‘SHAPE America Nor Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET onsenv- Standards Aste (NO) Ta Destbe and | TeIneOrectydeseibes and | TCdesarbes and apales stuatiom | Te descrbes and appTS sap eerea’’ | apples situation spectctaces | specie tactics andor strategies | stuationspecfictactes and/or content knowledge | a70/Or strategies and techniques | and correct technique of skill strategies and correct technique forteaching Preceiz | °F Skil-based performances. sed prormancesina ef stoned peroances nan levelopmentally spropriate | age and developmentally physical education oy fee Co] seen ertamen ml “aa bemonuaie | Taverbalinteraetions are | TC's verbal interactions ave TC uses age and developmentally i Oeger profesional but contin culturally responsive with on | appropriete grammar and dion saan cccasional mistakes in grammar, | occasional mistaken grammar or | ina culturally responsive way ronwerba ion sis | 200" ction, and/or the ocraional use of aretional | Pacing verbal communications Srerrmiaton stl | inappropriate language for the | coloqias Pacing ofvertal | age and developmentally SEeansee S| age and developmentalive of | communications age and ‘propriate with variation intone Scesrallconng | len TEmoy drs! |devomenayapornate wth | aificton ve thou cutural iferences when Natiation intone andiection, | the lesson sae Saking wth hiefher students] oO by 40|PageSHAPE America UNACCEPTABLE ACCEPTABLE Nor oasenv. ABLE (W/O) TARGET 4. Implement demonstrations, explanations and instructional eves that are aligned with short-and long-term plan objectives. TE provides no demonstration oF anincorrect demonstration that isnot age and/or developmentally appropriate during the instructional episode. TC provides too few or too many instructional cues forthe age and developmental level ofthe students, oO TC provider an age and developmentally approoriate demonstration during the Instructional episode. TC Implements instructional cues that Identity elements ofthe shilltactc/strategy. Instructional cues ate reinforced during the instructional episode im) Tage and developmentaliy appropriate demonstrations during the Instructional episode that are aligned. Demonstrations are short in duration (60-90 Seconds) allowing for maximum time-on task Instructional cues are reinforced throughout the instructional episode. by “Be Analyze motor skills ane performance concepts through ‘multiple means (eg, ‘observation, technology) in ordor ro provide speci congruent feedback toenhance student learning TEcan analyze, detect, and correct eitical elements for movement skil in at least one stage of proficiency. TCidentifies key elements of motor sis, ut Provides non-specific feedback Feedback is motivational and is provided to the group as 8 whole. oO TCanabies, detects, and corrects clements of movement skills using still cues linked tothe identified critica elements. TC provides specific and corrective feedback on cxitical elements of skills, movement concepts, and tactics. A combination of postive, specifi, and corrective feedbacks used. TC provides individual and group Feedback. Te analyzes, detects, and corrects allelements of movement skis. Using skill cues linked to the identified critical elements. TC provides specific, corrective feedback an critical elements for both motor skls and tactics. Feedbacks linked directly to student responses and is provided toindividuals and groups during the lesson 6a Engage in behavior that reflects professional ‘ethics, practice and cultural competence Te respects privacy/confidentality laws as they pertain to students’ medical records and grades. TC maintains professional relationships in most ‘cases but may violate candidate student boundaries, TC may demonstrate language or behavior that i insensitive to cutural afferences but attempts to improve on cultural competence in subsequent opportunites. "TC demonstrates ethical bahaviors In all aspects of practice inthe school setting, TC respectful of privacy/confidentality laws pertaining to students, students! families, and colleagues. TC maintains professional relationships including respect af candidate-student boundaries in ‘and out of the sehoal setting. TC demonstrates both verbal and non-verbal skis that reflect cultural competence toward all students, Oo Te dnonstter cal betas al aspects of racce inte sod sting Tos pect precfcntientlty ws Fie ers ae fois cease Te snaibincyrie ‘tons ncn respect of Senesiaeeteanarnss Srouteltnescel setting Te ioccriedetetione talent sonvera sl tate Ciara conpetnce ova a scaler R( 6b Engage in continued professional growth and collaboration in schools and/or professional organizations. TCis nat recaptiveto collaborative opportunities provided by education professionals (@.., mentor teacher, university supervisor, principal) as demonstrated by a defensive posture and/or verbal stance. TC may not take subsequent action a implement feeaback ol TE grows professionally through collaborative opportunities 35. displayed by a willingness to receive constructive feedback from education professionals (eg, ‘mentor teacher, university supervisor, principal) ang subsequent actions represent an attempt to improve based on such feedback, ‘TC grows professionally by seeking out collaborative ‘opportunities, a5 displayed by 9 vlingness to recaive constructive feedback rom education professionals (eg, mentor teacher university supervisor, principal and subsequent actions represent an attempt o improve based on such feedback. Comments: Use the following space to make further comments on the teacher candidate's performance, T+ wis and mature athe yd areal teacher |educalor | Poe talon | peeple Me aye adlasure Waving SC ‘per our classes He is more Reused He will wate a Fi aa nD oS C1 I 7 GS om Slrthet 41[PageSUNY Cortland Physical Education Department EDU 256; Field Experience Seminar Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's Name & IR Hmura. Host Teacher_Kpry x JOMASOA School District seroottever_ fd le Sehoo] — ostes__5 Jon? 5/09. 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: Baas ee Sh ements? ee nowledgealle Might Jewses ee Helpbal ner aa ee Val ( at icon) th Smooth Voheate [0-6oups \ Volee(rg (on fidewd- Toric Geod Imp rev. Ability pa See a lesson and Heach 1+ He net Cass, Resea a 4 Preperation 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 a ABI TARGET onsen. Standards ABLE (/0} TCincorrectiy describes and applies stuationspecific rates andjor strategies and techniques Of skil-based performances, TE describes and applies stuation- specific tatis andor strategios and correct technique of kil: based performances in 2 developmentally appropriate Te deserioes and applies situation specific tactics and/or strategies and corect technique of skilrbased performances in an texans dentopmeniy by appropriate manner, La Describe and apply common content knowledge for teaching Prok 12 physical education. Q oO TCe verbalinteractions ae professional but contain ‘occasional mistakes in grammar, poor diction, and/or Inappropriate language for the age and developmental evel of students. TC may disregard cukuralifferences when speaking wit his/her student] 4.a Demonstrate verbal ang nonverbal communication skills that corwey respect ‘and sensitivity ‘erase al learni experiences, "IC's verbal interactions are culturally responsive with an ‘occasional mistake in grammar oF the occasional use of a regional collouialsm. Pacing of verbal ‘communication sage anc developmentally paropriate with variation in tone and inflection, TC uses age and developmentally appropriate grammar and diction ina culturally responsive way. Pacing of verbal communication is age and developmentally Appropriate with vatation in tone ‘and inflection ured throughout a2iPa‘SHAPE America wor Inia Teacher unaccePrasLe ACCEPTABLE ons. standard TARGET ferro Te provides denonatation or | To paver anage ond Cage and developmentally ‘Ab implement | an incorrect demenstation that. | developmentally appropriate | propriate demonstrations demonstrations, explanations and instructional eves ‘that are aligned with short and long-term plan objectives. isnot age and/or developmentally appropriate ‘during the instructional episode. TC provides too few or too many instructional eves for the age and {developmental evel ofthe students, o demonstration during the Instructional episode. TC implements instructional cues that Identity elements ofthe skilftacie/strategy Instructional cues are reinforced during the instructional apace. o ding the instructional episode that are aligned. Demonstrations are short in duration (60-90 seconds) allowing for maxioum time-on task. Instructional cues are reinforced throughout the instructional episode. ‘Ke Analyze motor skills and performance concepts through ‘multiple means (¢¢,, ‘observation, technology) in order oprovide specific, congruent feedback toenhance student learning ‘TEcan analyze, detect, and correct critical elements for movement skls in atleast one stage of proficiency TCidenttios key elements of motor sls, ut provides non-spectic feedback, Feedback s motivational and is provided to the group as a whole. o TCanalyzes, detects, and corrects elements of movement sil using skill cues linked tothe identified critical elements. TC provides pacific and corrective feedback on critical elements of sil, movement concepts, and tactics. A ‘combination of positive, specifi, ‘and corrective feedback is used, TC provides individual and group Foadback TCanalaes, detects, and corrects allelements of movement skils Using skill eves linked tothe identified critical elements. TC Provides specific, corrective feedback on critical elements for both motor skis and tactics, Feeabackis linkee directly to student responses and is provided toinividuals and groups during ‘he lesson, 6. Engage in behavior that reflects professional ethics, practice and cultural competence. Terespects privacy/confidentiality ws as they pertain to students’ medical records and grades. TC maintains professional relationships in most cases but may violate candidate- student boundaries, TC may demonstrate language or behavior that is insensitive to cultural diferences but attempts to improve on cultural competence in subsequent ‘opportunites ‘TC demonstrates ethical behaviors Inallaspocts of practice inthe school setting. TCisrespectiulof privacy/confidentiaity laws pertaining to students, students? Tamils, and colleagues. TC maintains professional relationships including respect of candidate-student boundaries ia and out ofthe school setting. TC {demonstrates both verbal and non-verbal sls that reflect cultural competence toward all students, Oo Tc demonstrates ethical behaviors in all aspects of practice In the school setting. TCs respectiul of privaey/confidantiality laws pertaining to students, students” families, and coleagues. TC maintains professional relationships including respect of candidate-student boundaries in And out ofthe schoo! setting. 1C demonstrates both verbal and non-verbal skis that reflect cultural competence toward 6b Engage in| continued professional growth and collaboration In Schools and/or professional organizations TCs nat receptive to ‘collaborative opportunities provided by education professional (e.g, mentor teacher, university supervisor, Principal as demonstrated by defensive posture and/or verbal stance. TC may not take subsequent action to implement feedback TC grows professionally rough collaborative opportunities as displayed by a willingness to eceive constructive feedback {rom education professionals (e mentor teacher, university supervisor, principal) and subsequent actions represent an attempt to improve based on such D) feedback. TC grows professionally by seoking out collaborative opportunities, as displayed by a uulingness to recelve constructive Feasbaek from education professionals (eg, mentor teacher, university supervisor, pzincipal) and subsequent actions Fepresent an attempt to improw based on such feedback Comments: Use the following space to make further comments onthe teacher candidate's performance. UIE ea A ee owe 5/24/18 43|Page