UNC School of Sport and Exercise Science

Teaching Feedback Form

Teacher Candidate Name: ____Katie Roth __ School: _______PVHS___________

Observer Name: ____Xiaoping (Ping) Fan_______ CT___ US _X__ Other: _____________
Date: __10/14/20_____________ Grade Level: _____9-12 ______________
Content/Skill: ___Rugby___ Start/stop time: __9:32-11:08___Number of Students: __24__

Criteria
Task Presentation
Were tasks clear (orient, sequence, examples, personalize, repeat, draw on experience, check
for understanding)?
Were the tasks and content progression aligned with the unit goals, lesson objective and
implemented assessments?
Was a quality teacher/ student demonstration used? (when appropriate)
Were accurate/specific learning cues/refinements used and were they clearly presented?
Did students know what to do, how to practice and the goal orientation of the task?
Comments:
During the fitness activities, you wrote the exercises down on the white board to remind
students of the five exercises after each lap-nice job. Also, you had clear instruction for fitness
part. You did do some demonstration to help students understand the rules during the cognitive
part-well done. During the activity outside, you did demonstration using the cues. One
comment: you can have students put the balls down during the game outside because some
students were playing the balls when you were doing instructions.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Management
Were expectations structured clearly enough?
Were expectations reinforced?
Was a productive learning environment maintained?
Were tasks paced appropriately?
Comments:
The management during fitness and cognitive part were great. Your expectations were
structured clearly and a productive learning environment was maintained. The tasks were
paced appropriately-started with three kicking and ended with a small-side game.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Communication and Technology
Did the teacher speak clearly?
Did the teacher speak loudly enough (were all students able to hear)?
Did the teacher have the attention of all students?
Was technology used to enhance the learning experience?
Comments:
Your voice was loud and clear that students can hear you. I was thinking you can have
students do some fitness exercise when the car was coming during your game instruction-it’s
so noisy, and then did the instruction after it left. You use music for fitness activities-great. As
I said above, have students put the balls down to get their attention for instruction.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Learning Experience Design
Were there appropriate experiences that encouraged the success of all students?
Were there ample practice tries and maximum activity?
Were the tasks presented appropriate for the experiential level of students?
Was at least one rich learning experience provided?
Comments:
You did have students practice kicking with their partner. Make sure to switch the person for
practicing kicking (punt/clip) since you just allowed the students close to the building to throw
the ball.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Content Development
Was the content extended appropriately?
Was there an emphasis toward quality (refinement)?
Was application added when skills were developed?
Was sufficient time allotted for each phase of the progression?
Comments:
The progression went well. Students practiced punt/chip, drop kick, and grubber. Last, they
played a small-sided game. During the kicking practice, you moved around to provide
feedback to correct their performance. On comment: you can extend the skills by adjusting the
distance between students and their partners during kicking practice.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Assessment, Literacy and Math
1. Was formative assessment included:
In the cognitive domain?
In the psychomotor domain?
 In the affective domain?
2. Was summative assessment included?
3. Were students given the opportunity to develop literacy skills?
4. Were students given the opportunity to develop math skills?
Comments:
During the cognitive part, you did a lot of checking for understanding, and you asked students
questions about the rules instead of only you talking. In this way, students got involved in
discussion. The peer assessment rubric for the three kicks was clear and easy. A few students
were still confused about how to do the peer assessment. Maybe next time take your time to
make sure students get in or give students an example.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
Opportunity for Student Involvement
1. In choice of content?
2. Cognitive process?
3. Affective process?
4. Organizational arrangements?
Comments:
You had students decided the distance to their partners when practicing three kicks instead of
having all pairs have the same distance. This is great because their skill levels are different.

Evaluation Developing Proficient Advanced

(highlight one)

Criteria
During Activity
1. Was the teacher able to observe all students (as opposed to managing)?
2. Was feedback given to:
Individuals?
Groups?
3. Were tasks modified up or down for students on an individual basis?
4. Did the teacher move around the space?
Comments:
During the activities outside, you moved around and provided feedback to correct and
reinforce students’ performance-well done. You provided feedback both for individual
students and the class. One comment: give feedback constantly, especially during the fitness
activities.

Evaluation Developing Proficient Advanced

(highlight one)
 Criteria
Overall
1. Was teacher obviously prepared?
2. Did teacher draw close connections to UNC discussions and goals?
3. Was the teacher enthusiastic and professional?
Comments:
I can see you totally prepared well. You know what you are going to teach, and you know the
rugby rules well. You draw close connections to UNC discussion and goals. You are always
professional. I like you use students’ names.

Evaluation Developing Proficient Advanced

(highlight one)

Additional Comments:

Katie-you are getting better and better, just trust yourself and enjoy teaching. Nice job on
using students’ names. I love you are flexible during teaching, which is very important. You
have students drop the ball and do kicking originally, when you saw they didn’t get it, you
brought students together and showed them. This is great-you are teaching students instead of
lesson plans. Last, when doing games, consider discussing the strategies (e.g., communication,
call team members’ names, eye contact, etc.) and incorporating affective learning domain
(e.g., teamwork, communication, encouragement, etc.). Keep up the great work! Very proud of
you.