SUNY Cortland Physical Education Department EDU 256: Field Experience Seminar ‘Appendix H: Evaluative Discussion with the Teacher Candidate (TC) Teacher Candidate's wame_ftheny § ¢ ibe llr Voter Chacko Rizzuto serooioisie OY 4 ~EagtMorwich CSP settee! Middle ish School oaus_1/b/22 = Y/M/2. | Host teachers: As a summative growth experience forthe Teacher Candidate, please conduct a private one-on-one {evaluative discussion. 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 topics or areas of your discussion below: Topics of Your Discussion: Strengths? Improvements? Topic A Wanirsrss te iaperece ihn Wea Fe ues AN O Pein Ha Mornings ob Served | te Push pharm pinky oe ee anan Od creak comeerent ed : | Rta he feacniing Haske i mee Topic 8 Topic Deju') Promiten hn Positions 14 k% PE Cy Plaing a PSYCem dy Play ig Oa bef IE Jeabing 0 Unptedithel se 1, CULS YE achinty 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 ifyou do nat have enough information to make a judgment. Please note that this assessment sheet does not affect the TC’s grade. Thank you! SHAPE America ere ameaes | cf ski based performances, ‘based performances ine fsb based performaneesin an Initial Teacher UNACCEPTABLE ACCEPTABLE TARGET oasenv- Standards steno Ta cen and | TETAS Sisto Ter pe anon TBs ap ezrin nd | eperatatonspetclnsts | spetlctcisandforsoseges | tuntonspecne tater doe snd Sg andyor strategies and techniques | and correct technique of sil- _strategies and correct technique oor ation and/or Inappropriate language or the 2392 and developmental evel of ‘communication sll that convey rerpect| sesnsty | tutes Tear Surge Cataraterncs wen Serres speaking with nsfher student] the ocasonal ue of eiona talloquaem, Pacing of verbal fersmunistion sage and developmentally appropriate wth ‘atsonin tae and ietion, Bhyscal education Col sateen anverse pf eeanddeeonety ga banana | Teeverbalinnencionsare | TCs verbal merase Tc uses age and developmen oa rofesional but contain caitualyresponsvewithan | appropiate grammar and ston fealty ‘cxcasionl mistakesin grammar, | occasonal mistakein grammar ar_| ins ears response wey Pacing of verbs cor age and developmental, {Sppreprite wth variation intone andinecion vied throughout theleszon, 40] P06= Share mera nor ial Teacher ony ) ‘Standards mane ere Aste (9/0) TE rode nedemoraraton or | Topas onape od “Tage nd dooney tiv mplemenr__| mincectdenonsratentha | Sewopmenatyaprorite | appreprate demonstrator: Sere, | kot ape snan eenttralon ng the bg terete ene Seromsters, | evciopmenayapromste | sruciona ens Te thar akgned Gemensrtns oanatonsand | eine hsuconepsede. | inementsinrctonl ces that | areshorinauation 6:0 ‘puritan | Te rede too few ortoomany| ent elementsof te Second sowing for ire ateesiene with | Ictucionlcuesfortheageand | slatefartey ntruconl_| me anak stuconl cos Sorcamdlongtom | rlomertltvctihe | cuetarerenfced rng the | we renforerd throughs the sent | tetructonsepsode, a] rrr epoda Ta Arahat | Teen aah detec and] Yearahe sete and cores | Tamaya, dacs and cores itso Coretta carenis tr | werets nove ils sng | aero movere performace | movementshs nse ove | sfcues ined tothe ertied» | uel evs inked tothe Seep ough | Sage protieny, Teens | raelaments Te powder | Wend etal element. ‘rtipemesns(es, | teyelements of motors, bot | specicndcoreciveteecockon | proves spi coach sheenstin, proudesonspecteeback. | cal slement 0 35, Iedackoncrcaleemest for {tcinclogyinacer | Feedbectismotaboralandis | movementconept, and tats A bth mtr sls and ais. 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Scrovertet | SucembmndoieTemay | maine prtesirl Fare ang eoteapues Te THocssetcstct | Smomatcingeagess | rsuonipencudngresectt | mais petesiona > thie, roctice and | behawor thatlelsansive to | canidatostuden boundriesin | relationship ducing respect of [SsFtoroeterc, | out eferenesstutatemat | andoutorte xchotseting Te | candatestuder tourdaresin {Simprove oneutrl Gemonsitesothvertaland | sndout of tesco! setting Te CGupeteneciosubeent | nonvatastitebatretea | demersvatesbathverbal ond copornties Miura eompetecs onda | rons tot rec sient Cater competence toner dl oo é Teaecaivete egos prcesoaly Brsogh —] Tons poesionahy by ee tnpein | etscetvecyerunnes | ealsoravecopeunsies sn eng labatie ee ‘provided by education displayed by a willingness to. opportunities, as displayed by a comand an | powering mumer [recheck | igrs toca cine oem . ‘teacher, university supervisor, _| from education professionals (e.g, | feedback from education ‘collaboration in | -vincipal) as demonstrated by a | mentor teacher, university professionals (e.g., mentor ‘oiandor”” | Stenve posure nforwat_| genio winced eater oe se = ‘stance. TC may net take subsequent actions represent an | principal) and subsequent eetions: — “subsequent action to implement_| attempt to improve based on such_| represent an attempt to improve iene, ise Ta teed on suc fata ‘comments: Ue the felowing space to make further comments onthe teacher canldste's performance. ens et tnt aber of absences: C) not rnc Stie ® ai[Page