The College of Charleston

Program Report for the Initial Preparation of Physical Education TeachersOption A American Alliance for Health, Physical Education, Recreation, &

Dance/National Association for Sport and Physical Education (NASPE) (2008 Standards)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameCollege of Charleston

2. City/State Charleston, South Carolina

3. Date submitted

MM DD YYYY

09 / 15 / 2011

4. Report Compiler's Information:

5. NCATE Coordinator's Information:

6. Name of institution's programPhysical Education

7. NCATE CategoryPhysical Education-First Teaching License

8. Grade levels(1) for which candidates are being prepared

(1) e.g. K-6, K-12, 7-12

K-12

9. Program Type

nmlkji First teaching license

10. Degree

nmlkji Baccalaureate

nmlkj Post Baccalaureate

nmlkj Master's, initial certification

11. Is this program offered at more than one site?

nmlkj Yes

nmlkji No

12. If your answer is "yes" to above question, list the sites at which the program is offered

13. Title of the state license for which candidates are preparedK-12 Physical Education

14. Program report status:

nmlkji First Submission for review

nmlkj Response to National Recognition With Conditions

nmlkj Response to One of the Following Decisions: Further Development Required or Recognition with Probation

15. Is your unit seeking

nmlkj NCATE accreditation for the first time (initial accreditation)

nmlkji Continuing NCATE accreditation

16. State Licensure requirement for national recognition:If using Praxis as your state licensure exam for PETE, the appropriate, preferred form is Praxis 0091, Physical Education Content Exam. If your state requires the combined Health and Physical Education Praxis exam, that will be acceptable.

NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section IV. Does your state require such a test?

nmlkji Yes

nmlkj No

SECTION I - CONTEXT

1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE standards. (Response limited to 4,000 characters)The South Carolina Department of Education Policy Guideline for Educators Preparation is closely aligned with NCATE standards. However, the state does require additional requirements for educator preparation units at the initial preparation level. All candidates must: (a) know, understand, and can apply the appropriate South Carolina preK-12 academic standards, (b) possess the knowledge, skills and dispositions to integrate the EEDS (Education and Economic Development Act) standards, and (c) possess the knowledge, skills, and dispositions to identify and prevent bullying, harassment, and intimidation in the schools. All preparation units must integrate the South Carolina ADEPT (Assisting, Developing, and evaluating the Performance of Teachers) standards throughout candidate course work and field/clinical experiences and provide evidence that all candidates meet the ADEPT competencies.

For admissions to an initial teacher preparation program at the undergraduate level, the South Carolina Department of Education requires all candidates: (a) achieve a minimum score on the Praxis I test or achieve a minimum score on the SAT, (b) complete a minimum 45 semester hours of coursework with a minimum GPA of 2.5, and (c) provide a disclosure statement concerning all prior convictions (including felonies and misdemeanors). Our institution also requires that each candidate receive 3 disposition assessments (one completed by each of the following: a general education professor, EDFS 201 Introduction to Education professor, and a person who has seen the candidate work with children). In regards to Clinical Practice, the state requires a minimum of 100 hours of field experience prior to clinical practice for undergraduate candidates. Clinical practice must take place in a public school setting and be equivalent to a minimum of 60 full days or twelve weeks.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters)

Field Experience in Physical Education

Course Hours Setting Responsibilities

PEHD 201 10 hours Choice Observation

PEHD 222 5 hours Middle School Observation

5 hours High School Observation

PEHD 223 10 hours Elementary Observation

PEHD 352 30 Hours Elementary Observation(15 hours urban setting) Assisting(15 hours suburban setting) Full class supervision

10 classes ECDC Full class supervisionEarly Childhood Development Center (45 min. each)

PEHD 452 15 hours Middle School ObservationAssistingFull class supervision

15 hours High School ObservationAssistingFull class supervision

10 hours M.S./H.S. Health classObservation

PEHD 457 30 hours Adapted Setting Full class supervision

EDFS 460 12 weeks Elem./M.S./H/S/ as per the ADEPT choice (State) system

3. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)

Academic program of study Field Experience Hours

See Attachments panel below.

4. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable.

5. Candidate InformationDirections: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, master's initial licensure) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.

Program:K-12 Physical Education (undergraduate)

Academic Year# of CandidatesEnrolled in the

Program

# of ProgramCompleters(2)

2009-2010

2008-2009

2007-2008

6. Faculty InformationDirections: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

Highest Degree, Field, & University(3)

Assignment: Indicate the role of the faculty member(4)

Faculty Rank(5)

Tenure Track

Scholarship(6), Leadership in Professional Associations, and Service(7):List up to 3 major contributions in thpast 3 years(8)

Teaching or other professional experience in P-12 schools(9)

Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track

Scholarship(6), Leadership in Professional Associations, and Service(7):List up to 3 major contributions in the past 3 years(8)


Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name



Faculty Rank(5)

Tenure Track



Faculty Member Name

(3) e.g., PhD in Curriculum & Instruction, University of Nebraska. (4) e.g., faculty, clinical supervisor, department chair, administrator (5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (7) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.



Faculty Rank(5)

Tenure Track

Scholarship(6), Leadership in Professional Associations, and Service(7):List up to 3 major contributions in thepast 3 years(8)


Faculty Member Name



Faculty Rank(5)

Tenure Track

Scholarship(6), Leadership in Professional Associations, and Service(7):List up to 3 major contributions in thepast 3 years(8)


SECTION II - LIST OF ASSESSMENTS

1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the AAHPERD/NASPE standards elements. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. (Response limited to 250 characters each field)

Type and Number of Assessment Name of Assessment (10) Type or Form of Assessment (11) When the Assessment Is Administered (12)

Assessment #1: Licensure assessment, or other content-based assessment (required)

Praxis II - PE Content Exam

(0091)Praxis II - PE Video

Exam (0093)

Multiple ChoiceContent ExamVideo Analysis

Exam

Testing dates and locations are

available on the ETS website.

Candidates take the exam during their junior and senior years.

Assessment #2: Content knowledge in physical education (required)

Skills Based Competence Assessment

Fundamental Movement Rubrics

Skill competency assessment based

on movement skills. Rubric based

scoring

Modified game play and strategy

assessment. Rubric based

Testing completed in PEHD 222, 223, and 250. Make up testing is allowed if candidates do not receive a score of

acceptable or higher.

Assessment #3: Candidate ability to plan instruction (required)

Lesson PlanRubric based scoring guide

Lesson plan rubrics is used with all

submitted lesson plans in PEHD

222,223,250,352,452,457,EDFS 460

(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (12) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

Assessment #4: Internship or clinical experiences (required)

Clinical Practice evaluation

Rubric based scoring guide

Administered during EDFS 460

Assessment #5: Candidate effect on student learning (required)

Unit Work Sample (UWS)

Rubric based scoring guide

Administered during EDFS 460

Assessment #6: Additional assessment that addresses AAHPERD/NASPE standards (required)

Fitness Assessment

Standardized criteria reference fitness test on the 5 components of

health related fitness.

Fall semester sophomore (PEHD 222), junior (PEHD 352), and senior (PEHD 457) year.

Assessment #7: Additional assessment that addresses AAHPERD/NASPE standards (optional)

IEPRubric based scoring guide

Administered duirng Fall

semester senior year during PEHD

457 Field Experience

Assessment #8: Additional assessment that addresses AAHPERD/NASPE standards (optional)

SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each AAHPERD/NASPE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple AAHPERD/NASPE standards.

1. Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals

#1 #2 #3 #4 #5 #6 #7 #81.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness. gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity and fitness. gfedcb gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness. gfedcb gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

1.4 Identify historical, philosophical and social perspectives of physical education issues and legislation. gfedcb gfedc gfedc gfedc gfedc gfedc gfedc gfedc

1.5 Analyze and correct critical elements of motor skills and performance concepts. gfedcb gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

2. Standard 2: Skill-Based and Fitness Based Competence*Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE K – 12 Standards.

*Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight training programs, exercise logs, etc.).

#1 #2 #3 #4 #5 #6 #7 #82.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc

2.2 Achieve and maintain a health-enhancing level of fitness throughout the program. gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc

2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc

3. Standard 3: Planning and ImplementationPhysical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students.

#1 #2 #3 #4 #5 #6 #7 #83.1 Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs. gfedc gfedc gfedc gfedcb gfedcb gfedc gfedcb gfedc

3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and /or national standards. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

3.3 Design and implement content that is aligned with lesson objectives. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

3.4 Plan for and manage resources to provide active, fair and equitable learning experiences. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedc gfedc

4. Standard 4: Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

#1 #2 #3 #4 #5 #6 #7 #8

4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. gfedc gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

4.5 Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment. gfedc gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment. gfedc gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc

5. Standard 5: Impact on Student LearningPhysical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instructions.

#1 #2 #3 #4 #5 #6 #7 #8

5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedcb gfedc

5.2 Use appropriate assessments to evaluate student learning before, during and after instruction. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedcb gfedc

5.3 Use the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions. gfedc gfedc gfedcb gfedcb gfedcb gfedc gfedcb gfedc

6. Standard 6: Professionalism Physical education teacher candidates demonstrate dispositions that are essential to becoming effective professionals.

#1 #2 #3 #4 #5 #6 #7 #86.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

6.2 Participate in activities that enhance collaboration and lead to professional growth and development. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

6.4 Communicate in ways that convey respect and sensitivity. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc

SECTION IV - EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standardsand elements. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the concepts in the SPA standards and elements should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards and elements. Data tables should also be aligned with the SPA standards and elements. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10

elements [each relating to specific SPA standard(s)], then the data chart should report the data on each of the elements rather that reporting a cumulative score.

In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas to be aligned with the elements in NCATE’s unit standard 1:• Content knowledge (Assessments 1 and 2)• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)• Focus on student learning (Assessment 5)

Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report.

For each assessment, the compiler should prepare one document that includes the following items:

(1) A two-page narrative that includes the following:a. A brief description of the assessment and its use in the program;b. A description of how this assessment specifically aligns with the standards and elements it is cited for in Section III. Cite SPA standards/elements by number (e.g.,1.1 or 1.2);c. A brief analysis of the data findings;d. An interpretation of how that data provides evidence for meeting standards/elements, indicating the specific SPA standards and elements by number (e.g.,1.1 or 1.2 etc); and

(2) Assessment Documentatione. The assessment tool itself or a rich description of the assessment (often the directions given to candidates);f. The scoring guide for the assessment; andg. Charts that provide candidate data derived from the assessment.

The responses for e, f, and g (above) should be limited to the equivalent of five text pages each , however in some cases assessment instruments or scoring guides may go beyond five pages.

Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.

1. State licensure tests or professional examinations of content knowledge. AAHPERD/NASPE standards addressed in this entry could include but are not limited to Standard 1. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. (Assessment Required)

Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IVA complete description of the assessment should be included (format of the exam, content area sub-scores).

Assessment 1 - Praxis II Content and Video Exam


2. Assessment of content knowledge in the field of physical education. AAHPERD/NASPE standards addressed in this assessment could include but are not limited to Standards 1 and 2. Examples of assessments include comprehensive examinations, portfolios; health-related fitness assessments, assessments of fundamental movement skills; and assessments of performance-competency and game play. (Assessment Required)

Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV

Assessment 2 - Motor Skills Performance Based Competence


3. Assessment that demonstrates candidates can effectively plan classroom-based instruction. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 3. Examples of assessments include the evaluation of candidates’abilities to develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans. (Assessment Required)


Assessment 3 Lesson Plan


4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.AAHPERD/NASPE standards that could be addressed in this assessment include Standards 3 and 4. The assessment instrument used in the internship or other clinical experiences should be submitted. (Assessment Required)


Assessment 4 - Clinical Practice Evaluation


5. Assessment that demonstrates candidate effects on student learning and the creation of supportive learning environments for student learning. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 5. Examples of assessments include those based on student work samples, (IEP's), case studies, or implemented unit plans. (Assessment Required)


Assessment 5 - Unit Work Sample


6. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, teacher candidate work sample, IEPs, or other key assessment. (Assessment Required)


Assessment 6 - Fitness Assessment


7. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, teacher candidate work sample, case studies, IEPs, or other appropriate assessments. (optional)


Assessment 7 - IEP


8. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks and licensure tests not reported in #1. (optional)


SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM

1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings (data) from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(Response limited to 12,000 characters)

The PETE program faculty meets every May to review all data from key assessments designed for the program. The review of data is done in a systematic manner that first identifies the key assessments and then investigates other forms of information that have been identified as valuable to understanding the knowledge, skills, and dispositions of our candidates. Data is gathered from the State Department of

Education, ETS, and ED-SYS (college data base) to triangulate data in order to provide a holistic view of candidate performance.

1. Content Knowledge – The primary source for content knowledge is Assessments 1, 2 and 6. Praxis II scores both in the specific content test and the video analysis exam are used as a primary source for candidate’s performance specific to content knowledge. The data collected specific to the content exam in physical education indicates that our candidates are very strong in content knowledge (100% pass rate). The faculty indicated that the lowest area scores on the content exam was in biomechanics and thus have worked with exercise science faculty that teach Kinesiology, which is a required course for our candidates, to ensure that content is covered in that class. Candidates indicated that they did not feel prepared for the video portion of the Praxis II exam so the program added video assessment in 3 courses of study. Final exams in PEHD 222, 223, and 235 have a video analysis specific to the course (not the Praxis II) as part of the final exam requirements. The program added activities courses to the program of study to address the need for skill development under Standard 2. PEHD 222 and 223 were redesigned to address the need for more skill development courses. The program has used the data collected during the pilot years of the new assessment system to determine the amount of practice time the candidates require in order to develop skill. The data reported indicated a few students require addition practice time and must sign up to take additional activity courses. But 80% of candidates score in the acceptable level of skill development by the end of the semester. The fitness assessment data suggested that candidates performed the lowest in the component of flexibility. Although this was a surprise to faculty the program has added components in activity courses to work on flexibility and an increase emphasis has been placed on lecture content. Praxis Ii exam has recently changed and will no longer address Standard 1 in its entirety. The program is investigating alternative means to assessment content knowledge of its candidates. The program will continue to research other assessment methods directly related to the evaluation of Standard 1. The program is presently re-evaluating the options for activity courses within the Department. The addition of new activity courses that will expand the opportunity for our candidates is in the planning stages.

2. Professional and pedagogical knowledge, skill, and dispositions - Assessments 3, 4, 5 and 7 are used as primary evidence to support candidate’s professional and pedagogical knowledge, skill, and dispositions. The program adopted a mastery philosophy specific to candidate’s knowledge, skills, and dispositions. Therefore the data reported indicates that all candidates perform at a minimal acceptable level. Through the faculty meetings and data analysis the program has started to assess other evaluations of assignments to indicate possible concerns prior to the mastery level. Faculty were concerned that final evaluations were not helpful in addressing areas of improvement. Data analysis has begun on the first three evaluations during clinical practice to start to identify trends in data. The program would like to investigate the growth of candidates throughout the 12 week process. The same is being done with data from other field experiences (elementary, middle, high school, and adapted). The program felt more information was required in order to give meaning to the development of candidates. The program is further investigating the use of technology in the teaching experience. The program requires one teaching episode use technology so the program feels that candidates are forced to use some form. The program wants to investigate if candidate’s use it willingly in other opportunities or just when they have to. The program has designed a survey to be distributed at the end of each field experience to determine if candidates willingly use technology or not. The program is investigating the instruction of Geo-caching in PEHD 202 to expose candidates to the skills. This may enhance the opportunity for candidates to integrate technology in the middle school and high school experiences. The program has identified that candidates skill require more exposure to field opportunities to enhance their ability to management the K-12 environment. Candidates indicate on the exit interview that one area they feel the most unprepared for. The program does not have one specific course related to classroom management but rather the faculty has decided to add management to each of the methods classes. The indication is that this way specific educational activity can occur specific to the environment.

3. Student Learning – Primary sources of evidence comes from Assessment 5 and 7. The program has placed a major focus on the impact of instruction on student learning from its candidates. Candidates are exposed to the concept beginning in the sophomore level courses. This decision came out of the analysis of data from the pilot data of our new assessment system. PEHD 431 Research Methods has separated out exercise science majors and is now just PETE and Health Promotion students. This was done in with an attempt to focus the types of experiences and learning opportunities between the two majors with similar interests. Data from the candidates has indicated that our candidates have write developmentally appropriate goals, instruct, assess, and evaluate their impact on student learning. The Fitnessgram is a mandatory assessment conducted in K-12 Physical Education in the state of South Carolina. The program has adopted to instruct how to administer the standardized fitness assessment in PEHD 352 Elementary Physical Education and then the candidates are assigned an elementary school to assist the physical education teacher in administering the test, analyzing the data and providing feedback to the students and parents regarding performance on the test. This experience has been very valuable to the candidates learning experience.

The program feels it has devised a strong assessment system for its curriculum that provides feedback on candidate’s knowledge, skills, and dispositions. The program has collected two semesters worth of data but with small numbers in each class it is difficult for the faculty to reach any specific conclusions. The program will continue to monitor candidate progress using current assessments and base future curricular decisions on data from candidate performance.

SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY

1. For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx

For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx

(Response limited to 24,000 characters.)

Please click "Next"

This is the end of the report. Please click "Next" to proceed.

Field Experience in Physical Education Course Hours Setting Responsibilities PEHD 201 10 hours Choice Observation PEHD 222 5 hours Middle School Observation 5 hours High School Observation PEHD 223 10 hours Elementary Observation PEHD 352 30 Hours Elementary Observation (15 hours urban setting) Assisting (15 hours suburban setting) Full class supervision 10 classes ECDC Full class supervision (45 min. each) PEHD 452 15 hours Middle School Observation Assisting Full class supervision 15 hours High School Observation Assisting Full class supervision 10 hours M.S./H.S. Health class Observation PEHD 457 30 hours Adapted Setting Observation Assisting Full class supervision EDFS 460 14 weeks choice as per the ADEPT

(State) system

√ or Grade if completed = Course completed at College of Charleston Effective: June 2010 T= Transfer Credit SP 09= Currently enrolled in course

TEACHER EDUCATION WORKSHEET (Page 1)

Student Name:___________________________________________ Student ID #:_____________________________

Local Address & Telephone:________________________________________________ Cell: _____________________

E-mail:_________________________________ Advisor:_________________________________

General Degree Requirements √/ T ENGLISH - (4 hrs) √/ T ELECTIVES:- ENGL 110 -Intro to Acad. Writing (4) ________ ENGL 215 (3) Recommended ________ ____________________________________________ ____________________________________________ FOREIGN LANGUAGE (0-12 hrs.) ____________________________________________ Satisfactory completion of course work through the ____________________________________________ Intermediate level or demonstrated proficiency at ____________________________________________ that level. ____________________________________________ _____________________________________3-3-3-3 ____________________________________________ ____________________________________________ _____________________________________ HISTORY or JEWISH STUDIES - (6 hrs.) _____________________________________ You must take one from each category ____________________________________________ Category 1: HIST 101, 103, JWST 210 _______ ____________________________________________ Category 2: HIST 102, 104, JWST 215 _______ ____________________________________________ ____________________________________________ HUMANITIES- (12 hrs.) ___________________________________ _______ _____________________________ ______ _____________________________ ______ _____________________________ ______ MATHEMATICS- (6 hrs.) MATH 104- Statistics (3) ________ MATH ________________(3) ________ NATURAL SCIENCES- (8 hrs.) BIOL 201 and Lab (4) ________ BIOL 202 and Lab (4) ________ (BIOL 111/112 is Preq. for BIOL 201 & 202 courses) SOCIAL SCIENCES- (6 hrs.) Psychology 103 Intro . (3) Recommended ________ Elective (3) ________ *****YOU MUST SCHEDULE A PRAXIS I DATE IMMEDIATELY. YOUR DATE IS ________________________

√ or Grade if completed = Course completed at College of Charleston Effective: June 2010 T= Transfer Credit SP 09= Currently enrolled in course

TEACHER EDUCATION WORKSHEET (Page 2)

Student Name:___________________________________________

MAJOR REQUIREMENTS √/ T REQUIRED DEPARTMENTAL CORE (19 hrs.) PEHD 201 – Intro. To Physical Education (3) ________ HEAL 216 – Personal & Comm. Health (3) ________ PEHD 330 – Kinesiology (3) Preq. BIOL 202-Anatomy ________ PEHD 340 – Exercise Physiology & Lab (4) ________ Preq: BIOL 201 – Physiology PEHD 431 – Tests & Measurements (3) ________ Preq: MATH 104 or equivalent PEHD 458 – Org. & Admin. In P.E. (3) ________ Preq: 90 hours or equivalent REQUIRED PROFESSIONAL TRACK (26 hrs.) PEHD 105 Basketball and Volleyball (2) ________ PEHD 117 Badminton and Racquetball (2) ________ PEHD 202 – Lifelong Leisure Activities (2) ________** PEHD 222 – A&C of Lifetime Activities (3) ________* PEHD 223 – A&C of Team Sports (3) ________** PEHD 235 – Motor Develop. Learning (3) ________ PEHD 250 – Dance & Rhythms (3) ________*** PEHD 352 – Teaching Elementary P.E. (3) ________ PEHD 352-L Field Experience in Elem. Schools (1) ________ Preq. Accepted into TE Program & PEHD 201 PEHD 452 – Teaching Middle/Second P.E. (3) ________** PEHD 452-L Field Exp. In Sec. Schools (1) ________ Preq: PEHD 352 and 352L, or Instructor PEHD 457 – Adapted Physical Education (3) ________* PEHD 457-L Field Exp. In Adapted P.E. (1) ________ Preq: PEHD 452 and 452L (All of the above courses must be successfully completed To enter Clinical Practice) *=fall only course **=spring only course ***=every 3rd semester only course REQUIRED COGNATE AREA EDFS 201 – Into. To Education (3) ________ EDFS 303 - Human Growth & Ed. Proc. (3) ________ Preq: EDFS 201 and Junior Status EDFS 326 – Integrating Technology into Teaching (3) ________ EDFS 460 – Clinical Practice in Content Area (12 hrs) ________ (Required for SC Teacher Certification)

Criteria for Admission to Teacher Education Program

To be admitted to a Teacher Education program, as outlined by the SOEHHP candidates must: A. Complete 45 hours of General Education courses with a minimum GPA of 2.5 overall. B. Earn a score on the SAT (Old-1100, New-1650) OR an ACT score of 24 OR receive a passing score on all three areas (Reading, Writing, and Math) of the Praxis I. C. Submit three recommendations: one from a general education instructor; one from someone knowledgeable about your improvement with children or youth; and one from your EDFS 201 instructor. D. Be admitted into the Teacher Education program one full year prior to clinical practice. E. Must have completed EDFS 201 with a grade of “C” or above. F. Must successfully complete a personal interview by the admissions committee if requested. Retention in Teacher Education Program The candidate must: A. Meet criteria for performance established by program Faculty and move to the next level. B. Maintain a minimum overall GPA of 2.5. C. Successfully complete Field Experience and other requirements as determined by program faculty and cooperating teachers. D. Maintain a minimum GPA of 3.0 in EDFS (professional) courses. E. Candidates are expected to show dispositions at various levels as outlined in the School of Education, Health, and and Human Performance. In addition to the criteria for admission listed above, candidates must successfully complete Praxis II and PLT exams before being recommended for SC Teacher Certification.

ELECTIVES: _______________________________________ ___________________________________ _______________________________________ ___________________________________

Assessment 1 pg. 1

Assessment 1 – Praxis II

Content (0091) and Video Exam (0093)

1. Description of the assessment and its use in the program:

Praxis II Content Exam for Physical Education (0091) and Praxis II Video Exam for Physical Education (0093) are both required for certification in K-12 physical education in the state of South Carolina. Candidates are encouraged to register to take the exam during their junior year. Candidates must successfully pass both exams in order to gain licensure in the state of South Carolina. Praxis II Content exam consists of 120 multiple choice questions. Each candidate is given 2 hours to complete the exam. The exam is divided into the following sections: 1. Health and Safety 14%; 2. Biomechanics 8%; 3. Social science foundations 11%; 4. Fitness and exercise 19%; 5. Movement forms 24%; and 5. Motor development, motor learning and fundamental movements 24%. The video exam consists of two questions that are to be answered based on the review of two video clips. Each video clip lasts approximately 2 minutes. Each question relates to at least one concept of motor skill performance and fitness.

2. Alignment between Assessment and NCATE/NASPE Standards/elements

The Praxis II Content Exam (0091) addresses NASPE standard 1 as shown below:

Category NASPE Elements % of test Description of category Health and Safety NASPE 1.1 14% Liability and legal aspects; health

related fitness appraisals; fitness relate safety considerations; effects of substance abuse.

Biomechanics NASPE 1.1 and 1.5 8% Basic principles of movement; application of basic principles to sport skills; methods of analyzing movement; analysis of basic movement patterns

Social Science Foundations

NASPE 1.2 and 1.4 11% History; philosophical issues; effects of competition; psychology; social psychological factors; sociology and sociopolitical issues

Fitness and Exercise NASPE 1.1 and 1.3 19% Components of fitness; conditioning practices and principles; human biology; anatomy and physiology; exercise physiology; nutrition and fitness

Movement Forms NASPE 1.1 and 1.3 24% Individual/dual/team sports; analysis of skills; game forms; dance and rhythms

Motor Development, motor learning and fundamental movements

NASPE 1.2 and 1.3 24% Fundamental movements; growth and motor development; motor learning; effects of maturation; classical and current theories of motor learning.

Praxis II Video Exam (0093)

NASPE 1.5 100% One motor skill performance and one fitness concept will be used for assessment. Candidate must

Assessment 1 pg. 2

describe skill, assess skill, and prescribe/design activities to develop skills

Praxis II Video Exam (0093)

Candidates are given one hour to answer two questions specific to video clips they will watch. The video clip is of six students demonstrating various physical fitness movement activities. The candidates are asked a series of questions specific to the movement they observed. Candidates are required to identify features of physical movement exercises; identify appropriate communication skills that will help student increase their movement skills, and identify unsafe aspects of the performance. This requires candidates to “apply” content knowledge and “analyze and correct critical elements”.

The Praxis II content knowledge exam and video exam provide evidence of candidate performance and alignment with NASPE elements 1.1, 1.2, 1.3, 1.4 and 1.5. The content exam is aligned with elements 1.1 – 1.4 specifically and assess knowledge in the critical components that comprise the content of physical education. Praxis II video exam could address all elements in Standard 1 in that there is one movement/performance skill and one fitness skill. The expected response from the candidate needs to address the critical elements/ characteristics of the skill performed, assess the skills of the student and then design/prescribe appropriate movement experiences so that student could continue to develop the skill observed. The candidate is expected to incorporate in their written response in the video portion of this test specific content analysis aligned with elements 1.1-1.4.

3. Analysis of data:

Candidates must pass Praxis II content and video exam in order to be recommended to the state for licensure. The state requires a minimum passing score on the content exam of 146 while the minimum score on the video section is 160. Analysis of the overall scores as well as the sub-scores from the Praxis II exam revealed that our candidates do well in their content knowledge. Over the 6 semesters, 3 years 100% of candidates who have taken Praxis II Content test have passed on their first attempt. On the video exam, over the past six semesters two candidates have not passed on their first attempt but both passed on their second attempt. Our candidates have averaged 160.3 on the content, well above the state minimum of 146. While on the video section candidates have averaged 167.8 which are above the state required 160.

4. Interpretation of data:

Our candidates perform well on the Praxis II content and video exams. Our candidates do the best in the health & safety section and are weakest in the biomechanics section. Our candidates do not take a biomechanics course but are required to take a Kinesiology course which is taught solely by exercise science faculty. PETE faculty met with the faculty that instructs Kinesiology and has discussed the needs of our candidates in relation to course content. Exercise Science faculty have attempted to modify course content to cover the required elements for teacher education. Candidates indicated that they did not feel prepared for the video section of the exam because they did not feel that they had practice assessing through video and specific to the questions that they were required to answer. The program implemented video assessment during the final exam in PEHD 222 (Analysis and Conduct of Lifetime Activities), PEHD 223 (Analysis and Conduct of Team Sport) and PEHD 235 (Motor Learning and Development). The video exam is partial fulfillment of the final exam requirement for each course. The content and requirements of the final video exam is specific to the course but does provide the candidates with experience of assessing through video.

Assessment 1 pg. 3 Assessment 1 - Praxis II Data Chart

Years N Score Mean Range % passing

Video score NASPE 1.5

Mean Video

Range Video

% passing

2008-2009 NASPE 1.1,1.2,1.3,1.4

Health & Safety Biomechanics Social Science Foundation Fitness & Exercise Movement Forces Fundamental Movements 2009-2010

Health & Safety Biomechanics Social Science Foundation Fitness & Exercise Movement Forces Fundamental Movements 2010-2011

Health & Safety Biomechanics Social Science Foundation Fitness & Exercise Movement Forces Fundamental Movements * 1 candidate was unsuccessful the first attempt of the video exam but passed the on the second attempt. Data represents passing rate on first attempt.

Assessment 2 pg. 1

Assessment 2

Motor Skill Performance Based Competence

1. Description of the assessment and its use in the program.

Evidence of candidates skill based competency aligned to NASPE elements 2.1 and 2.3 come from specific skills based assessments designed in the PEHD 222 (Analysis and Conduct of Lifetime Activities); PEHD 223 (Analysis and Conduct of Team Sports); and PEHD 250 (Dance and Rhythms). Units covered in PEHD 222 focus on activities that are individual in nature specifically: pickleball, and golf. Units covered in PEHD 223 are the tradition team sports such as: basketball, volleyball, and soccer. PEHD 250 covers fundamental movement along with dance and rhythm skills. The primary focus of each course is skill development as well as “how to develop a unit of instruction on each activity.” The instructor of the course conducts a skills assessment at the end of each unit based on the skills and strategies that make up that activity. Rubrics have been designed for each unit so that every candidate is assessed on the same skills and strategies. Each candidate is expected to score a 2 (acceptable) or higher. If a candidate scores less than a 2 the candidate can redo that section of the assessment. A remediation plan can be developed between the candidate and the instructor and the candidate can be retested in the specific skills area throughout the semester. If at the end of the course a candidate cannot score a 2 the recommendation of the program is for that candidate to complete an activity course specific to that activity. All rubrics are posted on line prior to the assessment class.

2. Alignment of the assessment to the standards.

Each of the skills assessments are aligned to NASPE element 2.1 and 2.3. The units have been devised to be a representation of the skills and abilities that the candidate should be able to perform at a minimum competency as well are able to teach within a unit of study.

Alignment Chart to NASPE Standard and Elements

Activity Alignment to NASPE Standard/Elements Golf NASPE 2.1 Pickleball NASPE 2.1 and 2.3 Soccer NASPE 2.1 and 2.3 Volleyball NASPE 2.1 and 2.3 Basketball NASPE 2.1 and 2.3 Movement Pattern NASPE 2.1

3. Analysis of Data:

Data collected from the skills assessed in PEHD 222, 223, and 250 indicate that our candidates perform at the acceptable level of skills in pickleball, soccer, volleyball, basketball, and fundamental motor skills. Areas of golf were the only components that candidates could not achieve at the acceptable levels by the end of the semester. Candidates performed at the acceptable level for applying strategy during soccer, basketball, and volleyball games with few

Assessment 2 pg. 2

scoring in the target range. A higher percentage of candidates performed at the acceptable level of skills assessment during the fundamental motor skills assessment then at the target range.

4. Interpretation of data

Candidates have the opportunity to experience a variety of activities through the PEHD 222, PEHD 223, and PEHD 250 courses. These are the courses where the primary load of skills assessment has been conducted. If candidates fall below the acceptable range they are allowed to retest that section up to the end of the course. If at that time they still cannot meet the expected level of performance they are advised to take an activity course specific to that skill. The activity that candidates needed more practice in was golf. The program has added an activity course for golf beginning Fall 2011. PEHD 250 is offered every third semester due to faculty workload. The program is investigating offering the course once a year to offset the PEHD 235 Motor Learning and Development course. Faculty has realized a greater benefit from the course when the candidates have the prior knowledge of both PEHD 235 and 250 prior to entering the junior level courses. The program practices a mastery approach to skill development therefore candidates that are not successful on a skills assessment has the opportunity to practice and retake the test before the end of the semester. Therefore the data indicates that candidates perform due to the amount of practice time allotted to them throughout the semester. Faculty must provide practice opportunities for candidates outside of class time.

Assessment 2 pg. 3 PEHD 222 Golf Skills Assessment- this assessment is conducted on the driving range. The class will hit balls until all candidates in the class have been assessed by the instructor. Candidates do not know when they are being assessed. They are told just to hit golf balls using an iron of their choice. The rubrics are reviewed by the candidates prior to the assessment. The course instructor evaluates each candidate.

Iron Play

Criteria Unacceptable 1 points

Acceptable 2 point

Target 3 points

Total Points

Club Selection NASPE 2.1

Selects inappropriate club based on activity

Hesitates when making club selection but does choose the correct club

Quickly can select proper club based on skill

Grip NASPE 2.1

Does not have a proper grip Displays one of the three grips but has not chosen one that feels most comfortable

Selects and displays proper grip

Addressing the ball Stance NASPE 2.1

Stance too narrow - Body does not line up with target

Feet shoulder width apart - 2 body parts line up with target

Feet shoulder width apart - Feet, hips, shoulders in line with target - Knees slightly bent

Club placement NASPE 2.1

Does not take the time to line up the club properly with ball prior to beginning the backswing

Lines club face up with closed/open face - Stands too close or too far from the ball

Club head sits on ground - Sole of club is parallel to ground - Body proper distance from ball

Backswing NASPE 2.1

Do not get club past waist in back swing position

Rotate hips and shoulders on the backswing but do not get front shoulder in parallel position

Rotate hips and shoulders until front shoulder is parallel with ball - Eyes remain on the ball at all times

Upper body NASPE 2.1

Upper body does not resemble proper golf swing, both arms are not in the proper position

Front arm remains slightly bent

Front arm straight at top of backswing

- Wrist cocked - Other elbow kept close to body

Lower body NASPE 2.1

Weight remains equally distributed throughout back swing

Weight is transferred onto back foot -Front foot is not in full contact with ground

Weight is transferred onto back foot - Both feet are in contact with the ground

Downswing Upper body NASPE 2.1

Head turns away from ball - Swing plane is curved

Head turns away from ball - Swing plane is straight

Eyes remain on ball - Swing plane is straight - Wrist remain cocked


Knees straighten up - Weight does not transfer - Does not maintain solid base of support

Knees straighten - Weight transfer occurs from back to front foot - Front foot looses contact with the ground

Knees slightly bent - Weight is shifted from back to front foot - Both feet remain in contact with the ground

Follow through Upper body NASPE 2.1

Club and arms do not extend past front shoulder

Club and arms extend over head - Eyes face target

Club and arms are fully extended above opposite shoulder - Eyes face target


Hips do not rotate - Front shoulder does not open to target - Feet remain glued to grass

Hips do not rotate all the way through the swing and are not square to target

Hips are rotated through the swing plane and are square to target - End up on tip toes of back foot

Assessment 2 pg. 4 Pickleball Skill Assessment As you are playing pickle ball I will assess each of you during the game. I will assess individual skills as well as your strategy, rules, and behaviors during the game. Name:_______________ Skill Component

Target - 3 Acceptable- 2 Unacceptable 1 Total Score

Forehand Drive NASPE 2.1

Student steps in opposition, body opens up to the ball. Student takes full swing from low to high and finishes in the ready position. Student can control flight path of ball and it’s direction.

Student steps in opposition most of the time, takes full swings finishing from low to high most of the time, finishes in the ready position most of the time and has some control over the direction and flight path of the ball.

Student doesn’t step in opposition and sometimes steps with the same side. Student does not open up to the ball when swinging and swings flat, not low to high. Student swats at the ball or doesn’t get body/feet in a position to attack with a drive shot. Student has little control over flight path and direction of ball.

Serve NASPE 2.1

Strikes ball under waist and ball goes cross-court and in play. Student straddles the line and serves go in bounds most or all of the time. Student can control serve and place it to the opponent’s forehand or backhand.

Strikes ball under waist most of the time. Ball goes cross court most of the time but is sometimes short or wide of its target.

Cannot control serve, sometimes straddles the line, but steps in. Serve is inconsistent and erratic but can get a serve in a few times but not often.

Serve Strategy NASPE 2.3

Student uses multiple strategies when serving. Student mixes up where they serve using either the deep serve or to opponents backhand or to the corners.

Student consistently uses a strategy when serving i.e., deep serve or to the opponents backhand.

Student does not consistently use a strategy when serving. Student is primarily concerned with just hitting the ball over the net.

Volley NASPE 2.1

Student steps in opposition, closes (from open to close)paddle face, uses off-hand for balance, can effectively use backhand and forehand volley, places and controls flight path and direction of volley shot.

Steps in opposition, sometimes closes paddle, sometimes uses offhand for balance, effectively uses one of the two volley shots, sometimes can place or control the flight path of the volley shot.

Student doesn’t step in opposition and tends to swat at the ball, doesn’t close paddle face (keeps it open), doesn’t use off hand for balance (one handed volley), cannot effectively use either volley shot, has little control of volley, uses one and only one volley for the assessment.

Offensive/ Defensive Strategies NASPE 2.3

Shows anticipation and awareness through movement and body positioning. Player can assume any role on the court.

Moves into appropriate positions but is slow to react. Can select appropriate skill for situation.

Attempts appropriate skills and plays in general correct position, but is not strategically effective on offense or defense.

Assessment 2 pg. 5 Rules/ Etiquette NASPE 2.3

Demonstrates a thorough knowledge of the rules, etiquette and scoring; can apply them correctly and consistently in a game.

Has a good working knowledge of the rules, etiquette and scoring; can apply them correctly most of the time.

Shows knowledge of the rules, etiquette and scoring and can sometimes apply them without help.

Personal/ Social Responsibility NASPE 2.3

Consistently plays with enthusiasm: shows self-control, exhibits fair play and respect for safety, shows leadership and can resolve conflicts without intervention

Plays with enthusiasm, shows self-control, fair play and respect for others

Sometimes needs teacher supervision to maintain self-control and exhibit fair play

Participation / Effort

Consistently participates with enthusiasm and effort, seeks and invites challenge, is always prepared for class.

Participates with enthusiasm and effort, is prepared for most classes

Satisfactory effort participation is inconsistent, is capable of better work.

Applies strategies to game play NASPE 2.3

During game play the player attempts to apply strategies such as get to the net and side to side play.

During game play the player attempts to apply strategies such as get to the net or side to side play but not both.

During game play there is little attempt to apply strategies such as get to the net or side to side play.

Assessment 2 pg. 6

Soccer Skills Test

You will play a 3 on 3 modified soccer game. During the game I will walk around and observe your skills. The assessment is based on your ability to use the skills within a game.

Throw in

Criteria 1 point (unacceptable)

2 points (acceptable)

3 points (target) Total Points

Arms

NASPE 2.1

Bent but not behind head

Bent, behind head Bent, behind head, and elbows in

correct position

Hands

NASPE 2.1

Started behind head Started behind head, one hand on the ball

Started behind head, both hands on the ball and released

forehead

Legs and Feet

NASPE 2.1

Legs and feet shoulder width apart

Legs and feet are shoulder width apart

and bent

Legs bent, shoulder width apart and both feet stay on ground

Dribbling

Eye Positioning

NASPE 2.1

Eyes are constantly on feet and ball

Eyes fluctuate between looking up

towards the field and looking down at

feet

Eyes are up and looking towards the

soccer field

Ball Positioning Against Foot

NASPE 2.1

Student is dribbling the ball with the

inside of their shoes

Student is dribbling the ball with the

inside of their feet occasionally

Student is dribbling with multiple parts of foot constantly

Speed

NASPE 2.1

Student is dribbling too fast and

constantly loses control of the ball

Student is dribbling a little fast and has trouble controlling

the ball

Student is dribbling at a comfortable speed and has

control of the ball

Passing

Balance

NASPE 2.1

The body is not at all squared to the

target.

The body is positioned slightly towards the target.

The body is square to the target with the belly button facing

the target.

Ankle

NASPE 2.1

The ankle is relaxed. The ankle is somewhat stiff but not enough to keep

control.

The ankle is stiff which allows for

control.

Location of Contact

NASPE 2.1

The ball is hit with the toes or front part

of the foot.

The ball is hit with the a small portion

of the inside/outside of the foot with the

rest being toes.

The ball is hit with the absolute

inside/outside of the foot.

Firm Contact

NASPE 2.1

The ball does not make it to the

partner.

The ball is hit with slight firmness but does not get to the

partner with accuracy and

control.

The ball is hit with firm contact so that

it will get to the person receiving

with accuracy and control.

Assessment 2 pg. 7

Follow Through

NASPE 2.1

The kicking leg does not follow through with the motion.

The kicking leg follows through

partially but not all the way.

The kicking leg follows through all

the way.

Affective Skills

Rules

NASPE 2.3

No display of the rules of soccer

Displays little understanding of the rules and applies them in the game

Displays extensive knowledge of the rules of soccer and can apply them in a game like situation.

Strategies

NASPE 2.3

No strategy is displayed when playing soccer

Student seems to be just playing the game with little regard to any strategies

Student displays strategies during the game that are to their teams advantage

Passing Strategy

NASPE 2.3

During the game there is little effort to pass the ball using a through pass or playing in the triangle formation

During the game the player attempts to lead the pass, passing into open space and using the triangle formation to move the ball up the field.

During the game the player passes the ball into open space leading teammates to the ball. The triangle strategy is applied throughout the game.

Dribbling Strategy

NASPE 2.3

During the game, the player has difficulty maintaining control of the ball in order to gain the advantage for their team.

During the game the player uses the dribble to advance up the field and maintain control most of the time. The player is able to apply moves in order to avoid the opposing teams attackers.

During the game the player uses the dribble to advance the ball using moves to avoid attacking players. The player has multiple moves that are used to dribble under control dodging opposing players

Team Work

NASPE 2.3

Skill is not yet developed enough to consider team work rather the individual reacts to the ball not in an advantageous manner

Attempts to work with teammates to gain the advantage but skill is not quite developed enough yet to do it with consistency.

Works well with teammates to gain the advantage for team

Assessment 2 pg. 8

Volleyball Rubric

The candidate will stand along the end line of the volleyball court. Their partner will stand inside a hula hoop placed approximately 15 feet away. The partner inside the hula hoop will toss the volleyball and the candidate will volley (set) the ball back to their partner. The instructor will evaluate the candidate.



3 points (target) Total points


Feet together, knees straight

Feet shoulder width apart, knees straight

Feet shoulder width apart, knees slightly bent

Upper body NASPE 2.1

Elbows straight, fingers stiff

Elbows bent, finger straight, stiff

Elbows bent, fingers spread, ready to receive the ball

Contact NASPE 2.1

Hear slapping sound when contact is made with the ball from fingers

Ball sits in lower portion of fingers

Ball touches finger tips

Prepatory Phase NASPE 2.1

Body stands in erect position

Slight body bend prior to contact with ball

Body retracts when ball touches fingers, more exaggerated bend

Motion NASPE 2.1

Motion very uncoordinated with very little rhythmic motion

Proper motion occurs but not in a rhythmic motion

Uses rhythmic motion to uncoil through contact

Follow Through NASPE 2.1

Knees bent, hands point to the side walls

Knees straight, elbows straight, hand/fingers are pointing to the side walls

Knees straight, elbows straight, hands/fingers pointing to target

Target NASPE 2.1

Ball does not reach intended target

Ball reaches target but is not good enough pass to further the play

Ball reaches intended target and is in position to further the play

Assessment 2 pg. 9 Candidates will be assessed by the instructor during a modified volleyball game.

Volleyball Rubric

Unacceptable 1 pts

Acceptable 2 pts

Acceptable 3 pts

total points (N/A)

underhand pass (bump) NASPE 2.1

hands were apart, body in upright position, did not call, lift, ball was "shanked", no control of ball

weight on heels, elbows were bent, ball was playable for teammates, some control of ball

body in low athletic stance, weight on balls of feet, knees bent, called mine, hands together, ball went towards target, control of the ball

total points

overhand pass (set) NASPE 2.1

hands were apart, body not in athletic position, lift, no control of ball

made a triangle, hit ball off of palms (not fingers), some control of ball

body in athletic position, made a triangle for hands, called mine, weight on balls of feet, good follow through, control of ball to target

total points

Serve (overhand or underhand) NASPE 2.1

Ball not over and in or close, no control of ball, ball hit off of wrist or fingers

serve was over and in or close. Had some control of ball, arm was too low, not proper weight transfer

serve was over the net and in bounds, arm above head, weight transfer, control of the ball

total points

Team play (encouragement) NASPE 2.3

negative towards teammates. disrupts the game

Shows little emotional involvement with the team and the game. Stays neutral throughout the game regardless of the play.

encourages teammates, stays positive, includes others in plays

Serving Strategy NASPE 2.3 Game Strategy NASPE 2.3

Is only focused on getting the ball over the net

Player does not appear to use any strategy when

playing. When they play the ball the only attempt is

made not to mess up.

Gets the ball over the net at a good pace and is able to control the speed of the

ball through hand placement.

Player attempts to use strategy when playing the ball. Player attempts to

use the 3 touch approach and attempts to do their part when playing the game to advance the

game.

Can control where the serve placement is. Can

serve at a strong pace and hand placement is used to

control the placement.

Player is comfortable using the 3 touch approach when

playing the ball. Player uses the positioning of

others to play the ball into open spaces.

Assessment 2 pg. 10

Basketball Rubric

Dribbling

The Instructor evaluates candidates as they dribble around a designed obstacle course.



3 points (target) Total Points

Head/Eyes NASPE 2.1

Eyes are focused on the ball more than 50% of the time of dribbling

Eyes are focused forward but must look at the ball occasionally to maintain control

Eyes focused forward, not watching the ball at any time during dribbling

Lower Body NASPE 2.1

Does not lower body to maintain good support

Base of support varies depending on control, knees straighten up periodically through dribbling

Good base of support, feet shoulder width apart, knees slightly bent

Upper Body NASPE 2.1

Body erect, does not use opposite arm to protect ball

Body bent over too far to be able to change position quickly

Body erect, free arm used to protect the ball from opponent

Contact Point NASPE 2.1

Uses same hand regardless of opponent or position of the ball

Uses proper hand for drill but has a definite preference and does not feel comfortable with non dominant hand

Uses proper hand for drill, depending on body position, uses finger tips

Control NASPE 2.1

Control is somewhat maintained throughout activity Speed is preventing control

Maintains control of the ball but has to sacrifice speed in order to maintain control

Maintains control throughout dribbling activity. Speed is reasonable for a game like situation

Assessment 2 pg. 11 Candidate will be assessed by the instructor during a modified basketball game.

Criteria 1 point 2 points 3 points Total points Offensive Skills NASPE 2.3

Does not pass to an open player

Scores when open Passes or catches on the go Developing a specialty

Usually scores Able to dodge opponent Creates opportunities

Defense NASPE 2.3

Does not attempt to stay between hoop and opponent

Anticipates change of direction Attempts rebounds Jumps to block shots

Goes to person or position on change of possession Does not allow open shots

Defensive Skills NASPE, 2.3

Has legal contact with ball

Stays between hoop and opponent Able to break up plays legally

Blocks a shot in the air Rebounds if not guarding shooter

Team Strategy NASPE 2.3

Starting to learn positions and the flow of the game

Fulfills team plan smoothly Plays both offense and defense

Has excellent skills to meet team role

Sporting Behavior NASPE 2.3

Tries to win regardless of rules Blames others

Ties to develop and improve Works well with team Violations are unintentional

Plays within the rules Is a team leader Helps others

Assessment 2 pg. 12

PEHD 250 Dance and Rhythms

Movement Patterns Rubrics

Candidates will be assessed by the instructor on various movement patterns during authentic movement experiences designed by the instructor for the purpose of assessment. All candidates will participate in the same authentic movement experience during assessment.

Performance Stages 1 (unacceptable) 2 (acceptable) 3 (target) Total

Locomotor skills

Running

NASPE 2.1

Legs appear stiff and the stride is uneven. Recovery knee is swung outward. Arms swing stiffly with varying degrees

Stride length, leg swing, and speed of run show definite flight phase. Support leg begins to extend more during takeoff. Arms swing for a greater distance.

Recovery knee raised high and swung forward quickly. Flight phase extended and little rotary action of knee or foot. Arms swing vertically opposition to legs.

1 - Flight between steps

2 - Non-support leg flexed 90 degrees

3 - Arm-leg opposition

4 - Arms drive forward and backward in

sagittal plane

Jumping

NASPE 2.1

Arms, limited in their swing and do not initiate jump action. Trunk at takeoff is propelled – vertical direction. Preparatory crouch is limited with regard to leg flexion.

Arms are used in jumping action. Preparatory crouch is deeper and more consistent – legs, hips, & ankles extend more at takeoff.

Arms move high and to the rear and then reach forward during takeoff. Trunk at takeoff is at approx. 45 degrees stressing horizontal direction. Preparatory crouch is deep and consistent. At landing body weight continues forward and downward.

1 - Hips/knees flex prior to take off

2 - Arms reach to head level

3 - Takes off and lands on both feet

simultaneously

4 - Lands on heels first

Hopping

The inability to propel the body up and down on the same foot.

The ability to propel the body up on one foot without using body lean, arm action and then landing on both feet.

The ability (with forward body lean) to continuously propel the body up and down on the same foot while using the arms to generate force.

Assessment 2 pg. 13

NASPE 2.1 1 - Non-support foot carried behind body

2 - Arms swing forward on take-off

3 - Non-support leg swings like a pendulum

4 - Able to hop on each foot

Nonlocomotor skills

Bending

NASPE 2.1

The inability to freely move a joint through its full range of motion.

Some joint movement is allowed, but the range of motion is limited.

The ability to freely move all joints as far as possible through their full range of motion. up, down, forward, backward, sideways, bending body parts below and above the waist and bending your whole body

Stretching

NASPE 2.1

A lack of movement that allows body parts to move away from the body center.

Some movement away from the body center is allowed, but is limited.

The flexibility and movement that allows body parts to move away from the body center in a full range of motion.

Manipulative skills

Sidearm Striking

NASPE 2.1

The feet are stationary and trunk faces direction of toss. Elbows are fully flexed, and force is generated by extending the flexed joints in a downward plane. Trunk rotation is back to front and force generation from arms and wrists.

Upper body generated force. Trunk is turned to side of toss and weight shifts from rear foot to the forward foot just before contact. Trunk and hips rotate into ball during swing. Elbows less flexed and force is generated by extending the flexed joints

Stands sideways to path of tossed ball, shift weight to the rear foot and rotate the hips the shift weight toward the ball as it approaches. Striking occurs with arms extended in a long arc. Swing ends with swinging motion through the full range of motion and weight on the forward foot.

1 - Dominant hand on top

2 - Non-dominant side faces tosser

3 - Hip/trunk rotation

4 - Step with front foot on contact

Assessment 2 pg. 14

Overhand Throwing

NASPE 2.1

Throwing action performed mainly from elbow and throw consists of pushing action. Trunk remains perpendicular to target throughout throw. Feet remain stationary.

Arm is swung in preparation, first sideward and then backward with elbow flexion and ball behind head. Trunk rotates toward throwing side then back toward non-throwing side. Same leg as throwing side moves forward.

Arm swings backward, elbow moves forward horizontally, thumb rotates in and downward, fingers remain close together. Trunk is markedly rotated to throwing side and the throwing shoulder drops slightly. Weight transferred to rear foot then to non-throwing side of body.

1 - Downward arc of throwing arm

2 - Hip/shoulder rotate 90 degrees

3 - Step with opposition

4 - Diagonal follow through across body

Catching

NASPE 2.1

Definite avoidance reaction of turning away for ball with arms held out and elbows extended in front of body. Fingers are extended and held tense.

Some avoidance with arms held slightly bent in front of body. The hands are held in opposition to each other, fingers are extended and hands are close unevenly in a poorly timed motion.

No avoidance action and eyes follow ball to hands. Arms are bent at elbow, held relaxed at sides and give upon contact to absorb force. Hands are cupped an adjust depending upon the height of the ball.

1 - Elbows flexed

2 - Reaches for ball

3 - Ball is caught by the hands only

4 - Elbows bend to absorb force

Assessment 2 pg. 15

Kicking

NASPE 2.1

Limited movement of arms and trunk with an erect body. Kicking leg is limited to the backswing with very short forward swing, no follow-through. Rather than kick the leg moves through the ball.

No observable change in trunk action. Kicking leg brought backward in preparation for kick. Kicking leg tends to remain bent until the ball has been contacted.

Kicking leg is brought backward at the knee and hip with leg bent then forward until contact with the ball. Arm on kicking side swing forward to backward position the other arm moves sideward and forward. Trunk bends at waist and kicking leg movement is initiated at the hip with limited knee bend. Slight flight phase.

1 - Rapid and continuous approach to the ball

2 - Trunk leans back at contact

3 - Arm-kicking leg opposition at contact

4 - Hop on non-kicking foot after contact

Jump Rope Arm Component

NASPE 2.1

Elbows extend as arms swing downward; arms stop or pause at bottom of swing as child jumps or steps over the rope. Jump may be step-over or bilateral jump pattern.

Arm swing action primarily occurs at the shoulder, giving the appearance of “winging.” Action can be up and down or in a circular motion. Jumping becomes continuous.

Rope swing results primarily from action at the elbow, forearm, and/or wrist. Minimum motion occurs at the shoulder, with upper arms usually held near the side. Jumping is continuous.

Leg Component

NASPE 2.1

Elbows extend as arms swing downward; arms stop at bottom of swing. Jump is mistimed and rope hits feet or ankles.

Child steps through rope as it swings toward leg. Child transfers weight from one foot to other as rope passes under feet.

High Jump Child takes off from two feet and lands on two feet. Knees are flexed and feet are lifted well off ground. Landing may be loud.

Low Jump Jump is performed with minimal knee flexion. Landing is controlled and quiet.

Comments:

Assessment 2 pg. 16 Data Table for Skills Assessments

Skill – Criteria

Fall 2010 Fall 2009

PEHD 222 Analysis and Conduct of Lifetime Activities

Unacceptable

Acceptable

Target

Unacceptable

Acceptable

Target

Golf – addressing the ball NASPE 2.1 Golf – club placement NASPE 2.1 Golf – backswing NASPE 2.1 Golf – upper body NASPE 2.1 Golf – lower body NASPE 2.1 Golf – downswing – upper body NASPE 2.1 Golf – downswing – lower body NASPE 2.1 Golf – follow through – upper body NASPE 2.1 Golf – follow through – lower body NASPE 2.1 Pickleball – forehand drive NASPE 2.1 Pickleball – serve NASPE 2.1 Pickleball – serve strategy NASPE 2.3 Pickleball – volley NASPE 2.1 Pickleball – strategies NASPE 2.3 Pickleball – rules/etiquette NASPE 2.3 Pickleball – responsibility NASPE 2.3 Pickleball – participation NASPE 2.3 Pickleball – game strategy NASPE 2.3

Assessment 2 pg. 17 PEHD 223 Analysis and Conduct of Team Sports

Spring 2011 Spring 2010

Soccer – throw ins –arms NASPE 2.1 Soccer – throw ins – hands NASPE 2.1 Soccer – throw ins – legs and feet NASPE 2.1 Soccer – dribbling – eyes NASPE 2.1 Soccer – dribbling – foot NASPE 2.1 Soccer – dribbling – speed NASPE 2.1 Soccer – passing – balance NASPE 2.1 Soccer – passing – ankle NASPE 2.1 Soccer – passing – contact point NASPE 2.1 Soccer – passing – firm contact NASPE 2.1 Soccer – passing – follow through NASPE 2.1 Soccer – affective skills – rules NASPE 2.3 Soccer – affective skills – strategies NASPE 2.3 Soccer – affective skills – passing strategy NASPE 2.3 Soccer – affective skills – dribbling strategy NASPE 2.3 Soccer – affective skills – team work NASPE 2.3 Volleyball – lower body NASPE 2.1 Volleyball – upper body NASPE 2.1 Volleyball – contact NASPE 2.1 Volleyball – preparatory phase NASPE 2.1

Assessment 2 pg. 18 Volleyball – motion NASPE 2.1 Volleyball – follow through NASPE 2.1 Volleyball – target NASPE 2.1 Volleyball – game – bump NASPE 2.1 Volleyball – game – set NASPE 2.1 Volleyball – game – serve NASPE 2.1 Volleyball – game – team play NASPE 2.3 Volleyball – game – serving strategy NASPE 2.3 Volleyball – game – game strategy NASPE 2.3 Basketball – dribbling – head NASPE 2.1 Basketball – dribbling – lower body NASPE 2.1 Basketball – dribbling – upper body NASPE 2.1 Basketball – dribbling – contact point NASPE 2.1 Basketball – dribbling – control NASPE 2.1 Basketball – game – offensive skills NASPE 2.3 Basketball – game – defense NASPE 2.3 Basketball – game – defensive skills NASPE 2.3 Basketball – game strategy NASPE 2.3 Basketball – behavior NASPE 2.3 PEHD 250 Dance and Rhythms Fall 2010 Spring 2009 2 MP – running NASPE 2.1 MP – jumping

Assessment 2 pg. 19 NASPE 2.1 MP – hopping NASPE 2.1 MP – bending NASPE 2.1 MP – stretching NASPE 2.1 MP – sidearm striking NASPE 2.1 MP – overhand throw NASPE 2.1 MP – catching NASPE 2.1 MP – kicking NASPE 2.1 MP – jump rope – arms NASPE 2.1 MP – jump rope – legs NASPE 2.1

Assessment 3 pg. 1

Assessment 3 Lesson Plan

1. Description of the assessment and its use in the program. The lesson plan format is used throughout the candidate’s coursework beginning in the sophomore level class (PEHD 222 and 223) continuing into Clinical Practice. In the early courses the lesson planning activities are for lessons that will be taught to peers but in the methods class’s (PEHD 352, 452, 457, and EDFS 460) candidates develop lessons that will be taught in public schools during field experience and Clinical Practice. The lesson plan is developmental in nature. The primary focus in the sophomore classes is the development of objectives, assessment to match stated objectives, critical skills and teaching cues, and the selection of activities that will develop the objectives. Candidates receive feedback from both their lesson planning and teaching experience from the instructor immediately following the teaching episode. During the methods classes, candidates develop a lesson plan that aligns to the national, state, and local standards; safety; objectives; analysis of student learning; lesson content; transition/management plans; technology; safety; closure. Lesson planning is evaluated in conjunction with the teaching of the lesson. Therefore, both the lesson plan and the teaching are evaluated. How the lesson is evaluated is outlined in Assessment 4. The program requires that each candidate plan, teach, and be evaluated at least one lesson that integrates technology in each field placement (elementary, middle, and secondary school) and clinical practice. If technology is not available at the school the candidate is expected to make arrangements with the College to use/borrow appropriate equipment.

2. Alignment of the assessment to the standards. The chart below provides alignment of the lesson plan components with the NASPE/NCATE standards and elements.

Part of the Lesson Plan Format Alignment with NASPE/NCATE

Standards/Elements Standards NASPE 3.2 Safety NASPE 3.5, 4.5 Objectives NASPE 3.2, 4.6 Assessment NASPE 1.5, 5.1, 5.2, 5.3 Instructional Plan Introduction/Warm Up NASPE 3.3 Skill Development NASPE 1.5, 3.3, Practice Time NASPE 1.2, 1.3, 3.3, 3.4, 3.5, 3.6, 3.7,

4.2 Transition/Management NASPE 4.5 Technology NASPE 3.7 Reflection NASPE 5.3

Assessment 3 pg. 2

3. Analysis of data: Lesson planning at the institution is based on mastery. Therefore candidates receive feedback on their planning process and are expected to make the necessary corrections to the lesson plan prior to the final evaluation. Based on the evaluation of lesson planning candidates are well versed in lesson planning by the time they reach clinical practice. All candidates scored in the acceptable or target levels. All candidates during this evaluation period scored in the target range at planning demonstrations and providing the appropriate prompts and teaching cues. The candidates also planned in the target level for the lesson that integrated technology into the lesson. The candidates in EDFS 460 planned specific critical elements that aligned with the skill development of the students.

4. Interpretation of data: Candidates do well in the planning process during EDFS

460 clinical practice. The faculty continues to work on the rubric to develop a rubric that reflects that planning process and aligns with the NASPE standards. After the data was collected and analyzed for this report further development of the rubric has happened to more precisely define the unacceptable range for some contextual factors. It was felt during data analysis that some of the criteria made it easy for candidates to meet the acceptable range rather than the unacceptable range due to the criteria set forth under the category. It was determined that candidates from the program are strong planners and the fact that the template for the lesson plan is introduced in the sophomore year at a developmentally appropriate level and the planning process evolves as the candidates grows into a young professional allows the candidates to develop strong skills in this area. The program will continue to monitor the planning skills of candidates throughout their program of study. Candidates use reflection throughout their teaching. Beginning in the sophomore level classes candidates are required to complete reflections 24 hours after teaching episodes. The program feels that since candidates are taught to reflect so early in the program that by clinical practice it is a natural occurrence in their teaching.

Assessment 3 pg. 3

Lesson Plan Outline Contextual Information Class/Location _______________ Number of Students in Class ___________ Length of Lesson ___________ Focus ___________ Standards: (NASPE 3.2) Align the National Standards, State Standards, and Local Standards that you will be covering/addressing in your lesson. These standards must align to the objectives you designed for the lesson. Use the table to ensure alignment Objective National Standard State Standard Local Standard Materials/Equipment: What will you need for this class This may be filled in after the lesson has been planned. You will not know what equipment you will need until you have planned your activities Safety (NASPE 3.5, 4.5)

• Are there any safety procedures that will be followed or discussed during class based on the activities and the class routines and rules? List any such discussions, be specific.

• Safety is based on the rule, routines or transition plans you have in place to ensure that the class is safe and the environment is conducive to learning for all students.

• Outline any specific safety plans for students with exceptionalities Objective: (NASPE 3.2 and 4.6) Objectives are the specific behaviors that will be the focus of your lesson. These objectives need to align with the standards and will guide the instructional and assessment components of each lesson. Each objective need to address the following:

1. Objectives must be observable, measurable, teachable, and performance based. (NAPSE 3.2)

2. Objectives must be developmentally appropriate for the grade/age and skill level of the students (NASPE 3.2)

3. Objectives must align to National, State, and Local standards. (NASPE 3.2) 4. All lessons should address the following domains:

a. Psychomotor b. Cognitive c. Affective (NASPE 4.6) d. Fitness

Each objective is written using the ABCD’s of objective writing

Assessment 3 pg. 4

A – audience B – describe the desired behavior C – condition under which the behavior will occur D – the degree the behavior is expected to be performed at Analysis of Student Learning (NASPE Std. 1.5, 5.1, 5.2, 5.3) Although assessment may fall throughout your teaching episode, on the lesson plan it is listed immediately following objectives. This is to ensure that the objectives align with the planned assessment. The purpose of assessment is to understand how students performed specific to the objectives you designed for the lesson. Assessment will assist with future curricular decisions based on the information collected. The method you select to assess will be dependent on the unit and the objectives.

1. Identify the type of assessment used to measure student performance specific to objectives designed (NASPE 5.1)

2. Assessment aligns with the objectives and is objective in nature (NAPSE 5.1) 3. Identifies that assessment is ongoing throughout the lesson (beginning – mid-

end). (NAPSE 5.2) 4. Allows for analysis of critical elements of skill development (NASPE 1.5) 5. Data is used for meaningful reflection and decision making throughout the

lesson and in the future. (NAPSE 5.3) Instructional Plan Lesson Content In this section you must outline the scope and sequence of your lesson. This lesson is planned on being one within a unit of study. When designing the activities for the lesson keep in mind the objectives you developed and the standards they address. Ask yourself throughout your lesson “Am I meeting my objectives?” Introduction/Warm Up (NASPE 3.3)

• The why part of the lesson, be brief, get the kids moving. Do not go into specifics of the skill or activities they will be participating in during class. The students will never remember. They just want to start to move. (May introduce the lesson or include it with the warm up activity)

• Activity based not static(warm up the muscles and movements the students will be using in class) GET THEM MOVING – may want to address the fitness domain within the warm up

• From the moment they enter the gymnasium create an environment that is conducive to learning. List ways you plan on creating this environment.

• Does the planned warm up prepare the students for the skills or activities that will be engaged in during the practice time of the class? What muscle groups need to be warmed up or other objectives you will be addressing during this portion of the class?

Assessment 3 pg. 5

Skill Development (NASPE 3.3) * List the specific teaching elements (critical elements) of the skill (s) you plan on teaching in class. Make sure the expected skills are appropriate for the grade/age and developmental level of the students. * List any accommodations that may be used for students with exceptionalities. * Break the skill/activity down into specific components * Align these with the domains and ensure they are represented in the assessment section * Align these elements to appropriate teaching (instructional) cues Example: Basketball pass

Domain Skill Components Teaching Cues Common Errors Psychomotor Passing Hand Position Two thumbs

down behind ball

Thumbs up

Fingers Spread fingers wide

Eyes Focused on target

Practice Time (NASPE 1.2, 1.3, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2) This section will have multiple practice activities planned throughout the lesson. Each one must be addressed fully in this section. You may number them in the order they occur. Each activity selected must follow the format below.

1. planned practice time activities must directly align to objectives (NASPE 3.3) a. make sure all objectives are addressed through planned activities so

students will have time to practice the skills b. make sure all objectives have a planned assessment piece so you will

be able to address if the students were able to meet the objective or not c. provide adequate practice time for students to develop the desired

skills (NASPE 3.4) 2. all activities must be thoroughly described with diagrams (if necessary) to

provide direction (if you weren’t there could the music teacher teach this lesson based on your description?) specific to the organization and classroom environment

3. make sure the progression is sequential in nature (start simple and move to more complex) (NASPE 1.2, 1.3, 3.6)

4. plan for a modified or culminating activity for the students. 5. provide opportunities that ensure students are active throughout class, provide

alternative choices to allow for adaptations and challenges to occur to ensure a productive learning environment for all students (NASPE 3.5,3.6)

Challenge (C) • Each activity must identify how you plan to challenge the students

who can complete the activity. This may be accomplished by changing the size of the ball or target or increasing the number you expect them to complete.

Assessment 3 pg. 6

Adaptations (A) • Each activity must have a plan on how to adjust the original activity

to allow students who need more practice time or can not complete the activity at the level you have planned. You must make accommodations to address the variety of student ability levels within the class.

6. Activities planned will provide a physically and emotionally safe environment.

a. Appropriate plan is provided to divide students into groups (NASPE 3.4)

b. Appropriate plan is provided to provide a multitude of equipment choices for students. (NASPE 3.4)

7. plan for demonstration of skills or concepts occurring during the class, us the

teaching (instructional) cues listed in the skill development section (NASPE 4.2)

*8. plan to use technology to enhance this lesson so that the objectives can be met? (NASPE 3.7) * NOTE: #8 criteria – at least one lesson plan and teaching evaluation must integrate technology into the class. The expectation is that #8 may not apply to every lesson taught.

Management/Transition plan (M) (NASPE 4.5) Time is limited therefore it is imperative that we are effective and efficient with the instructional time we have with the students. This section will accompany each practice time activity planned and will be identified on the lesson plan beginning with an M. Under the M you must address:

1. Transitions are planned to create a safe and effective learning environment (NASPE 4.5)

2. Identify the beginning signal the students are use to, identify the ending signal the students are use to (in case you aren’t there another teacher will be able to use your rules and routines)

3. Outline the rules for distribution/collection of equipment, making teams/groups, water and toilet breaks during class time etc. (NASPE 4.5)

4. Keep the transitions short and effective. Cool Down Ensure you plan for a cool down. This may be covered under practice time activities when you develop the scope and sequence of activities. Relate the cool down to the activities/skills/concepts and muscle movements addressed during the class time. Closure Every class must plan for time to bring closure to the class. This is a good time to:

Assessment 3 pg. 7

1. Summarize the lesson with any key points, cues that were discussed 2. Check for student understanding 3. Link the activities/skills/concepts to the outside world that way students can

practice the skills outside of class time 4. Make sure all the objectives have been addressed, some may need to be

addressed during the closure section of the lesson Reflection (NASPE 5.3) Feedback is provided by the supervising teacher immediately following the lesson. A reflection is due the day after you have taught. Each teaching episode is videotaped so the candidate is expected to watch the video and use the feedback from the teacher as they reflect on their teaching.

• Reflect on the objectives you designed for the lesson, were they developmentally appropriate for the students/class

• Reflect on the learning opportunities for ALL students in the class • Reflect on the assessment component of the lesson, was change

necessary to improve student learning and achieve instructional goals? Did the students achieve the objectives?

• Did your lesson enhance student learning? • Discuss the management of the lesson. Was the management

techniques used able to allow the lesson to be effective and efficient?

Assessment 3 pg. 8

Assessment 3 – Lesson Plan Rubric Rubric for Lesson Plan Contextual Factors Unacceptable -1 Acceptable - 2 Target -3 Total Standards NASPE 3.2

Objectives are properly aligned to one or less levels of Standards.

Objectives are properly aligned to 2 levels of Standards but not all 3 levels

Objectives are properly aligned to all 3 levels of Standards and address key elements of the standards.

Safety NASPE 3.5

Safety concerns are taken into consideration on the lesson plan but nothing specific for the activities planned.

Appropriate safety concerns are taken into consideration and are planned for. Specific planning has occurred to address safety for the activity and the environment.

Specific planning has occurred to address the safety of the activities and the environment. Specific safety considerations have occurred to plan for students with exceptionalities. Safety plans are in place to address the physical and emotional safety of student such that the candidate develops an effective learning environment.

Objective (a) performance based and measurable NASPE 3.2

Lesson objectives use language that is difficult to measure. Action verbs are not used to define the criteria of the desired performance of the student.

Lesson objectives use language that is measurable (action verbs) and teachable. Objectives identify a condition and criteria.

Lesson objectives are performance based, teachable and use measurable language that clearly defines the expectation of the student. Objectives are written using the ABCD criteria.

Objectives (b) Developmentally appropriate NASPE 3.2

Objectives do not align to the grade and developmental level of the students. Objectives and content of the lesson are misaligned and will not address the needs of the students in the class.

Objectives align to grade and developmental level of the students. Objectives are appropriate and align to the content of the lesson.

Objectives of the lesson align to grade and developmental levels of the students. Objectives address key concepts in the overall development of the student.

Objective (c) No objective is At least one affective More than one objective is written

Assessment 3 pg. 9

Addresses social and personal behaviors NASPE 4.6

written that aligns with the affective domain that addresses the social and personal development of the student.

objective was written that is measurable that aligns with the social and personal development of the students.

in the affective domain that is measurable and developmentally appropriate that addresses the social and personal development of the students.

Objective (d) Domains

Objectives are not written for each domain

At least one objective is written for each domain using the ABCD format.

At least one objective is written for each domain using the ABDC format that is measurable, performance based and developmentally appropriate.

Instructional Plan Introduction- Warm Up NASPE 3.3

Introduction is not planned for. Warm up phase is not adequate to prepare students for the upcoming lesson.

Plans for an introduction phase and warm up phase of the lesson that will prepare students for the upcoming lesson.

Plans for an introduction phase that is brief but to the point. A warm up phase is planned for that is adequate to prepare the students for the upcoming lesson.

Skill Development Developmentally appropriate skills NASPE 3.3

Skill development planned for is inappropriate for the grade level. The skill is either too easy or too hard for the grade and developmental level of the students.

Skill development is planned for that is appropriate for the grade and developmental level of the students.

Skill development is planned that addresses the appropriate grade level and developmental expectations of the students.

Skill Development Critical elements/teaching cues NASPE 3.3

The skill is not broken down into teachable elements.

Critical elements are provided for the specific skills that are teachable and are going to be taught/ planned to be taught in the lesson.

Critical elements are aligned to specific teaching cues/instructional cues that will be introduced to the students during the lesson. The cues are developmentally appropriate for the students.

Skill Development Accommodations are Accommodations are Accommodations are planned for

Assessment 3 pg. 10

Accommodations NASPE 3.3

not provided specific to the skill development of the lesson.

provided specific to the critical elements for students with exceptionalities in the class.

specific to the needs of the students in the class that will assist with all students developing skills.

Skill Development Domains and Objectives NASPE 3.3

Skill development is not planned for specific to all the domains and will not address all objectives.

Specific skills addressed in the class are aligned to the domains and objectives.

Skill development is planned that will address all the domains and objectives within the lesson.

Practice Time Activities align with objectives NASPE 3.3

Activities planned do not directly align with the objectives. Activities planned do not provide adequate practice time to develop skills.

Activities planned directly align to the objectives of the lesson. Planned teaching approach aligns with the intent of the objectives. Activities planned will allow students to practice the skills.

The activities selected are aligned with the objectives and the skill development expected of the students. Learning activities planned will allow students to practice skills outlined objectives.

Practice Time Learning environment NASPE 3.5

Activities planned could cause an unsafe environment for some students in the class either physically or emotionally. Accommodations are not taken into consideration when planning the lesson.

Activities planned are both physically and emotional safe for all students to participate in. Accommodations are planned that address the skill development of students.

Student’s physical and emotional safety is considered when selecting activities and the environment is conducive to learning. Accommodations are planned that take into account the diverse makeup of the class and focus on providing adequate practice time for skill development.

Practice Time Motor Learning NASPE 1.2

Activities planned do not align to motor learning principles.

Activities planned adhere to motor learning principles.

Activities are planned that apply motor learning principles and adjust based on student responses.

Practice Time Activities planned do Activities planned Activities are planned that apply

Assessment 3 pg. 11

Motor Development Theory NASPE 1.3

not align to motor development theory.

adhere to motor development theory.

motor development theory and candidate expects behavior change.

Practice Time Activities are sequential and progressive NASPE 3.6

Activities planned to not follow a sequence and challenges and modifications are not provided for the activities. Activities are placed in random order and do not move from simple to complex in development.

Activities planned are sequential in nature and provide challenges and modifications. Activities move from simple to complex in nature and align to overall skill development. Lesson sequence is logical.

Activities are planned that are progressive and sequential without gaps in progression of elements. The sequence of activities moves from simple to complex in nature of skill development. Some form of cumulating activity is planned to apply the skills learned during class.

Practice Time Demonstrations and prompts/cues NASPE 4.2

Demonstration of skills and activities are not planned for. Prompts/cues are not identified in the lesson plan.

Planned for demonstrations of skill and activities. Prompts/cues are identified to align with key elements and are developmentally appropriate for the grade level of the students.

TC has planned for demonstration of skills and activities. Prompts/cues are planned to assist with providing specific feedback to the students relative to skill development. Language is developmentally appropriate for the grade level of the students.

Practice Time Active, fair, equitable learning time NASPE 3.4

Activities are not planned that ensure active learning time. Choice of equipment or adequate practice time is not accommodated for to ensure that all students have time to practice the skills.

Planned activities are active, fair, and provide equitable learning time for all students. Choice of equipment is planned for with a variety of opportunities available to practice

Activities planned will ensure that students are active during class time. Opportunities are planned that ensure a fair and equitable learning time for all students. Practice time opportunities are planned that accommodates a varying level of abilities (slanted line theory). Equipment modifications are provided for

Assessment 3 pg. 12

skills. Different levels of practice activities are planned to address the different skill levels of students in the class.

varying ability levels. Groups/partnering of students is planned for to ensure a fair and equitable experience.

Technology NASPE 3.7 * Note: Planning and teaching a lesson that integrates technology is taught at least one time and may not be evaluated every lesson.

Technology is planned but it is not integrates into the lesson rather a stand-alone component of the lesson.

The planned learning experience integrates technology to enhance student learning. Current technology is applied in the development of the lesson and aligned with lesson objectives.

The learning experience integrates technology to enhance student learning and application to a more thorough understanding of the lesson objectives. Application of the technology is discussed with students to ensure understanding of the impact technology may have on their skill development.

Management/Transition plan NASPE 4.5

Transition activities are not planned for. Consideration has not been provided for establishment of rules and routines.

Transitions between activities are planned for. Routines are established for activities such as assigning groups, handing out equipment, stop and starting, attendance are outlined. Planned transitions are short.

Transitions between activities are short and effective. Consideration is given to planning activities that minimize the transition time. Routines are established and listed to explain such activities as grouping students, handing out equipment, stop and starting activities, and taking attendance.

Assessment NASPE 1.5, 5.1,5.2

Assessment is not planned for the lesson or assessment planned does not align with the objectives of the lesson.

Assessments are planned for that aligns with the objectives and skill development of the lesson. Assessments are planned that

Assessments are planned that align to all the objectives of the lesson. Multiple forms of assessment are planned to address a variety of learning styles and key content specific elements. Assessment is planned throughout the lesson

Assessment 3 pg. 13

monitor learning throughout the lesson (beginning –middle-end). Assessment is planned for critical elements of skills with cues provided for specific feedback if necessary.

(beginning-middle-end)

Cool Down Cool down is not planned.

Cool down is planned that aligns with the activities of the class. Cool down is adequate to prepare the students to go back to class.

Cool down is planned that is appropriate for the activity level of the class. Cool down designed to prepare the students physically and emotionally to return to class.

Closure Closure is not planned.

Closure is planned that relates the objectives of the lesson to the learning and practiced in class time.

Closure is planned that relates the objectives of the lesson to the learning and application of the skills and activities performed in class to practice time outside of class time.

Reflection NASPE 5.3

No reflection time is planned for.

Reflection cycle time is planned for.

Reflection time is planned for throughout the lesson.

Reflection Rubric The reflection of the teaching episode is due the 24 hours after the lesson. The reflection rubric is separate from the lesson plan rubric but is a required element of the teaching episode.

Contextual Factors Unacceptable - 1 Acceptable - 2 Target - 3 Total Description of teaching NASPE 5.3

Not does not provide a description of the lesson

Describes the objectives of the lesson and how they tried to achieve the objectives through activities and practice time

Outlines the objectives of the lesson and aligns the practice time activities to the objectives. Infuses the assessment of objectives into the

Assessment 3 pg. 14

activities and explains where assessment occurred in lesson.

Modifications NASPE 5.3

Does not provide examples of how the lesson was modified

Describes at least one modification that occurred during the lesson based on the candidates reflection during the lesson

Outlines more than one modification to the lesson that occurred based on feedback. An explanation was provided the indicated the candidate made the modification to enhance student learning.

Teaching prompts/cues NASPE 5.3

Does not discuss the teaching

Outlines specific teaching prompts or cues that were used to the class as well as individual students during the lesson

Describes specific teaching prompts or cues used throughout the lesson to the class as well as individual students that provided more direct feedback to the class/student to enhance student learning.

Fair, just, equitable opportunities NASPE 5.3

Does not address the issue of fairness, just or equitable opportunities of students during the lesson.

Addresses their attempt during the class to provide a fair, just and equitable learning opportunity for all students in the class.

Provides specific examples of how they provided instruction during class to ensure that all students experienced a fair, just and equitable learning opportunity.

Student learning NASPE 5.3

Does not reflect on lesson to ensure students were learning.

Examples are provided specific to the lesson where the candidate reflected if student learning was occurring during the lesson

Outlines specific learning objectives to student learning during the lesson. Specific examples are provided to indicate that candidate were providing feedback

Assessment 3 pg. 15

to support student’s opportunity to achieve the objectives.

Management Does not reflect on the management of the lesson

Provides a reflection on the management of the lesson.

Provides specific examples of management during the lesson. Provides examples of ways to improve management in order to enhance the effectiveness and efficiency of future teaching.

Assessment 3 pg. 16

Assessment 3 Data Table – Lesson Plans

Contextual Factors Fall 2009

EDFS 460 Clinical Practice

Spring 2010 EDFS 460 Clinical Practice

Standards NASPE 3.2 Safety NASPE 3.5

Objective (a) performance based and measurable NASPE 3.2 Objectives (b) Developmentally appropriate NASPE 3.2 Objective (c) Addresses social and personal behaviors NASPE 4.6 Objective (d) Domains Instructional Plan Introduction- Warm Up NASPE 3.3

Skill Development Developmentally appropriate skills NASPE 3.3 Skill Development Critical elements/teaching cues NASPE 3.3 Skill Development Accommodations

Assessment 3 pg. 17

NASPE 3.3 Skill Development Domains NASPE 3.3 Practice Time Activities align with objectives NASPE 3.3 Practice Time Learning environment NASPE 3.5 Practice Time Motor Learning NASPE 1.2 Practice Time Motor Development NASPE 1.3 Practice Time Activities are sequential and progressive NASPE 3.6 Practice Time Demonstrations and prompts/cues NASPE 4.2 Practice Time Active, fair, equitable learning time NASPE 3.4 Technology NASPE 3.7 *Note: this data reflects the lesson plan that integrated technology. Management/Transition plan NASPE 4.5

Assessment NASPE 1.5, 5.1,5.2

Assessment 3 pg. 18

Cool Down

Closure

Data Table for Reflection Rubric Contextual Factors Fall 2009

EDFS 460 Clinical Practice

Spring 2010 EDFS 460 Clinical Practice

Description of teaching NASPE 5.3 Modifications NASPE 5.3 Teaching prompts/cues NASPE 5.3 Fair, just, equitable opportunities NASPE 5.3 Student learning NASPE 5.3

Assessment 4 pg. 1

Assessment 4

Clinical Practice Evaluation

Narrative

1. Description of the assessment and its use in the program: Clinical practice EDFS 460 is the culminating experience after they complete all the course requirements for their degree. The state evaluation system ADEPT is South Carolina's system for assisting, developing, and evaluating professional teaching. Based on state expectations (i.e., the ADEPT Performance Standards) that are aligned with nationally recognized professional standards, the ADEPT system forms a seamless continuum for educators throughout the entirety of their careers. In addition to applications for classroom-based teachers, the ADEPT system also includes standards and models for assisting, developing, and evaluating special area educators. Our candidates must complete the requirements for the state system but the state evaluation system does not directly align with the NASPE standards therefore the program has developed an addendum to the state system in order to evaluate candidates for this review. The rubric and data table provided in this assessment are from the addendum. The state system is generic in nature and is based on a met/not met performance criteria. Candidates completing clinical practice from our program select one environment (elementary, middle, or secondary) and complete 15 weeks under the direction of a mentoring teaching and college supervisor. The candidate is formally evaluated a minimum of 4 times throughout the experience. During the on site evaluation the candidate is expected to submit a lesson plan (assessment 3) that coincides with the teaching episode. This allows the mentoring teaching and the college supervisor to evaluate the candidate’s abilities to plan and implement lessons. The clinical practice evaluation instrument is adopted from Winthrop University and the program has permission to use the evaluation form.

2. Alignment of the assessment to the standards: The chart below provides alignment of the clinical practice evaluation with the NASPE/NCATE standards and elements.

Domains Alignment with NASPE/NCATE Standards and Elements

Domain I – Planning NASPE 3.2,3.4,3.5,3.6,5.1,5.2 Domain II – Instruction NASPE 1.1,3.2,3.3,3.7,4.1,4.4,5.1,5.2,5.3,6.1 Domain III – Classroom Management NASPE 4.5,4.6 Domain IV – Professionalism NASPE 4.1,5.3,6.2,6.3,6.4 Domain V – Content Specialty NASPE 1.2,1.3,1.5,3.1,4.2,4.3,6.4

3. Analysis of data: The data presented in this report is the final evaluation of the candidate in their clinical experience. Candidates scored in the acceptable range in each of the Domains. Candidates scored highest in Domain IV – Professionalism. Analysis of data suggests that candidates scored in the acceptable range for management but with the lowest overall score. Data suggests that candidates are comfortable with the planning and instruction aspects of teaching and are well qualified in the specific content area of the evaluation.

Assessment 4 pg. 2

4. Interpretation of data: The data reported is the final evaluation of candidates during clinical practice. The data supports that our candidates are well prepared for their first jobs. Although the faculty found the interpretation of this data helpful the program has since started to analyze data from the other 3 evaluations during clinical practice to see if there were any areas of concerns during their first evaluation and determine if growth is occurring through the clinical practice experience. Faculty is interested to see if there are areas of concern during their first evaluation which may be addressed in earlier field experiences. For example, are candidates not as prepared in instruction during the first evaluation and more focus needs to be on that area during early field experiences.

Assessment 4 pg. 3

PHYSICAL EDUCATION INTERNSHIP FINAL EVALUATION REPORT

Note: This assessment has been adopted from Winthrop University

Teacher Candidate Name_________________________ CofC ID# ___________________________Date

Grade/Subject School

Mentor Teacher University Supervisor

Number of formal observations this evaluation is based on: _____ University Supervisor _____ Mentor Teacher

No. Opp. = No opportunity, NA = No Attempt, UA = Unacceptable, A = Acceptable, E = Exemplary

PLANNING – Domain 1

CHECK ONE

No Opp.

NA UA A E EVIDENCE

1. Develops learning objectives which are appropriate for the subject and grade level and are connected appropriately to the standards. (NASPE/NCATE 3.2)

2. Plans appropriate and logically sequenced instructional strategies. (NASPE/NCATE 3.6)

3. Plans for differences in individual needs, abilities, and interests. (NASPE/NCATE 3.5)

4. Plans for appropriate assessment, analysis of results, and maintenance of records. (NASPE/NCATE 5.1 & 5.2)

5. Plans lessons that demonstrate a respect and understanding for cultural and linguistic diversity. (NASPE/NCATE 3.4)

Overall Rating for Planning (circle one): Unacceptable; Acceptable; Exemplary

Comments on the teacher candidate’s growth in the area of Planning:

Assessment 4 pg. 4

INSTRUCTION – Domain 2 CHECK ONE

No Opp.

NA UA A E EVIDENCE

6. Implements effective instruction for students using knowledge of content and appropriate standards. (NASPE/NCATE 3.2 & 3.3)

7. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. (NASPE/NCATE 6.1)

8. Provides learning experiences that allow students to form connections between the specific subject area and other disciplines. (NASPE/NCATE 1.1)

9. Assists students in connecting subject matter to everyday life.

10. Uses instructional judgment in the implementation of lessons. (NASPE/NCATE 4.4)

11. Uses a variety of instructional strategies to actively engage all students. (NASPE/NCATE 4.4)

12. Technology is integrated into the lesson such that it enhances student learning. (NASPE/NCATE 3.7)

13. Provides learning experiences which encourage critical thinking, problem solving, informed decision making, and/or creativity.

14. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed. (NASPE/NCATE 5.1 , 5.2, 5.3)

15. Uses appropriate voice tone and inflection to deliver instruction effectively. (NASPE/NCATE 4.1)

Overall Rating for Instruction (circle one): Unacceptable; Acceptable; Exemplary

Comments on the teacher candidate’s growth in the area of Instruction:

Assessment 4 pg. 5 CLASSROOM MANAGEMENT – Domain 3

CHECK ONE

No Opp.

NA UA A E EVIDENCE

16. Promotes positive, collaborative peer interactions. (NASPE/NCATE 4.6)

17. Creates and maintains a positive and safe classroom environment conducive for learning. (NASPE/NCATE 4.5)

18. Demonstrates confidence and poise when managing an effective learning environment.

19. Establishes and maintains effective rules, procedures, and routines.

(NASPE/NCATE 4.5)

20. Provides for smooth transitions between activities and implements introductions and closures in lessons. (NASPE/NCATE 4.5)

Overall Rating for Classroom management (circle one): Unacceptable; Acceptable; Exemplary

Comments on the teacher candidate’s growth in the area of Classroom management:

Assessment 4 pg. 6

PROFESSIONALISM – Domain 4

CHECK ONE

No Opp.

NA UA A E EVIDENCE

21. Demonstrates oral, written, and/or nonverbal communication consistent with the expectations of a college graduate. (NASPE/NCATE 4.1)

22. Creates a positive rapport with students, parents, colleagues, administrators, and supervisors. (NASPE/NCATE 6.4)

23. Presents self in a professional manner in terms of appearance, attitude, attire, and conduct. (NASPE/NCATE 6.3)

24. Is receptive to constructive criticism from the mentor teacher, supervisors, and administrators and incorporates feedback. (NASPE/NCATE 6.2)

25. Discusses lesson plans with the mentor teacher well in advance of the lesson and integrates feedback as appropriate.

26. Is prepared to teach each day.

27. Maintains an appropriate level of professional ethics in terms of personal conduct, academic integrity, and emotional maturity in the school setting. (NASPE/NCATE 6.3)

28. Uses self-reflection to evaluate instruction. (NASPE/NCATE 5.3)

Overall Rating for Professionalism (circle one): Unacceptable; Acceptable; Exemplary

Comments on the teacher candidate’s growth in the area of Professionalism:

Assessment 4 pg. 7

Additional Physical Education Outcomes No Opp.

NA UA A E EVIDENCE

29. Learning tasks are developmentally appropriate. (NASPE/NCATE 1.3)

30. Students remain on-task and engaged in the learning/practice tasks. (NASPE/NCATE 1.2)

31. Communicates in ways that demonstrate sensitivity to all students. (NASPE/NCATE 6.4)

32. Identifies critical elements of motor skills and performance concepts. (NASPE/NCATE 1.5)

33. Analyze skills and performance concepts and provide specific corrective feedback (NASPE/NCATE 1.5 & 4.3).

34. Develops and uses appropriate demonstrations and explanations that aid student learning. (NASPE/NCATE 4.2)

35. Develops and uses appropriate instructional cues and prompts. (NASPE/NCATE 4.2)

36. Designs and implements both short (daily lesson plans) and long (unit plans) that are linked to state/national standards. (NASPE/NCATE 3.1)

Assessment 4 pg. 8

Overall Rating for Physical Education outcomes (circle one): Unacceptable; Acceptable; Exemplary

Overall comments:

Based on our work with , it is our assessment that he/she is performing at the following level for each performance cluster:

Please place a check () in the appropriate box.

Planning: Unacceptable Acceptable Exemplary

Instruction: Unacceptable Acceptable Exemplary

Classroom Management: Unacceptable Acceptable Exemplary

Professionalism: Unacceptable Acceptable Exemplary

PHED Outcomes: Unacceptable Acceptable Exemplary

A teacher candidate must score an Acceptable rating or above in each performance cluster to be scored as Satisfactory.

The teacher candidate is: Unsatisfactory Satisfactory

Teacher Candidate Signature University Supervisor Signature

Mentor Teacher Signature

Assessment 4 pg. 9

PHYSICAL EDUCATION INTERNSHIP EVALUTION SCORING RUBRIC

Internship Assessment Item—Planning Cluster

Unacceptable Acceptable Exemplary

1. Develops learning objectives which are appropriate for the subject and grade level, and are connected appropriately to the standards.

NASPE 3.2

Objectives are inappropriate for the subject area/developmental level of learners by being either too difficult or too easy for students. Objectives are not stated in measurable terms, do not include criteria, and/or are not appropriately connected to the standards.

Objectives are appropriate for subject area/developmental level of learners, are connected appropriately to the standards, and provide appropriate challenges for students (tasks are neither too easy nor too difficult). Objectives are measurable and most objectives identify criteria.

Objectives are appropriate for the subject area/developmental level of learners, are explicitly connected to the standards and provide appropriate challenges for students (tasks are neither too easy nor too difficult). Objectives incorporate multiple domains of learning or content areas. Objectives are measurable and each contains criteria for student mastery.

2. Plans appropriate and logically sequenced instructional strategies.

NASPE 3.6

Instructional strategies are incongruent with objectives. Some strategies are developmentally inappropriate. The sequence of the lesson may be illogical, with gaps in progressions. Learning/practice tasks are arranged randomly in the lesson with steps between progressions either too large or too small to facilitate skill mastery. TC fails to plan learning experiences based on pre-assessment data. Grouping of students is random and does not reflect a specific instructional rationale.

Most instructional strategies are congruent with objectives. The sequence of the lesson(s) is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequential and progressive steps to facilitate learning. TC plans and implements learning experiences based on pre-assessment data. Students are grouped based on pre-assessment or other specific rationale.

Instructional strategies are consistenty congruent with objectives. All strategies are developmentally appropriate and address a variety of student needs. The sequence of the lesson is logical with no gaps in progressions. . Learning/practice tasks allow students to begin and end at different levels based on individual readiness. Progressions are sequential and progressive with opportunities for students to extend tasks to increase or decrease the challenge. TC plans and implements learning experiences based on pre-assessment data. Students are grouped or paired based on specific instructional rationale.

Assessment 4 pg. 10 3. Plans for differences in individual needs, abilities, and interests.

NASPE 3.5

TTC does not plan or minimally plans for adaptation for individual differences (abilities/needs/interests). Instruction is not individualized and a “one size fits all” approach is taken. TC uses one instructional model/approach throughout the lesson. TC fails to adapt or provide accommodations based on individual differences or unique needs of students.

Most plans include instructional adaptations for individual differences (all levels) based on differing abilities for at least one student. Student needs (e.g. motivation or interest) are addressed in plans. Candidate can articulate an appropriate rationale for adaptations. TC uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences, and/or physical differences. TC plans and implements strategies that allow for individual differences in skill ability levels.

The plans routinely reflect sophisticated adaptations for abilities (all levels) and needs (interests and motivation) with a sound rationale. Adaptations are for students with identified disabilities as well as others who have learning problems and/or who are gifted.

TC uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. Students are given multiple choices within practice tasks based on individual differences.

4. Plans for appropriate assessment, analysis of results, and maintenance of records.

NASPE 5.1 & 5.2

No evidence (or minimal evidence) of planning for formal or informal assessment. No plan for record keeping or analysis of data. Assessments are not aligned with lesson objectives and/or goals. Learning/practice opportunities are not based on pre-assessments and students’ developmental levels. Assessment (formal and informal) is not continuous. Assessment results are not reflected in the modification or adaptation of lesson. TC does not keep records of assessment results and relies on “eye balling” of skill levels.

Appropriate strategies to assess student learning are used (paper and pencil tests, observational checklists, etc) regularly. Planned assessments are appropriate for the lesson and/or goals and measure student achievement of objectives/goals. Some analysis of results is noted. Student progress is recorded and results used to make subsequent changes. Learning/practice opportunities are based on pre-assessments and students’ developmental levels. Assessment (formal and informal) is on-going. Adaptations and modifications of lessons are based on assessments.

Assessment planning reflects sophisticated use of assessments. On-going assessments as well as summative and formative assessments are used in many contexts. Record keeping provides detailed information on students and can be transformed into a format that is accessible to others (e.g. parents/administrators). Assessments are aligned with objective and/or goals and measure student achievement of objectives/goals. Learning/practice opportunities are based on pre-assessment and students’ developmental levels. Assessment (formal and informal) is continuous.

Assessment 4 pg. 11

Adaptations and modification of lessons can be directly linked to assessment.

5. Plans lessons that demonstrate a respect and understanding for cultural and linguistic diversity*.

NASPE 3.4

Instruction and plans do not reflect (or minimally reflect) the cultural diversity *and linguistic needs of the students in the classroom. Plan for lesson fails to reflect an active, fair and equitable learning environment. TC demonstrates behaviors that reflect bias towards high/low skilled students; gender preference; class differences and/or other defining characteristics of students in the class (ESL, race, etc.). Plan for lesson does not reduce wait time or encourage active participation for all students.

Cultural and linguistic diversity* of the students in the class is addressed either through instructional content, strategies, and/or materials. TC’s plan for lesson creates an active, fair and equitable learning environment. TC plans for active participation by all students by reducing wait time. All students have equal number of practice or play opportunities. TC candidates demonstrate no behaviors that can be interpreted as favoring students based skill, gender, class or other defining characteristics.

Extensive efforts are made to meet the cultural and linguistic diversity* of the students in the classroom through a variety of ways: instructional content, strategies and materials. TC creates an active, fair and equitable learning environment by reducing wait time, providing numerous practice opportunities for all students, and having specific rationale for grouping or pairing students. All students are equally encouraged and feedback is provided to all students.

Internship Assessment Item—Instruction Cluster


6. Implements instruction for students using knowledge of content and appropriate standards.

NASPE 3.2 &3.3

Knowledge of content is minimal and/or instruction is not adequate to meet the standards. Objectives are not directly or indirectly aligned with state/national standards. Objectives are developmentally inappropriate for students’ abilities or skill levels. Tasks in lesson are incongruent with objectives. TC demonstrates weak knowledge of

Objectives, instruction, and practice tasks can be directly linked to the identified state or national standard. Chosen class content, instructional approach, and learning tasks can be linked to student mastery of state and/or national standards. Objectives are developmentally appropriate, measurable, and performance based. Tasks in lesson are congruent with

Lessons reflect an in-depth knowledge of the content in the discipline. Objectives are developmentally appropriate, measureable and performances based and contain a criterion for each objective. Lessons extend the requirements of the standards through instructional and practice tasks. Standards are thoroughly addressed within all lessons

Assessment 4 pg. 12

the content by planning inappropriate or poorly aligned learning experiences. Objectives are not measurable and performance based.

objectives and aligned with national/state standards.

and mastery of lesson content can lead students to demonstrate mastery of state and national standards. Tasks in lesson are congruent with objectives and TC identifies the state/national standard being addressed.

7. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning.

NASPE 6.1

The teacher candidate does not communicate and/or design experiences that encourage student participation and learning in a challenging, yet supportive environment. Students do not recognize their role in the learning environment and the teacher candidate’s expectations for achievement.TC demonstrates behaviors that indicate preference for highly skilled students. Students are given fewer practice opportunities based on skill level. No adaptations are made to lesson to increase opportunities for underperforming students. TC makes all decisions and only the command teaching approach is used throughout the lesson. Students are given no opportunity to demonstrate self or social responsibility.

The teacher candidate communicates and designs some experiences that encourage student participation and learning in a challenging, yet supportive environment. Students recognize their role in the learning environment and the teacher candidate’s expectations for achievement. TC provides an equal number of practice/play opportunities to all students. Modifications are made to practice tasks for underperforming students. Feedback is provided equally to students. Students are given limited number of choices during the lesson to demonstrate self and social responsibility (equipment, space, partners, etc.). At least two teaching approaches are used during the lesson.

The teacher candidate consistently communicates and designs many experiences that require student participation and learning in a challenging, yet supportive environment. Students assume responsibility for their role in the learning environment and the teacher candidate’s expectations for achievement. TC provides multiple practice opportunities for all students. Modifications are made to practice tasks for under or over performing students. Feedback is continuous and given to individuals and to the group. Students are given multiple choices during the lesson to demonstrate self and social responsibility (equipment, space, partners, etc.). Multiple teaching approaches are used during the lesson.

8. Provides learning experiences that allow

Connections are not made or made infrequently. TC fails to plan for the

Many lessons contain aspects that enable students to make connections

Connections to prior and future learning in other subject areas are routinely

Assessment 4 pg. 13 students to form connections between the specific subject area and other disciplines. NASPE 1.1

integration of content knowledge from physiology and biomechanics in the lesson. TC only deals with the “how” and not the “why” of the movement.

with their prior or future learning in other subjects or disciplines. TC plans for and integrates content knowledge from physiology and biomechanics in the lesson. TC deals with not only the “how,” but the “why” of the movement.

made. Inter-disciplinary instruction is frequent. TC deals with the “how” and “why” of the movement and has students make applications of physiological and biomechanical principles to movements.


Does not make efforts to make the subject matter more meaningful to students by employing practical applications or by using the students’ experiences. Does not provide encouragement or identify to students opportunities for participation in physical activity outside of class.

Makes the subject matter more meaningful for students by employing practical applications and/or using the students’ experiences. TC encourages students to participate in physical activity outside of class by identifying opportunities available at the school and in the community.

Consistently makes the subject matter more meaningful for students through the use of creative and innovative practical applications and by using the students’ experiences. TC encourages students to participate in physical activity outside of class by identifying opportunities and acknowledging students who take these opportunities.

10. Uses instructional judgment in implementation of lessons.

NASPE 4.4

Displays minimal instructional judgment in adjusting instruction in response to student needs and/or environmental variables. TC does not demonstrate flexibility in the lesson or with students by remaining on script without regard to student responses. TC does not adjust learning tasks by either refining, or extending task up or

Displays some instructional judgment by making appropriate instructional adjustment in response to student performance and/or other variables. TC demonstrates flexibility in the lesson or with students by adjusting the lesson to the changing environment based on student responses. TC demonstrates such behaviors as extending tasks up or down based on

Displays an outstanding level of instructional judgment by making appropriate instructional adjustments in response to student needs and/or other variables. TC demonstrates flexibility and creativity when adjusting the lesson based on student responses. TC consistently refines or extends tasks up or down based on student responses. TC adds or subtracts learning

Assessment 4 pg. 14

down.

student responses or adding tasks to lesson.

experiences to lesson based on student responses.

11. Uses a variety of instructional strategies to actively engage all students.

NASPE 4.4

Rarely demonstrates the use of multiple strategies to engage students in lessons. Only one instructional approach is used in the lesson. TC does not use effective demonstrations or link practice tasks to lesson objectives. TC uses only large group activities that limit the number of practice opportunities for students. TC fails to use small sized games or makes limited use of available equipment. TC has excess wait time during the lesson.

Effectively and frequently employs multiple instructional strategies to engage students. At least three instructional approaches including direct and indirect instructional formats are used in the lesson. TC uses effective demonstrations and links practice tasks directly to lesson objectives. TC uses small sided games to increase the number of practice opportunities for students. TC makes effective use of available equipment and space by utilizing such strategies as station work or practice areas. TC minimizes wait time.

Effectively and consistently employs multiple instructional strategies (more than three) including both direct and indirect approaches to engage all students. TC uses multiple demonstrations during the lesson and links all practice tasks to specific lesson objectives. TC consistently uses small or modified games to provide practice opportunities for all students. TC maximizes the use of the space by using such strategies practice areas, stations, or task cards. TC extends tasks (up or down) to ensure practice opportunities for all skill levels and teaches by invitation.

12. Integrates technology**appropriately into teaching and learning.

NASPE 3.7

Note: at least one lesson that is evaluated needs to integrate technology

TC does not integrate learning experiences that involve students in the use of technology in a physical activity setting. Technology use in the is limited to the TC. TC demonstrates limited knowledge of current technology and their applications in a physical activity setting.

TC integrates learning experiences that involve students in the use of technology in a physical activity such as heart monitors, pedometers, etc. TC demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting.

TC integrates learning experiences that require students to use various technologies (heart monitors, pedometers, etc.) in a physical activity setting. TC demonstrates mastery of current technologies and uses the technology to enhance student learning.

13. Provides learning experiences which encourage critical thinking, problem

TC uses only direct instructional formats and command style. Students have limited opportunities

TC uses both direct and indirect instructional approaches when appropriate. TC asks questions, poses

TC uses a variety of direct and indirect instructional approaches when appropriate. TC asks higher order

Assessment 4 pg. 15 solving, informed decision-making, and/or creativity.

(less than three) to problem solve, explore, or be involved in critical thinking activities during the lesson.

scenarios, and uses a variety of instructional formats such as movement exploration that encourage critical thinking and problem solving.

questions requiring students to synthesize and apply information or game strategies in authentic environments.

14. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed.

NASPE 5.1, 5.2, 5.3

Does not use or makes minimal use of assessment (informal observations as well as planned assessments) during instruction. TC can not demonstrate impact on student learning. TC does not use assessment to inform instruction, provide feedback, or communicate student progress. TC makes no use of self or peer assessment. TC fails to check for understanding throughout the lesson. TC fails to pre-assess before developing a unit.

Uses assessment (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction, provide feedback to students, and to communicate student progress. TC uses a variety of assessments including guided, self and peer assessments. TC checks for understanding throughout the lesson. TC unit plan is based on pre-assessment data. Lesson/unit objectives reflect the results of the pre-assessment. Adjustment to instructional plan reflects TC’s assessment of students before, during and after instruction.

Demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that instruction has been modified based on analysis of assessment results. TC makes regular use of guided, self and peer assessment. TC makes numerous checks for understanding during the lesson. TC unit plan is based on pre-assessment data. Lesson/unit objectives reflect the results of the pre-assessment. TC revises lesson/unit objectives based on continuous assessment of student progress. TC continually adjust instructional plan based on assessment of students before, during, and after instruction.

15. Uses appropriate voice tone and inflection to deliver instruction effectively.

Delivery of instruction lacks poise and/or appropriate voice tone and inflection. Candidate appears

Instruction is generally delivered with poise and appropriate voice tone. Candidate appears comfortable

Instruction is consistently delivered with poise and appropriate voice tone. Candidate portrays confidence in

Assessment 4 pg. 16 NASPE 4.1 uncomfortable teaching. TC

consistently (over 5 times per lesson) makes mistakes in grammar or uses inappropriate language for the age group. TC consistently uses “slang.”

teaching. TC occasionally (less than 3 per lesson) makes a mistake in grammar or diction. TC’s language is appropriate for the age group and avoids use of “slang.”

teaching. TC rarely makes a mistake in grammar or diction. TC’s language is appropriate for the age group and uses no “slang” during the lesson.

Internship Assessment Item—Classroom Management Cluster


16. Promotes positive, collaborative peer interactions.

NASPE 4.6

Makes minimal use of strategies or learning tasks which require students to work collaboratively and/or makes minimal efforts at encouraging positive relationships among students in the classroom. TC allows inappropriate interactions (e.g., trash talking) among students during activity. TC fails to promote personal and social responsibility on the part of students.

Makes frequent use of strategies or plans learning tasks which require students to work collaboratively and/or makes efforts at encouraging positive relationships among students in the classroom. TC does not permit inappropriate interactions (e.g., trash talking) during activity and rewards students who encourage other students. TC consistently promotes personal and social responsibility on the part of students.

TC uses strategies and learning tasks which require students to work collaboratively and debriefs around the activity on appropriate student interactions. TC consistently provides feedback on student communication with each other. TC plans for and implements practice tasks or activities that promote social and personal responsibility.

17. Creates and maintains a positive and safe classroom environment conducive for learning.

Does not employ effective classroom management strategies or relies excessively on punitive strategies. Behavior issues are addressed insufficiently or ineffectively. Does

Positive, proactive strategies are employed to effectively manage the classroom. Behavior issues are immediately efficiently and effectively addressed. Creates a learning

Consistently employs a variety of positive, proactive approaches to effectively manage the classroom. Little time is needed for classroom management. Creates a learning

Assessment 4 pg. 17 NASPE 4.5 not provide students with a

physically and psychologically safe environment. TC fails to check space for possible hazards or fails to enforce safety rules.

environment in which students are physically and psychologically safe. TC checks space for possible hazards and enforces all safety rules.

environment in which students are physically and psychologically safe and students are encouraged to explore their limits. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.

18. Demonstrates confidence and poise when managing the classroom environment.

Displays difficulty in maintaining composure in the face of student behavior and/or demonstrates a lack of confidence when interacting with students.

Generally displays composure in the face of student behavior and/or demonstrates an adequate level of confidence when interacting with students.

Consistently displays high degree pf composure in the face of student behavior and/or confidence when interacting with students.

19. Establishes and maintains effective rules, procedures, and routines.

NASPE 4.5

Does not develop rules, procedures, and routines or has difficulty in implementing classroom rules, procedures, and routines. Managerial routines are not present and no systems are in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. There is not a clear stop and start signal in place. Equipment distribution and return is disorganized (takes over

Designs and implements classroom rules, procedures, and routines that result in a classroom that has minimal behavioral problems. Managerial routines are present and a system is in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. There is a clear stop and start signal in place. Equipment distribution and return is organized and is achieved in less than one

Designs highly effective classroom procedures and routines that result in classroom that runs smoothly and harmoniously. Rules are logical, reasonable, and consistent with clear consequences for discipline issues. Managerial routines are present and innovative such as multiple equipment distribution points. Stop and start signals are clear and creative. Equipment distribution and return occurs in less than 30 seconds. Space use is maximized through careful

Assessment 4 pg. 18

one minute). Students are either too close together or too far apart to perform the learning tasks.

minute. Effective use of space is evident in the lesson (students are neither too far or too close together).

planning with students participating in the organization of the space for their use.

20. Provides for smooth transitions between activities and implements introductions and closures in lessons.

NASPE 4.5

Does not plan for transitions or is unable to effectively implement planned transitions without behavioral problems. Does not or rarely provides an introduction or lesson closure. Students spend an excessive amount of time (over 30 sec.) in transition from learning tasks to learning tasks.

Uses strategies for transitions that are generally effective in minimizing behavioral problems and in maximizing instructional time. Provides introductions and closures frequently in lessons. Transitions between learning tasks are planned for and execute in under 30 seconds.

Consistently employs very effective strategies for transitions that minimize behavioral problems and maximize instructional time. Consistently provides very effective introductions and closures in lessons.

Transitions are linked directly to class objectives, and provide practice/review opportunities for students. Multiple methods for transition are used during the class period.

Internship Assessment Item—Professionalism Cluster


Assessment 4 pg. 19 21. Demonstrates oral, written, and/or nonverbal communication consistent with the expectations of a college graduate.

NASPE 4.1

Displays difficulty in oral, written, and/or nonverbal communication with others in the school environment (students, parents, colleagues, administrators, or supervisors). TC makes consistent (more than 7) mistakes in written or spoken communication. The only form of communication is verbal. TC uses inappropriate language or demeanor with parents, administrators, colleagues or students.

Maintains acceptable oral, written, and/or nonverbal communication with others in the school environment (students, parents, colleagues, administrators, or supervisors). TC uses appropriate language and communication with parents, administrators, colleagues, and students. TC makes an occasionally mistake (less than 7) in written or verbal communication. TC uses a variety of instructional formats to convey instruction (task cards, check sheets, etc.).

Uses highly effective oral, written, and/or nonverbal communication with others in the school environment. TC actively seeks input and counsel from students, parents, colleagues, administrators, or supervisors concerning teacher effectiveness. TC rarely (less than 5) in written or verbal communication. TC consistently uses a variety of instructional formats (task cards, check sheets, etc).

22. Creates a positive rapport with students, parents, colleagues, administrators, and supervisors.

NASPE 6.4

Displays difficulty in establishing productive relationships and maintaining rapport with others in the school environment (students, parents, colleagues, administrators, or supervisors). Does not handle conflicts in a professional manner. TC “puts down” students in front of classmates or uses inappropriate language in conversation with students.

Establishes and maintains productive relationships and acceptable rapport with others in the school environment (students, parents, colleagues, administrators, or supervisors). Handles conflicts in a professional manner. TC uses language which supports students in their choices. TC deals with any incident privately with students and avoids demeaning students in front of classmates. TC continues to use appropriate language even during casual conversations with students.

Initiates productive relationships and maintains a high level of positive rapport with students, parents, colleagues, administrators and supervisors. Finds creative solutions to conflicts and is willing to compromise. TC uses language which supports students and celebrates their differences. All conflict resolution is conducted in private. TC uses appropriate language at all times.

Assessment 4 pg. 20

23. Presents self in a professional manner in terms of appearance, attitude, attire, and conduct.

NASPE 6.3

Displays repeated or significant difficulty in one or more professional behaviors: appearance, attitude, attire, or conduct. TC fails to maintain confidentially of students or colleagues. TC has inappropriate contact with students outside of the classroom. TC demonstrates favoritism to specific students or group of students.

Conducts self in an acceptable manner in terms of appearance, attitude, attire, or conduct. Is a role model for students. TC maintains confidentially of students and colleagues. All contact with students (in and out of the classroom) is appropriate and professional. TC ensures that all students are treated equally and fairly in the classroom.

Conducts self in an exemplary manner in terms of appearance, attitude, attire, or conduct. Is an exemplary role model for students. TC models professional behavior for students in and out of the classroom. TC demonstrates behaviors that foster the creation of an inclusive classroom.

24. Is receptive to constructive criticism from mentor teacher, supervisor, and administrators and incorporates feedback.

NASPE 6.2

Does not incorporate feedback from others or complies minimally and/or does not receive criticism in a mature manner. Does not use outside or available resources to improve teaching effectiveness. TC fails to construct a plan for future professional growth. TC fails to complete or document professional service and growth as required by the program.

Receives criticism in a mature manner and demonstrates incorporation of feedback. Based on constructive criticism from supervisors, TC uses available outside resources to improve teaching effectiveness. TC has a written plan for future professional growth. TC completes and documents professional service and growth as required by the program.

Not only incorporates feedback from others and receives criticism in a mature manner, but, also seeks feedback and uses it to improve performance. TC uses available outside resources to improve teaching effectiveness and develops a detailed written plan for professional growth. TC provides a detailed description of professional service and growth as required by the program.

25. Discusses lesson plans with the mentor teacher well in advance of the lesson and integrates feedback as appropriate.

Does not have lesson plans prepared in advance and does not discuss plans with teacher. Feedback is not incorporated or is incorporated minimally.

Lesson plans are prepared in advance and are frequently discussed with the teacher. Feedback is frequently incorporated.

Lesson plans prepared in advance and consistently discussed with the teacher. Feedback is readily incorporated.

26. Is prepared to teach each Is not prepared to teach—lesson Is prepared to teach daily. Any lack of TC displays a high degree of planning

Assessment 4 pg. 21 day. plans may be missing, materials may

not be organized in advance, others (assistants or colleagues) may not be informed of their instructional roles for the lesson. Lack of preparedness disrupts student learning.

preparedness is infrequent and minor in nature such as gaps within planning or minor mistakes in managing the lesson. The mistakes do not impact student learning

and organization which optimizes student learning opportunities. Learning and practice opportunities are maximized.

27. Maintains an appropriate level of professional ethics in terms of personal conduct, academic integrity, and emotional maturity in the school setting.

NASPE 6.3

Displays frequent and/or significant problems in the school setting any of the following: personal conduct, academic integrity, and emotional maturity. TC makes immature decisions or fails to follow school policies and procedures. TC has inappropriate interactions with students.

Displays acceptable behavior in the school setting in each of the following areas: personal conduct, academic integrity, and emotional maturity. TC demonstrates the ability to make mature decisions. All interactions with students are appropriate. School policies and procedures are followed and enforced.

Displays exemplary personal conduct, academic integrity, and emotional maturity in the school setting. TC demonstrates the ability to make mature decisions and effectively follow through with those decisions. All interactions with students are appropriate and evident of an experience teacher. School policies and procedures are followed and enforced. Issues or problems are anticipated.

28. Uses self-reflection to evaluate instruction.

NASPE 5.3

Does not use a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction or implement change based on reflection. Reflections lack depth and are not based on specific incidents from class or assessment data. Problems and issues are identified in the reflection, but solutions or changes

Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction or implement change based on reflection. Reflections provide specific examples from the lessons or assessments to support teacher observation. Solutions and changes are proposed for the next lesson based on the reflection.

Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction or implement change based on reflection. Changes based on reflection are placed into action in lessons. Reflection is translated into action.

Assessment 4 pg. 22

are not proposed.

Internship Assessment Item—Physical Education


29. Learning tasks are developmentally appropriate.

NASPE 1.3

Learning tasks are inappropriate for the developmental level of students by being either too difficult or too easy. Students are off-task due to the inappropriate level of difficulty of tasks. TC fails to make adjustments to tasks to accommodate students’ developmental levels by increasing or decreasing task complexity.

Learning tasks are appropriate for the developmental levels of students by providing appropriate challenges for students (task are neither too easy nor too difficult for students). Students remain on-task and engaged in the practice task. TC makes some adjustments to tasks to accommodate students’ developmental levels, but adjustments are across the entire class and not individualized.

Learning objectives and tasks are appropriate for the developmental level of students by providing appropriate challenges for students (tasks are neither too easy nor too difficult for students). Students remain on-task and engaged in the practice task. TC makes adjustments to tasks based on student performance (increasing or decreasing tasks complexity based on student performance). Adjustments are both across the entire class and individualized.

Assessment 4 pg. 23 30. Students remain on-task and engaged in the learning/practice tasks.

NASPE 1.2

Students are off-tasks and modifying practice task inappropriately. Students are off-task due to the inappropriate level of difficulty of tasks (either too easy or too hard), steps in skill progressions are out of sequence, or task complexity is inappropriate.

Students are on-tasks with the TC and/or students modify practice tasks appropriately. Task complexity is appropriate for skill and developmental levels of students. Progressions are sequential and progressive. TC applies concepts from motor learning/behavioral theory to design practice tasks, which lead to student learning.

TC provides learning/practice tasks allow students to begin and end at different levels based on individual readiness. Progressions are sequential and progressive with opportunities for students to extend tasks to increase or decrease the task complexity. TC applies concepts from motor learning/behavioral theory to design practice tasks which lead to student learning.

31. Communicates in ways that demonstrate sensitivity to all students.

NASPE 6.4

Teacher candidate demonstrates insensitivity to differences among students by such behaviors as dividing student by gender, making inappropriate comments (throw like a girl, etc.), and failing to account for cultural, ethnic, or ability differences in class (i.e.., failure to mainstream students with special needs into the activities).

Teacher candidate consistently demonstrates sensitivity to all students by using non-bias methods to divide students into groups, accounts for ethnic and cultural differences by allowing students some decision making during the lesson, and mainstreams all students into the class regardless of ability.

TC not only demonstrates sensitivity to all students, but actively encourages the acceptance of these differences among students by carefully planning appropriate learning experiences.

32. Identifies critical elements of motor skills and performance concepts.

NASPE 1.5

TC fails to identify key elements of the skill/performance concept during the explanation. TC fails to develop or use appropriate instructional cues or prompts. Students are not provided feedback on critical elements of skills or performance concepts.

TC identifies key elements of the skill/performance concept during the explanation. Instructional cues and prompts are directly linked to the identified critical elements. Feedback is congruent to the identified key elements.

TC identifies key elements of the skill/performance concepts and is innovative in the creation of instructional cues and prompts. TC consistently provides students with specific, corrective feedback based on the identified key elements.

Assessment 4 pg. 24 33. Analyze skills and performance concepts and provides specific corrective feedback.

NASPE 1.5 & 4.3

TC provides general feedback on the skill without identifying key elements. All feedback is given to the group and no individual feedback is given. Feedback is incongruent with the skill/performance concept being taught. TC cannot specifically identify the performance mistake in the skill/performance concept.

TC does not demonstrate the ability to “break” down the skill/performance concept for the student.

TC provides corrective feedback to the group based on an analysis of the skill. TC demonstrates the ability to identify performance mistakes and make corrections. TC demonstrates the ability to “break” down the skill/performance concept based on an analysis of the skill. Feedback is congruent with the skill/performance concept being taught.

TC provides specific, corrective feedback to the group and to individuals. TC demonstrates the ability to identify key performance mistakes and modify the practice condition based on this analysis. TC can “break” down the skill/performance concept based on an analysis of the skill/performance concept. TC develops innovative instructional cues and prompts based on the analysis of the skill.

34. Develops and uses appropriate demonstrations and explanations that aid student learning.

NASPE 4.2

TC incorrectly demonstrates the skill and does not identify critical elements of the skill. Explanations are either too long or too short for the developmental levels of students. Demonstrations or explanations are given only once during the lesson.

TC correctly demonstrates the skill or has a student demonstrate the skill. TC identifies key elements of the skill during the demonstration and tells students where to look during the demonstration. Explanations are brief and appropriate for the developmental levels of students. Demonstrations and explanations are repeated at least twice during the class period.

TC repeatedly demonstrates the ski. Explanations are brief and specific and only identify the most important elements of the skill. Demonstrations are repeated after students have the opportunity to practice the skill. Explanations are limited to the three key elements of the skill. Skill cues and instructional prompts are based on the explanation and demonstration of the skill.

35. Develops and uses appropriate instructional cues.

TC provides either too few or too many instructional cues or prompts for the developmental level of students. Instructional cues are

creates instructional cues or prompts that identify key elements of the skill/strategies. Number of instructional cues/prompts is appropriate for the

TC creates innovative instructional cues/prompts to facilitate learning including such things as rhymes or finding ways to make abstract concepts

Assessment 4 pg. 25 NASPE 4.2 incorrect or do no identify key

elements of the skill/strategies. developmental level of students. TC repeats the cues/prompts at least three times during the lesson.

concrete. TC consistently (more than 3) repeats the instructional cues or prompts throughout the lesson.

36. Designs and implements both short (daily lesson plans) and long (unit plans) that are linked to state/national standards.

NASPE 3.1

Daily lesson plans are incomplete and lack specificity. TC does not identify specific unit goals. Lesson plans are incongruent with unit goals. Unit plan is incomplete and does not meet unit plan requirements. Unit plans are not based on pre-assessments of students or development levels of students. Lesson objectives and unit goals have no relationship to state/national standards.

Daily lesson plans meet all lesson plan requirements and are congruent with unit plan goals. Unit plan meets all unit plan requirements. Unit plan goals are based on pre-assessments and developmental levels of students. Both lesson and unit plans are directly or indirectly aligned with state/national standards.

Daily lesson plans meet all lesson plan requirements exceed expectation in specificity and planning detail. Unit plan meets all unit plan requirement and exceed expectation in specificity and identification of key elements. Lesson and unit plans are based on pre and on-going assessment and developmental levels of students. Both lesson and unit plans are directly aligned with state/national standards.

• Diversity refers to “differences among groups of people and individuals based n ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area.” (NCATE Professional Standards, 2002, p.53)

• Examples of appropriate application of technology include: P-12 students using multimedia software to create presentations; P-12 students using spreadsheet/graphing software to analyze data; P-12 students using digital video to tell a story; P-12 students with special needs/ESOL using assistive technology to meet curricular objectives. Using a word processor to type lesson plans, showing a video or using the overhead projector, or intern e-mail communication are not considered adequate use of technology for this indicator.

Assessment 4 pg. 26 Fall 2009 Spring 2010 Criteria Unacceptable Acceptable Target Unacceptable Acceptable Target 1. Learning objectives are appropriate. NASPE 3.2

2. Sequenced instructional strategies. NASPE 3.6

3. Differences in individual needs, abilities, and interests. NASPE 3.5

4. Appropriate assessment, analysis of results, and maintenance of records. NASPE 5.1 & 5.2 5. Demonstrate a respect and understanding for cultural and linguistic diversity*. NASPE 3.4 6. Implements instruction for students using knowledge of content and appropriate standards. NASPE 3.2 & 3.3 7. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. NASPE 6.1 8. Provides learning experiences that allow students to form connections between the specific subject area and other disciplines.

Assessment 4 pg. 27 NASPE 1.1


10. Uses instructional judgment in implementation of lessons. NASPE 4.4

11. Uses a variety of instructional strategies to actively engage all students. NASPE 4.4 12. Integrates technology**appropriately into teaching and learning. NASPE 3.7 Note: at least one lesson that is evaluated needs to integrate technology 13. Provides learning experiences which encourage critical thinking, problem solving, informed decision-making, and/or creativity. 14. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed. NASPE 5.1,5.2, & 5.3

15. Uses appropriate voice tone and inflection to deliver instruction effectively. NASPE 4.1

Assessment 4 pg. 28 16. Promotes positive, collaborative peer interactions. NASPE 4.6

17. Creates and maintains a positive and safe classroom environment conducive for learning. NASPE 4.5

18. Demonstrates confidence and poise when managing the classroom environment.

19. Establishes and maintains effective rules, procedures, and routines. NASPE 4.5 20. Provides for smooth transitions between activities and implements introductions and closures in lessons. NASPE 4.5

21. Demonstrates oral, written, and/or nonverbal communication consistent with the expectations of a college graduate. NASPE 4.1

22. Creates a positive rapport with students, parents, colleagues, administrators, and supervisors. NASPE 6.4

23. Presents self in a professional manner in terms of appearance, attitude, attire, and conduct. NASPE 6.3

Assessment 4 pg. 29

24. Is receptive to constructive criticism from mentor teacher, supervisor, and administrators and incorporates feedback. NASPE 6.2 25. Discusses lesson plans with the mentor teacher well in advance of the lesson and integrates feedback as appropriate.

26. Is prepared to teach each day.

27. Maintains an appropriate level of professional ethics in terms of personal conduct, academic integrity, and emotional maturity in the school setting. NASPE 6.3 28. Uses self-reflection to evaluate instruction. NASPE 5.3

29. Learning tasks are developmentally appropriate. NASPE 1.3

30. Students remain on-task and engaged in the learning/practice tasks. NASPE 1.2 31. Communicates in ways that demonstrate sensitivity to all students. NASPE 6.4

Assessment 4 pg. 30 32. Identifies critical elements of motor skills and performance concepts. NASPE 1.5 33. Analyze skills and performance concepts and provides specific corrective feedback. NASPE 1.5 & 4.3

34. Develops and uses appropriate demonstrations and explanations that aid student learning. NASPE 4.2

35. Develops and uses appropriate instructional cues. NASPE 4.2

36. Designs and implements both short (daily lesson plans) and long (unit plans) that are linked to state/national standards. NASPE 3.1

Assessment 5 pg. 1

Assessment 5

Narrative


1. Description of the assessment and its use in the program: The Unit Work Sample (UWS) is a unit assessment that has been modified to align with the NASPE standards/elements. This assignment is completed during Clinical Practice (EDFS460) by all the candidates within the School of Education. Our candidates complete clinical practice in one location therefore this assignment is completed based on the age range selected by the placement. The candidate is expected to plan a minimum of a 10 lesson unit, with the first class being a pre-assessment and the last class being post assessment. It is expected that other assessments are planned throughout unit but they will be conducted based on the necessity and at the candidate discretion not prescribed. The purpose of this assessment is to evaluate the candidate’s ability to plan short and long term, implement the plan, assess impact on student learning, analyze data, modify instruction based on data assessment, and reflect on instructional decision making.

2. Alignment of the assessment to the standards: The chart below provides alignment of the UWS with the NCATE/NASPE Standards/elements.

Unit Work Sample Section Alignment with NASPE standards and elements

Section I: Unit Topic None Section II: Contextual Factors None Section III: Unit Plan Part A NASPE 3.2, 5.1 Section III: Unit Plan Part B NASPE 3.5, 5.2 Section III: Unit Plan Part C NASPE 3.5 Section III: Unit Plan Part D NASPE 3.1, 5.2 Section III: Unit Plan Part E NASPE 3.3, 3.6 Section III: Unit Plan Part F NASPE 3.4, 3.7, 5.3 Section IV: Analysis of Student Learning A. Group, Subgroup & Individual Performance Data

None

B. Assessment, Analysis & Student Progress

NASPE 5.1

C. Student grade determination NASPE 5.3 Section V: Reflection NASPE 5.3

Assessment 5 pg. 2

3. Analysis of data: Analysis of data from the UWS indicated that our candidates perform at the acceptable level in all criteria components evaluated by the college supervisor with regards to completing the unit work sample. The criteria that candidates consistently scored in the target range were using multiple assessments and reflection. The program analyzed data across both semesters to find correlations between similar areas of concern but there did not appear to be an area that candidates scored low in both semesters. The data consistently scored in the acceptable range or higher in all areas assessed by the rubric.

4. Interpretation of data: The program analyzed the data across both semesters to see if commonalities appeared between similar areas of concern. With such a small sample size, and only two semesters of data there did not appear to be areas that appeared weak in both semesters. The program does practice mastery of all assignments therefore candidates cannot score below the acceptable level. If they do they are required to redo the area until it reaches the acceptable level. Candidates in the program between the analysis of student learning when they are working with peers in the sophomore levels classes to develop the inquisitor skills to determine that they lessons/teaching is having an impact and students are learning. The program feels that the program has cultivated an environment of assessment within their candidates and that assessment and reflection are part of their teaching. The program will continue to develop the assessment skills of its candidates beginning at the sophomore level in developmentally appropriate activities so that strong assessment skills will continue to be a part of candidate’s teaching experience.

Assessment 5 pg. 3

UNIT WORK SAMPLES

About Unit Work Samples The purpose of the School of Education, Health and Human Performance’s unit work sample is to demonstrate and document the intern’s effectiveness in promoting student achievement. In the context of the unit work sample, student achievement is defined as measurable growth in students’ knowledge and skills in a particular area or areas over a specified period of time. The unit work sample provides the evidence regarding the intern’s performance relative to APSs 2 and 3.

The unit work sample was adapted from the South Carolina State Education Department’s SAFE-T Pilot Project which was adapted from The Renaissance Partnership for Improving Teacher Quality Project (http://fp.uni.edu/itq).

Each unit work sample (UWS) includes the following sections:

UWS Section I: Unit Topic or Title. The unit (i.e., a set of integrated lessons designed to align to the standards in a logical progression and accomplish learning objectives related to a curricular theme, a particular area of knowledge, or a general skill or process) is drawn from the long-range plan. The unit must be completed in its entirety, from beginning to end, during clinical practice and must last for a minimum of ten or more lessons. In rare instances where an intern is unable to design a unit that is ten or more lessons in length, the intern must request approval from his/her college supervisor to select two instructional units to complete during the internship. In this event, the entire unit work sample process must be followed for each unit of instruction.

UWS Section II: Contextual Factors. The contextual factors include the relevant student characteristics described in the long-range plan as well as any other factors related to the community, district, school, classroom, or students that are likely to impact instruction and/or student learning with regard to the selected instructional unit. This section also includes a description of the ways in which each of these factors will be taken into consideration during unit planning and instruction. UWS Section III: Unit Plan

Part A. This part of the UWS includes the unit objectives (i.e., what the students are expected to know and to be able to do at the end of the unit) and the correlated standards or expectations. Objectives must cover all the domains (psychomotor, cognitive, affective, and fitness). The objectives must be developmentally appropriate based on the age, grade, and skill level of the students. The objectives must be measurable and teachable and align to standards and assessment plan. Multiple types of assessment are planned throughout the unit of instruction. NASPE 3.2 and 5.1

Part B. This part of the UWS includes the planned assessments (pre-, mid, post-, and other) that will be used to measure student progress and achievement. This section also includes descriptions of any necessary accommodations as well as the evaluation criteria for each student assessment. All objectives outlined in Part A must have an assessment plan. A variety of

Assessment 5 pg. 4

assessment types must be planned (formal, informal, summative, and formative) and implemented throughout the unit of instruction. NASPE 3.5, 5.2

Part C. This part of the UWS includes the results and analyses of the pre-assessments. Provide accommodations were used to address the needs of the students in the class. NASPE 3.5

Part D. This part of the UWS includes the key instructional activities, strategies, materials, and resources (including instructional technology) and their related unit objectives. A justification is provided outlining the decision making process to select the activities reflecting an opportunity to enhance student learning. Add all the lesson plans that went into the unit of study. The lesson plans will be evaluated using Assessment 3 – Lesson Plans. Teaching of the designed lesson plan will be evaluated using assessment 4 – clinical practice evaluation. NASPE 3.1, 5.3 Part E: This part of the UWS will discuss how the instruction within the unit is aligned to learning goals. Provide justification for decisions within the scope and sequence of unit planning and individual instruction of students. Discuss how pre assessment data was used to provide a starting point for instruction within the unit. NASPE 3.3, 3.6

Part F: This part of the UWS will provide a plan for all the types of planned assessment on how data is going to be collected, analyzed, and stored. Explain how data will be reported back to students to provide feedback specific to their learning within the unit of instruction. Reflect on the method of data collection and how it impacted instruction. Reflect on data collection and the methods chosen, might they have been done in a different, more fair, or equitable manner so that it enhanced student learning? NASPE 3.4, 3.7, 5.3

UWS Section IV: Analysis of Student Learning. This section includes one or more visual representations (e.g., tables, graphs, charts) that depict student performance (a) for the entire class, (b) for one selected subgroup, and (c) for at least two individual students. Each visual representation is accompanied by a descriptive narrative that summarizes the analysis of student progress and achievement. Finally, this section includes an explanation of the ways in which student grades or other indicators of student performance have been assigned and recorded as well as how and to whom these results (i.e., grades or other indicators) have been reported. NASPE 5.1 and 5.3 UWS Section V: Reflection and Self-Assessment. This section includes a description of the relationship between the students’ progress and achievement and the candidate’s performance. The candidate must describe their teaching specific to the goals set forth and reflect on any changes that resulted from data collected through the planned assessments. The section also includes a description of future plans for teaching. NASPE 5.3

Assessment 5 pg. 5

Unit Work Sample Assignment

Clinical Practice Intern

Major

School

Grade level(s)/Subject area(s)

Dates of unit from to Number of lessons in unit

UWS Section I: Unit Topic or Title Describe the unit of instruction and how it fits into the program of study. Does this unit play any specific role for students or in the community? Describe how this unit is sequenced to fit the needs of the students and how it aligns with the standards (national and state)

UWS Section II: Contextual Factors

Describe the contextual factors (including the relevant student characteristics) that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

UWS Section III: Unit Plan

UWS Section III, Part A: Describe the unit objectives (follow ABCD format, see lesson plan Assessment 3 for details) and their correlated standards. Identify the domain under which the objective aligns and the type of assessment (formal, informal, summative etc) and when and how you plan to assess the objective. NASPE 3.2 and 5.1

National

Standards

State

Standard

Domain Unit Objectives

Type of Assessment

Assessment Plan

Assessment 5 pg. 6

UWS Section III, Part B: Describe and/or attach the assessments for each unit objective. Include descriptions of any necessary accommodations. For each assessment, include the evaluation criteria (i.e., describe and/or attach appropriate scoring rubrics, observation checklists, rating scales, item weights). Note: Attachments must be clearly labeled to indicate their relationship to the elements in the table below. NASPE 3.5 and 5.2

Assessments

(NASPE 5.2)

Accommodations

(NASPE 3.5)

Evaluation Criteria

Unit Objective 1:Pre-Assessment(s)

Unit Objective 1:Post-Assessment(s)

Unit Objective 1: Other Assessment(s)


Unit Objective 2:Post- Assessment(s)






Assessment 5 pg. 7






UWS Section III, Part C: After administering the pre-assessment(s), analyze student performance relative to the unit objectives. Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction. NASPE 3.5

UWS Section III, Part D: Describe the key instructional activities, strategies, materials, and resources (including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in UWS Section III, Part A) that are addressed. Provide all lesson plans in the unit. Discuss how the individual lessons are sequenced in a progressive manner so that they align with the instructional goals of the unit. Outline a variety of accommodation within the scope and sequence of the unit to address the needs of the students within the class. NASPE 3.1, 5.2

Activities/Strategies/Materials/Resources

Unit Objective

Number(s)

Assessment 5 pg. 8

UWS Section III, Part E: Discuss how the instruction within the unit is aligned to learning goals. Provide justification for decisions within the scope and sequence of unit planning and individual instruction of students. Discuss how pre assessment data was used to provide a starting point for instruction within the unit. NASPE 3.3, 3.6

UWS Section III, Part F: Provide a plan for all the types of planned assessment on how data is going to be collected, analyzed, and stored. Explain how data will be reported back to students to provide feedback specific to their learning within the unit of instruction. Reflect on the method of data collection and how it impacted instruction. Reflect on data collection and the methods chosen, might they have been done in a different, more fair, or equitable manner so that it enhanced student learning? NASPE 3.4, 3.7, 5.3

UWS Section IV: Analysis of Student Learning

Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. Attach clearly labeled tables, graphs, or charts that depict student performance for the entire class, for one selected subgroup (learning differences, learning styles, cultural linguistic characteristics, exceptionalities, gender, and socio-economic status) labeled in your contextual factors and for at least two individual students. For each visual representation, provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and include a description of the ways in which these results have been recorded as well as how and to whom they have been reported. NASPE 5.1, 5.3

UWS Section V: Reflection and Self-Assessment

Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, what, if anything, would you do differently, and why? NASPE 5.3

Assessment 5 pg. 9

College of Charleston Teacher Education Program

Candidate Work Sample Rubric

Candidate Name:________________________________

__

School:______________________________________

Date:_____________________

Candidate ID:___________________________________

_

Grade: ______________________________________

Term:____________________

College Supervisor: _______________________________

CWS Title: __________________________________

*Candidate ratings: 1, 2, 3, or NA

NCATE

STAND

CAND.

RAT-ING*

Criterion Candidate Rating

1: Unacceptable 2: Acceptable 3: Target

I.

Unit Topic/Title

Identification and sequence of

instructional unit

Instructional content is not appropriately identified and/or

sequenced.

Instructional content is appropriately identified and sequenced to meet

student needs.

Instructional content addresses standards, can

be integrated, shows logical progression and is appropriately sequenced to meet student needs.

II. A-G Contextual

Factors

Community, School, & Student Diversity

A. Community and School

Characteristics

Candidate does not use any of the student,

community and school background information

for instructional planning.

Candidate uses some student, community and

school information background for

instructional planning.

Candidate uses most of the student, community

and school information for instructional planning.

B. Learning

Differences Candidate rarely/never

displays awareness of this aspect of students’ diversity to develop

appropriate instruction for students, and/or never

Candidate often displays awareness of this aspect of student diversity, to

develop appropriate instruction for students,

and/or displays

Candidate continuously displays awareness of this

component of student diversity, adapts

appropriate instruction for students, and/or displays

Assessment 5 pg. 10

displays dispositions indicating students can

learn. (rate each diversity

criterion separately)

dispositions indicating that students can learn. (rate each diversity

criterion separately)

dispositions indicating that students can learn.

(rate each diversity criterion separately)

_ C. Learning Styles

_ D. Cultural Linguistic

Characteristics

_ E. Exceptionalities

_ F. Gender

_ G. SES

III. A

Unit Plan

Objectives & Correlated Standards

NASPE 3.2

A. Alignment with Learning Goals and Instruction

Content and methods of assessment lack congruence with unit objectives and standards or lack cognitive complexity. Not all domains have planned objectives.

Some unit objectives are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity. All domains are assessed through appropriate objectives.

Each unit objective is assessed through the assessment plan; assessments are congruent with learning goals, standards, and expectations in content and cognitive complexity. Objectives address multiple learning domains and are developmentally appropriate for the age, grade, and skill level of the students.

NASPE 5.1

Assessments are planned but do not address the entire unit of instruction. A few forms of assessment are planned.

Assessments are planned for the entire unit of instruction. A variety of forms of assessment s are planned to address

Assessments are planned for the entire unit of instruction that will provide timely, meaningful feedback to the candidate to address

Assessment 5 pg. 11

multiple learning styles. multiple learning styles of students in the class.

III. B, C Unit Plan

Pre and Post Assessments

NASPE 5.2

B. Multiple Assessment Modes and Approaches

Assessment plan does not include appropriate pre and post assessments for many unit objectives and/or does not include clear assessment criteria (i.e. described and/or attached and labeled are appropriate scoring rubrics, observation checklists, rating scales, item weights); technology is not used to store and manage student data.

Assessment plan includes appropriate pre, mid and post assessments for most objectives and includes clear assessment criteria (i.e. described and/or attached and labeled are appropriate scoring rubrics, observation checklists, rating scales, item weights) for most unit objectives; technology is minimally used to store and manage student data.

Assessment plan includes appropriate pre, mid and post assessments for each objective including clear assessment criteria (i.e. described and/or attached and labeled are appropriate scoring rubrics, observation checklists, rating scales, item weights); technology is used to store and manage student data; data are represented in graphical form.

NASPE 3.5

B. Accommodations

No specific accommodations are provided aligned to the unit objectives and assessment plan.

Accommodations are aligned to the unit objectives which will allow an equitable opportunity for all students in the class.

Specific accommodations are aligned to each unit objective and the appropriate pre, mid, and post assessment planned throughout the unit of study which will allow for an equitable opportunity for all students in the class.

NASPE 3.5

C. Accommodations

Appropriate assessment accommodations are not provided for identified students.

Assessment accommodations are provided for identified students.

Appropriate assessment accommodations are provided for identified students that address their specific needs and allow for individual

Assessment 5 pg. 12

differences in skill levels.

Assessment 5 pg. 13

CWS

Component

NCATE

STAND

CAND.

RAT-ING

Criterion Candidate Rating

1: Unacceptable 2: Acceptable 3: Target

III. D, E Unit Plan Data Analysis

NASPE 5.2

D. Pre-assessment Analysis and Instructional Decision Making

Pre-assessment data not used to plan instruction. Intern treats class as “one plan fits all” with no modifications.

Some pre-assessment data used to plan instruction and to address individual student needs. The instructional plans are not all based on the analysis of student learning, best practice, and/or contextual factors.

Pre-assessment data analyzed to make appropriate instructional decisions addressing individual student needs. Decisions informed by analysis of student learning, best practice, and/or contextual factors. Include explanation of why the decisions would improve student progress.

NASPE 3.1

D. Sequencing of lessons

Discussion does not justify the sequencing of the lessons within the unit of instruction.

Justification is provided to outline that the lessons are sequenced and are linked to the instructional goals of the unit.

Explanation of the sequencing of the lessons within the scope of the unit is provided. The lessons are progressive in nature and align to the instructional goals of the unit. Lesson scope and sequence address a variety of student needs within the class.

NASPE

3.3

E. Congruence Between Accommodations and Learning Goals

Decisions for instruction lack congruence with learning goals.

Decisions for instruction are somewhat congruent with learning goals.

Decisions for instruction are align with learning goals.

NASPE

3.6

No adjustments are provided based on student performance

Some adjustments are provided based on students’ performance.

Adjustments were provided based on students’ performance. Pre assessment data was used to provide a starting point for students.

III. F Unit Plan Activities, Strategies,

NASPE

3.7

F. Resources and Technology

Curriculum planning does not include methods and strategies that address

Curriculum planning includes methods and strategies that address content standards

Curriculum planning includes methods and strategies that address content standards maximizing collaborative use of technology resources and tools.

Assessment 5 pg. 14

Materials, Resources

content standards. maximizing use of technology resources.

Assessment is planned that uses technology to provide feedback of student learning. Candidate demonstrates mastery of technology to collect and store data.

NASPE

3.4

Management of resources is not planned for the unit of instruction. One model of instruction is planned for the unit.

A few models of instruction and assessment are planned throughout the unit. Minimal management of resources is evident through planning.

Multiple models of instruction and assessment are planned throughout the unit. Multiple choices are provided for students based on individual differences. Resources are managed so that all students are provided a fair and equitable learning experience.

NASPE

5.3

The types of assessments are listed. The account does not indicate that the candidate used the reflective cycle to guide decision making throughout the unit of instruction.

Candidate provides an account of their assessment plan outlining the type of planned assessment. Reflection is used to guide decision making throughout the unit of instruction.

Candidate provides a justification for their decisions for assessment type, models of instruction and accommodations provided to students. Candidate reflects on the use of resources such that students were provided a fair and equitable learning experience. Candidate provides examples of how reflection leads to modification and change throughout the unit of instruction.

IV. A-C Analysis of Student Learning

A. Group, Subgroup & Individual Performance Data

Analysis of assessments does not measure students’ achievement of objectives. No visual representation of pre & post assessment

Some analyses of pre, mid and post assessments are done to determine students’ achievement of objectives. There is a visual representation of pre& post assessment

Pre, mid and post assessment data is visually represented, clearly described and analyzed for the entire class, one subgroup and at least 2 individuals.

Assessment 5 pg. 15

data for identified sub-group(s) and individual student is provided.

data for identified sub-group(s) and individual student is provided

NASPE

5.1

B. Assessment, Analysis & Student Progress

No analysis of class, subgroup and/or individual performance is conducted and analyzed in accordance with progress on unit objectives.

Some analysis of class, subgroup and/or individual performance is conducted and analyzed in accordance with progress on unit objectives.

Thorough analysis of class, subgroup and/or individual performance is conducted and analyzed in accordance with progress on unit objectives. Data from summative and formative assessments are analyzed in order to determine student performance and learning.

NASPE 5.3

C. Student grade determination

Determination of student grades and/or performance is not explained

There is some explanation of how student grades were determined.

Determination of student grades and/or performance is thoroughly explained and linked to unit objectives. Candidate determines their impact on student learning through reflection of individual assessments throughout the unit.

V. Reflection and Self-Assessment

NASPE 5.3

Reflection of teaching and student performance and their relation to teaching

No evidence of critical examination of how use of content and instructional strategies impacted student performance.

Some evidence of critical examination of how use of content and instructional strategies impacted student performance. Reflection is used to plan action for change throughout the unit of instruction.

Evidence shows critical examination of how use of content & instructional strategies impacted student learning; reflection indicates realistic considerations for future teaching of unit with same student group. Rationale is provided that reflects the objectives of the unit aligned to the teaching strategies and subsequent student learning outcomes. Reflection indicates changes/modifications to instruction based the reflective cycle throughout the instruction/assessment phase of the

Assessment 5 pg. 16

unit.

Assessment 5 pg. 17

Data table for Assessment 5


Fall 2009 Spring 2010 Criteria Unacceptable Acceptable Target Unacceptable Acceptable Target I. Unit

Topic/Title

II. A. community and school characteristics

II.B. Learning Differences

II.C. Learning Styles

II.D. Cultural and Linguistic Characteristics

II.E. Exceptionalities

II.F. Gender

II.G. SES

Assessment 5 pg. 18

III.A. Alignment NASPE 3.2

III.A. Planned assessment NASPE 5.1

III.B. Multiple Assessments NASPE 5.2

III.C. Accommodations NASPE 3.3

III.D. Pre Assessment NASPE 5.2

III.D. Sequencing of lessons NASPE 3.1

III.E. Accommodations and learning goals NASPE 5.1 III. E. Adjustments based on data

NASPE 3.6 III.F. Technology and resources NASPE 3.7

Assessment 5 pg. 19

III.F. Multiple models of instruction NASPE 3.4 III.F. Reflection on selection of assessment methods NASPE 5.3 IV A. Performance data

IV.B. Analysis of data NASPE 5.1

IV. C. Reflect on impact on student learning

NASPE 5.3 V. Reflection on

teaching and student performance

NASPE 5.3

Assessment 6 pg. 1

Assessment 6

Fitness Based Competence

1. Description of the assignment

Our program selected the Presidents Challenge Adult Fitness Test. This decision was made by the Physical Education Teacher Education Committee. The committee selected this specific fitness assessment based on the practical and realistic assessment of candidate’s fitness it provided. The fitness assessment is comprised of four areas: 1. Aerobic fitness; 2. Muscular strength and endurance; 3. Flexibility; and 4. Body composition. The candidates complete all components of the fitness assessment in the fall semester of their sophomore year in PEHD 222 Analysis and Conduct of Individual Activities, fall semester of their junior year in PEHD 352 Elementary Physical Education; and fall semester of their senior year in PEHD 457 in Adapted Physical Education. If a candidate is does not meet the acceptable level of performance they are able to retest on the specific area(s) that they did not achieve by the end of the semester. If at the end of the semester an area of the fitness assessment is not achieved a referral plan is developed between the candidate and the instructor. If a candidate misses the class when the assessment is conducted they are responsible to make alternative arrangements with the instructor to complete the assessment. Alternative arrangements are available for individuals who have a documented disability which would inhibit them from participating in this assessment. To date there have been no candidate’s that have been unable to participate in the fitness assessment. The aerobic run is conducted on the indoor track on campus, the strength/endurance and flexibility assessments are conducted in the gymnasium, and the body composition assessment is conducted in the exercise physiology lab. The instructor supervises all assessments and records all data. The instructor enters all data into the website and runs reports on each candidate. The instructor shares the results of the fitness test with the candidate’s and when necessary will have a meeting to discuss the results and plan a program for improvement.

I. Aerobic Fitness:

Candidates must run 1.5 miles. This assessment is conducted at the indoor track on campus. Candidates count laps for each other but the official time is kept by the instructor.

II. Muscular Strength and Endurance

Half sit up – partner counts, instructor monitors the time

a. Lie face-up on mat or rug with knees at a right angle (that is, 90º) and feet flat on the ground. The feet are not held down.

b. Place hands palms facing down on the mat or rug with the fingers touching the first piece of tape.

c. Flatten your lower back to the mat or rug, and half sit-up so that your fingers move from the first piece of tape to the second. Then return your shoulders to the mat or rug and repeat the movement as described. Your head does not have to touch the surface. Keep your lower back flat on the mat or rug during the movements – if you arch your back, it can cause injury.

Assessment 6 pg. 2

d. Your partner will count the number of half sit-ups performed in one minute. Pace yourself so you can do half sit-ups for one minute.

e. Record your results.

Standard or Modified Push Up – partners count, instructor monitors the participants and records the scores

a. Males start in the standard push-up position (elevated). Hands should be shoulder width apart, arms extended straight out under the shoulders, back and legs in a straight line, and toes curled under. Females do a modified push-up with knees bent and touching the floor. Starting in the up position, hands should be slightly ahead of the shoulders so hands are in the proper position for the downward motion.

b. Lower until the chest is about 2 inches from the floor and rise up again. c. Perform the test until you cannot complete any more push-ups while keeping your back

straight and, if you are a male, keeping the legs straight as well. The key to completing the test properly is to maintain a rigid position and keep the back flat. If necessary, you can take a brief rest in the up position (not lying on the floor).

d. Record your results.

III. Flexibility – Sit and Reach Test – instructor conducts this assessment on each candidate a. Perform a series of static stretches. These stretches should focus on stretching the trunk and legs. Following

the stretches, you may also want to do some brisk walking. b. Place a yardstick on the floor and put a long piece of masking tape over the 15 inch mark at a right angle to

the yardstick. c. Remove your shoes and sit on the floor with the yardstick between the legs (0 mark close to your crotch), with

your feet about 12 inches apart. Heels should be at the 14 inch mark at the start of the stretch to account for the fact that the legs tend to move forward when performing the stretch.

d. With the fingertips in contact with the yardstick, slowly stretch forward with both hands as far as possible noting where the fingertips are to the closest inch. Exhaling when you stretch forward and dropping the head may allow you to stretch a bit further. Do not use fast and sudden motions, which can injure your hamstring muscles.

e. Perform the stretch three times with a few seconds of rest between stretches. f. Record the best measurement.

IV. Body Composition Body Mass Index (BMI): BMI is a number that is based on a person's weight and height. It can be used to identify people at risk for some health problems. 1 Higher BMI values indicate greater weight per unit of height.

BMI is related to the risk of disease and death. The score is valid for both men and women, but it does have some limitations,

• 1. It may overestimate body fat in athletes and others who have a muscular build, and

• 2. It may underestimate body fat in older persons and others who have lost muscle mass. Waist Circumference can serve as another indicator for some health risks for individuals who may have a BMI classification of normal or overweight (a BMI score between 18.5 and 29.9). A high waist circumference is associated with an increased risk for type 2 diabetes, elevated blood lipids (fats like cholesterol and triglycerides), hypertension, and cardiovascular disease in patients with a BMI between 25 and 34.9. 2 Recording changes over time in waist circumference is important since it can change even when body weight remains the same.

All data from the 4 assessments are inputted into a data form located at http://www.adultfitnesstest.org/dataEntry.aspx

http://www.adultfitnesstest.org/testInstructions/static_stretches.aspx?TB_iframe=true&height=400&width=600

http://www.adultfitnesstest.org/dataEntry.aspx

Assessment 6 pg. 3

Data Entry Form:

PERSONAL INFORMATION

1. State * -- Select a State --

2. Gender * male female

3. Age * yrs AEROBIC FITNESS Must enter either a 1-mile walk time and heart rate or enter a 1.5-mile run time.

1. 1-Mile Walk Time minutes seconds Heart Rate (after walk) beats per minute

Weight lbs * required for result calculation 2. OR

3. 1.5-Mile Run Time minutes seconds MUSCULAR STRENGTH

1. Half Sit-Ups (in one minute)

2. Push-Ups FLEXIBILITY

1. Sit and Reach inches BODY COMPOSITION BMI/BODY MASS INDEX 1. Enter height in feet AND inches. Enter all fields for a calculation.

Height feet inches

2. Weight lbs

3. Waist Measurement inches

2. Alignment to the Standards

All components of this assessment directly align with NASPE element 2.2. After the instructor enters all data for candidates a printout is provided for each candidate with each fitness component, their results, the percentile ranking of their results, and the absolute ranking of below average, average, above average for each component.

Assessment 6 pg. 4

3. Data Analysis

The program has conducted the fitness assessment during two fall semesters. Thus there has not been a cohort of candidates that have been assessed at all three levels (sophomore, junior and senior years) of their program of study. Candidates are not officially accepted into the Physical Education program until junior year (PEHD 352) therefore the individuals assessed in PEHD 222 have indicated their intent to apply for the physical education teacher education program but for various reasons they may not gain acceptance. All candidates not meeting the acceptable level of performance were notified and a plan of action was developed. Some candidates choose to enroll in various activity based courses to improve their area of deficiency on the fitness assessment. The data reported in this report was from candidate’s first attempt. Although candidates that were not successful on their first attempt were required to redo the fitness test in the components that they did not pass, the data was not reported in this report. Due to the number of candidates not passing at various components, the program has added a weight training course to the list of possible electives for students to take.

4. Data Interpretation

The program selected this fitness assessment based on its specific alignment to gender and age of the candidate. We felt that at the time, this was the most relative fitness assessment available for our candidates. Initially when the faculty designed this assignment to meet NASPE 2.2 the candidate levels of performance were categorized generically i.e., acceptable – perform average or higher on 3 out of the 4 fitness components. After the first administration of this assessment and the analysis of data it was determined that the data was not meaningful so the program changed its expected levels of candidate performance. The data table and analysis represents the changed levels of expectations. The fitness assessment is conducted at the beginning of the semester so there is time for candidates to re-test if needed.

The biggest surprise to the PETE faculty when analyzing the data was the poor performance of candidates in the flexibility component. Prior to viewing the results faculty had discussed how to implement opportunities for candidates in the other fitness components assessed. Very little time was spent discussing methods to improve flexibility. When data was analyzed and the area candidates scored below average in the most was flexibility faculty had a lengthy discussion and determined that a conscious effort needed to be placed in each class to provide opportunities to increase flexibility. Not only were physical opportunities offered but the importance of flexibility was also discussed in numerous classes. The faculty felt that if candidates appreciated the value of flexibility they would make an effort to increase theirs and make it a valuable component of their teaching experience.

Assessment 6 pg. 5 Rubric for results of fitness test

The program has determined the following are levels of performance for candidates. This rubric is applied to each of the fitness components evaluated in this fitness test. The determination of “average” ranking is determined by the standardized test which is criterion referenced.

Unacceptable Acceptable Target Candidate will meet the below average absolute ranking in the fitness component assessed

Candidate will meet the average absolute ranking in the fitness component assessed.

Candidate will meet the above average absolute ranking in the fitness component assessed

Data Table for Fitness Test

Components Fall 2010 Fall 2009 Components Fall 2010 Fall 2009 PEHD 222 PEHD 352 PEHD 452 PEHD 222 PEHD 352 PEHD 452

Aerobic Fitness

Muscular Strength – sit ups Muscular Strength – push ups Flexibility

Body Composition

• U – unacceptable; A – acceptable; T - target

Assessment 7 pg. 1

Assessment 7

IEP

Narrative

1. Description of the assessment and its use in the program: The IEP assignment is used in PEHD 457 Adapted Physical Education Field Experience. During their field experience candidates attend a local high school and work with the self-contained special education classes. The class meets at the High School at the same time each week and works individually with a small group of high school students. Depending on the number of students in the class the group size is usually 2-3 special education students for one college student. The professor of the class is always present during the field experience time. The class meets for the semester. Candidates complete a pre-assessment during the first visit. Based on the data collected during the pre-assessment, the candidates develop long and short term goals for the students. Candidates develop lesson plans and complete a reflective log weekly. The field experience comprises 12 weeks, 1 one pre-assessment, 10 weeks teaching, and 1 week post assessment. The post assessment is used to evaluate how the students in relation to the long and short term goals set forth at the beginning of the IEP. The candidate must complete weekly lesson plans (see Assessment 3) which are evaluated by the college supervisor and is assessed on their teaching (see Assessment 4) but both of those experiences are evaluated separate from the IEP assignment.

2. Alignment of the assessment to the standards:

Criteria Alignment to NASPE standards and elements

Description of student none Pre Assessment NASPE 5.1, 5.2 Long and short term goals NASPE 3.1 Curriculum Development See Assessment 3 Post Assessment NASPE 5.1, 5.2 Reflection NASPE 5.3

3. Analysis of data: Candidates scored at the acceptable level for the description of the student and the analysis and interpretation of data. The strengths of the candidates were in the pre assessment and post assessment phases and the curriculum

Assessment 7 pg. 2

development piece of the assignment. Long and short term goals were at the acceptable range with few scoring in the target range.

4. Interpretation of data: - Candidates performed at the acceptable level for the description of the student. Candidates must focus more on getting to know their students during the first visit. The program has since made the candidates go to the high school prior to the pre assessment to spend some time with their student prior to week 1. The candidates must also talk to the teacher and aide in the class to gain insight into their student. The candidates need to continue to work on developing long term goals and short term goals that directly align with the long term goals. Candidates scored in the acceptable range with few scoring in the target range. The candidates need to gain more experience in order to develop better understanding of scope and sequence of curriculum development. The candidates need more exposure to different methods of graphing and data representation. The candidates take PEHD 431 Research Methods Fall semester of their junior year but there did not seem to be adequate carry over into this assignment. The faculty have discussed with the instructor of that course some of the trends identified in this assignment that need to be addressed. The PEHD 431 class is a required course for PETE candidates and Health Promotion students.

Assessment 7 pg. 3

IEP Assignment

This assignment is to be completed after you have met with and completed the pre assessment of your assigned student for PEHD 457 Field Experience. The details of the assignment are outlined below followed by the rubric used to evaluate the IEP. This assignment is to be realistic. You will be working with the same student for 12 weeks: 1 week pre-assessment, 10 weeks teaching, 1 week post assessment.

Part I: Description of Student

a. Name of Student: b. Age: Example: 18 years 6 months (note years and months at the time of

evaluation).

c. Gender: M/F

d. Type of Disability: Be specific. You may need to get this from the Special Education teacher. There may be more than one disability. List all that apply. Is the disability congenial or acquire.

e. Description of Student: Discuss the height and weight, physical appearance,

cognitive level, and social skills of the student. Also, note interests such as, hobbies, favorite games, sports, teams, music, TV shows, movies, or events. Does the student use a wheelchair, walker, braces, prosthetic or crutches for mobility? Describe any communication disability or ways of communicating. Does the student have additional disabilities such as visual, orthopedic, hearing or learning impairments?

Part II: Pre Assessment (NASPE 5.1, 5.2) On week one you will complete a pre-assessment of your student. You will use the Adapted Physical Education Assessment Scale II (APEAS II) to assess your student. You must complete all components (perceptual motor function, object control, locomotor skills, physical fitness, and adaptive behaviors) of the assessment. If your student can not complete a section of the assessment you must justify why in narrative format in your report.

a. Assessments – describe each assessment (you may get this out of the manual for the assessment discussed in lecture). Discuss any issues that occurred with the assessment or modification that occurred.

b. Data – provide data from assessment in a visual manner c. Analysis and interpretation of data – briefly describe the findings of the data

and provide an interpretation of the findings.

Assessment 7 pg. 4

Part III : Long and Short Term Goal (NASPE 3.1) Long term goals – you must develop at least 3 long term goals. The long term goal is something that the student will be working toward throughout the year. At least two of the goals need to be based on the physical domain and goal needs to align with the affective (social) domain. The goals should align to the data collected on the pre-assessment. Short term goals – you must develop at least 2 short term goals for each long term goal. The short term goals are what you will be working toward during the next 10 weeks that you will be working with them. The goals should align to the data collected on the pre-assessment. Part IV: Curriculum Development (see Assessment 3 for the alignment of the lesson plan to NASPE standards/elements) – you will have 10 lessons to work with the student on the goals and objectives you designed in Part III.

a. Curriculum mapping – provide an outline of the topics of instruction for the 12 weeks. The progression of skills development must indicate developmentally appropriate practices and adequate scope and sequence development.

b. Lesson Plans – the final report must include the 10 lesson plans you developed over the course of the semester. The lesson plans must follow the program format for lesson plans (see Assessment 3).

Part V : Post Assessment (NASPE 5.1, 5.2) – on the 10 week you will conduct a post assessment using the APEAS II. Refer back to Part II to review any accommodations that occurred during the pre-assessment or any other issues or concerns that arose at that time.

a. Assessments – describe each assessment (you may get this out of the manual for the assessment discussed in lecture). Discuss any issues that occurred with the assessment or modification that occurred.

b. Data – provide data from assessment in a visual manner. This section will include the pre-assessment and the post-assessment.

c. Analysis and interpretation of data – briefly describe the findings of the data (pre-assessment – post-assessment) describe any difference that occurred. Provide an interpretation of the findings.

Part VI: Reflection (NASPE 5.3)

a. Discuss the realistic expectations you developed in the short term and long term goals. Do you think the student will be able to achieve them in the time frame you developed? What may need to happen if they hope to achieve the goals? Will other services need to be sought?

Assessment 7 pg. 5

b. Discuss the overall teaching experience. How was this experience different from your other field experience specific to the students? Discuss the accommodations to equipment, teaching style, class time, practice time etc.

c. Make recommendations for the student for future activity time.

Assessment 7 pg. 6

Rubric for IEP Criteria Unacceptable-1 Acceptable-2 Target-3 Total Part I: Description of Student This area is

incomplete. The description of the student and disability do not provide adequate information in order to complete the rest of the assignment.

All areas are addressed. The disability is explained. The a few characteristics of the individual are provided.

All areas are addressed. The disability is explained and a list of possible medications along with side effects specific to physical activity is addressed. The description of the student is thorough and provides insight into characteristics of the individual that are valuable to the planning process.

Part II: Assessments NASPE 5.1

Each assessed is not outlined. Does not provide specific details to how the data was collected.

Describes each assessment used in the APEAS II. Provides details to how the data was collected. Discusses any issues that arose with data collection.

Describes each assessment used in the APEAS II and provides any accommodations that were addressed with their student due to the disability. Describes how the data was collected

Assessment 7 pg. 7

using specific examples of accommodations based on the student’s disability.

Part II: Data NASPE 5.2

Data is not reported in a meaningful way that provides insight into the students’ performance for each assessment component.

Data is reported in a manner that provides meaningful insight into the student’s performance for each assessment component.

Data is reported in a meaningful manner and is representative of the variety of assessment completed. Data is represented in a summative and formative manner to assist with future goal setting.

Part II: Analysis and interpretation of data NASPE 5.1

The analysis of data is not directly related to the data that was collected. Interpretation of the data cannot be used for future lessons.

Analysis of data is directly related to the data collected. The interpretation of data provides insight into future lesson goals and objectives.

Analysis of data directly relates to the data collected. Interpretation of data provides clear insight into future lesson goals and objectives. A link between the data and future lessons is provided with possible accommodations.

Part III: Long Term Goals Less than 3 long At least 3 long At least 3 long

Assessment 7 pg. 8

NASPE 3.1 term goals are listed. Goals listed do not align to the data collected.

term goals are written following the proper format. Goals directly relate to data collected from pre assessment.

term goals are written following the proper format. At least 2 goals are based on the physical domain and one goal is from the affective domain. Goals directly relate to data collected from the pre assessment.

Part III: Short Term Goals NASPE 3.1

Short term goals do not align with long term goals.

At least 2 short term goals are written for each long term goal. Short term goals are written in the proper format. Goals are specific to the students’ needs and are related to the information gather from the data.

At least 2 short term goals are written for each long term goals. Short term goals are written in the proper format. Goals are specific to each student’s needs and allow for differentiated instruction and multiple means of teaching scope and sequence of skill development.

Part IV: Curriculum Development

No curriculum map is provided for the 10 weeks of instruction.

A curriculum map is provided that outlines all 12 weeks of

A curriculum map is provided that outlines all 12 weeks of

Assessment 7 pg. 9

instruction. instruction and is developmentally appropriate for the individual needs of the student and is sequential in skill development.

Part IV: Lesson Plans Lesson plans are not presented for each class (12 weeks)

Lesson plans are prepared and presented for 12 weeks of instruction.

Lesson plans are prepared for 12 weeks and follow the programs lesson plan format.

Part V Post Assessment NASPE 5.1

Each assessed is not labeled. Does not provide specific details to how the data was collected.

Labels each assessment used in the APEAS II. Provides details to how the data was collected and follows any modification used in the pre assessment. Discusses any issues that arose with data collection.

Labels each assessment used in the APEAS II and provides any accommodations that were addressed with their student due to the disability. Describes how the data was collected using specific examples of accommodations based on the student’s disability. Follows any modification outlined in the pre assessment.

Assessment 7 pg. 10

Part V Data NASPE 5.2

Data is not reported in a meaningful way that provides insight into the students’ performance for each assessment component. Data does not compare pre – post assessment data.

Data is reported in a manner that provides meaningful insight into the student’s performance for each assessment component. Data is presented in a manner that a comparison between pre and post assessments for each component is possible.

Data is reported in a meaningful manner and is representative of the variety of assessment completed. Data is represented in a summative and formative manner to assist with future goal setting. Data is presented in a manner such that comparisons between pre and post assessment is possible and meaningful conclusions can be drawn for each component.

Part V Analysis and Interpretation of data NASPE 5.1

The analysis of data is not directly related to the data that was collected. Interpretation of the data cannot be used for future lessons.

Analysis of data is directly related to the data collected and compares pre and post assessments. Conclusions can be drawn based on the impact instruction time. The interpretation

Analysis of data directly relates to the data collected. Interpretation of data provides clear insight into future lesson goals and objectives. Links with instructional decisions are

Assessment 7 pg. 11

of data provides insight into future lesson goals and objectives.

made to compare activities and achievement of goals/objectives. A link between the data and future lessons is provided with possible accommodations.

Part VI: Reflection NASPE 5.3

Reflection is not provided that links long and short term goals to student achievement based on the pre-post assessment data.

Reflection is provided that shows insight into the achievement of long and short term goals based on pre-post assessment data. Discussion of accommodations to teaching strategies and objectives are provided.

Reflection is provided that shows insight into the achievement of long and short term goals based on pre-post assessment data. Discussion of accommodations to teaching strategies and objectives are provided. Recommendations are provided for future activity time for the student.

Lesson plans are graded individually for each lesson following the template and rubric in Assessment 3.

Assessment 7 pg. 12

Data Table for IEP

Criteria Fall 2009

Fall 2010

Unacceptable Acceptable Target Unacceptable Acceptable Target Part I: Description of Student Part II: Assessments NASPE 5.1 Part II: Data NASPE 5.2 Part II: Analysis and interpretation of data NASPE 5.1 Part III: Long Term Goals NASPE 3.1 Part III: Short Term Goals NASPE 3.1 Part IV: Curriculum Development Part IV:

Lesson Plans

Part V Post Assessment

Assessment 7 pg. 13

NASPE 5.1 Part V Data NASPE 5.2 Part V Analysis and Interpretation of data NASPE 5.1

The College of Charleston

Documents

Transcript of The College of Charleston