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PE 470 Secondary Physical Education Methods
Field Experience Evaluation - Updated May 2023
Wartburg Student Name
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First
Last
Term of Field Experience
WT 2024
Supervising Teacher's Name
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Prefix
First
Last
School Name:
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Secondary grade levels:
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This upper-level course for K-12 Physical Education teachers is intended to provide opportunities for observation and teaching in a secondary Physical Education classroom. Students complete 20 hours in the classroom, and during this time will instruct students as deemed appropriate by the field experience teacher.
1. Planning
Develops appropriate lesson plans with clear objectives.
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4 - Exemplary: Designs consistently detailed lesson plans with observable, measurable objectives connected to larger learning goals
3 - Proficient: Most lesson plans include observable, measurable objectives connected to larger learning goals
2 - Developing: With assistance can write lesson plans with observable, measurable objectives connected to larger learning goals
1 - Recommend Intervention: Consistently struggles to prepare lesson plans with observable, measurable objectives connected to larger learning goals
NA - Not applicable at this time
2. Instruction
Implements lessons according to plan.
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4 - Exemplary: Lessons consistently follow plan, including plans for differentiation during instruction
3 - Proficient: Lessons usually follow plan, including plans for differentiation during instruction
2 - Developing: Lessons inconsistently follow plan, and may not include plans for differentiation during instruction
1 - Recommend Intervention: Consistently struggles to follow lesson plan to reach identified goals
NA - Not applicable at this time
Activates prior knowledge and encourages students to become actively involved throughout the class.
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4 - Exemplary: Opening sequence consistently connects learners to prior, or common, knowledge
3 - Proficient: Most opening sequences consistently connect learners to prior, or common, knowledge
2 - Developing: With assistance can relate opening sequence to learners' prior, or common, knowledge
1 - Recommend Intervention: Consistently struggles to connect new learning to prior knowledge of learners
NA - Not applicable at this time
Delivered a clear four-part lesson that included introductory activity, fitness activity, lesson focus, and closing activity.
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4 - Exemplary: Instruction successfully connects to prior learning, engages students in meaningful activities, increases student learning, and reinforces the learning with closure
3 - Proficient: Instruction includes all aspects of a 4-part lesson, but one portion needs improvement
2 - Developing: Instruction is either missing aspects of the 4-part lesson, or multiple portions need improvement
1 - Recommend Intervention: The student struggles to construct and/ or implement complete lessons when working with students
NA - Not applicable at this time
Creates a positive atmosphere for teaching and learning.
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4 - Exemplary: Enthusiastic, mindful instruction engages all learners in learning activities
3 - Proficient: Instruction engages most learners in learning activities
2 - Developing: With guidance, instruction engages students in positive learning activities
1 - Recommend Intervention: Struggles to engage learners in positive or planned learning activities
NA - Not applicable at this time
Reflects on teaching strengths and weaknesses after each lesson.
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4 - Exemplary: It is apparent that the student independently engages in purposeful reflection to improve various aspects of instruction
3 - Proficient: Reflects, discusses, and adapts instructional strategies to improve over time
2 - Developing: Needs guidance to think about areas of strength and improvement
1 - Recommend Intervention: Seems unwilling or unable to reflect on instructional practice
NA - Not applicable at this time
Improves based on teacher feedback and reflection.
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4 - Exemplary: With maturity and professionalism, receives and acts upon suggestions for improving instruction
3 - Proficient: Considers feedback, and adapts instructional strategies to improve over time
2 - Developing: Discusses areas of improvement, but slow to implement suggestions for improvement
1 - Recommend Intervention: Appears defensive or resistant to feedback and suggestions
NA - Not applicable at this time
3. Assessment
Uses informal assessment strategies to facilitate student learning during lesson(s).
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4 - Exemplary: When working with students, the field experience student utilizes appropriate formative and/ or summative methods to identify learning and guide instruction
3 - Proficient: When working with students, the field experience student identifies some appropriate measures of learning
2 - Developing: With assistance, the field experience student employs measures to monitor student learning
1 - Recommend Intervention: The field experience student demonstrates little knowledge of various methods to monitor student learning
NA- Not applicable at this time
4. Professional Responsibilities
Arrives on time and is ready to teach.
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4 - Exemplary: Follows through with all scheduled observations, lessons, and responsibilities
3 - Proficient: Present for most classroom meetings as planned, and communicates when schedule requires changes; Appropriate level of planning for instruction
2 - Developing: Missed some scheduled observations, with ineffective communication about the change; Several gaps in lesson preparation
1 - Recommend Intervention: Missed several scheduled observations, with no/ minimal communication; Poorly prepared when given the opportunity to lead instruction
NA - Not applicable at this time
Elicits a positive response from others.
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4 - Exemplary: Conscientiously contibutes in the classroom through positive interactions with students, teachers, and other personnel
3 - Proficient: Appropriately positive interaction with students, teachers, and other building personnel
2 - Developing: Interactions take place, but require guidance and assistance to make them positive
1 - Recommend Intervention: Appears consistently reluctant or uncomfortable when interacting with others
NA - Not applicable at this time
Leads and serves in the classroom.
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4 - Exemplary: Positively and conscientiously engages with students and assists with learning with minimal guidance
3 - Proficient: Ready and willing to interact with students and complete tasks when given the opportunity to do so
2 - Developing: Appears capable of interacting with students, but requires consistent prompting to do so
1 - Recommend Intervention: Consistently disengaged and requires numerous prompts to participate
NA - Not applicable at this time
Shows promise for being and effective and reflective Physical Education Teacher.
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4 - Exemplary: Demonstrates exceptional knowledge and skills for an upper-level Physical Education student
3 - Proficient: Demonstrates appropriate knowledge and skills for an upper-level Physical Education student
2 - Developing: Demonstrates a few concerns that will need to be monitored during student teaching
1 - Recommend Intervention: Demonstrates several professional and/ or behavioral concerns that will need to be addressed prior to student teaching
NA - Not applicable at this time
Please record some comments:
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