Spreadsheet: 3db55337-8cb0-412a-8089-15221b59d69b
Sheet: HHP

 | Candidate Learning Outcome Data - HHP
 | Purpose - This spreadsheet contains data on teacher candidates Field Experience Evaluation | n=9 | n=6 | n=4 | n=8
 | Form completed by University Supervisor / Cooperating Teacher | Fall 2012 | Sp 2013 | Fall 2013 | Sp 2014
 |  | FEE III | FEE III | FEE III | FEE III
 | Domain 1: Planning and Preparation
 | Component 1.1: Setting Instructional Outcomes ([NAME], 1c)
1.1.1 | Outcomes are interdisciplinary and represent high expectations and rigor. | 3.5 | 3.4 | 3.5 | 3.3
1.2.1 | Outcomes are clear, measurable, sequenced/scaffolded as appropriate, and written in terms of what students will learn rather than do. | 3.4 | 3.3 | 3.5 | 3.4
1.3.1 | Outcomes reflect different types of learning for coordination and integration | 3.4 | 3.5 | 3.6 | 3.2
1.4.1 | Outcomes are based on a compreshensive assessment of student learning and take into account indvidual's needs | 3.5 | 3.4 | 3.4 | 3.5
 | Mean | 3.5 |  |  | 3.4
 | Domain 2: The Classroom Environment
 | Component 2.1: Managing Classroom Procedures ([NAME], 2c)
2.1.1 | Students take the initiative to collaborate with classmates and use instructional time productively. | 3.3 | 3.4 | 3.6 | 3.5
2.1.2 | Transitions are seamless, with students assuming responsibility to ensure their efficient operation | 3.4 | 3.3 | 3.5 | 3.6
2.1.3 | Routines for handling materials and supplies are seamless | 3.5 | 3.4 | 3.4 | 3.2
2.1.4 | Systems for performing non-instructional duties are well established | 3.4 | 3.5 | 3.6 | 3.5
 | Mean | 3.4 |  | 3.5 | 3.5
 | Domain 2: Managing Student Behavior
 | Component 2.2: Managing Student Behavior ([NAME], 2c)
2.2.1 | Standards of conduct are clear to all students and are developed with student participation | 3.4 | 3.5 | 3.4 | 3.3
2.2.2 | Monitoring student bevavior is subtle and preventive. Students monitor their own behavior | 3.5 | 3.4 | 3.5 | 3.4
2.2.3 | Teacher response to misbehavior is effective and sensative to students needs | 3.5 | 3.3 | 3.4 | 3.3
 | Mean | 3.5 |  | 3.4 | 3.3
 | Domain 3: Instruction
 | Component 3.1: Using Questioning and Discussion Techniques ([NAME], 3b)
3.1.1 | Students initiate and pose higher-order thinking questions. | 3.4 | 3.5 | 3.6 | 3.4
3.1.2 | Student interactions extend and enrich the discussion with little to no teacher intervention. | 3.5 | 3.6 | 3.5 | 3.5
3.1.3 | Students invite and respond to comments from peers during discussion. | 3.4 | 3.5 | 3.5 | 3.6
 | Mean | 3.4 | 3.5 | 3.5 | 3.4
 | Component 3.2: Engaging Students in Learning ([NAME], 3c)
3.2.1 | All students are engaged intellectually in the lesson. | 3.4 | 3.4 | 3.5 | 3.6
3.2.2 | Students take initiative to modify a learning task to make it more meaningful or relevant to their needs | 3.5 | 3.5 | 3.4 | 3.3
3.2.3 | Instruction materials are suitable and students initiate the choice and adaptation of the materials | 3.4 | 3.6 | 3.5 | 3.5
3.2.4 | [NAME]'s stucture is highly coherent, allowing for reflection and closure | 3.4 | 3.5 | 3.6 | 3.4
 | Mean | 3.4 |  |  | 3.5
 | Component 3.3: Using Assessment in Instruction ([NAME], 3d)
3.3.1 | Evidence exists that students contributed to establishing evaluation criteria. | 3.5 | 3.4 | 3.5 | 3.5
3.3.2 | Teacher's actively and systematically elicits diagnostic information from individual students | 3.4 | 3.5 | 3.4 | 3.3
3.3.3 | Teacher's feedback to students is timely and consistently high quality | 3.3 | 3.4 | 3.6 | 3.7
3.3.4 | Students monitor the quality of their own work against assessment criteria | 3.5 | 3.5 | 3.5 | 3.5
 | Mean | 3.5 | 3.5
 | Domain 4: Professionalism
 | Component 4.1: Modeling Professional KSD (partially from [NAME], 4)
4.1.1 | Teacher's system for maintaining assignments is effective and preseted on time | 3.5 | 3.5 | 3.5 | 3.4
4.1.2 | Teacher seeks feedback and maintains an open mind. Accepts responsibility for actions and maintains a positive attitude | 3.5 | 3.6 | 3.6 | 3.5
4.1.3 | Teacher is honest and shows high integrity | 3.5 | 3.6 | 3.5 | 3.3
 | Mean | 3.5 | 3.6 | 3.6 | 3.4
 | Content
1 | Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person. | 3.4 | 3.5 | 3.5 | 3.4
2 | Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development | 3.5 | 3.4 | 3.5 | 3.3
3 | Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences | 3.4 | 3.3 | 3.6 | 3.5
4 | Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment | 3.3 | 3.4 | 3.5 | 3.6
 | that encourages positive social interaction, active engagement in learning, and self-motivation
5 | Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings. | 3.5 | 3.4 | 3.5 | 3.4
6 | Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national | 3.4 | 3.3 | 3.5 | 3.5
7 | Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity | 3.3 | 3.4 | 3.6 | 3.7
8 | Physical education teachers are reflective practitioners who evaluate the effects of their actions on others | 3.4 | 3.5 | 3.5 | 3.5
 | (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.
9 | Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well-being | 3.4 | 3.4 | 3.6 | 3.7
 | Mean | 3.4 | 3.4 | 3.5 | 3.5