Period 7 Time: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Loc: Role: HPE: Grade: Loc: Role: HPE: Loc: Role: Period 8 Time: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: Period 9 Time: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: HPE: Grade: Loc: Role: PERSONAL & SCHOOL INFORMATION SHEET Directions: Type your responses and provide to your cooperating teacher and university supervisor. Leave blank if not applicable. ST Name: Semester: Date: Name: Address: WCU Address: Phones: Cell: Home: Other: Emergency Contact Name: Address: Relationship: Phones: Cell: Home: Other Outside Job/Employment (i.e. coach, carpenter, etc –write “none” if not employed) Job Title: Number of Hours per Week: Employer: Placement 1 Information Name of School: School Address: School Phone: Principal’s Name: School Closing Number: Cooperating Teacher Information Name: Work Phone: Home Phone: Email: Placement 2 Information Name of School: School Address: School Cooperating Teacher Information Name: Work Phone:
1. Technology Description [1] Provides a succinct , clear description of how the technology will advance student learning Description is either missing, unclear or fails to provide a justification for why the technology was used 2. [3] (3.7) All components of the technology perform as expected, easy operation, clear procedures distractions or errors in execution of technology, does not impact overall effect Operation of technology intermittently, significant errors that affect performance Technology is inoperable or shortcomings in performance 3. Learning [3] (3.7) Technology artifact provides meaningful and efficient opportunities enhance learning, aligns with objectives Artifact requires students to interact with objectives but does not promote in depth knowledge, some “fluff” Artifact minimally enhances S learning; is inefficient, students mostly going through the motions; not challenging Artifact results in confusion or results in no meaningful growth in student knowledge, no connection to objectives [3] (3.7) Audio and/or visual is appealing, consistent, draws & keeps S interest Some places where technology could be more crisp, sharp, appealing Audio or visual appeal is basic, dated, little appeal to students Disjointed, not connected well, sloppy Deductions: Inadequate grammar, spelling and sentence structure (at discretion of US) Total: _____/40 HEALTH EDUCATION UNIT PLAN Task 1 - Unit Plan Framework Provide the following information. Tables should not overlap General Information Unit Title Your Name Grade(s) Date of Contents List the sections of your unit plan and the page number where that section commences. Lesson plans should each have their own line. The unit plan must include page numbers in the header. List in bullet form the materials needed during the unit List in bullet form the equipment needed during the unit Rationale: Briefly explain in paragraph format why this unit is necessary and why it is appropriate in of students’ prior knowledge and level of development (one paragraph) Block Plan (Table format) Block plans are meant to provide a basic graphical overview of the unit for quick and easy reference. To complete the block plan, insert a table containing the lesson number, the major skill(s) or concept(s) being taught that lesson, a listing of the activities used to teach the essential content, and any assessments that will be administered. If there are no assessments planned for that lesson, type “n/a.” For example:
Informal Observations [2] Identifies two observations based upon recording Identifies two observations, no reference to recording Identifies one informal observation Identifies mundane observations, no basis in data Deductions: -14 for missing data table; poor grammar, spelling or sentence structure at discretion of US _____/ 28 E-documents – Online Documents to Review Student teachers are responsible for understanding and complying with the following online documents: NASPE Appropriate Practices (from AAHE) Resources: Review the class management presentation for WCU student teachers posted at Services include job postings, resume critiques, on-campus recruiting, job search help, interview techniques, job alumni networking and more. Sources for Manual: University of Nebraska-Kearney ST Assessments Central Connecticut State University Exit Portfolio and ST Manual NASPE PE Teacher Evaluation Tool Saint Ambrose University ST Rubrics College of Saint Scholastica Rubric for Preservice Teachers Section
Plan lessons for the class you will be teaching in week 2 2 Teach a specific class/grade level Consider team teaching or a previously taught lesson Work with individual students Plan lessons for the two classes/grade levels you will be teaching in week 3 Continue responsibilities from week 1 3 Teach two classes/grade levels Ongoing previous responsibilities Plan lessons for four classes/grade levels in week 4 Continue responsibilities from previous week 4 Teach four classes/grade levels Ongoing previous responsibilities Plan lessons for all classes you will be teaching in week 5 Conduct midpoint assessment as a non-graded professional development exercise Continue responsibilities from previous week 5 Full take-over of teaching load Ongoing previous responsibilities Take-over planning for all assigned classes Planning and materials used for one class must be created independently by ST Continue responsibilities from previous week 6 Full take-over of teaching load Ongoing previous responsibilities Planning and materials used for three classes must be created independently by ST Continued responsibilities from previous week 7 Full take-over of teaching load Ongoing previous responsibilities Planning and materials used for ALL classes must be created by ST (no materials supplied by CT) Continued responsibilities from previous week Set up final evaluation meeting if possible with cooperating teacher, supervisor and ST 8 Finish up units of teaching and return classes to the cooperating teacher(s) Return all borrowed materials and clean workspace Enter final grades and return corrected work Complete the final evaluation and TIPR Helpful Hints for the Transition Plan Every ST is different, so they may progress faster or slower than the timeline outlined above. If however significant deviations occur from the takeover plan, consult the US. Start with the most compliant class or most familiar content thus helping the ST build confidence. The CT should urge the ST to self-evaluate daily and to be flexible regarding expectations for his or her accomplishments. Establish a regular time each week to meet and discuss the weekly conference form. Allow the ST as much freedom as possible to experiment with ideas of his/her own or those gained from the student's readings or work at the university. Observation of Teaching Rubric – PE Only (CT/US) ST Name: ______________________________ H or PE: _____ Date: ________ School: _____________ ***Point values are in brackets, NASPE/NCATE Beginning Teacher Standards are in parenthesis
Proficient (4) Developing (3) Basic (2) Below Basic (0) [1/2] Sees all Ss during the entire lesson, keeps back to wall, moves consistently to all parts of space, moves when necessary Sees majority of Ss, occasionally Ss to back of teacher, moves periodically or is slow to move when necessary T position frequently puts Ss to back, generally in one area (“favorite spot”), does not move/ use proximity when needed T often cannot see all Ss, stays in same place throughout class [1/2] Verbal and non-verbal demeanor demonstrates enthusiasm and eager involvement in the class, promotes positive rapport Engaged with Ss but not in an eager or motivating fashion Disconnect from students, putting in through motions, not really building rapport Present but appearing disinterested or impassioned, harsh towards students, no rapport with Ss 13. [1/2] Asks meaningful challenging Qs that elicit a variety of S responses, Asks questions and CFU but questions slightly too easy or hard, narrow or lower level questions more abundant, could wait a bit longer Checks for understanding (CFU), but asks a general question, easy questions, somewhat rhetorical Qs, Does not check for understanding during the lesson or simply provides Ss the answer, little wait time employed (answers Qs for Ss) 14. Closure [1/2] Addresses and aligned with major concept or skills, involved Ss Take home message could be stronger or more aligned with lesson’s major content or essential content Loosely linked or fails to address one or several important aspects of the lesson, questioning is elementary, rushed No purposeful closure was conducted, class ended and students left Deductions: -10 if lesson plan not provided prior to or at time of observation, other deductions at discretion of CT or US Total: ______/50 COMMENTS: _________________________________ _________ ________________________________ _________ Student Teacher Date CT or US Date