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Evaluation Results
Requirement : Mid-Term Evaluations: Mid-Term Evaluation (University Supervisor or Cooperating
Teacher Evaluation. Please ll out just one evaluation.)
AUTHOR: TJ Fenton
Detailed Results ( Form used : 2184-P SSCP Student Teaching Evaluation PHYSICAL
EDUCATION)
Response is required
Evaluator
Please choose one title and write your name in the appropriate box below:
University Supervisor
Hylin Neese
Mid-term
Year
2019
Term
Spring
Placement
District School
Area of Instruction
6, 7, 8 Physical Education
NC - NOT CONSISTENT with Standard Expectations for Beginning Practice: The student teacher provides LITTLE OR NO
EVIDENCE of effective teaching practice in this category.
D - DEVELOPING Beginning Practice: The student teacher provides SOME EVIDENCE of effective teaching practice in this category.
P - PROFICIENT Beginning Practice: The student teacher provides SUBSTANTIAL EVIDENCE of effective teaching practice in this
category.
E - EXCEPTIONAL Beginning Practice: The student teacher provides CONSISTENT, EXTENSIVE, HIGH QUALITY EVIDENCE of
effective teaching practice in this category.
N / O - N O T O B S E R V E D A T T H I S T I M E . Evidence is not observed or unavailable and should not be construed as a negative score.
Important Notes:
1. Evidence of student teaching performance comes in three forms: observation, conferencing, and documents. Observation can yield
evidence of classroom management, lesson delivery, and interactions with students, colleagues and parents. Conference discussions
can yield evidence of attitudes and dispositions, planning processes, professional activities, and teacher thinking. Document analysis
can yield evidence of unit and lesson plans, responses to student work, assignment and assessment development, and written
communication with parents. Evidence of student teaching performance is not limited to the above, which are examples of evidence but
do not exhaust the possibilities.
2. N/O - NOT OBSERVED at this time, may appear more frequently on the Mid-Term Evaluation. It should appear only rarely on the
Final Evaluation.
3. T h e M I D - T E R M E V A L U A T I O N i s f o r f o r m a t i v e a s s e s s m e n t o n l y . A r a t i n g o f " N O T C O N S I S T E N T W I T H S T A N D A R D
EXPECTATIONS (NC)" for an indicator in any area denotes a critical need for remediation.
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
C-1. UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (TPE-3)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D. Planning Instruction and Designing Learning Experiences for All Students (TPE-4)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
This rating is a holistic assessment of the student teacher’s performance. It is not an average score of categories A-F. A rating of
“not consistent with standard expectations for beginning practice (NC)” in Category “G” on the Final Evaluation will result in no
credit received for student teaching. The candidate will not be recommended for the credential.
D - P - E -
NC - Not Developing Proficient Exceptional
Consistent Beginning Beginning Beginning
Practice Practice Practice
H. Comments
Indicate three areas of strength:
T.J. is working on scanning the whole class while students practice skills sets.
T.J. is working on using more assessment tools for units.
T.J. is working on using student names when providing feedback.
T.J. is a model Physical Education teacher. He is in great shape, he runs with the students, he is over
the top excited for each class.
The students really like him and he has a good rapport with parents and the community.