Supervisor

Visit # 1 Evaluation
Visit Date:

01/27/2016
Visit Time:

02:30 AM
Classes Observed:

PE
General Comments:

This is a positive and supportive secondary and elementary physical education placement. (Physical education
majors must complete an eight-week elementary and eight-week secondary field experience.) In this split
secondary and elementary placement, the cooperating teachers and student teacher seemed pleased with one
another and have participated in frequent candid discussions.
In a meeting with Coach Hall in the gym, a number of items were reviewed. A memo was given to the
cooperating teachers that covered specific suggestions. A pen with the inscription Thank you for being a
teacher. was given as a small thank you for helping train a future teacher.
In meeting with Adam, there seemed to be a genuine satisfaction with the placement. The student teacher has a
place to store personal things; is being addressed properly by the students; has toured the buildings as well as
dressing rooms, gyms, and weight room; and has met most of the coaching and school staff. Student names are
becoming familiar and are being used in interaction; student rapport seems to be developing. The student
teacher has been taking attendance, leading exercises and stretches, and generally assisting in gym activities
and regular school duties. Extra curricular coaching activities are being explored. Having completed a lengthy
orientation checklist that covered the school, student, and teacher policies as well as numerous gym procedures,
the school and its operation are becoming more routine. Several students are being considered for the upcoming Shadow Study assignment. The physical education curricula and gym equipment are presently being
explored and plans have been made for gradual assumption of physical education activities in the near future.
No gym class was observed; thus, no evaluation ratings were given.
Overall, this placement seems to be an environment where the opportunity for success is being built.
Conference Held:

The initial visit was held to meet the cooperating teacher and review the Professional Semester program.
Covered in the meeting either verbally or in writing was the following:
1) dates of the sixteen week experience;
2) the purpose and activities of the seven Friday sessions;
3) the absence policy;
4) the frequency and procedures of planned supervisor visits;
5) the use of the laptop computer to record supervisor visits;
6) telephone numbers and email addresses for future correspondence.
The Professional Semester Handbook was also reviewed with the suggested plan of activities, suggestions for
making observations, use of the three evaluation forms, and the developmental structure of the Knowledge Base
Check Sheet covered. The student teacher's orientation to the school was then reviewed and the plan for future
teaching responsibilities was discussed. No commendations or recommendations were formally assessed.
Overall, in conversation with the cooperating teacher and student teacher, both seemed pleased with the
placement and look forward to a very rewarding experience.
A. The Learner and Learning Current Standing: NA
#

Ratings

Indicator

N/A

Plans and delivers developmentally appropriate instruction

N/A

Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences, test results, and
other diagnostic tools) to determine the learning needs and capabilities of individual students

N/A

Differentiates instruction appropriately for specific needs of learners

N/A

Persists in helping all students achieve success

N/A

Brings multiple perspectives to the discussion of content, including attention to learners' personal, family and community
experiences and cultural norms

N/A

Designs instruction to build on learners' prior knowledge and experiences

N/A

Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative
consequences

N/A

Demonstrates positive rapport with a diverse student population

N/A

Understands and respects a diverse student/parent population and helps all students learn respect for the traditions and
cultures of others

10

N/A

Uses appropriate nonverbal communication

11

N/A

Provides a learning environment which includes high time-on-task and active engagement

12

N/A

Promotes a classroom environment that is caring and supportive to all students

13

N/A

Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student
learning and safety

14

N/A

Monitors students' behaviors and activities in the classroom at all times

15

N/A

Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson

16

N/A

Teaches and reinforces classroom expectations, rules, routines and procedures fairly

B. Content Current Standing: NA

#

Ratings

Indicator

17

N/A

Demonstrates content area knowledge

18

N/A

Keeps abreast of new ideas and understandings in the field

19

N/A

Effectively uses multiple representations and explanations that capture key ideas in the discipline, guides learners through
learning progressions and promotes each learner's achievements of content standards

20

N/A

Engages students in learning experiences in the discipline(s) that encourage learners to understand, question and analyze
ideas from diverse perspectives using standards of evidence

21

N/A

Creates opportunities for students to learn and practice content language

22

N/A

Provides a real world context for lesson content

23

N/A

Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice Current Standing: NA

#

Ratings

Indicator

24

N/A

Creates lessons that encourage students to think creatively and critically and to solve problems

25

N/A

Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and evaluation
techniques based on the curriculum

26

N/A

Develops clear long-term instruction plans (e.g. units and/or modules) which include objectives, materials, activities,
adaptations/modifications and evaluation techniques based on the curriculum

27

N/A

Selects materials and activities consistent with the objectives of the lesson and students' diverse abilities resulting in
appropriate adaptations and modifications

28

N/A

Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local
standards)

29

N/A

Uses available educational technologies for effective instruction

30

N/A

Provides opportunities for all students to successfully apply or practice knowledge and skills learned

31

N/A

Designs assessments that align with learning objectives

32

N/A

Effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop
differentiated learning experiences

33

N/A

Maintains clear and reasonable work standards and due dates

34

N/A

Makes changes in instruction based on feedback from multiple classroom assessment sources

35

N/A

Gives constructive and frequent feedback to students on their learning

36

N/A

Balances the use of formative and summative assessment as appropriate to support, verify and document learning

37

N/A

Accomplishes smooth and orderly transitions between parts of the lesson

38

N/A

Communicates clearly to all students the objective and purpose of each lesson

39

N/A

Conducts class with poise, confidence and enthusiasm

40

N/A

Maximizes instructional learning time by working with students individually as well as in small or whole groups

41

N/A

Gives clear directions

42

N/A

Provides focus on important points and checks for understanding

43

N/A

Uses a variety of effective and appropriate instructional strategies and resources

44

N/A

Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation,
adequate wait time, probing and clue giving, and appropriate correctives and feedback)

45

N/A

Presents lessons in a clear, logical and sequential manner

D. Professional Responsibility Current Standing: NA

#

Ratings

Indicator

46

N/A

Models and teaches safe, legal and ethical use of information and technology

47

N/A

Demonstrates maturity and accepts constructive criticism in a positive manner

48

N/A

Knows and follows school policies and shares in the general responsibilities and duties associated with teaching (e.g.,
attendance, discipline, hall duty)

49

N/A

Listens carefully to all students then responds in a professional manner

50

N/A

Practices self-evaluation and reflection

51

N/A

Maintains confidentiality at all levels

52

N/A

Implements the recommendations from evaluations of professional performance

53

N/A

Demonstrates effective interpersonal skills

54

N/A

Maintains a consistently positive and professional demeanor

55

N/A

Communicates effectively, appropriately and professionally in all forms and to all audiences