Internship Evaluation Scoring Rubric – PHYSICAL EDUCATION CONTENT KNOWLEDGE (Revised Spring 2012)

PHE Content Knowledge / Beginning / Developing / Proficient / Excellent
28. Learning tasks are developmentally appropriate. (NASPE 1.3) / Learning tasks are inappropriate for the developmental level of students by being either too difficult or too easy. Students are off-task due to the inappropriate level of difficulty of tasks. Fails to make adjustments to tasks to accommodate students’ developmental levels by increasing or decreasing task complexity. / Learning tasks are often inappropriate for the developmental level of students by being either too difficult or too easy. Students are often off-task due to the inappropriate level of difficulty of tasks. Fails to make adjustments to tasks to accommodate students’ developmental levels by increasing or decreasing task complexity. / Learning tasks are appropriate for the developmental levels of students by providing appropriate challenges for students (task are neither too easy nor too difficult for students). Students remain on-task and engaged in the practice task. Makes some adjustments to tasks to accommodate students’ developmental levels, but adjustments are across the entire class and not individualized. / Learning objectives and tasks are appropriate for the developmental level of students by providing appropriate challenges for students (tasks are neither too easy nor too difficult for students). Students remain on-task and engaged in the practice task. Makes adjustments to tasks based on student performance (increasing or decreasing tasks complexity based on student performance). Adjustments are both across the entire class and individualized.
29. Students remain on task and engaged in the learning/practice tasks. (NASPE 1.2) / Students are off-task and practice tasks are modified inappropriately. Students are off-task due to the inappropriate level of difficulty of tasks (either too easy or too hard), steps in skill progressions are out of sequence, or task complexity is inappropriate. / Students are off-task and practice tasks are often modified inappropriately. Students are off-task due to the inappropriate level of difficulty of tasks (either too easy or too hard), steps in skill progressions are out of sequence, or task complexity is inappropriate. / Students are on-tasks with the intern and/or students modifying practice tasks appropriately. Task complexity is appropriate for skill and developmental levels of students. Progressions are sequential and progressive. / Provided learning/practice tasks allow students to begin and end at different levels based on individual readiness. Progressions are sequential and progressive with opportunities for students to extend tasks to increase or decrease the task complexity.
30. Communicates in ways that demonstrate sensitivity to all students.
(NASPE 6.4) / Teacher candidate demonstrates insensitivity to differences among students by such behaviors as dividing student by gender, making inappropriate comments (throw like a girl, etc.), and failing to account for cultural, ethnic, or ability differences in class (i.e.., failure to mainstream students with special needs into the activities). / Teacher candidate often demonstrates sensitivity to all students by using non-bias methods to divide students into groups, accounts for ethnic and cultural differences by allowing students some decision making during the lesson, and mainstreams most students into the class regardless of ability. / Teacher candidate not Teacher candidate consistently demonstrates sensitivity to all students by using non-bias methods to divide students into groups, accounts for ethnic and cultural differences by allowing students some decision making during the lesson, and mainstreams all students into the class regardless of ability. / Teacher Candidate not only demonstrates sensitivity to all students, but actively encourages the acceptance of these differences among students by carefully planning appropriate learning experiences.
31. Indentifies critical elements of motor skills and performance concepts. (NASPE 1.5) / Teacher Candidate fails to identify key elements of the skill/performance concept during the explanation. Teacher Candidate fails to develop or use appropriate instructional cues or prompts. Students are not provided feedback on critical elements of skills or performance concepts. / Teacher Candidate sometimes identifies key elements of the skill/performance concept during the explanation. Instructional cues and prompts are sometimes directly linked to the identified critical elements. Feedback is congruent to the identified key elements. / Teacher Candidate often identifies key elements of the skill/performance concept during the explanation. Instructional cues and prompts are often directly linked to the identified critical elements. Feedback is congruent to the identified key elements. / Teacher Candidate identifies key elements of the skill/performance concepts and is innovative in the creation of instructional cues and prompts. Teacher Candidate consistently provides students with specific, corrective feedback based on the identified key elements.
32. Analyze skills and performance concepts and provides specific corrective feedback. (NASPE 4.3) / Teacher Candidate provides general feedback on the skill without identifying key elements. All feedback is given to the group and no individual feedback is given. Feedback is incongruent with the skill/performance concept being taught. Teacher Candidate cannot specifically identify the performance mistake in the skill/performance concept.
Teacher Candidate does not demonstrate the ability to “break” down the skill/performance concept for the student. / Teacher Candidate sometimes provides corrective feedback to the group based on an analysis of the skill. Teacher Candidate demonstrates the ability to identify performance mistakes and make corrections. Teacher Candidate sometimes demonstrates the ability to “break” down the skill/performance concept based on an analysis of the skill. Feedback is sometimes congruent with the skill/performance concept being taught. / Teacher Candidate provides corrective feedback to the group based on an analysis of the skill. Teacher Candidate demonstrates the ability to identify performance mistakes and make corrections. Teacher Candidate demonstrates the ability to “break” down the skill/performance concept based on an analysis of the skill. Feedback is congruent with the skill/performance concept being taught. / Teacher Candidate provides specific, corrective feedback to the group and to individuals. Teacher Candidate demonstrates the ability to identify key performance mistakes and modify the practice condition based on this analysis. Teacher Candidate can “break” down the skill/performance concept based on an analysis of the skill/performance concept. Teacher Candidate develops innovative instructional cues and prompts based on the analysis of the skill.
33. Develops and uses appropriate demonstrations and explanations that aid student learning. (NASPE 4.2) / Teacher Candidate incorrectly demonstrates the skill and does not identify critical elements of the skill. Explanations are either too long or too short for the developmental levels of students. Demonstrations or explanations are given only once during the lesson. / Teacher Candidate sometimes demonstrates the skill correctly or has a student demonstrate the skill. Teacher Candidate sometimes identifies key elements of the skill during the demonstration and tells students where to look during the demonstration. Explanations are brief and sometimes appropriate for the developmental levels of students. Demonstrations and explanations are repeated once and sometimes twice during the class period. / Teacher Candidate correctly demonstrates the skill or has a student demonstrate the skill. Teacher Candidate identifies key elements of the skill during the demonstration and tells students where to look during the demonstration. Explanations are brief and appropriate for the developmental levels of students. Demonstrations and explanations are repeated at least twice during the class period. / Teacher Candidate repeatedly demonstrates the skill. Explanations are brief and specific and only identify the most important elements of the skill. Demonstrations are repeated after students have the opportunity to practice the skill. Explanations are limited to the three key elements of the skill. Skill cues and instructional prompts are based on the explanation and demonstration of the skill.
34. Develops and uses appropriate instructional cues and prompts. (NASPE 4.2) / Teacher Candidate provides either too few or too many instructional cues or prompts for the developmental level of students. Instructional cues are incorrect or do not identify key elements of the skill/strategies. / TC creates instructional TC Teacher Candidate sometimes creates instructional cues or prompts that identify some key elements of the skill/strategies. Number of instructional cues/prompts is sometimes appropriate for the developmental level of students. Teacher Candidate repeats the cues/prompts at least two times during the lesson. / Teacher Candidate creates Teacher Candidate creates instructional cues or prompts that identify key elements of the skill/strategies. Number of instructional cues/prompts is appropriate for the developmental level of students. Teacher Candidate repeats the cues/prompts at least three times during the lesson / Teacher Candidate creates innovative instructional cues/prompts to facilitate learning including such things as rhymes or finding ways to make abstract concepts concrete. Teacher Candidate consistently (more than 3) repeats the instructional cues or prompts throughout the lesson.
35. Designs and implements both short and long term lesson plans/ units that are linked to state/national standards. (NASPE 3.1) / Daily lesson plans are incomplete and lack specificity. TC does not identify specific unit goals. Lesson plans are incongruent with unit goals. Unit plan is incomplete and does not meet unit plan requirements. Unit plans are not based on pre-assessments of students or development levels of students. Lesson objectives and unit goals have no relationship to state/national standards. / Daily lesson plans meet most lesson plan requirements and are congruent with unit plan goals. Unit plan meets most unit plan requirements. Unit plan goals are based on either pre-assessments or developmental levels of students. Either the lesson or unit plan is directly or indirectly aligned with state/national standards. / Daily lesson plans meet all lesson plan requirements and are congruent with unit plan goals. Unit plan meets all unit plan requirements. Unit plan goals are based on pre-assessments and developmental levels of students. Both lesson and unit plans are directly or indirectly aligned with state/national standards. / Daily lesson plans meet all lesson plan requirements exceed expectation in specificity and planning detail. Unit plan meets all unit plan requirement and exceed expectation in specificity and identification of key elements. Lesson and unit plans are based on pre and on-going assessment and developmental levels of students. Both lesson and unit plans are directly aligned with state/national standards.
36. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. (NASPE 6.1) / The teacher candidate does not communicate and/or design experiences that encourage student participation and learning in a challenging, yet supportive environment. Students do not recognize their role in the learning environment and the teacher candidate’s expectations for achievement. / The teacher candidate sometimes communicate and/or design experiences that sometimes encourage student participation and learning in a challenging, yet supportive environment. Students sometimes recognize their role in the learning environment and the teacher candidate’s expectations for achievement. / The teacher candidate often communicates and designs some experiences that encourage student participation and learning in a challenging, yet supportive environment. Students often recognize their role in the learning environment and the teacher candidate’s expectations for achievement. / The teacher candidate consistently communicates and designs many experiences that require student participation and learning in a challenging, yet supportive environment. Students assume responsibility for their role in the learning environment and the teacher candidate’s expectations for achievement.