PEMJ565 Reflective Teaching in Physical Education: Self-Analysis of Teaching Rubric

Reflective Teaching Assignment (MSU Standards: 3,5,6,7)

Assignment Descriptors / Approaches Expectations / Meets Expectations / Exceeds Expectations
1 2 / 3 4 / 5
  1. Context:
A description of the class content,
grade level, unit of instruction, and
goal of the class (MSU Standard
5) / Description of context fails to reflect an adequate understanding of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs. / Description of context reflects an understanding of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs. / Description of context reflects a deep understanding and appreciation of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs.
  1. The written lesson plan (MSU Standard 5)
/ Lesson plan fails to adequately reflect candidate’s understanding of the responsibility for providing a culturally responsive environment for learning for all students. / Lesson plan reflects candidate’s understanding of the responsibility for providing a culturally responsive environment for learning for all students. / Lesson plan reflects deep understanding and appreciation of the responsibility for providing a culturally responsive environment for learning for all students.
  1. Lesson analysis:
After the class, complete an
analysis of the match between
plans and realties for: the learning
activities, student behavior,
teacher behavior, accomplishment
of objections, and other factors
that interest you (MSU Standard 3) / Lesson analysis fails to adequately reflect candidate’s competence in demonstrating and modeling critical thought and practice, and problem-solving approaches; ability to critically inquire about his/her practice. / Lesson analysis reflects candidate’s competence in demonstrating and modeling critical thought and practice, and problem-solving approaches; ability to critically inquire about his/her practice. / Lesson analysis reflects candidate’s expertise in demonstrating and modeling critical thought and practice, and problem-solving approaches; ability to critically inquire about his/her practice
  1. Peer Review:
Conduct a small group review of
the tape in class. Prepare four
questions for use in the review that
will help focus the group’s
attention on aspects on which
you’d like feedback. Take notes
on the groups answers. (MSU
Standards, 6,7) / Peer review process fails to reflect collegial interaction to promote individual teacher growth and development (standard 6)
Results of peer review fail to adequately reflect candidate’s belief that all students are capable of learning, a does not adequately convey the candidate’s commitment to critical inquiry and life-long learning, and a commitment to collaborating with colleagues, families, and communities to promote the growth and development of children and adults (standard 7) / Peer review process reflects collegial interaction in a professional manner promoting individual teacher growth and development (standard 6)
Results of peer review reflect candidate’s belief that all students are capable of learning, a commitment to critical inquiry and life-long learning, and a commitment to collaborating with colleagues, families, and communities to promote the growth and development of children and adults (standard 7) / Peer review process reflects collegial interaction in a highly professional manner promoting individual teacher growth and development (standard 6)
Results of peer review reflect candidate’s clearly articulated belief that all students are capable of learning, a commitment to critical inquiry and life-long learning, and a commitment to collaborating with colleagues, families, and communities to promote the growth and development of children and adults (standard 7)
  1. Reflection:
Compose a statement (2 pages)
synthesizing what you learned
from this assignment about your
own teaching (MSU Standard 7) / Reflective statement fails to adequately demonstrate a commitment to bringing about change to create environments that are responsive to individuals from diverse backgrounds (including those related to class, gender, race, ethnicity, language, sexual orientation, age, and special needs). / Reflective statement demonstrates a commitment to bringing about change to create environments that are responsive to individuals from diverse backgrounds (including those related to class, gender, race, ethnicity, language, sexual orientation, age, and special needs). / Reflective statement demonstrates a strong commitment to bringing about change to create environments that are responsive to individuals from diverse backgrounds (including those related to class, gender, race, ethnicity, language, sexual orientation, age, and special needs).

Clinical Task Assignment (MSU Standards 4,5)

Assignment Descriptors / Approaches Expectations / Meets Expectations / Exceeds Expectations
For each Clinical Task, provide the following: / 1 2 / 3 4 / 5
  1. Context:
A specific and relatively detailed description of the class content, grade level, unit of instruction, and goal of the class (MSU Standard 5). / Description of context fails to reflect an adequate understanding of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs. / Description of context reflects an adequate understanding of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs. / Description of context reflects a deep understanding of learners’ mediating factors; race/ethnicity, religion, social class, gender, sexual orientation, and special needs.
  1. Data Summary:
Collect the data for each task and complete the appropriate summary or calculations (MSU Standard 4) / Data summaries fail to reflect sufficient competence in assessing and evaluating needs using a range of qualitative and quantitative methods. / Data summaries reflect candidate’s competence in assessing and evaluating needs using a range of qualitative and quantitative methods. / Data summaries reflect candidate’s expertise in assessing and evaluating needs using a range of qualitative and quantitative methods.
  1. Data Analysis: (MSU Standards 4,5)
What did the data tell you about the effectiveness of the instructor in reaching the objectives for the class?
What changes would you suggest to make the class more effective? / Data analyses do not adequately reflect candidate’s competence in assessing and evaluating needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences. (standard 4)
And do not reflect sufficiently, candidate’s sense that they are both responsible for and capable of bringing about change that results in environments that are more responsive to individuals from diverse backgrounds. (standard 5) / Data analyses reflect candidate’s competence in assessing and evaluating needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences. (standard 4)
And reflect candidate’s sense that they are both responsible for and capable of bringing about change that results in environments that are more responsive to individuals from diverse backgrounds. (standard 5) / Data analyses reflect candidate’s expertise in assessing and evaluating needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences. (standard 4)
And reflect strongly, candidates’ sense that they are both responsible for and capable of bringing about change that results in environments that are more responsive to individuals from diverse backgrounds. (standard 5)
  1. Reflection on the Process:
What difficulties did you have in completing each task? What changes would you implement to make the data collection more useful? (MSU Standard 4) / Reflection fails to provide adequate evidence of candidates’ abilities to assess and evaluate learner’s needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences. / Reflection provides adequate evidence of candidates’ abilities to assess and evaluate learner’s needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences. / Reflection provides strong evidence of candidates’ abilities to assess and evaluate learner’s needs using a range of qualitative and quantitative methods, and build on these outcomes to plan and implement evidence-based, in depth learning experiences.

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