PE Rubrics 2009

RUBRICS
FOR
PHYSICAL EDUCATION
SOE STANDARD – DISCIPLINARY FOUNDATIONS
RUBRIC FOR ASSESSMENT OF ASSIGNMENTS AND PORTFOLIO ARTIFACTS
Disciplinary foundations: demonstrates interpretive, normative, critical understanding of educational phenomenon through the use of the humanities, social
sciences and psychological sciences within the disciplinary foundations of education (e.g., anthropology, history, philosophy and psychology of education)
DOES NOT MEET MEETS EXCEEDS
(undergraduate/graduate level ) (undergraduate/graduate level) (undergraduate/graduate level)
Knowledge Bases of Understands in a limited or Demonstrates a beginning Demonstrates exceptional and sophisticated
Disciplinary Foundations perfunctory way one or more of (minimum), and general awareness appreciation, clarity, creativity and
the disciplinary foundations as and appreciation of one or more of critical/analytical understanding of one or
related to the interpretive study of the disciplinary foundations as more of the disciplinary foundations as
the social and cultural contexts related to the interpretive study of the related to the interpretive study of the social
and complexities of educational social and cultural contexts and and cultural contexts and complexities of
phenomenon and/or praxis. (e.g., complexities of educational educational phenomenon and/or praxis. (e.g.,
no appreciation for the phenomenon and/or praxis (e.g., can exhibits analytical sophistication.)
interpretive study of educational identify and summarize the essential
phenomenon as related to the or core ideas, concepts and theories.)
disciplinary foundations of
education)
Modes of inquiry Exhibits little or no interests in Exhibits a general appreciation for Demonstrates an exceptional and
developing the critical/analytical developing the critical/analytical sophisticated ability to critically/analytically
skills and understanding for using skills and understanding necessary use interpretive modes of educational inquiry
the interpretive modes of for using interpretive modes of to develop systematic logical argument(s)
educational inquiry as related to educational inquiry related to the and synthesis issues and ideas related to one
one or more of the disciplinary disciplinary foundations knowledge or more of the disciplinary foundations of
foundations knowledge bases. bases. education knowledge bases.
Interpreting Educational Exhibits little or no appreciation Exhibits a general appreciation for Demonstrates an exceptional and
Frameworks for past and present ideas, the past and present ideas in the sophisticated appreciation of past and/or
theories and/or intellectual interpretive study of educational present ideas, theories and/or intellectual
traditions in one or more of the phenomenon and/or praxis as related traditions for the interpretive study of
disciplinary foundations of to one or more of the disciplinary educational phenomenon and/or praxis (e.g.,
education as it relates to the foundations knowledge bases. (e.g., exhibits an extraordinary desire to creatively,
interpretive study of educational desires to make connections between critically and systematically interpret the
phenomenon and/or praxis. past and/or present theories and/or connections between past and/or present
intellectual traditions) theories and/or intellectual traditions.
Prepared by Stephen Haymes June 5, 2002
SOE STANDARD -- TRANSFORMATION
Transformation: Demonstrates an understanding of the human transformative dimension of educational phenomenon and/or praxis at the level of the self and/or
the social.
DOES NOT MEET MEETS EXCEEDS)
(undergraduate/graduate level ) (undergraduate/graduate) (undergraduate/graduate level)
Understanding Frameworks of Understands in a limited or Demonstrates a beginning Demonstrates exceptional and sophisticated
Transformation perfunctory way theoretical (minimum), and general awareness appreciation, clarity, creativity and
frameworks of human and appreciation for theoretical critical/analytical understanding for
transformation in social and frameworks of human transformation theoretical frameworks of human
cultural contexts as related to in social and cultural context as transformation in social and cultural context
educational phenomenon and/or related to educational phenomenon as related to educational phenomenon and/or
praxis (e.g., no appreciation for and/or praxis (e.g., exhibits an praxis. (e.g., exhibits analytical
the educational study of human appreciation and desire to know; can sophistication and exceptional appreciation
transformation in social and identify and summarize the essential for the educational study of human
cultural contexts. or core ideas, concepts and theories transformation in social and cultural
as related to the educational study of contexts)
human transformation in social and
cultural contexts.
Analytical Skills of Exhibits little or no interests in Exhibits a general appreciation for Demonstrates an exceptional and
Transformation developing the ability and developing the ability and sophisticated ability and use of
critical/analytical skills necessary critical/analytical skills necessary to critical/analytical skills necessary to
to understand and appreciate the understand the organizing principles understand the organizing principles
organizing principles influencing influencing the educational dynamics influencing the educational dynamics of
the educational dynamics of of human transformation. human transformation.
human transformation.
Prepared by Stephen Haymes, June 5, 2002
SOE STANDARD -- DENTITY DEVELOPMENT
Identity Development. Understands the sociocultural process of human development over the lifespan and historical time, the dynamic of identity construction
through interpersonal and societal relations, and the role of individual agency and collective action in bringing about personal and social transformation.
(at the preservice level ) (at the preservice level) (at the preservice level)
Disciplinary Bases of Demonstrates a limited (rote) understanding Demonstrates a basic understanding Demonstrates a profound understanding of the
Identity Development of the social and cultural dimensions of of human development as a social, social, psychological, and cultural dimensions
human development. Exhibits limited psychological, and cultural process of human development within the lifespan and
ability or an unwillingness to engage new within and across generations (e.g. across historical time. Poses thoughtful,
ideas, theories, and concepts, or to consider articulates and compares focal insightful questions and initiates analytical,
the ways in which social, cultural and theoretical perspectives, their theoretically grounded,
institutional factors shape human implications, and limitations). interdisciplinary inquiry to examine and
development. address complex issues regarding human life.
Human Development Demonstrates a limited interest in or Demonstrates a basic, minimal Demonstrates a broad-based understanding of
and Identity understanding of the role of power and understanding of the role of social the complex role of institutions and societal
Transformation privilege in the construction of identities institutions and power relationships relations of power and privilege in the
Processes and the processes of human growth and in constructing/ contesting identities construction of identities and in shaping
change. Demonstrates an inability to and processes of human multiple aspects of human growth and change.
consider, embrace, or systematically development. Has a beginning Demonstrates a sophistication in interrogating
challenge new ideas through written appreciation for the sociological and synthesizing the multifaceted, complex
inquiry, analysis, or discussion, or debate. dimensions as well as the interdependent relationship between
psychological dimensions of human individuals and social dimensions of human
development. thought and activity.
Understanding Identity Demonstrates limited understanding of Demonstrates a general Demonstrates profound understanding of the
Dimensions identity as a social construction and the understanding and appreciation of sociocultural/historical construction of
interdependence of dimensions of identity. dimensions of identity, e.g. race, identities created in the context of
Displays an inability or unwillingness to be social class, and gender as socioeconomic and political relationships.
self-reflexive or develop the skills/tools to interdependent social constructions Able to critically examine, self-reflexively
understand the significance of that are forged in the context of engage, and problematize identificatory
dimensions of identity. sociohistorical relationships. meanings, lived experiences and institutional
practices that inform concepts and
representations of the self and other.
Self-Reflective Demonstrates little understanding of or is Demonstrates a self-reflective Demonstrates a deep, self-reflective

Processes unable to grasp the sociocultural or understanding of identity as a understanding of the sociocultural and
historical nature of the process of identity sociocultural, historical process of historical process of identity formation.
formation, e.g. is unable to simultaneously meaning-making on the individual Exhibits an ability to analyze and examine the
consider individual-psychological and the and social level. complex relationship between maturational
social-relational nature of human growth processes at the individual level and
and change. sociohistorical processes at the societal level.
Institutional and Demonstrates a limited understanding of the Demonstrates a basic understanding Demonstrates an understanding of the role of
Human Roles in role of institutions or societal structures in of the role of institutions and human human agency and institutions in processes of
Identity Construction the construction of individual and social agency in. shaping and contesting identity construction that promote personal and
identities. identity constructions in the context social transformation. Illustrates an interest in
of social relations. and commitment to critically examine and
interpret theoretical perspectives, institutional
policy and social practice as they inform the
construction and
negotiation of identities.
Difference and Demonstrates a limited or no understanding Demonstrates an understanding of Demonstrates a profound understanding of
Multivocality of difference or multivocality in education difference and multivocality in difference and multivocality in multiple
and the importance of social equity in education in promoting social equity educational sites in promoting/inhibiting
promoting human growth and change. and human growth and change, e.g. human growth and change. Values and
curriculum, policy, professional demonstrates the ability to interpret and
practice. synthesize a multiplicity of voices and
theoretical perspectives and to consider their
implications for educational policy and practice
SOE STANDARD – UNDERSTANDING DIFFERENCE
Understanding Difference. Understands the multiple subjectivities and social relations of race, ethnicity, class, gender, and sexuality as they define a range of
possibilities for all youth irrespective of differences.
Social Relations of Inequality Demonstrates a limited Understands that race, social class, Demonstrates a broad understanding of and
understanding of the social gender and other dimensions of ability to examine the multiple expressions of
constructs of race, social class, identity are social constructs that societal relations of power and privilege that
and gender, and are unable to grow out of relations of power that historically frame the constructs of race, social
grasp the hierarchical privilege some and marginalize class, gender, etc. and frame the lived
relationships in society others. experiences of individuals and dynamics
that institutionalizes privileged amongst groups within/across institutions and
positions for some and national boundaries.
marginalized positions for others.
Multiple Dimensions of Identity Demonstrates a limited Understands that identity Demonstrates an understanding of the complex
understanding of the relationship construction processes mutually the relationship between the construction of
between an individual’s or inform individuals’ lived experience social identities, individuals’ lived experiences
group’s lived experience and and social position across social and perceptions, and the relative positions of
social position as it contributes to contexts and that individuals power and privilege of marginalized/dominant
the interdependent individual and negotiate multiple dimensions of groups that reaffirm/ contest the identificatory
social identities constructed. identity that are informed constructs. Understands the contradictory and
by and frame their lived experience complex negotiations of meaning that are
and social position across social interdependently created through an
contexts. individuals' and groups’ lived experience and
social position.
Educational contexts and Demonstrates a limited Understands that educational Demonstrates an understanding of the complex
identity construction understanding of and interest in contexts are instrumental in the and multifaceted role of social institutions,
the role of educational institutions construction of identities, that these pedagogical practices and structures of power,
and pedagogical practices in the constructs inform individual/ in constructing identities and promoting
construction of dimensions of collective expressions of/reactions ideological formations that mutually
identity and a limited to individual/collective difference, reinforce/contest hierarchical social
understanding of the role of social and can reinforce social hierarchies relations in educational and other institutions,
constructs in maintenance/ of power. both nationally and globally.
disruption of relations of social
inequity.
PE STANDARD – HUMAN GROWTH AND DEVELOPMENT

Human Growth and Development. Physical education teachers understand how individuals learn and develop and can provide opportunities that support their
physical, cognitive, social, and emotional development.
Not Met Met Exceeds
(at preservice level) (at preservice level) (at preservice level)
Monitor individual and Teacher candidates do not monitor Teacher candidates demonstrate the Teacher candidates demonstrate strong
group performance individual or group performance. ability to determine student needs observation and monitoring skills,
They show poor observation skills, through appropriate monitoring leading them to design safe instruction
and an inability to describe, either which is followed by design of safe in a variety of activities, to meet
verbally or in writing, the learning environments. student developmental needs in all
environmental needs of the student. domains.
Refining learning/practice Teacher candidates identify Teacher candidates can identify and Teacher candidates identify and
opportunities based on developmentally inappropriate content implement developmentally implement developmentally
assessment based on observation and assessment appropriate learning opportunities appropriate content, and then
of student readiness and expected for a whole class, and are able to individualize instruction for those
progression. extend and refine content for the students who exhibit greater readiness
class as appropriate. or faster progression of learning.
Creating learning/practice Teacher candidates identify Teacher candidates demonstrate Teacher candidates consistently
opportunities based on inappropriate learning/practice understanding of the interaction of identify, select, and implement
understanding the student, opportunities based on understanding student, learning environment and appropriate learning/practice
the learning environment, the student, the learning environment, task, and can identify/select opportunities based on understanding
and the task. and the task. appropriate learning/practice the student, the learning environment,
opportunities based on this and the task.
understanding.
PE STANDARD – PHYSIOLOGY & BIOMECHANICS
Physiology & Biomechanics. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
Not Met Met Exceeds
Applies Physiological and TC applies physiological and TC appropriately applies TC appropriately applies physiological
Biomechanical Concepts biomechanical concepts in planning for physiological and biomechanical and biomechanical concepts in
and delivering instruction. concepts in planning for and planning for and delivering instruction
delivering instruction. for all stages of student proficiency.
Uses Skill Cues Skill cues are appropriate in plan, but TC Skill cues identified in the plan are Skill cues are identified in the plan and
fails to use the identified skill cues during used during the lesson. are consistently used during the lesson.
the lesson.
Movement Instruction TC instruction for skillful movement, TC instruction for skillful movement, TC instruction for skillful movement,
physical activity or fitness is given using physical activities, or fitness includes physical activity, or fitness includes the
generalized terms and is concerned with the “how” and “why” of the “how” and “why” of the movement,
only the “how” of the movement, movement, physical activity, or physical activity, or fitness.
physical activity, or fitness. fitness.
Physiology & TC fails to meet the criterion score TC meets the criterion score TC exceeds the criterion score
Biomechanics established by the program on selected established by the program on established by the program on selected
Assessments assessments in physiology and/or selected assessments in physiology assessments in physiology and
biomechanics. and biomechanics. biomechanics.
PE STANDARD – MOTOR LEARNING
Motor Learning. Describe and apply motor learning and psychological/ behavioral theory related to skillful movement, physical activity, and fitness
Not Met Met Exceeds
Motor Learning Theories TC demonstrate knowledge of the TC demonstrates knowledge of the TC appropriately applies motor learning,
various theories, but fails to apply various theories and applies the theories psychological, and behavioral theory in
theories to teaching. to teaching. planning for and delivering instruction
Practice Conditions Practice conditions used for skill Practice conditions allow for individual Practice conditions allow for individual
acquisition do not allow for individual differences differences and practice conditions are
differences adjusted based on student responses.
Psychological/Behavioral TC uses punitive measures to control TC controls student behavior through the TC controls student behavior using
Theories behavior. use of proactive strategies (i.e. catch them proactive strategies including
when they are good, awarding positive encouraging student self-responsibility.
behavior, etc.)
Motor Learning TC fails to meet the criterion score TC meets the criterion score established TC exceeds the criterion score
Assessments established by the program on by the program on assessments in motor established by the program on
assessments in motor learning and/or learning and psychological/behavioral assessments in motor learning and
psychological/ behavioral theory. theory. psychological/ behavioral theory.
PE STANDARD – MOTOR DEVELOPMENT
Motor Development. Describes and applies motor development theory and principles related to skillful movement, physical activity, and fitness
Not Met Met Exceeds
Planning TC applies motor development TC appropriately applies motor development TC appropriately applies motor development
theory and principles in planning for theory and principles in planning for and theory and principles in planning for instruction
the lesson delivering instruction. (for all stages of student proficiency)
Instruction TC fails to account for TC plans and implement lessons that are
developmental differences during developmentally appropriate (neither too TC appropriately applies motor development
instruction. hard nor too easy). theory and principles in delivering instruction (for
Practice TC fails to account for TC demonstrates application of motor all stages of student proficiency); evidence is
developmental differences during development theory by using provided by P-12 students' changes in behavior
practice activities. developmentally appropriate teaching cues, (learning occurs) in skillful movements, physical
and planning developmentally appropriate activities, and personal fitness.
practice opportunities.
Motor TC fails to meet the criterion score TC meets the criterion score established by TC exceeds the criterion score established by the
Development established by the program on the program on assessments in motor program on assessments of motor development.
Assessments assessments in motor development. development.
PE STANDARD – FOUNDATIONAL PERSPECTIVES
Foundational Perspectives. Identifies historical, philosophical, and social perspectives of physical education issues and legislation
Not Met Met Exceeds
Historical, Philosophical, TC fails to meet criterion scores TC meets criterion scores established TC exceeds criterion scores established by
Social Perspectives established by the program on by the program on assessments in the program on assessments in historical,
Assessment assessments in historical, historical, philosophical, and social philosophical, and social perspectives.
philosophical, and social perspectives. perspectives. Evidence could include Evidence could include projects,
Evidence could include projects, projects, assignments, departmental assignments, departmental examinations,
assignments, departmental examinations, state or national state or national licensure tests.
examinations, state or national licensure tests.
licensure tests.
PE STANDARD – MOTOR SKILLS
Motor Skills. Analyzes and corrects critical elements of motor skills and performance concepts.
Not Met Met Exceeds
Analyze movements TC can analyze, detect, and correct TC analyzes, detects, and corrects TC analyzes, detects, and corrects all
critical elements for all fundamental elements of all fundamental movement students' fundamental movement skills
movement skills for at least one stage skills using skill cues linked to the using skill cues linked to the identified
of proficiency in either a verbal or identified critical elements. critical elements.
written format.
Feedback on Skills TC can identify key elements of motor TC provides specific, corrective feedback TC provides specific, corrective feedback
skills, but feedback on the skills is non- on critical elements for motor skills. on critical elements for both motor skills
specific. and tactics.
Motor Skill Lessons Lessons focus on skills without Lessons focus on skills with consideration
consideration for the context in which for the context in which skills are
skills are executed. executed.
Objectives for Strategies TC identifies objectives related to TC identifies objectives related to decision
& Tactics decision making and the use of strategies making and the effective use of strategies
and tactics. and tactics and plans practice activities
congruent to objectives.
Feedback on Strategies & TC provides limited feedback to TC provides feedback to students on the TC provides specific, corrective feedback
Tactics students on the effective use of tactics effective use of strategies and tactics. to students on the effective use of
and strategies strategies and tactics.
PE STANDARD – PERSONAL COMPETENCE*
Personal Competence. Demonstrates personal competence in motor skill performance for a variety of physical activities and movement patterns
Not Met Met Exceeds
Fundamental Movement TC can demonstrate all fundamental TC demonstrates all fundamental TC demonstrates all fundamental movement
Patterns movement skills at the automatic movement patterns at the automatic patterns at the automatic stage in an authentic
stage, but only in isolation (a non- stage in an authentic environment. environment.
authentic environment; not within a
variety of physical activities or in
coordination with other movement
patterns).
Combined Movement TC demonstrates movement skills at TC demonstrates the ability to TC demonstrates the ability to combine and adapt
Patterns the control level. combine movement patterns into a skills during game play.
sequence.
Level of Competence Skills competency is at the TC demonstrates movement skills at TC consistently performs at the utilization level of
recreational level of motor the utilization level across a variety motor competency across all activities.
performance of physical activities.
Variety of Activities TC demonstrates competency in a TC demonstrates proficiency in a variety of
variety physical activities. physical activities.
*TC competence will be defined by the program and assessed accordingly. All programs will ensure that teacher candidates with documented disabilities are
allowed and encouraged to usr a variety of accommodations and/or modifications to demonstrate competency in movement fundamentals, performance concepts,
and fitness based on their ability.
PE STANDARD – PERSONAL FITNESS*
Personal Fitness. Achieves and maintains a health-enhancing level of fitness throughout the program
Not Met Met Exceeds
Fitness Components TC performs below the age- and TC meets the age- and gender- TC exceeds the age- and gender-
gender-specific levels for one or more specific levels for each of the 5 specific levels for each of the 5
of the 5 components of health-related components of health-related physical components of health-related physical
physical fitness (cardio respiratory fitness (cardio respiratory endurance, fitness (cardio respiratory endurance,
endurance, muscular strength, muscular strength, muscular muscular strength, muscular
muscular endurance, flexibility, and endurance, flexibility, and body endurance, flexibility, and body
body composition) using standards composition) using standards composition) using standards
established by national, state or established by national, state or established by national, state or
program level testing. program level testing. program level testing.
allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competency in movement fundamentals, performance
concepts, and fitness based on their ability.
PE STANDARD – SKILLED PERFORMANCE*
Skilled Performance. Demonstrates performance concepts related to skillful movement in a variety of physical activities
Not Met Met Exceeds
Selection & Execution TC cannot select what to do and/or TC correctly selects what to do and TC correctly selects what to do and
cannot execute that selection executes that selection appropriately executes that selection appropriately
appropriately in the authentic in the authentic environment for a in a variety of activities.
environment for a variety of physical variety of physical activities.
activities.
Strategy & Tactics TC uses ineffective strategies in TC can apply strategies that TC executes advanced strategies
attempting to create open space effectively create open space using skills at appropriate times
(offensive tactics) or close open space (offensive tactics) and close open and/or appropriate situations. In
(defensive tactics) while participating space (defensive) tactics while addition, TC anticipates and gains an
in physical activity participating in physical activity. advantage while participating in
physical activity.
allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competency in movement fundamentals, performance
concepts, and fitness based on their ability.
PE STANDARD – SHORT & LONG-TERM PLANS
Short & Long-Term Plans. Designs and implements short and long term plans that are linked to program and instructional goals as well as a variety of student
needs.
Not Met Met Exceeds
Planning TC fails to make both long and short TC designs and implements short and TC designs and implements short and
term plans. long term plans. long term plans using such strategies
OR as backward mapping to ensure
Planning is limited to daily lesson learning is sequential.
plans with no plan for long term
instructional goals for the unit.
Objectives Lesson objectives are not aligned with
identified long term goals (unit). Learning activities are congruent with Short and long term goals are linked
Activities Planned learning activities are out of short term (lesson objectives) and directly to student learning activities.
alignment with instructional or long term (unit objectives) goals and
programmatic goals are linked directly to student needs.
Quality & Depth of Planning TC uses strategies such as backward Short and long term goals inform
mapping in planning short and long instruction and learning activities and
term goals. allow for differentiated instruction
and multiple means of teaching
sequences.
PE STANDARD – PLANNING GOALS & OBJECTIVES
Planning Goals & Objectives. Develops and implements appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives
aligned with local, state, and /or national standards.
Not Met Met Exceeds
Content of Objectives Objectives are inappropriate for the Objectives are appropriate for subject Objectives are appropriate for the
subject area and/or only contain area. subject area and incorporate multiple
performance. domains of learning or content areas.
Level of Difficulty Objectives are inappropriate for the Objectives are appropriate for the Objectives are appropriate for the
developmental level of learners by developmental level of learners and developmental level of learners, and
being either too difficult or too easy. provide appropriate challenges for provide appropriate challenges for
students (tasks are neither too easy students (tasks are neither too easy
nor too difficult). nor too difficult).
Criteria for Mastery Objectives are measurable and most Objectives are measurable and each
objectives identify criteria. contains criteria for student mastery.
Aligned with Standards Objectives are appropriate, but TC Objectives are connected Objectives are explicitly connected to
fails to align objectives with local, appropriately to local, state, and/or local, state, and/or national standards.
state, and/or national standards. national standards.
PE STANDARD – PLANNING LESSON CONTENT
Planning Lesson Content. Designs and implements content that is aligned with lesson objectives.
Not Met Met Exceeds
Congruence with TC selects model/approach that is TC selects teaching approach/model TC selects teaching approach/model that
Context incongruent with the subject matter/content, based on developmental level of is congruent with the goals/objectives
student population, and/or goals/objectives. students, context of the class, and the and facilitates mastery.
context in which the skill/activity will be
performed.
Congruence with Teaching approach does not consider the Teaching approach is congruent with the The approach/model selected maximizes
Environmental and developmental level of students, context of goals/objectives, the number of students practice opportunities, allows for
Student Variables the class (number of students in class, in the class, pre-assessment of students’ individual differences in skill levels,
equipment, space, etc.), and/or the context developmental levels, available maximizes the use of space and
(open or closed environment) in which the equipment, space, and context (open or equipment, and allows students to
skill/activity will be performed. closed environment) in which the practice tasks in appropriate
skill/activity will be performed. environments related to the context
(open or closed environment) in which
the skill/activity is performed.
Congruence of Activities Students participating in the learning Learning activities allow students to Learning activities allow students to
and Achievement activities fail to achieve the lesson achieve objectives. achieve objectives.
objectives.
PE STANDARD – PLANNING & MANAGING RESOURCES
Planning & Managing Resources. Plan for and manage resources to provide active, fair, and equitable learning experiences.
Not Met Met Exceeds
Individualized Instruction TC does not plan or minimally plans for TC plans for instructional adaptations TC’s plans routinely reflect
adaptations based on individual for individual differences sophisticated adaptations for abilities
differences (abilities/needs/interests). (abilities/needs/interest). (all levels) and needs (interests and
Instruction is not individualized and a motivation) with a sound rationale.
“one size fits all” approach is taken.
Rationale for Adaptations TC can articulate an appropriate
rationale for adaptations.
Instructional Approaches TC uses one instructional model/approach TC uses multiple instructional TC uses multiple instructional
throughout the lesson. models/approaches throughout the models/approaches throughout the
lesson to account for variations in lesson to account for variations in
learning styles and prior experiences. learning styles and prior experiences.
Providing Choices TC does not make adaptations or offer TC provides student choices in Students are given multiple choices
choices in equipment, space use, or equipment, space, or level of practice (equipment, space, etc.) within practice
practice tasks based on individual tasks based on individual differences. tasks based on individual differences
differences.
PE STANDARD – PLANNING ADAPTATIONS FOR DIVERSE STUDENTS
Planning Adaptations for Diverse Students. Plans and adapts instruction for diverse student needs, adding specific accommodations and/or modifications for
student exceptionalities.
Not Met Met Exceeds
Differences in Identification of differences in approaches to Understands and identifies differences in Identification of differences in approaches to
Learning and learning is limited and/or understanding of how approaches to learning and how multiple learning is thorough and detailed and
Learning Style multiple factors (individual experiences, factors (individual experiences, talents, understanding of how multiple factors
talents, disabilities, prior learning, language, disabilities, prior learning, language, family, (individual experiences, talents, disabilities,
family, and culture and community values) and culture and community values) prior learning, language, family, and culture
influence learning and demonstration of influence learning and demonstration of and community values) influence learning
learning is inadequate of inappropriate learning and demonstration of learning is sensitive
and insightful
Appreciation of Appreciation of the contributions of others Demonstrates an appreciation of Demonstrates a heightened awareness of the
diversity (specialists, colleagues) and contributions of contributions of others (specialists, contributions of others (specialists,
diverse cultures is minimal and/or efforts to colleagues) and contributions of diverse colleagues) and values the contributions of
seek such contributions are limited. cultures; efforts to seek such contributions diverse cultures highly, making special
are appropriate efforts to identify and integrate such
contributions into instruction
Planning for TC fails to account for student exceptionalities TC accounts for student exceptionalities or TC accounts for exceptionalities among
Diversity or differences within the class based on factors differences within the class by planning and students or makes accommodations for the
such as gender, class, ethnicity, race, physical implementing lessons that make diversity found within the student population
or mental handicap, or socioeconomic status. modifications based on factors such as using creativity and foresight.
gender, class, ethnicity, race, physical or
mental handicap, or socioeconomic status.
Teaching to TC does not make accommodations for the TC demonstrates teaching behaviors that It is clear from the TC’s behaviors that
Diversity diversity found within the student population. reflect thoughtful consideration of components such as the selection of units of
Failure to account for exceptionalities would exceptionalities through such behaviors as instruction, materials selected for display, the
include such components as the choices of the selection of units to be taught, inclusion selection of students to demonstrate, and
units to be taught, selection of students chosen of diversity in bulletin boards and other methods of grouping students that
to demonstrate, degree of inclusion reflected in displayed materials, using a variety of exceptionalities and diversity found within
bulletin boards or other displays, and grouping students to demonstrate, and grouping the student population and have driven
of students for instruction or play. students for instruction and play. instructional decision making.
Collaborating with TC fails to collaborate with the IEP team on the TC collaborates with the IEP team on the TC collaborates with the IEP team on the
IEP Team planning and implementing of lessons that meet implementation of lessons that meet the planning and implementing of lessons that
the needs of students with disabilities. needs of students with disabilities. meet the needs of students with disabilities.
PE STANDARD – PLANNING PROGRESSIVE, SEQUENTIAL INSTRUCTION
Planning Progressive, Sequential Instruction. Plans and implements progressive and sequential instruction that addresses the diverse needs of all students
Not Met Met Exceeds
(at preservice level) (at (at preservice level)
preservice level)
Context & Methods TC considers the context of the teaching
environment and that the context is
reflected in the planning and
implementation of lessons.
Multiple methods are used to convey
content.
Developmental Levels Learning tasks are inappropriate for Learning tasks are appropriate for the Learning objectives and tasks are appropriate
the developmental levels of students developmental levels of students by for the developmental level of students by
by being either too difficult or too providing appropriate challenges for providing appropriate challenges for students
easy. students (task are neither too easy nor too (tasks are neither too easy nor too difficult).
difficult for students).
Sequence & Progression The sequence of the lesson may be The sequence of the lesson(s) is logical, The sequence of the lesson is logical with no
illogical, with gaps in progressions. with few gaps in progressions. gaps in progressions. Learning/ practice tasks
Learning/practice tasks are arranged Progressions are sequential and are arranged in sequential and progressive
randomly in the lesson with steps progressive with no gaps. steps to facilitate learning. Progressions are
between progressions either too sequential with opportunities for students to
large or too small to facilitate skill extend tasks to increase or decrease the
mastery. challenge. Learning/practice tasks allow
students to begin and end at different levels
based on individual readiness.
Assessment TC fails to pre-assess students to TC pre-assesses students to determine an
determine an appropriate starting appropriate starting point. TC individualizes
point. starting points for students based on student
pre-assessment.
Adjustments TC fails to make adjustments to Task complexity is appropriate for skill TC makes adjustments to tasks based on
tasks to accommodate students’ and developmental levels of students. TC student performance (increasing or
developmental levels by increasing makes some adjustments to tasks to decreasing tasks complexity).
or decreasing task complexity. accommodate students’ developmental Adjustments are both across the entire class
levels, but adjustments are across the and individualized.
entire class and not individualized.
Grouping Students are grouped for TC groups students in a variety of ways
convenience (by gender, age, etc.) based on objectives for lessons.
without consideration of the
objectives for the lesson.
Expectations All students are expected to learn and TC sets high expectations for all students.
achieve mastery.
PE STANDARD – PLANNING FOR TECHNOLOGY
Planning for Technology. Demonstrates knowledge of current technology by planning and implementing learning experiences that require students to
appropriately use technology to meet lesson objectives
Not Met Met Exceeds
Integration of Technology TC does not make appropriate use of TC integrates learning experiences that TC integrates learning experiences that
the available technology. involve students in the use of available require students to use various
technology. technologies in a physical activity
setting.
Knowledge of Technology TC demonstrates limited knowledge of TC demonstrates knowledge and use of TC demonstrates mastery of current
current technology and its applications current technology and applies this technologies and uses the technology to
in a physical activity setting. knowledge in the development and enhance student learning.
implementation of lessons in a physical
activity setting.
Technology for Student TC also incorporates technology such as
Feedback pedometers, video, etc. to provide
feedback to students.
Allignment with Objectives TC’s use of technology does not align TC’s use of technology is aligned with TC’s use of technology is aligned with
with lesson objectives. lesson objectives. lesson objectives.
PE STANDARD – COMMUNICATION SKILLS
Communication Skills. Demonstrates effective verbal and non-verbal communication skills across a variety of instructional formats.
Not Met Met Exceeds
Grammar & Diction TC’s verbal interactions have an occasional TC’s verbal interactions have an TC uses proper grammar and diction.
mistake in grammar, poor diction, and/or occasional mistake in grammar or the
inappropriate language for the age and skill occasional use of an inappropriate a
level of students. regional colloquialism.
Pacing The pacing of verbal communication is Pacing of verbal communication is Pacing of verbal communication is
consistently either too fast or too slow, and neither too fast nor too slow with appropriate for age group (neither too
there is little variation in tone and inflection. some variation in tone and inflection. fast nor too slow) and is varied in tone
and inflection.
Forms of Communication All communication is verbal with no other Verbal and nonverbal communication Multiple forms of communication
form of communication used. is used throughout the lesson. such as tasks sheets, bulletin boards,
etc. are used throughout the lesson.
PE STANDARD – DELIVERING INSTRUCTION
Delivering Instruction. Implements effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate
learning experiences.
Not Met Met Exceeds
Demonstration/Modeling TC either provides no demonstration TC provides an effective TC provides an effective
or an incorrect demonstration during demonstration/model during the demonstration/model during the instructional
the instructional episode. instructional episode. episode.
Cues & Prompts Instructional cues are incorrect or do TC creates instructional cues or prompts TC creates innovative instructional
not identify key elements of the that identify key elements of the cues/prompts to facilitate learning including
skill/strategies. TC provides either skill/strategies and are appropriate for the such things as rhymes or finding ways to
too few or too many instructional developmental level of students. TC make abstract concepts concrete. TC
cues or prompts for the repeats the cues/prompts multiple times consistently repeats the instructional cues or
developmental level of students. during the lesson. prompts throughout the lesson.
PE STANDARD – PROVIDING FEEDBACK
Providing Feedback. Provides effective instructional feedback for skill acquisition, student learning, and motivation.
Not Met Met Exceeds
Specificity of Feedback TC provides generalized feedback only TC provides both generalized and TC provides positive, specific, corrective
corrective feedback that is well-timed. feedback that is well-timed.
Link to Student Response TC does not connect the feedback to a Feedback is linked directly to student Feedback is linked directly to student
specific response. responses. responses and identifies key elements.
Functions of Feedback Feedback is motivational and not A combination of positive, specific and
corrective. corrective feedback is used.
Type of Feedback Feedback is provided to the group as a Both individual and group feedback is Both individual and group feedback is
whole. given. given.
PE STANDARD – ADJUSTING INSTRUCTION
Adjusting Instruction. Recognizes the changing dynamics of the environment and adjust instructional tasks based on student responses.
Not Met Met Exceeds
Flexible Adjustments TC delivers lessons by remaining on script TC makes adjustments to planned lesson TC demonstrates flexibility and
without regard to student responses. TC based on student responses. TC creativity when adjusting the lesson
fails to recognize changes in the teaching demonstrates flexibility in the lesson or based on student responses.
environment or fails to make adjustments with students by adjusting lesson based
based on changes in the environment. on student responses.
Teachable Moments TC appropriately responds to
teachable moments during the lesson.
PE STANDARD – MANAGING THE ENVIRONMENT
Managing the Environment. Uses managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
Not Met Met Exceeds
Establishment of Rules TC has ineffective rules or has TC has established rules for the TC has established rules that are
difficulty in implementing classroom classroom and consistently enforced consistently enforced.
rules. these rules.
Clarity of Rules Rules lack clarity or are stated in Rules are stated in developmentally Rules are logical, reasonable, and
language inappropriate for the age appropriate language. developmentally appropriate with
group. clear consequences for discipline
issues.
Managerial Routines Managerial routines are not present Managerial routines are present and a Managerial routines are present and
and no systems are in place for system is in place for innovative such as multiple
distribution/return of equipment, distribution/return of equipment, equipment distribution points.
attendance, finding a partner or attendance, finding a partner or
creating a group, and other creating a group, and other
gymnasium routines. gymnasium routines.
Use of Space Arrangement of students does not Effective use of space is evident in Space use is maximized through
allow them to practice tasks. Spacing the lesson (students are neither too far careful planning with students
for tasks impedes student practice or too close together). participating in the organization of the
(too close or too far apart). space for their use.
Stop/Start Signals There is not a clear stop and start There is a clear stop and start signal in Stop and start signals are clear and
signal in place. place. creative
Supportive Environment TC creates a supportive environment TC creates a supportive environment
that invites student participation where students are encouraged and
supported.
Addressing Behavior Issues Behavior issues are addressed Behavior issues are immediately, Students consistently self-manage
insufficiently or ineffectively. efficiently, and effectively addressed their behavior during lessons.
by such proactive strategies as student
prompts.
PE STANDARD – MANAGING STUDENT BEHAVIORS
Managing Student Behaviors. Implements strategies to help students demonstrates responsible personal and social behaviors in a productive learning
environment.
Not Met Met Exceeds
Instructional Approach TC relies on direct instruction for TC selects both direct and indirect TC selects both direct and indirect
each lesson. instructional approaches including instructional approaches including
task and inquiry (problem solving). cooperative learning, peer teaching,
and child-designed instruction.
Student Choices Students are not allowed to make Students are given choices throughout Students are given multiple choices
decisions in the context of the class. the lesson about equipment, starting during the lesson.
Student’s only choice is to participate points, or partners or groups.
or not to participate in the lesson.
PE STANDARD – MEASURING STUDENT ACHIEVEMENT
Measuring Student Achievement. Selects or creates appropriate assessments that will measure student achievement of goals and objectives.
Not Met Met Exceeds
Assessment Strategies TC shows no evidence (or minimal TC uses appropriate strategies to assess On-going assessments as well as
evidence) of planning for formal or student learning (paper and pencil tests, summative and formative assessments are
informal assessment. observational checklists, etc) regularly. used in many contexts.
Record Keeping There is no plan for record keeping or TC has a plan for record keeping and Record keeping provides detailed
analysis of data. analysis of data. Student progress is information on students and can be
recorded. transformed into a format that is accessible
to others (e.g. parents/administrators).
Appropriateness of Assessments do not match/measure the Planned assessments are appropriate for the
Assessments lesson objectives and/or standards. lesson and/or standards.
Some of the objectives are not
assessed.
Use of Assessment for TC uses assessments to plan future lessons.
Future Planning
PE STANDARD – EVALUATING STUDENT LEARNING
Evaluating Student Learning. Uses appropriate assessments to evaluate student learning before, during, and after instruction.
Not Met Met Exceeds
Assessment Strategies TC demonstrates no evidence (or TC uses appropriate strategies to assess TC uses multiple assessments.
minimal evidence) of planning for or student learning (paper and pencil tests,
use of formal or informal assessment. observational checklists, etc) regularly.
Appropriateness of If assessment is used, it only occurs Planned assessments are appropriate for the On-going assessments as well as
Assessments after instruction. Assessments do not lesson and/or standards. summative and formative assessments are
match the lesson objectives and/or used in many contexts.
standards. Grades are determined by
“effort” or “participation.”
Record Keeping Record keeping provides information on Record keeping provides detailed
student learning. information on students and can be
transformed into a format that is accessible
to others (e.g. parents/administrators).
Use of Pre-Assessment Learning/practice opportunities are not Learning/practice opportunities are based Learning/practice opportunities are based
based on pre-assessments. on pre-assessments. on pre-assessments.
Use of Assessment to Instruction is informed by instructional Assessment occurs throughout the unit of Assessments are used to inform instruction,
Inform Instruction and plan with no regard for pre-assessments instruction and is used to inform instruction, provide feedback, communicate progress
Student Achievement or formative assessments. provide feedback, communicate progress and determine grades. Formative
and determine grades. assessments are used which allow students
to achieve mastery on summative
assessments.
PE STANDARD – REFLECTING ON STUDENT ACHIEVEMENT
Reflecting on Student Achievement. Uses the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and
decisions.
Not Met Met Exceeds
Use of Reflective Cycle TC plans lessons without considering TC uses a reflective cycle (description of TC uses a reflective cycle (description of
previous accomplishments. Plans teaching, justification of teaching, teaching, justification of teaching,
lessons according to teaching performance, critique of teaching, setting performance, critique of teaching, setting
preferences vs. student needs. of goals) to modify instruction, change of goals) to modify instruction, change
Learning/practice opportunities are not teacher performance, or implement teacher performance, and implement
based on pre-assessments and students’ change based on reflection. change based on reflection.
developmental levels.
Reflection Informs Changes based on reflection are placed Changes based on reflection are placed into
Lessons into action in lessons. action in lessons.
Reflection Informs Short Short and long term goals are modified
& Long Term Goals based on the reflective cycle
PE STANDARD – EMERGENCIES
Emergencies. Uses the knowledge related to first and CPR to respond appropriately to emergency situations in a school environment.
Not Met Met Exceeds
Commitment to Safety Teacher candidates demonstrate a Teacher candidates demonstrate an Teacher candidates demonstrate a
very limited commitment to the safety appropriate commitment to the safety strong, proactive commitment to the
of students participating in athletic of students participating in athletic safety of students participating in
activities activities athletic activities
First Aid Teacher candidates demonstrate a Teacher candidates can identify and Teacher candidates consistently and
very limited knowledge of first aid apply principles of first aid effectively identify and use principles
and/or apply it inappropriately appropriately of first aid
CPR Teacher candidates demonstrate a Teacher candidates can identify and Teacher candidates consistently and
very limited knowledge of CPR apply principles of CPR appropriately effectively identify and use principles
and/or apply it inappropriately of CPR
Athletic Injuries Teacher candidates demonstrate a Teacher candidates demonstrate Teacher candidates demonstrate
very limited knowledge of athletic appropriate knowledge of athletic extensive knowledge of athletic
injuries and/or provide insufficient or injuries and provide sufficient care for injuries and provide highly effective
inappropriate care for students who students who sustain such injuries care for students who sustain such
sustain such injuries injuries
SOE STANDARD -- DISABILITIES
Disabilities. Implements appropriate assessment and instruction that supports students with disabilities in mainstream/inclusive settings.
Commitment to students Demonstrates little or no understanding of Demonstrates appropriate commitment to Demonstrates extraordinary
with special needs the need to help students with disabilities helping students with disabilities achieve commitment to helping students with
achieve to their highest potential or is not to their highest potential disabilities achieve to their highest
committed to this goal potential.
Implications of disability Demonstrates minimal or inadequate Demonstrates appropriate knowledge and Demonstrates a thorough and detailed
for human development knowledge and application of typical and application of typical and atypical knowledge and application of typical
atypical development. development and atypical development
Special education law Educational decisions and planning reflect Educational decisions and planning Educational decisions and planning
minimal, inadequate, or inappropriate reflect adequate knowledge and reflect thorough and detailed
knowledge and application of special application of core provisions of special knowledge and application of special
education law education law education law
Positive climate and Creates an inadequate or inappropriate Creates a positive climate for special Proactively creates a highly positive
social interaction climate for special learners and minimally learners and promotes social interactions climate and takes special care to
promotes social interactions between typical between typical and special learners promote social interactions between
and special learners typical and special learners
Adapting curriculum, Strategies for adapting the general Adapts the general curriculum and use Creatively adapts the general
instruction, materials curriculum, instruction, materials and instruction, materials and assessment that curriculum, instruction, materials, and
and assessment assessment are incomplete, inadequate or are appropriate for the needs of the assessment, and incorporates assistive
inappropriate special learner. technology appropriate for the needs
of the special learner
Collaboration with Collaboration with colleagues and families is Provides appropriate support for students Collaboration with colleagues and
colleagues and minimal and support for students is by collaborating with colleagues and families to support students with
families/communities inadequate or inappropriate families disabilities is sensitive, extensive, and
proactive
SOE STANDARD -- TECHNOLOGY I
Technology I. As appropriate for the discipline, enables students to learn about and to use technology.
Does Not Meet Meets Exceeds
Commitment to using Demonstrates little or no understanding Demonstrates appropriate Demonstrates extraordinary understanding
technology of professional responsibility in understanding of professional of & commitment to providing engaging
providing engaging technology-based responsibility in providing technology-based learning opportunities
learning opportunities for all students engaging technology-based for all students
learning opportunities for all
students
Knowledge of the IL Demonstrates insufficient core Demonstrates adequate core Demonstrates extensive knowledge of the
Learning Standards knowledge of the IL technology-related knowledge of the IL technology- core IL technology-related Learning
Learning Standards & technology related Learning Standards & Standards & technology terminology
terminology appropriate to the technology terminology appropriate to the certificate area
certificate area appropriate to the certificate area
Hardware & software Displays limited ability to plan Plans technology-based activities Technology-based activities reflect
technology-based activities that reflect based on accurate knowledge of thorough, integrated knowledge of
accurate knowledge of hardware & hardware & software plus hardware & software plus appropriate
software plus appropriate pedagogical appropriate pedagogical pedagogical approaches
approaches approaches
Matching technology to Evidences limited or no ability to Adequately critiques & uses Highly individualizes hardware/ software
students’ needs critique & use hardware & software hardware & software based on content & students’ use to meet individual
based on students’ learning needs students’ learning needs needs & the learning situation; rationales
for uses reflect keen ability to evaluate
utility of the hardware &/or software for
each context
Assessment of students’ Demonstrates inadequate ability to Designs appropriate assessment Designs & integrates appropriate,
technology uses design & use assessment tools for processes & procedures that multifaceted assessment tools & practices
monitoring students’ growth in monitor students’ growth in into students’ engagements with
understanding & using technology understanding & using technology, to monitor growth in
technology understanding & skills
SOE STANDARD -- TECHNOLOGY II
.
Technology II. Understands and uses technology to enhance his/her teaching
Does Not Meet Meets Exceeds
Productivity tools Shows little or no evidence of ability Appropriately uses basic Thoroughly & creatively integrates a
to use productivity tools productivity tools (e.g., word variety of productivity tools into
appropriately for instruction or processing, spread sheet) for instruction &/or program management
program management instruction or program management repertoire
Technology-based Demonstrates limited skilled use of Appropriately uses technology Keenly chooses & skillfully uses
resources technology resources for personal resources (e.g., Internet, email, technology-based resources for
professional development &/or productivity tools) to research & to professional research & communication
professional communication communicate with other with the professional community
professionals
Ethical principles Demonstrates limited or superficial Demonstrates appropriate awareness Models excellence in adhering to and or
awareness of the ethical principles of and adherence to the ethical expressing awareness of the ethical
involved in using and sharing principles involved in using and principles involved in using and sharing
technology resources and/or does not sharing technology resources technology resources
adhere to these principles
PE STANDARD – LITERACY TECHNIQUES & STRATEGIES
Language Arts: Literacy Techniques & Strategies. Knows a broad range of literacy techniques and strategies for every aspect of communication and must be
able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
Commitment to Appreciation for the needs for literacy Understands the need for literacy Appreciation for the need for literacy
Literacy development in general and/or the development in general and is committed development in general and the
Development commitment to being a teacher of literacy to being a teacher of literacy in the specific commitment to being a teacher of literacy
in the specific discipline and/or grade level discipline and/or grade level in which in the specific discipline and/or grade level
in which he/she is teaching is limited or he/she is teaching in which he/she is teaching is exceptionally
unenthusiastic strong
Understanding As appropriate for the grade level, As appropriate for the grade level, As appropriate for the grade level,
Language Processes understanding of the language processes of understands the language processes of nderstanding of the language processes of
reading, writing, and oral communication reading, writing, and oral communication reading, writing, and oral communication
in the daily classroom exchange between in the daily classroom exchange between in the daily classroom exchange between
student and teacher, between student and student and teacher, between student and student and teacher, between student and
student, between teacher and "text," and student, between teacher and "text," and student, between teacher and "text," and
between student and "text" is insufficient between student and "text". between student and "text" is broad and
or inaccurate. deep.
Literacy Techniques As appropriate for the grade level, use of As appropriate for the grade level, uses As appropriate for the grade level, use of
effective literacy techniques to promote effective literacy techniques to promote effective literacy techniques to promote
word identification, activate prior word identification, activate prior word identification, activate prior
knowledge, build schema to enhance knowledge, build schema to enhance knowledge, build schema to enhance
comprehension, make reading purposeful comprehension, make reading purposeful comprehension, make reading purposeful
and meaningful, and extend content and meaningful, and extend content and meaningful, and to extend content
knowledge acquired from "text." is knowledge acquired from "text." knowledge acquired from "text" is
inadequate. exceptionally highly effective and
integrates theory and research
Literacy Strategies Use of strategies and techniques for Uses strategies and techniques for teaching Use of strategies and techniques for
for ENL Learners teaching literacy skills to those whose first literacy skills to those whose first language teaching literacy skills to those whose first
language is not English is limited or is not English. language is not English is highly effective
inaccurate. and integrates theory and research.
PE STANDARD – MODELING LITERACY SKILLS
Language Arts: Modeling Literacy Skills. Models effective reading, writing, speaking, and listening skills during both direct and indirect instructional
activities.
Listening & One or more listening skills (focusing, thinking, Listens well and speaks in a clear, well- Listening skills are sensitive and highly
Speaking Skills asking questions, giving feedback) are weak organized and coherent manner, developed and spoken language (clarity,
and/or oral communication is limited in clarity, supporting ideas with explanations and organization, and coherence, support, and
organization, coherence, supporting examples, examples, and adapting to the needs of adaptation to audience), is exceptional
and/or adaptation to audience listeners.
Reading Skills Ability to understand, and/or clearly convey Understands and clearly conveys ideas Ability to understand and clearly convey
ideas from text limited. from text ideas from text is exceptional and highly
developed.
Writing Skills Organization and coherence of written Communicates ideas in writing to Ability to communicate ideas in writing to
communication is limited and/or writer has accomplish a variety of purposes, and accomplish a variety of purposes is highly
difficulty adapting writing for different purposes writes in a well-organized manner effective, and writing is exceptionally well-
and audiences adapting communication as needed. organized, coherent and well adapted to the
individual needs of readers.
Modeling English Knowledge of the rules of English is limited Knows the rules of English and models Has detailed knowledge of the rules of
and/or modeling of the rules of English the rules of English grammar, spelling, English and modeling of the rules of
grammar, spelling, punctuation, capitalization, punctuation, capitalization, and syntax English grammar, spelling, punctuation,
and syntax is limited or inaccurate in both oral and written contexts capitalization, and syntax in both oral and
correctly during instruction. written contexts during instruction is
highly accurate and effective.
PE STANDARD – LANGAUGE ARTS INSTRUCTION & IMPROVMENT
Language Arts: Instruction &Improvement. provides a variety of instructional strategies, constructive feedback, criticism, and improvement strategies to
help students improve oral and written language skills
Appropriate, Ability to use culturally appropriate Uses culturally appropriate communication Ability to use culturally appropriate
Balanced Instruction communication to share ideas effectively to share ideas effectively in both written communication to share ideas effectively
& Assessment in both written and oral formats and/or and oral formats and balances modes of in both written and oral formats and to
ability to balance modes of communication communication through use of a variety of balance modes of communication through
through use of a variety of media, media, instructional strategies, and use of a variety of media, instructional
instructional strategies, and assessments is assessments strategies, and assessments is outstanding
limited or ineffective and highly effective
Multidisciplinary Displays inadequate ability and/or As appropriate for the grade level, Analysis of grade-level content area
Instruction in LA disposition to analyze grade-level content analyzes content area materials to create materials to create successful learning
area materials to create successful learning successful learning through listening, through listening, speaking, reading and
through listening, speaking, reading and speaking, reading and writing, and uses writing, and use of multi-disciplinary
writing and/or use multi-disciplinary multi-disciplinary approaches in language approaches for language arts instruction
approaches in language arts instruction. arts instruction. are exceptional, thorough, and highly
effective.
Interaction & Ability to facilitate groups, ask questions, Promotes engagement in language arts Ability to facilitate groups, ask questions,
Engagement elicit and probe responses, and summarize instruction through facilitating groups, elicit and probe responses, and summarize
for comprehension to promote engagement asking questions, eliciting and probing for comprehension to promote engagement
in language arts instruction is insufficient responses, and summarizing for in language arts instruction is exceptional
or ineffective. comprehension and highly developed
Facilitating Effective Ability to build on students prior Designs learning experiences in English Ability to build on students prior
Use of Language experiences and existing language skills to language arts that build on students prior experiences and existing language skills to
help children become competent and experiences and existing language skills to help children become competent and
effective users of language when help children become competent and effective users of language when
designing learning experiences in English effective users of language designing learning experiences in English
language arts is limited or ineffective language arts is extensive, insightful, and
highly effective
Feedback and Use of modeling, feedback and Uses modeling, feedback and constructive Use of modeling, feedback and
Improvement constructive criticism to assists students to criticism to assist students to improve constructive criticism to assists students to
improve language skills, including those language skills, including those with improve language skills, including those
with cultural differences or whose first cultural differences or whose first language with cultural differences or whose first
language is not English. is insufficient, is not English. language is not English are based on theory
insensitive, or ineffective. and research, culturally sensitive, and
especially effective
PE STANDARD -- PROEFESSIONAL DISPOSITIONS
Professional Dispositions. Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
Not Met Met Exceeds
Feedback TC demonstrates characteristics of TC provides equal amounts of feedback to TC provides equal amounts of feedback to
“motor elitism” by providing more students regardless of skill level. students regardless of skill level.
feedback to highly skilled students.
Participation TC excludes students during the lesson All students are encouraged to participate All students are encouraged to participate
by having them participate less often in and equitable opportunities for and equitable opportunities for participation
drills, games, or physical activity. participation in drills, games or physical in drills, games, or physical activity are
activity are provided. provided.
Adaptations TC fails to make adaptations in lesson TC makes adaptations in lesson for TC makes adaptations in lesson for
for underperforming students. underperforming students. underperforming students.
Expectations TC sets high expectations for all students.

PE STANDARD -- COLLABORATION & PROFESSIONAL GROWTH
Collaboration & Professional Growth. Participate in activities that enhance collaboration and lead to professional growth and development.
Not Met Met Exceeds
Growth & TC participates in professional TC participates in professional growth and TC takes every opportunity to participate in
Development growth and development opportunities development opportunities when they are professional development opportunities.
when directed to do so. offered.
Professional TC meets the minimum TC participates in professional TC participates in professional
Opportunities professional development opportunities beyond the program opportunities beyond the program
requirements for the program. requirements, such as major’s club, requirements, such as making presentations
attendance at state conventions, at professional conventions, providing
health fairs, and Jump/Hoop for leaderships in student groups, and planning
Hearts activities. activities.
Collaboration TC fails to document any TC documents collaboration with faculty, TC documents collaboration with faculty,
collaboration with faculty, parents, parents, supervising teachers and/or parents, supervising teachers
supervising teachers and/or service service projects as required by the and/or service projects beyond program
projects as required by the program. program. requirements
PE STANDARD -- PROFESSIONAL CONDUCT
Professional Conduct. Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
Not Met Met Exceeds
Dress TC dresses inappropriately for school TC’s dress is consistent with school TC’s dress exceeds the requirements of the
setting in violation of school and and university guidelines. school and university guidelines.
university dress codes.
Confidentiality TC fails to maintain confidentiality TC maintains confidentiality regarding TC maintains confidentiality regarding
regarding colleagues, students, or colleagues, students, or families. colleagues, students, or families.
families.
Equitable Treatment TC demonstrates favoritism for TC demonstrates behaviors that are TC demonstrates behaviors that are
specific students or groups of consistent with equitable treatment for all consistent with equitable treatment for all
students. students. students and foster an environment where
all students are respectful of each other.
Appropriate TC has inappropriate contact with TC maintains professional relationships TC maintains professional relationships
Relationships students outside of the classroom or with students in and out of the school with students in and out of the school
uses inappropriate language with or setting. setting.
around students.
Bias TC exhibits behaviors that are
indicative of gender or racial bias.
PE STANDARD -- RESPECT & SENSITIVITY
Respect & Sensitivity. Communicate in ways that conveys respect and sensitivity.
Not Met Met Exceeds
Respect TC interacts with others in a TC occasionally demonstrates behaviors or TC demonstrates respect for cultural
professional manner, but sometimes language that is insensitive to cultural differences and creates an atmosphere in the
resorts to the use of “slang” terms differences.. classroom that is inclusive.
during conversations with students.
Sensitivity TC sometimes “puts down” students in TC avoids sarcasm and “put downs” while TC never uses “put downs” or sarcasm
front of classmates. interacting with students. while teaching.
Culturally Responsive TC attempts to teach in a culturally TC teaches using culturally responsive TC demonstrates respect for cultural
Teaching responsive way. approaches. differences and exhibits teaching behaviors
that are inclusive.

PE Rubrics 2009

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RUBRICS

Self-Reflective Demonstrates little understanding of or is Demonstrates a self-reflective Demonstrates a deep, self-reflective

PE STANDARD – HUMAN GROWTH AND DEVELOPMENT

Expectations TC sets high expectations for all students.

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