Evaluation of Student in Intro to Special PE Course

Teacher Performance Competency Scale- 4650 Student Evaluation

Evaluator: Hester Henderson
Student:Alyssa Supervisory Teacher: Heidi Schmauch
School: Whittier Elementary
Date: April 21, 2016
Disabilities of students: ASD
Number of Students in class: 8

Rate each competency on a scale from 1 to 5 as follows:

1=Major difficulty
2=Needs improvement
3=Okay
4=Good
5=Excellent
HNO=Have not observed NA=Not Applicable

Trainee
1. Is reliable, is on time to class, and ready to teach when the class starts.5 :):):)

2. Engages with students enthusiastically. 5 LOVE it!

3. Assesses plop (present level of performance) on defined target skills. 5 you did this by walking around and watching what each student did

4. Provides clear, fun teaching cues. 5 point, step, throw

5. Provides precise feedback (using the 5-step approach when appropriate).

3.5 with a prompt from me you did very well

6. Evaluates what students learn towards the goals for the day. 5 great; and on the rubric :):):)

7. Designs activities to be challenging yet successful for each student. 5

8. Organizes activities and equipment to maximize time allocated to 5

9. Modifies activity so each student can participate successfully. 5 you would adjust the skill based on the students' level

10. Gives clear concise instruction. 5

11. Demonstrates tasks and skills competently. 5

12. Checks for understanding of instruction. 5 you asked "what do you do first?"

13. Motivates students by giving them a challenging goal. 4 with a prompt then you were awesome

14. Checks for accountability. 4

15. Gives specific praise where deserved. 4 most of the time :)

16. Intervenes when student does skill incorrectly. 4

17. Uses the ripple effect by reinforcing students who are doing/behaving
correctly. 3 could have used this but probably minimally effective

18. Uses many teachable moments. 5

19. Uses a stop signal to get attention of students. 4 sit on the circle; really not necessary

20. Uses strong visual, tactile, and auditory stimuli. 5 X on the wall

21. Helps to develop self-management procedures. HNO

22. Provides choice of activities to foster self-motivation and

decision making. 5 throw and strike; ball and balloon

23. Restructures the lesson when students are not learning. NA

24. When giving directions, uses statements/command instead of questions.

3.5 used questions some

25. Uses examples and non examples 5 during closure

26. Is vigilant to see and correct behavior problems. 5 did not let Russell walk away during the cool down

27. Provides a closure that reviews objectives and highlights what

students have learned. 3 great asking what you did today with the two students at the end :)
would be good to do with all students
28. Sends Lesson Plans ahead of time to get feedback. 5
29. Writes measurable objectives on Lesson Plan. 5
Total 123
Average 4.6

Strengths of the student's teaching:

EXCELLENT rapport with the students

Well prepared
Great engaging each of the students even the one who was melting down
Good using more specific praise and giving the students a challenge goal
I liked how you manually assisted the students when they needed it

Areas the student could improve:

Be more specific with your praise; you used a few "there you go"'s "you did it" try saying "that is awesome how you pointed and threw the ball overhand"
Try to use just statements; not questions
Although I know the cool down is important, would be good to review what was learned in the closure with all students

Comments:

This was an incredibly tough class to teach with all the behavior problems but you were AWESOME with them
You are a real natural; I really enjoy watching you teach :)