2013-2014 Academic Year

Physical Education Internship II Teacher Candidate Handbook 2013-2014 Academic Year Fall 2013

Department of Kinesiology

July 2013 1 INTRODUCTION

The capstone experience for the Teacher Candidate (TC) enrolled in the Physical Education Teacher Education program is student teaching. Also referred to as the Internship II, it is a full-time experience involving seven-to-eight weeks each at the elementary and the secondary (middle or high) school level. During the experience, the TC will be exposed to the responsibilities and duties of a physical education teacher through the process of progressively assuming full responsibility for the planning, delivery of lessons, assessment, and auxiliary activities involved in teaching physical education in a public school setting. In addition, the TC is expected to participate in professional development activities and any other responsibilities required of the Mentor Teacher (MT).

This Handbook has been developed to assist TCs and MTs in the Physical Education Teacher Education Internship II experience. As such, it contains information pertaining to policies, procedures, resources, assignments, and evaluations that are integral to the Internship II experience. It is the responsibility of the TC to become familiar with its contents and to use it in an effort to make certain that the requirements associated with this experience are satisfied.

2 TABLE OF CONTENTS

POLICIES AND PROCEDURES...... 4 Professional Behavior ...... 4 Authority of Teacher Candidates...... 4 Liability of Teacher Candidates...... 5 Confidentiality...... 6 Relationship with Children and Youth...... 6 Calendar...... 6 Dress and Appearance...... 7 Attendance and Absenteeism...... 7 State Certification...... 8 TEACHER CANDIDATE RESPONSIBILITIES ...... 9 General Information ...... 9 Prior to reporting to School Site ...... 9 General Daily and Weekly Assignments ...... 10 Specific Weekly Assignments ...... 10 Teacher Candidate Assignment Details/Instructions ...... 13 Assignment Checklist for Internship II ...... 16 EVALUATION OF THE TEACHER CANDIDATE...... 19 Weekly Conference Report...... 19 Physical Education Lesson Evaluations...... 19 Mid-Point and Final Self Evaluation...... 19

APPENDICES  Appendix A – Required Intern Assignments/Activities Forms...... 20 . Daily Reflection Journal ...... 21 . Internship II Information Sheet ...... 22 . Physical Education Class Schedule ...... 23 . School Profile and Physical Education Department Organization Report ...... 24 . School Staff Report ...... 26 . Interview of Mentor Teacher Management and Discipline Form ...... 27 . Academic Learning Time Coding Sheet and Instructions ...... 29 . Appendix B – Unit Plans and Lesson Plans ...... 33 . Successful Lesson Planning ...... 34 . Student Learning as the Focus of Teaching (JPTAAR) ...... 34 . Unit Plan Instructions...... 35 . General Lesson Plan Instructions ...... 36 . Anne Arundel County Lesson Plan Format...... 37 . Baltimore County Lesson Plan Format...... 38 . Carroll County Lesson Plan Format...... 39 . Harford County Lesson Plan Format...... 40 . Howard County Lesson Plan Format...... 42 . Appendix C – Internship Evaluation Forms ...... 44 . Teacher Candidate and Mentor Teacher Weekly Conference Report Form ...... 45 . Physical Education Lesson Observation Form ...... 47 . Unit Plan Evaluation Rubric ...... 49 . Lesson Plan Evaluation Rubric ...... 53 . Technology in Teaching Assignment and Rubric...... 55 . Collaborative Planning and Teaching Assignment and Rubric ...... 56 . Mid-Point and Final Evaluation Form ...... 57 . Teacher Candidate Assessment of Mentor Teacher/Site ...... 77 . Appendix D - Suspected Child Abuse Information ...... 79 . Appendix E– Contact and University Information ...... 81 . Contact Information ...... 82 . Links for Teacher Certification ...... 83 . Fall 2013 Towson University Calendar ...... 84 . Appendix F- Key Terms for Physical Education ...... 85

3 POLICIES AND PROCEDURES

Professional Behavior Professional behavior is of utmost importance in representing the University, the discipline of Physical Education, the school and school system, and the field of education. Teacher candidates should be familiar with position papers and excerpts from documents concerning ethics of the teaching profession, all of which can be found on the internet. Particularly significant documents and resources include:  Code of Conduct for Sport & Physical Educators (http://www.aahperd.org/naspe/template.cfm? template=position-papers.html)  Code of Ethics from the National Education Association (http://www.nea.org/code.html)  Discipline Statement from the Position Statement on Corporal Punishment in Schools, developed by the National Association of School Psychologists, (http://www.nasponline.org/about_nasp/pospaper_corppunish.aspx)  National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE) (http://www.aahperd.org/naspe/template.cfm?template=publications- nationalstandards.html)  NASPE’s National Standards for Beginning Physical Education Teachers developed by NASPE (http://www.aahperd.org/naspe/template.cfm?template=ns_beginning.html)  NASPE’s Physical Education Advocacy center (http://member.aahperd.org/advocacy/)  The Interstate New Teacher Assessment and Support Consortium Standards (http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/), which are used to guide the College of Education at Towson University  And the Maryland State Curriculum for Physical Education, which can be accessed at: (www.mdhealthyschools.org)

The TC should read each document carefully and use them as a framework to guide professional, ethical behavior.

Authority of Teacher Candidates Teacher candidates assigned as a student teacher in the Internship II experience shall be given the same authority and abide by the same regulations as certified teachers of the county in which they are teaching*. The authority of the TC extends to every aspect of student management of discipline, the handling of student records, and any other aspect of authority granted to a certificated employee of a county. The Education Article Annotated Code of Maryland makes it clear that legal action can be brought against TCs in cases of negligence. * EXCEPTION: See “Attendance and Absenteeism” below, regarding the TC’s responsibilities when the MT is absent.

4 Liability of Teacher Candidates Teacher candidates are eligible for the same liability protection given to in-service teachers employed as regular faculty members according to The Education Article Annotated Code of Maryland; Section 6 – 108. The following guideline regarding Liability Insurance and Workman’s Compensation should be noted: TCs are considered agents of the county board for the limited purposes of:  Comprehensive liability insurance coverage and  Workman’s compensation coverage, not to exceed the salary of a first-year teacher in the county school system.

Additional liability insurance is available through AAHPERD (http://www.aahperd.org/aahperd/template.cfm? template=membership.html) or the NEA (http://www.nea.org/memberservices/index.htmlx), for members of these associations, for an additional fee.

5 Confidentiality Occasionally, a student may confide information to a TC. If a student does entrust the TC with confidential information of a personal nature, it is best not to betray this confidence unless it threatens the student’s welfare or that of another person. If a TC suspects that anyone’s safety or well-being is threatened, it is the TC’s responsibility to immediately inform the MT and the Principal of the school. Appendix D provides information pertaining to the legal requirements of teachers when evidence of child abuse is seen in physical education or other school environments. The TC should consult the MT for policies regarding school and school system procedures for reporting indications of abuse, pregnancy, suicide or other welfare-threatening conditions. The following guidelines should be noted regarding TC/student confidentiality:  Any identifying information regarding students and their families must be removed from documents before sharing them with individuals outside the classroom setting, and as such should only be shared in professional settings. Before including photos, student work or other materials as part of a portfolio or project, the TC should review and follow the school’s policy regarding the use of such materials.  TCs should refrain from any unprofessional discussions about students. It is essential to avoid discussing specific students inside or outside of the school setting, unless the discussion pertains to a professional matter and involves the MT or others involved with the student’s education.

Relationship with Children and Youth Most schools have guidelines (either explicit or implicit) regarding physical contact. The TC should consult the MT, University Supervisor (US), or other PETE Faculty members regarding the school policy or norms with respect to any physical “touching” of students. There may be times when students, especially adolescents, attempt to become more personal and intimate with the TC than is professionally warranted. Teacher candidates are never to initiate, encourage, or engage in physical or emotional intimacy with students. Close personal relationships with students are inappropriate and compromise the integrity of the TC’s professional role in the school environment. As such, TCs should use and maintain the title “Mr./Ms.” followed by their last name.

Calendar The TC will generally follow the calendar of the school district rather than the University calendar. However, should a district holiday conflict with the Internship Seminar, the TC is still required to attend the Seminar as scheduled.

6 Dress and Appearance Although school and school system norms for professional dress vary widely, TCs should maintain a professional image. The TC should consult with the MT, school administration and US concerning policies regarding appropriate dress and appearance. Regardless of clothing worn by the MT, TCs in Physical Education should avoid wearing T-shirts, tank tops, short-shorts, cut-offs, advertisements of alcoholic or smoking substances on clothing, or any revealing (transparent) material in their clothing. Ball caps and other headgear should never be worn inside school buildings. Collared shirts, mid-thigh to knee length shorts or clean and neat athletic pants, and court/tennis shoes are examples of appropriate dress. When teaching in the health or other classroom environment, dress should reflect that of other professionally dressed classroom teachers in the school. Also, attendance at meetings with parents, other faculty members (non-P.E.), and administrators or non-school personnel warrants more professional dress than that worn during physical education instruction. Teacher candidates are reminded that first impressions are lasting impressions, and should dress as if observers might be hiring them for future teaching positions. Teacher candidates are advised to follow District, County, and School policies regarding other appearance-related issues such as hair length, tattoos, piercings, and display of other cultural symbols.

Attendance and Absenteeism Attendance is one of the factors used to evaluate the TC’s professionalism and performance. TCs are expected to be at the placement school for the same time period required of the MT. In the event that absences (for whatever reason) become excessive, it may be possible and/or necessary to extend the Internship II experience, or repeat the Internship the following semester. Decisions regarding possible extensions will be made by the Coordinator of Physical Education Internship II, usually in consultation with the US and the MT. In the event of personal illness, the TC is to notify the MT as soon as possible, preferably the previous day or evening prior to the absence. The US must also be notified before school starts on the day of the illness. The TC should make certain that teaching plans and materials to be used on that day are available at the school for the MT’s or other substitute teacher’s use. Absence from the Internship II experience for reasons other than illness must be approved in advance by the Coordinator of Physical Education Internship II. Teacher candidates are not permitted to assume the role of a substitute teacher for the MT or any other teacher in the school during the Internship II experience. If the MT is absent, a paid substitute is to be employed by the school or other arrangements made so as not to leave the TC without assistance and/or supervision of approved and responsible personnel. This procedure must be followed even when the TC has assumed responsibility for the majority or all of the actual teaching. In any instance in which a substitute teacher is not employed, the Principal of the school is responsible for approving alternate arrangements for providing assistance to the TC. Should a situation arise when no substitute is available, the TC should immediately contact (phone) the US, and the Coordinator of Physical Education Internship II experience. This is a legal liability issue, and is not subject to negotiation or overruling by school personnel.

7 State Certification Upon graduation, TCs will receive a diploma verifying completion of a Bachelor of Science Degree from Towson University with an academic major in Physical Education Teacher Education. Towson’s Physical Education Teacher Education program is NCATE accredited and is a Maryland approved certification program. The TC’s name will be sent to Maryland State Department of Education (MSDE) verifying eligibility for certification. The University does not apply for certification on behalf of the student, and does not guarantee that the TC will automatically receive teacher certification following program completion. Additional questions regarding State of Maryland certification should be directed to the Maryland State Department of Education (MSDE) as follows:

Maryland State Department of Education Division of Certification and Accreditation Teacher Licensure and Certification Branch 200 West Baltimore Street Baltimore, Maryland 21201 410-767-0406

Teacher candidates seeking certification in another state should review the state department of education website for requirements for that state. Clarification of certification requirements should be addressed to certification officials for that state’s department of education.

8 TEACHER CANDIDATE RESPONSIBILITIES

This section details a schedule of assignments and responsibilities for the TC to follow during each Internship II placement. Adherence to the assignments and time schedule is expected and desirable for successful completion of each placement experience. Individual differences in placements may dictate modifications of the timelines and appropriateness of some of the assignments. In the event that modifications are warranted, the MT and the US should confer regarding these modifications. The TC must take the initiative for completion of the assignments, meet deadline for assignments, and recruit assistance from the MT, as needed, in completion of assignments. As unexpected circumstances may occur, the TC is advised to work in advance of the timeline in order to ensure completion of assignments.

General Information Interns are expected to maintain an Internship Binder including:  Checklist of Assignments for Internship II  Physical Education Class Schedule and Contact Information  Unit Plans and Lesson Plans (see Appendix B)  Mentor Teacher and University Supervisor Evaluation Forms (see Appendix C)  Daily Journals (see Appendix A)  Other items completed or created during the Internship II experience that indicate competency in meeting the INTASC and NASPE Standards for Beginning Teachers, as well as the Maryland State Curriculum standards. o Dividers with tabs should be utilized for each section. Both Elementary and Secondary information may be included in the same binder, or a separate binder for each experience may be kept. o Internship Binder must be available for review at the assigned school every day of the Internship II experience.

Prior to Reporting to School Site The TC must:  Arrange for reliable transportation to the placement site for all Internship responsibilities (additional responsibilities may include before/after school functions, parent nights, etc.). A back-up plan is also advised.  Attend orientation meetings on campus and at the Internship site, as they occur.  Read handbooks and note any questions. Address questions to the US, MT and/or the Coordinator of Physical Education Internship II.  Confirm your TU e-mail address as your primary address, and check your e-mail account daily.  Contact your assigned school and MT to set up the initial visit, and to find out when and where to report on the first day of the Internship II placement.  Visit (if possible) the assigned school prior to beginning the experience to meet the MT, Principal, and other staff members and to determine when/where to report the first day of the experience.  Complete Internship II Information Sheet at the beginning of each placement. Three copies of this form should be brought to the TU Physical Education Internship II organization meeting held prior to the start of each experience. One copy is given to the University Supervisor, and one copy placed on file with the Coordinator Physical Education Internship II. A third copy should be placed in the internship binder.

9 General Daily and Weekly Assignments The TC must:  Complete daily reflection journals and consult with your US regarding submission. Each journal should be approximately 1/2 page in length. Descriptions for suggested journal topics (SJT) can be found in the TC Assignment Details/Instructions section of this Handbook. A copy of all journals should be printed daily and kept in the Internship binder.  Send Weekly Conference Report (see Appendix C) to US weekly (electronically or hard copy). Consult with your US regarding submission preferences.  Submit all required assignments to the US and/or MT on or before the scheduled due date.

Specific Weekly Assignments (a checklist of these Assignments follows this section)  Week 1 o (On or prior to Day 1) Complete Physical Education Class Schedule and Internship II Information Sheet (see Appendix A) o In conjunction with the MT, determine which units will be the responsibility of the TC. o Begin to write unit plans. The plans should be reviewed by the MT for accuracy of content and activities, and must be approved by the US. Work to complete the block plan, unit goals and objectives, several references/resources, and gather/develop assessments to measure progress toward goals/objectives. o Complete and submit reflection journals (at least 1/2 page each, except where indicated). SJT include: Observation of MT, and Observation of Classroom Management. o Review and assist in instructional routines, such as taking attendance; distributing and collecting equipment; maintaining a clean, attractive teaching area (including outdoor facilities, where applicable); recording student progress; and monitoring halls and lockers. o Become familiar with available teaching provisions, including library resources; teacher manuals; audiovisual aids; and technology resources. o Observe a teacher from another department teach a lesson. o Assist the MT in teaching some lessons. Consult with MT regarding readiness. o Lead a warm-up routine or activity. o Complete Assignment: School Profile and Physical Education Department Organization (see Appendix A). o Complete Assignment: School Staff Report (see Appendix A) o In conjunction with the MT, develop a time line for taking responsibility of teaching classes (see Phase-In procedures in the TC Assignments section). o Complete MT & TC weekly conference report (always discuss at the end of the week.)

10  Week 2 o Complete and submit daily reflection journals. SJT include: Transitions, and Grouping of Students. o Begin teaching segments of classes, or mimic entire lessons, as per the recommendation of the MT. o Design and teach a warm-up routine. o Demonstrate and teach a skill. o Write lesson plans or mini-plans for all activities/lessons taught (if TC is involved in the planning of teaching segments and the MT does not have plans in writing). Plans should follow the format of the Internship county (see Appendix B). o Work to assume at least 50% of the classes, as recommended by the MT. o Work to complete unit plans. As each component is completed, discuss the plan with the MT and US. o Begin the first week of detailed lesson plans for each of the proposed unit plans. o Complete Interview of Mentor Teacher: Management and Discipline Assignment (see Appendix A). o Discuss and plan the Bulletin Board/Activity Display Assignment (see TC Assignment Details section) with MT. Begin to prepare materials. Align the Bulletin Board with one of your unit plans. o Complete MT & TC weekly conference report.

 Week 3 o Assume at least 80% of the teaching responsibilities of the MT, as recommended by MT. o Complete assignment: Cultural and Socioeconomic Community (see TC Assignment Details section) served by your school. o Complete and submit daily reflection journals. SJT: Discipline Problems. o Set a self-improvement goal (it is recommended that the focus only be on 1 goal for a set/determined timeline) and share with MT and US. The focus of daily journals may detail progress toward goal. o Work to develop remainder of lesson plans for unit/s and have them signed by the MT prior to implementation. o Have MT complete a minimum of 4 formal observations of complete lessons this week. The focus of one observation should focus on Class Management (transitions, gaining and maintaining attention, formations, start and stop cues, etc.). The focus of another observation should be on Behavior Management (discipline strategies, “with-it-ness”, scolds, etc.). o Schedule formal observation/s by the County Supervisor of Physical Education and/or Principal. The observation should be scheduled for week 6 or 7. o Complete MT & TC weekly conference report.

11  Week 4 o Work to assume 100% of the teaching responsibilities of the MT. Complete lesson plans for all classes. o Complete daily reflection journals. Continue to detail progress toward self-improvement goal (unless goal has been met, and if so, set another goal) and share with MT and US. o Complete Bulletin Board/Activity Display (see TC Assignment Details section). o Have MT complete a minimum of one formal observation per day of a complete lesson. The focus of one observation should be on TC ability to Demonstrate and Teach Skills/ activities; a second observation should focus on TC use of Teaching Cues and Feedback (positive/negative/constructive, etc); a third observation should be the MT coding ALT data (see Coding Sheet and Instructions in Appendix A). Choose your focus for the other 2. o Complete the Disability/IEP (see TC Assignment Details section) assignment. o Complete the Unprepared Student (see TC Assignment Details section) assignment. o Complete the Collaborative Planning and Teaching (see TC Assignment Details section) assignment. o Meet with MT and US for the midpoint evaluation conference. Discuss areas of responsibilities that the MT has provided for the TC. The areas for discussion are planning; teaching; management and discipline; assessment; and working with parents and colleagues. o Following the midpoint conference, the MT and the TC should discuss an action plan that will foster growth for the TC during the ensuing weeks. o All evaluation forms required by the University should be submitted to the Coordinator of Physical Education Internship II. Be sure to make copies for your binder o Complete MT & TC weekly conference report.

 Week 5 o Continue to assume all of the teaching responsibilities of the MT. o Complete the Technology in Teaching (see TC Assignment Details section) assignment. o Complete daily reflection journals. SJT include: Gender/Cultural Equity, and Discipline Problems. The others should be on self-improvement goal/s. o Complete the Peer Assessment and the Fitness Test assignments (see TC Assignment Details section). o Have MT complete at least 1 daily formal observation of a complete lesson with the focus of one observation on TC Motivational Techniques; another observation should address TC Enthusiasm; a third observation should focus on a previous area that needs improvement, and one observation should be the MT coding ALT data. o Complete MT & TC weekly conference report.

 Week 6-7 o Continue the responsibility for planning and teaching all of the MT’s classes. o Complete daily reflection journals. Detail self-improvement goal/s. o Have MT complete at least three formal observations of a complete lesson. One observation should be the MT coding ALT data. The focus of the other observations should focus on areas that need improvement. o Complete MT & TC weekly conference report. o Schedule the final conference (3-way with MT, TC, and US) for next week. o Follow-up with County Physical Education Supervisor and/or Principal, if they have not yet observed you.

 Week 7-8 o Continue all teaching and other responsibilities of MT. o Complete daily reflection journals. o Complete the Experience Reflection Paper Assignment (see TC Assignment Details section). o Complete Phase-Out procedures (see TC Assignment Details section). o Have the MT complete 2-3 formal observations of complete lessons. One observation should be the MT coding ALT data. 12 o Meet with MT and US for final evaluation conference.

Teacher Candidate Assignment Details/Instructions In addition to the completion of at least two unit plans per placement, lessons plans, and daily reflection journals, the TC is responsible for completing a variety of assignments. This list of assignments should be used as a guide for the MT and US. Aside from the required forms and assignments (marked with an *), the MT and the US will negotiate which of these activities would best fit the curriculum and experience, the needs of the TC, and the needs of the students. The checklist to be used in confirming completion of assignments should be included at the front of the Internship binder. Assignment details follow: (please note: assignments marked with an asterisk are required and may have required forms and/or instructions, included with this handbook).

 Phase-In Procedures Transition into the teaching environment includes becoming familiar with the school, policies and procedures, the Physical Education department, and the students. Observation followed by active participation in class and out-of- class activities should take place during the first week of the placement. Attention to class procedures and student names is of primary importance. Mini-teaching or team teaching is suggested prior to the TC assuming full responsibility for any class. The TC and MT should also construct a tentative schedule of responsibilities and inform the US so that visitation/observation arrangements can be made. Prior to assuming full teaching responsibilities, the TC and the MT should discuss management, discipline, and teaching styles. With guidance and approval of the MT, the TC should produce a behavior management plan and inform the students of expectations. Care should be taken to avoid abrupt changes to policies, procedures, and teaching styles that may detract from learning. The TC should gradually assume teaching and other related responsibilities as the MT evaluates readiness.

 Internship Information Form* Due first day (US & Coordinator of Physical Education Internship II) Refer to Specific Weekly Assignments section for additional information.

 Physical Education Class Schedule* Due first day (US) Refer to Specific Weekly Assignments section for additional information.

 Suggested Journal Topic- Observation Of Classroom Management Observe a classroom teacher for the purpose of focusing on classroom management. The daily journal for the observation day should identify and describe, in writing, strategies used by the teacher that were effective and ineffective in handling management issues.

 Suggested Journal Topic- Teacher Candidate Observation of Mentor Teacher Describe, in writing, the elements of an observed lesson taught by the MT during the first week of the experience. The elements to be observed include the beginning of the lesson, objectives, assessments, motivation, developmental activities, and summary/closure. Reflect on aspects of the lesson which may or may not be effective and if not, what could be done instead to achieve the objectives.

 Suggested Journal Topic- Transitions Observe the MT for the purpose of identifying and evaluating the techniques used to transition from one activity to another. The TC will describe, in writing, the transitions that occurred from the time that the students entered the teaching space until they were dismissed. Reflect on transitions that were effective or ineffective, and strategies for improvement in future lessons.

 Suggested Journal Topic- Grouping Of Students Consider a variety of means to group students for learning activities, creating teams, and other instructional needs. Discuss your list of ideas with the MT; determine additional means that can be implemented. Highlight strategies that you plan to adopt. 13  Suggested Journal Topic- Gender/Cultural Equity The MT will observe one lesson to evaluate the number of times TC responded to male and female students during that lesson. The TC will describe, in writing, the results of this observation and reflect upon the analysis. In addition, the TC should discuss the implications for future teaching experiences. Finally, the TC should describe the provisions made for equal treatment of male and female students as well as culturally diverse groups.

 Suggested Journal Topic- Discipline Problems Compile a list of discipline problems that occur in the physical education and school setting. Identify, in writing, the discipline problems with particular attention to the way each was handled. Describe the effectiveness of the behavior management strategy that was used, and include a plan for dealing with similar behaviors that you would use if faced with the same situation.

 Take Attendance Take attendance, utilizing a variety of methods (consult with MT) to determine what may be most efficient for teaching environment.

 Mimic A Lesson Teach a complete lesson that has been modeled by the MT earlier in the day.

 School Profile and Physical Education Department Organization* Refer to Specific Weekly Assignments section for additional information.

 School Staff Form* Refer to Specific Weekly Assignments section for additional information.

 Interview of Mentor Teacher: Management and Discipline* Refer to Specific Weekly Assignments section for additional information.

 Academic Learning Time (ALT)* As the TC is teaching, the MT will code the behaviors of three target students (high performer, average performer, low performer) in a chosen class in order to determine TC effectiveness. The TC will interpret data and include in binder with corresponding lesson/unit. Data will be presented in the ASAP.

 Cultural and Socioeconomic Community Report* Write a description of the cultural and socioeconomic community served by the TC’s assigned school. The description should include implications of the findings for the TC’s teaching at this school (i.e. access to recreational resources, access to after-school programs, access to healthy food choices, parental involvement, safety concerns, etc.). This assignment should be typed and be of sufficient detail to demonstrate ability to transfer understanding of diversity to practical application in the classroom. This information will be reported in the Assessing Student Achievement Project (ASAP).

 Unit Bulletin Board/Activity Display* Arrange a bulletin board or present attractive, informational materials within the teaching area. Utilize the display as part of a lesson. The display should reflect a high quality product that educates students in a manner other than demonstration or lecture. It should align with one or more of your unit plans, and serve as motivational and educational resource. (Note- be sure to take photos of the display for your binder and/or portfolio).

14  Technology in Teaching Assignment* Utilize technology materials and/or equipment in a lesson as approved by the MT. This assignment requires that TC teach the students to utilize the equipment within a lesson. Possible equipment includes, but is not limited to: heart rate monitors, pedometers, handheld computers, computer programs, websites, and software. Indicate the technology use in the corresponding lesson plan. This assignment may require the TC to make prior arrangements for equipment and/or lab usage. Specific instructions and grading rubric can be found in Appendix C.

 Collaborative Planning and Teaching Assignment* Collaboratively plan and teach with specialized resource personnel (adapted physical education teacher/specialist, occupational therapist, physical therapist, media specialist, etc.) available at the assigned school as approved by the MT. This assignment requires that TCs collaboratively plan and implement at least one lesson at the elementary and at the secondary level with specialized resource personnel. Indicate the collaboration in the corresponding lesson plan. The MT should initial the lesson plan and the US will apply the grading rubric. This assignment may require the TC to make prior arrangements for specialized resource personnel availability. Specific instructions and grading rubric can be found in Appendix C.

 Peer Assessment Activity* Create and teach a peer assessment activity within a lesson. Utilize a checklist or other form of handout for assessment. Collect the handouts and review to determine consistency of peer evaluations and compare with your own visual observation during the activity. Incorporate the activity into one of your unit plans, and report results in the ASAP project.

 Fitness Test Organize and conduct a fitness test. Lead a discussion with students on the purpose of fitness testing, including an explanation of the meaning and usefulness of the results. With MT, reflect on ways that the fitness test might be conducted more efficiently in an effort to save time. Note: administration of FITNESSGRAM® or other standardized assessment program is acceptable.

 “Unprepared Student” Activity* Design and implement one or more activities for students who are unprepared for class (e.g., arrive late; not dressed appropriately). With MT, reflect on the effectiveness of this activity.

 Disability Research/Individualized Educational Plan (IEP)* Read several IEP’s and make recommendations for modifications of upcoming physical education activities. Create modifications for a particular student, and implement those modifications (if possible). Indicate your modifications in the corresponding lesson plan.

 Experience Reflection Paper* Reflect on the placement experience. Discuss significant issues and insights. Discuss your strengths and weaknesses as a teacher, and compare this experience to other teaching/leading/coaching experiences. Discuss your personal goals throughout the experience, and your progress in meeting these goals. Typical length is 2 pages.

 Phase-Out Procedures Toward the final week of the Internship, the TC should begin to shift teaching responsibilities back to the MT. These shifts should take place at obvious breaking points in the content (new unit, new activities, etc.). During this time, the TC should take advantage of opportunities to observe the MT and other teachers as appropriate. The TC should make students aware of the upcoming departure and thank students for the opportunity to spend time with them. Additionally, the TC should begin to personally thank school personnel who have made positive contributions to the Internship experience. The TC is expected to send a formal card, letter, or note to the MT as an expression of appreciation for sharing their time, expertise, and guidance. If appropriate, the TC may request letters of recommendation. The TC must maintain professional appearance and behaviors throughout the experience.

15 Assignment Checklist for Internship II

Teacher Candidate Name:______Placement: ______Mentor Teachers (MT) and/or University Supervisors (US) should initial any/all activities that have been completed. Teacher Candidates (TC) are responsible for submitting required written assignments (marked with *) on or before the due date. Final Disposition Evaluations, Evaluations of Placement, MT, and US should be submitted directly to Dr. Crowe (Internship II Coordinator). Note that while assignments are listed according to weeks, these assignments and time schedule should be negotiated between the MT, US, and TC.

Assignments Date Initials WEEK 1 Read and Discuss Handbook with MT 1st day MT: Internship II Information Sheet * 1st day or prior US: Physical Education Class Schedule * 1st day US: School Profile & PE Dept. Organ. Report * MT: School Staff Report * MT: Complete Phase-In procedures* MT: Take Attendance TC: Weekly Conference Report* MT: Journal- Observation of MT US: Journal- Observation of Classroom Management US: Observe a teacher from another department MT: Other Daily Journals US: WEEK 2 Interview of MT: MT: Management and Discipline * Mimic a Lesson of MT TC: Design and teach a Warm-up Routine MT: Demonstrate and teach a Skill MT: Unit and Block Plan 1 completed* US: MT: Weekly Conference Report* MT: Journal- Transitions US: Journal- Grouping of Students US: Other Daily journals US: WEEK 3 Schedule County Supervisor/Principal Observation TC: Cultural and Socioeconomic Community Report* MT: Unit 1 Lesson Plans completed* MT: US: 4 Formal Observations of TC by MT TC: MT: Journal- Discipline Problems US: Other Daily Journals – Self-Improvement Goals US: Weekly Conference Report* MT: Schedule Midpoint Conference for next week TC:

16 WEEK 4 Bulletin Board/Activity Display* completed - photographed MT: US: MT codes ALT 1 for ASAP unit* MT: MT observation: Use of Cues and Feedback TC: MT: MT completes 2 other formal observations on self-improvement goals TC: MT: Disability/IEP Assignment* MT: Collaborative Planning and Teaching Assignment* MT: US: “Unprepared Student” Activity* MT: Daily Journals with self-improvement goals US: Weekly Conference Report* MT: Mid point evaluation and Conference* MT: US: WEEK 5 Technology in Teaching Assignment* MT: US: Block and Unit Plan 2 Completed* MT: US: MT observation: Teacher motivation & enthusiasm MT: MT codes ALT 2 for ASAP unit* MT: MT completes 3 other formal observations on self-improvement goals TC: MT: Peer Assessment Assignment* MT: Fitness Test Assignment TC: MT: Weekly Conference Report* MT: Journal- Gender/Cultural Equity US: Journal- Discipline Problems US: Other Daily Journals with self-improvement goals US: Week 6-7 Complete Lesson Plans for Unit 2* MT: US: MT codes ALT 1 for Unit 2 MT: MT completes 4 other formal observations TC: MT: Weekly Conference Report* MT: Schedule final evaluation with US & MT TC: Follow-up with County Supervisor/Principal TC: Daily Journals US: Week 7-8 MT codes ALT 2 for Unit 2 MT: MT: Phase-Out procedures* TC: Daily Journals US: Experience Reflection Paper* US: Final evaluations* (on TIMS), Dispositions Evaluations* and MT: conference US: 17 Post-Placement Responsibilities The TC must:  Turn in (Elementary or Secondary) Internship Experience Binder to US.  Evaluate MT, US, and placement site. All evaluations are confidential and should be submitted to the Coordinator of Physical Education Internship II.  Send thank you notes or cards to MT and Principal, as well as all other significant individuals, expressing appreciation for their time and expertise.  Complete all other Phase-Out (see TC Assignment Details section) procedures and responsibilities.

Additional Notes:  Only 2 demonstrations of ALT data are required at each placement site (for one unit of instruction). These collections must occur during the unit to be presented as the ASAP.  Although use of technology is strongly encouraged in both units of instruction, the Technology assignment need only be completed in one unit.  The Cultural and Socioeconomic report should contain pertinent information regarding your school setting and the characteristics of your learners. This report may be submitted as a journal entry and will also be contained in your ASAP.

18 EVAUATION OF THE TEACHER CANDIDATE

Evaluation of the TC’s progress will be conducted on a regular basis by both the MT and the US. In addition, it is essential that the TC perform regular self-evaluation. This can be done, in part, as part of the completion of the Daily Reflection Journal (see Appendix A). The purpose of continual evaluation is to promote the growth and reflection of the TC in an effort to help move the TC from the role of student teacher to well-prepared novice teacher.

Weekly Conference Report The TC and the MT will meet to discuss the performance of the TC at the end of each week. This meeting should be more formal in nature than the casual conferences that occur during the school day. It may be necessary to meet prior to or after the school day, but a regular meeting time should be set up and adhered to each week. A checklist of topics to be addressed has been developed (see Appendix C Teacher Candidate and Mentor Teacher Weekly Conference Report). Each weekly conference should address all the items on the checklist. Both the TC and the MT should complete the report form prior to the conference. In the area of improvements, the MT should note any areas of concern that need to be brought to the attention of the US. In the event that an area for improvement appears on the Weekly Conference Report several times, personal contact between the MT and the US should to occur in order to remedy the deficiency. The TC and the MT will sign one copy of the form. It is the responsibility of the TC to submit this form to the US at the end of each week. This submission should occur in a way that is convenient to both parties, including fax, e-mail transmission, postal mail, or drop off.

Physical Education Lesson Evaluations The MT should plan daily & weekly informal and formal observations as detailed in the Assignments section. Additionally, informal discussions of performance and weekly conferences should take place. These should begin after the TC has been given responsibilities for instruction - whether teaching involves a small part of a lesson, teaching from a model lesson, or presenting their own lesson. Following each formal evaluation, the MT will give the TC a signed copy of the Physical Education Lesson Observation Form (see Appendix C), or other evaluation form utilized by the MT. The form should be placed in the appropriate experience binder. If a formal observation is made of the TC’s work by any other personnel (e.g., Principal, Supervisor), a copy of the evaluation should be obtained for placement in the TC binder as evidence of teaching ability.

Mid-Point Evaluation In order to evaluate the TC’s progress, a midpoint (3-way) evaluation for each Internship II experience will be conducted by the MT and the US. The Physical Education Internship II Evaluation Form must be used by the MT and the US to complete the evaluation. The TC will complete a self-evaluation using the same form (see Appendix C), for discussion purposes at the conference. The evaluation is based on INTASC principles and the NASPE Standards.

Final Evaluation A final evaluation for each Internship II experience will be conducted by the MT and the US. The Physical Education Internship II Evaluation Form must be used by the MT and the US to complete the final evaluation. The TC will use the same form to complete a self-evaluation (see Appendix C), for discussion purposes at the conference. This form is the same form as the Mid-Point Evaluation. During the final week of each placement, the US will meet with the MT and the TC to review the evaluations. The TC should complete a two-page reflection paper on each Internship II experience.

19 APPENDIX A

REQUIRED INTERN ASSIGNMENTS/ACTIVITIES FORMS AND INSTRUCTIONS

Daily Reflection Journal

Internship II Assignment Information Sheet

Physical Education Class Schedule

School Profile and Physical Education Department Organization Report

School Staff Report

Interview of Mentor Teacher Form

Academic Learning Time Coding Sheet and Instructions

20 Daily Reflection Journal

It is important for a TC to develop multiple ways to improve their teaching. Reflection can be an effective tool when it leads an individual to make meaning out of a situation. Reflective thought is the process by which a TC examines their performance, including, but not limited to, their instruction techniques, management strategies, student learning outcomes, and interaction with students and other school personnel. Reflective thinking is essential in recognizing effective practices and revision of ineffective practices.

During the Internship II experience, the TC will use a daily written journal to reflect on their performance. While some days, the TC may reflect on their overall performance, other daily reflections may focus on specific events that occurred or any of the Suggested Journal Topic/s. In either case, the TC should consider the ways in which their actions leading to, during, and after an event impacted the outcome of the situation.

In reflecting on the day, potential areas to consider include:  effectiveness or ineffectiveness of a lesson  student behavior  student participation  structure of learning environment: equipment, time, space, organization  decisions regarding lesson changes/modifications  class management  personal teaching strengths and/or weaknesses  student outcomes  restructuring: “things you would choose to do differently and why?”  importance of the lesson to students  decisions made during the day.  set self-improvement goals based on feedback and teaching  progress toward teaching goals

Instructions for Daily Journal 1. Keep an electronic journal of the daily reflection and print a paper copy to be placed in the experience binder each day. 2. Send the daily reflections to the US as arranged. The US will record the receipt of the journal and acknowledge pertinent issues via e-mail. 3. As the internship progresses, select one or two daily self-improvement goals and report the goal(s) to the MT and US. This will help focus regarding areas needing improvement, and provide specific, targeted behaviors to observe and reflect upon.

Please note: E-mail communication and journal writing are not intended to replace personal interaction. TCs are encouraged to call or meet with the US if any problem arises that needs immediate feedback or intervention.

21 Internship II Assignment Information Sheet

Teacher Candidate’s Name Phone Number

Teacher Candidate’s Address City Zip

Teacher Candidate’s Email Teacher Candidate’s Fax

Official Name of Mentor School School Phone Number - Ext

Mentor School Mailing Address City Zip

Name of Mentor School Principal Mentor School Fax Number

Name of Mentor Teacher Mentor Teacher’s E-mail Address

______Name of Additional Mentor Teacher (as applicable) Mentor Teacher Phone #

Nature of ASSIGNED After school Responsibility

Directions from Towson University to the placement site listed above:

Attach mapquest or similar computer generated directions and map to this form.

22 Physical Education Class Schedule

Teacher Candidate Name:______

Placement School:______

Period Time Monday Tuesday Wednesday Thursday Friday

8 (Please Note: This class schedule is provided as a sample format. It should be revised, as needed, to accommodate for the schedule at the placement site)

Lunch Time:______

Teacher Arrival Time: ______

Teacher Dismissal Time: ______

Other Duties and Times: (e.g., homeroom, bus duty, cafeteria duty, planning, study hall, etc.): ______

______

After school/before school responsibilities:______

______

Days that classes will not be held (e.g., holiday; professional development day):

*_Attach a school calendar.______

23 School Profile and Physical Education Department Organization Report

Teacher Candidate ______

School ______County/District______

Mentor Teacher ______

County and School Profile (Use school & MSDE web site to gather this information) . Number of Schools in County /District ______Elementary _____ Middle _____ High ____ Other ____ . Number of Students ______Elementary _____ Middle _____ High ____ Other ____ . Describe the geographical location of this county and school. Urban___ Suburban ____ Rural _____ . Total School Enrollment ______Boys ____ Girls _____ . Number of Teachers _____ . Number of Additional Staff ______. Minority Percentages of Students ______, ______, ______, ______. . Geographical Area ______. Time of school day _____a.m. to ______p.m. . Number of periods/day _____ . Length of individual periods ______minutes

Physical Education Department Profile Number of Physical Education teachers ____ Number by gender: M ___ F ___ Names:______Facilities

. Indoor (describe)

. Outdoor (describe)

. Storage Areas

24 . Locker Rooms

. Offices

. Other Facilities

. Equipment Availability

Extracurricular Activities

. Intramurals (explain activities and schedule)

. Interscholastic Athletics (explain activities and schedule)

Physical Education Procedures Explain the following procedures, if applicable to your school:

. Playground or gymnasium usage by students when not in physical education class

. Medical excuses from participation

. Fire drill procedures

. Other emergency procedures

. Locker room coverage

25 School Staff Report

Teacher Candidate Name:______Date:______Each school has staff members whose functions are to provide services that enable teachers to deliver efficient instruction. By meeting and discussing the job responsibilities of a variety of staff members, the TC will be better able to understand the total school environment. Additionally, when a problem arises or a service is needed, the TC will be able to direct requests to the appropriate individuals.

During the first week of each school experience, the Teacher Candidate is to identify the individuals listed on the School Staff Report, introduce him/herself, and inquire as to the specific school responsibilities. A completed copy of the School Staff Report must be submitted to the University Supervisor and included in the appropriate experience binder.

Name of School: ______

RESPONSIBILTY NAME DESCRIPTION OF DUTIES

Principal

Assistant Principal

Office Secretaries and/or Administrative Assistants

Guidance Counselor

Librarian

Technology Liaison

Chief Custodian

26 Interview of Mentor Teacher: Management and Discipline

Interviewer (Teacher Candidate)______Date of Interview ______

Interviewee (Mentor Teacher)______

1. What are some of the most frequently occurring student behavior problems in your classroom?

2. What do you do to prevent behavior problems from occurring in your classroom?

3. What types of positive rewards do you use to encourage appropriate behavior of students?

4. What are some possible negative consequences for unacceptable student behavior?

5. What is your general philosophy regarding discipline and control in the classroom?

6. Is there a departmental, school-wide, or district disciplinary policy?

7. Specifically, how would you suggest that I handle the following problems?

a. Failure to dress in appropriate uniform/clothing and footwear

27 b. Failure to participate

c. Lack of acceptable effort

d. Use of inappropriate language

e. Inattentiveness

f. Insubordination or rudeness

g. Fighting

h. Harassment of classmate

i. Destruction of equipment

j. Knowledge of weapons or drugs

8. What other guidelines would help me become an effective disciplinarian?

28 Academic Learning Time (ALT) Coding Sheet **Make sure coder has a watch/clock to keep time in 30 second intervals.

Coder's Name: ______Date: ______Teacher Candidate: ______Unit: ______ALT Observation # ____

 Waiting = W  Managerial tasks = M  Knowledge/Instruction = I  On-Task/Successful = OS  On-Task/Unsuccessful = OU  Off-Task = OT

For each 30 seconds of instruction (totaling 5 minutes each block), record the code for what the target student is doing AT THAT MOMENT.

Ob.# 1 2 3 4 5 6 7 8 9 10 Code HPS Code APS Code LPS

29 Ob.# 1 2 3 4 5 6 7 8 9 10 Code HPS Code APS Code LPS

Ob.# 1 2 3 4 5 6 7 8 9 10 Code HPS Code APS Code LPS

30 ALT Coding Key

 Waiting = W o Student is waiting for instruction, in line, on sidelines, etc. Student is not engaged in activity but is not off-task.  Managerial tasks = M o Student is collecting equipment, distributing equipment, going to a formation, or is engaged in other non-instructional activity.  Knowledge/Instruction = I o Student is receiving instruction attentively, but is not engaged in physical activity.  On-Task/Successful = OS o Student is completing the task as intended and is successful in attempts.  On-Task/Unsuccessful = OU o Student is completing the task as intended (or making attempts), but is not successful in attempts.  Off-Task = OT o Student is not engaged in the task as intended, or is not engaged in any of the above categories.

Notes: 1. The coder (typically the Mentor Teacher) will code the behaviors of three target students (High Performing Student, Average Performing Student, Low Performing Student) as the TC teaches the class. These will be the Target Students for all ALT observations, so choose the “average” of the high performers, the “average” of the average performers, and the “average” of the low performers.

2. The coding sheet is designed for classes of 50 minutes or less. If your class is longer than 50 minutes, make an extra copy of the second page of the coding sheet for your coding session.

3. Coding should begin as soon as students enter the gym. Do not wait to begin coding until students are engaged in the first activity, but do not code time in locker room as part of the designated instructional time.

4. Every 30 seconds, the coder records what each of the target students are doing AT THAT MOMENT. If the student has been engaged in an activity, but stops to listen to instruction at the 30-second mark, then an “I” would be recorded for that student (regardless of what the student has been doing for the majority of the 30-second period).

5. Coding must be quick. Do not watch the student for more than 1 second in order to record their current behavior.

** Coder may use running time, or a stopwatch for each 30-second period.

31 ALT Calculations and Interpretations Write-Up Instructions

1. Refer to your data chart for the number of minutes of instruction observed for the target student (HPS, APS, LPS).

2. For each category, (W, M, I, OS, OU, OT) add up the number totals. Each observation = 30 sec. spent in that category.  Ex.: 18 observations in Waiting = 9 min. spent waiting.  Then to get the %, divide the total TIME SPENT in that category by the total number of minutes observed. Ex.: 9 minutes/50 minute lesson = 18% of the time during the lesson was spent Waiting for that target student.

3. Follow the same procedure to calculate each category and record your answers following the designated format:

 Total time student spent Waiting ______, Percent time student spent Waiting: _____  Total time student spent in Mgmt. _____, Percent time student spent in Mgmt: _____  Total time student spent in I ______, Percent time student spent in I: _____  Total time student spent OS ______, Percent time student spent OS: ______ Total time student spent OU ______, Percent time student spent OU: ______ Total time student spent OT ______, Percent time student spent OT: ______ Ratio of On Task (OS + OU): Off Task ______ Ratio of W, M, I (total): On Task (OS + OU) ______ Ratio of On Task Successful: On Task Unsuccessful ______

4. Based upon your calculations, answer the designated questions for this target student:  Where did the student spend most of their time (highest percentage) and why?  Where did student spend the least amount of time (lowest percentage) and why?  Was the ratio of On Task: Off Task acceptable? Why or why not?  Was the ratio of other behaviors: On Task acceptable? Why or why not?  Was the majority of On Task behavior Successful? Why or why not?  What would you conclude from these data, and what would you suggest to yourself based upon your data?

5. Repeat steps 1-4 above for each target student.

6. After you have completed the calculations and questions for each target student, answer the Overall questions: OVERALL, what were the major differences in the data between HP, AP, and LP student observed? What does this tell you about instructional modifications you will need to consider in your lessons?

TYPE YOUR RESPONSES TO 1-6 ABOVE and ATTACH YOUR ORIGINAL DATA SHEET to your lesson plan (note: you will refer to these findings in your ASAP).

32 APPENDIX B

UNIT PLANS and LESSON PLANS

Successful Lesson Planning

Student Learning as the Focus of Teaching (JPTAAR)

Unit Plan Instructions

General Lesson Plan Requirements

Anne Arundel County Lesson Plan Format

Baltimore County Lesson Plan Format

Carroll County Lesson Plan Format

Harford County Lesson Plan Format

Howard County Lesson Plan Format

33 Successful Lesson Planning

A lesson plan must be completed for each class in which the TC has responsibility for instruction. If TC is modeling a lesson that has been taught by the MT, a lesson plan must be prepared by the TC with any modifications to the activities included. Each plan must be submitted to the MT and approved at least one day prior to implementation. This procedure will allow for suggestions, adjustments, and modifications. All lesson plans must be signed and dated by the MT prior to implementation. All lesson plans should be printed and available in the Internship binder for the US (and/or the Principal or County Supervisor) on every scheduled or unscheduled observation visit.

Since many TCs are assigned to schools in a system where they may wish to be employed, it is strongly suggested that some of the lesson plans be completed on the format specific to that school/school system. Samples of formats can be found in this section.

Student Learning as the Focus of Teaching

During the Internship II experience, it is expected that the TC will take responsibility for two significant units of instruction and demonstrate evidence that student learning has occurred. There are six core activities that the TC must incorporate into unit and lesson planning in order to best achieve student learning outcomes.

The six core activities that should be included in every lesson plan are as follows: 1) Judges prior learning: The TC undertakes a systematic assessment to understand prior student learning. 2) Plans instruction: The TC plans an appropriate sequence of instruction to advance student learning based on the prior assessment. 3) Teaches: The TC teaches students to acquire and use content knowledge in meaningful ways, engaging those who bring differing background knowledge and learning needs, and providing students opportunities to demonstrate the use of critical and creative thinking skills. 4) Assesses: The TC conducts a concluding objective test or alternative assessment(s). 5) Analyzes: The TC analyzes the results of the concluding assessment(s), documenting the student learning that occurred at individual and group levels, including explanations of results from students who learned more or less than expected, and results from each subgroup of students. 6) Reflects: The TC reflects on changes in teaching that could improve results. These changes will be reflected within the TC’s daily reflection log.

34 UNIT PLANS

The TC must develop and teach two unit plans for each Internship II placement experience. The unit length should be similar to the length of a unit in the TC’s school and work within the time constraints of the school curriculum, school calendar, and other parameters. Input from the MT is essential throughout the unit planning process. The finalized copy of the unit plan, with all identified components, should be reviewed and signed by the MT and US before being implemented. The unit plan must be submitted and approved by both the Mentor Teacher and University Supervisor prior to the initiation of lesson plan development. The unit plan (s) should contain the following components:  Title page (name of unit, TC name, date)  Table of contents  Introduction (Introduction will include pertinent information including grade level, average # of students per class, all material/equipment needs, length of unit, safety concerns, teaching space/location, alternate/inclement weather and/or conditions, and other essential information for unit planning)  Specific performance objectives (Psychomotor, Cognitive, and Affective) and Relationship to NASPE standards and the Maryland State Curriculum standards.  Pre-assessment techniques  Formative Assessment techniques  Summative Assessment techniques  Grading system  Subject matter/Unit Topic scope and sequence (listed in correct progression for teaching) *The Block Plan may be inserted here.  Critical Elements with corresponding Cues for each skill  Activities (including warm-up/instant activities) for each skill or lesson focus  Adaptations/Modifications for each activity (decreasing and increasing challenge)  Culminating activities  Resources  Block Plan (if not inserted as/with the scope and sequence)

**It is suggested that only 2 lessons for the unit be prepared ahead of time, as it is likely that lessons will be modified according to student performance/interest/experience.

35 General Lesson Plan Requirements

It is recommended that the TC utilize the lesson plan format for the respective student teaching county. If a format is not available or appropriate, the TC may individualize the lesson format to meet TC and MT needs, provided that each lesson contains the information in detail as listed below:

Introductory Material  Class Description: Grade Level; Subject; Ability/Achievement; Number of students  Unit Title  Lesson Topic, Number of Lesson in Unit, & Main Learning Objective  Materials/Equipment  Safety Concerns

Specific Learning Objectives  Cognitive, Affective, and Psychomotor  Each objective referenced to the NASPE Standards AND the MSC Standards

Assessment/s  List assessments (formal and informal) for each specific objective and indicate when, where, and how the assessment will take place (this may be indicated in the lesson plan)

Lesson Development  Transition into the gym  Introductory Activity/Warm-Up  Transition to first activity (and transitions between all activities including closure)  Grouping/Formations (throughout the lesson where applicable)  All activities in sufficient detail for anyone to teach the lesson  Critical Elements and Cues for all activities  Modifications for each activity  Key/Critical Questions  Demonstrations (who, when, what, how; throughout lesson)  Time for each activity  Back-Up activity (in the same amount of detail as all other activities)  Closure and Review  Actual assessments utilized (attach the assessment)  Reflection of lesson o Overall impression of student engagement and learning? o What was effective? o What was not effective? o Based on your reflection what would you do differently or modify?

36 ANNE ARUNDEL COUNTY LESSON PLAN FORMAT Instructional Lesson Plan Anne Arundel County Public Schools Subject Unit Lesson Date Grade/Class Size Topic Teacher School

Program Outcome(s)/ Maryland State Content Standards Goal(s)/Expectation(s) Broad measurable statements about what students should know and be able to do. There are six of these: 1.0 – 6.0 Program Indicator(s) This is the next level of the Maryland State Content Standard These provide the next level of specificity and begin to narrow the focus for teachers. These are found under the Standards and listed i.e. 4.1.a Student Outcome(s) This provides students with very clear information about what specific learning should occur. Context for Learning

Instructional Delivery Opening Activities/Motivation

Procedure

Assessment / Evaluation Assessment

Closure Closure

37 BCPS Lesson Plan Format Unit Title Alignment NASPE Standard __:

Maryland Content Standard __: Indicator __ : Objective(s) The students will be able to:

Assessment Alignment

Vocabulary

Safety Procedures/ Rules

Facilities/ Equipment/ Supplemental Materials

Technology Integration Type Location Notes on Use or Application (If applicable) Learning Preferences Visual Auditory Kinesthetic Tactile Field Dependent Active Field Independent Reflective Global Sequential Content Process Product Environment Equipment

Differentiated Instructional Strategies

Remediation

Enrichment

Accommodations for Specific Disabilities Time Content Methods of Instruction and Cues Pre-Assessment Introduction to Lesson

Fitness Component Connection (If applicable) Warm-up

Effective Transitions (Time on Task)

Developmental Activities

Guided Practice

Independent Practice

Application of Skills/Lead-up Games

Assessments (Formative/ Summative) Cool Down

Closure Review of Lesson Assessment(s) Next Lesson

Extension (If applicable)

38 Teacher Reflection/ General Notes

CARROLL COUNTY PHYSICAL EDUCATION LESSON PLAN

Unit: Teacher: Grade Level: Lesson of

Essential Questions:

Student Objectives:

National Standard Maryland Standard 1. Motor Skills 1. Skillfulness 2. Learning Concepts 2. Biomechanics 3. Active Lifestyles 3. Motor Learning Principles 4. Physical Fitness 4. Exercise Physiology 5. Personal and Social Skills 5. Physical Activity 6. Values Exercise 6. Social Psychological

Materials:

Opening:

Assessment:

Lesson Learning Activities: Development

Escapes &Extensions:

Meeting Individual Needs: Closure:

Reflection:

39 Harford County Public Schools

Class(es): ______Unit: ______

Think about… Lesson Objectives: Time:  What do I want students to learn and be able to do?  What content knowledge and/or skills do I want students to acquire, demonstrate, or refine?  What assessment(s) will be used before instruction to measure the level of student mastery of each objective?  How will the objectives be shared with students?  Why are the objectives for today’s lesson important?  How does this lesson align with curriculum standards and school initiatives?  How does today’s lesson connect with previous and subsequent lessons?  What resources and materials will be needed for this lesson? Think about… Warm Up/ Drill: Time:  Will students be able to complete the warm-up independently?  How will the warm up provide scaffolding for the lesson?  How will feedback from the warm up inform instruction?  Will there be accountability for completion?  How will correct answers be shared? Think about… Connection to Previous Knowledge: Time:  Will there be accountability for completion?  How will correct answers be shared?  How will questions be answered? Think about… Motivation and Connection: Time:  How will I teach the lesson?  What will spark student interest in the lesson?  What connections can be made between this lesson and real-world applications?  What connections can be made across curricula? Think about… Skills Taught/Authentic Practice:(include Time:  What previously learned concepts will connect to extension and modifications) this lesson?  How will the new concept(s) be introduced?  What strategies will encourage active learning?  What technology, hands-on activities, and 40 manipulatives could enhance student understanding?  How can reading and writing be incorporated?  What research-based strategies could extend and refine student understanding?  How will activities connect to one another?  What strategies and methodologies will convey content and skill objectives to all students? What are the pivotal points of the lesson at which assessments are essential?  How will student understanding be monitored? Think about… Closure: Time:  How will I know if students learned what I wanted them to learn?  What assessments will be used after instruction to ascertain the level of student mastery of each objective?  How will the results of these assessment impact subsequent lessons?  How will I ensure that all students have learned?  What will I do to accommodate students who are struggling and students who have mastered the lesson’s objectives and are poised for additional challenge? Think about… Homework (if applicable): Time:  How does the assignment connect to the lesson?  Are directions clear?  Will students be able to complete the assignment independently? If not, how will you differentiate? Think about… Reflection:  What went well?  What should be changed?

41 Howard County Middle School Physical Education Lesson Plan Format

Teacher’s Name ______Length of Lesson______Date______Grade____

Content Theme Lesson Focus Learning to Stay Fit MSC Individual/ Dual Movement with a Beat Team Games & Activities Standards Health Skill Cardiovascular Agility I. Skillfulness Muscular Strength Balance II. Biomechanics III. Motor Learning Muscular Endurance Coordination IV. Exercise Physiology Flexibility Power V. Physical Activity Body Comp Reaction Time VI. Social Psychological Speed

Objectives/ Lesson Focus: (Taken from Maryland State Curriculum) Equipment: M (Movement)  Developmentally appropriate  Enough equipment for all students F (Fitness)  Offer students a variety of equipment ____Connection to objective A (Affective/ Attitude) ____Provide motivation for lesson ____Prepare students for physical C (Cognitive) activity Warm-up: (Anticipatory Set/ Motivation Pre-Assessment & Prior Knowledge) Teaching Strategies:  Review previous knowledge and connect to previous lesson. ____Command  Provide instant activity to engage students. ____Practice  Prepare students for physical activity. ____Reciprocal ____Self Check Activity: ____Inclusion Considerations… ____Guided Discovery  Use multiple teaching strategies to present new information.  Differentiate instruction. ____Divergent  Relate how skill and concept can be used outside of physical education. ____Individual ____Learner Initiated Transition: ____Self Teach Plan a structured and creative way to move to a connecting activity.

Activity: Adaptations: Considerations… ___ IEP Goals  Provide students the opportunity to practice skills in a variety of groupings (Individual, Partner, ___ 504 Plan 42 Small Groups, Small Sided Games). ___ Modification  Provide opportunities for enrichment and addressing IEP/SSP goals. - Equipment  Be sure to include higher order thinking. - Distance/ Speed - Grouping Transition: Plan a structured way to end last activity. Be sure there is time for students to clean up and give full attention to - Prompt (physical, verbal) lesson closure.

Closure: (Summary, Exit questions, Silent exit slips, Etc.) Considerations…  Revisit lesson objectives.  Assess student comprehension of lesson objectives and skills.  Preview for next class.  Make connections to real life situations. Every Pupil Response (EPR) Strategies Assessment: ___Choral Answer  EPR (Every Pupil Response); thumbs-up/ thumbs-down, show of hands, think pair-share. ___ Thumbs-Up/ Thumbs-Down  Skills Test ___ 1,2,3 Flash  Rubric ___ Written Answers on Wipe Boards  Log/journal/student individual plan. ___ Show of Hands  Peer Assessment. ___ Cue Cards  Video Analysis  Teacher Observation ___ Think, Pair, Share  Self Assessment ___ Other______ Class Discussions

Extension Extension/ Expansion Takes the learning out into the real world and/or provides for studying related topics or studying topics in greater depth; plan for those students who need more time to develop skills/fitness; plan for students who are highly skilled in the activity. Expansion Potential Safety Hazards  Accommodations made to ensure safety of Creating a Safe Environment student  Are the skills properly sequenced so all prerequisite skills have been taught before a new skill is introduced?  For strenuous activities, are the students in sufficient condition before the introduction of the skill?  Did you properly demonstrate and explain the skill’s technique?   Did you explain the safety rules related to the skill, activity, or game?  Did you warn the students or any inherent risk involved in the skill?  Did you demonstrate and discuss incorrect techniques that might result in injury?   Did you provide proper equipment, including safety equipment, to the students?  Did you provide a series of developmental drills for practicing the skill?  Did you provide adequate feedback for students regarding the execution of the skill? 

Reflection -In viewing the lesson as a whole, reflect on your overall impression of the lesson as well as what Mohnsen, Bonnie S. Teaching Middle School Physical you as a teacher learned. Education: A Standard Based Approach for Grade 5-8. Champaign, IL: Human Kinetics, 2003.

43 APPENDIX C

EVALUATION FORMS

Teacher Candidate and Mentor Teacher Weekly Conference Report

Physical Education Lesson Observation Form

Unit Plan Evaluation Rubric

Lesson Plan Evaluation Rubric

Technology in Teaching Assignment and Rubric

Physical Education Internship II Evaluation Form

Teacher Candidate Assessment of Mentor Teacher/Site

44 Teacher Candidate and Mentor Teacher Weekly Conference Report

Intern:______Mentor Teacher:______Dates: ______to ______Week #: ______Year:______

A variety of topics should be addressed during the weekly conference and checked as they are discussed. Notes regarding performance may be added. Both the TC and the MT should complete a separate form prior to beginning the conference. The following 1-10 rating scale criteria should be used to rate the performance of the TC:

Below Competence: 1 Teacher Candidate fails to perform this responsibility 2 Teacher Candidate performs this responsibility - Performance is poor - Requires 50% or more revision or completely redone 3 Teacher Candidate performs responsibility - Requires 25-50% revision - Minimal in adequacy Competent: 4 Teacher Candidate performs responsibility - Requires 10-25% revision - Adequate at this point of the experience 5 Teacher Candidate performs responsibility - Requires only minor revision of 0-10% - Above adequate at this point in the experience 6 Teacher Candidate performs responsibility - Requires no revision - More than adequate at this point in the experience Working Toward Proficiency: 7 Teacher Candidate performs responsibility - Requires no revision - Exceeds expectations - Performance in this area is very good 8 Teacher Candidate performs responsibility - Requires no revision - Exceeds expectations - Demonstrates creativity where appropriate - Performance in this area is excellent 9 Teacher Candidate performs responsibility - Requires no revision - Exceeds expectations - Demonstrates creativity where appropriate - Demonstrates strong ability in this area beyond that of a novice teacher - Performance in this area is exceptional 10 Proficient

Planning

_____1. Use of planning time

_____2. Thoroughness of plans

_____3. Ability to develop or modify plans

_____4. Timeliness in submitting plans

45 Management

_____5. Use of time for management tasks

_____6. Discipline

_____7. Transitions between activities

_____8. Teacher positioning & movement among students

Instruction

_____9. Clarity of instructions

_____10. Student activity time

_____11. Abilities regarding providing demonstrations, using cues, giving feedback

_____12. Rapport with students

Types of methods/teaching styles/strategies used in lessons (e.g., guided exploration, think-pair-share, small groups, modified games, problem solving, cooperative games, reciprocal, inclusion.):

Identification of three strengths 1.

Identification of three areas for improvement 1.

Other questions/concerns needing discussion:

Signature of Teacher Candidate______Date ______

Signature of Mentor Teacher______Date ______46 PHYSICAL EDUCATION LESSON OBSERVATION FORM

Teacher Candidate ______School ______

Date ______Lesson Topic ______Grade Level ______

Observation Focus: ______/TC Goal: ______

Rate the Teacher Candidate on the following scale: 1=unacceptable 2=acceptable 3=target If you do not observe one (or more) of the criteria in this lesson, leave the space blank. Comments on all areas would be helpful, especially areas noted as “unsatisfactory.”

RATING CRITERIA COMMENTS Planning ___ Objectives linked to MSC & NS ___ Objectives displayed, stated, and revisited ___ Objectives measureable and appropriate ___ Content directly linked to objectives ___ Logical sequence/progression ___ Content accurate and current ___ Content designed based upon previous lessons/assessments ___ Developmentally appropriate activities ___ Technology utilized where appropriate ___ Equipment/materials prepared prior to student arrival ___ Equipment/task modifications provided to ensure success ___ Closure including review, checks for understanding, and future plans

Teaching ___ Lesson begins and ends on time ___ (Appropriately high) expectations shared ___ Minimal wait-time ___ Instruction concise and clear ___ Cues and demonstrations utilized to reduce instructional time ___ Maximum academic learning time ___ Motivating and engaging introductory activities ___ Content engaging and made meaningful/relevant ___ Open-ended questions to stimulate critical thinking ___ Instruction differentiated for all learners ___ Teachable moments recognized and utilized ___ Specific, meaningful, timely feedback provided ___ Appropriate pace of instruction/activities ___ Student performance continually assessed to guide instruction ___ Instruction modified as a result of assessment/s

47 Managing ___ Routines and transitions smooth and effective ___ Emotional and physical safety emphasized ___ Effective demonstrations ___ Continual and effective supervision ___ Effective use of equipment and facility resources ___ Enforcement of rules, routines, and appropriate behaviors ___ Positive reinforcement emphasized and apparent ___ Student progress/behaviors documented ___ Appropriate intervention/activities provided for students not participating

Assessing ___ Shares assessment plan with students ___ Assessment plan directly aligns with objectives ___ Assesses authentically ___ Encourages and guides self-assessment ___ Provides various opportunities for students to demonstrate progress/mastery ___ Continually monitors student progress and adjusts instruction accordingly ___ Maintains student progress records for reflection

Teacher-Student Interactions ___ Climate of reciprocal respect established ___ Students held accountable and take responsibility for actions ___ Appropriate amount/types of performance feedback provided ___ Praise and encouragement salient ___ Demonstrates withitness and flexibility ___ Engaging delivery of instruction ___ Effective communication (voice, projection, tone, non-verbal, mannerisms, body language) ___ Approachable, fair, consistent ___ Addresses students by name

Professionalism ___ Professional appearance ___ Confident, organized presence ___ Enthusiastic and approachable ___ Receptive to feedback ___ Reflective

Goals for Improvement ( to indicate which will be the primary goal): 1. ______2. ______3. ______

Signature of Observer ______

Signature of TC ______48 References: BCPS Physical Education Instructional “Look-For’s” HCPS Physical Education Instructional “Look-For’s” Maryland Physical Education Assessment Instrument Maryland Physical Education PDS/SPDS Handbook NASPE Physical Education Teacher Evaluation Tool

A3: KNES 392/394 Unit Plan Grading Instructions

Phase III: TCs demonstrate ability to plan and implement through the student teaching internship experience (elementary and secondary).

TARGET UNIT PLANS (46-54 points) ACCEPTABLE UNIT PLANS (39-45 points) UNACCEPTABLE UNIT PLANS (Below 39 points)

 Unit Requirements not meeting the criteria of at least the Unacceptable level will receive no credit (0).  All Unit Requirements must meet at least the Acceptable level. Any Requirement scoring below the Acceptable level must be revised and resubmitted. Unit plans will not be approved for teaching unless all Unit Requirements meet at least the Acceptable level, regardless of the total point value of the unit.

Overview: Purpose of the unit plan assignment is for TCs to practice preparing short and long-term plans of instruction from the physical education curricula for a targeted grade level of students at the elementary or secondary level.

Requirements of this unit are designed to allow TCs to demonstrate competency primarily in NASPE Standards/Elements:  Planning and Implementation 3.2, 3.3, 3.5 and 3.6  Instructional Delivery and Management 4.2  Impact on Student Learning 5.1 and 5.2

UNIT NASPE Unacceptable (1) Acceptable (2) Target (3) REQUIREMENTS Element Alignment 1. Title page and Does not contain both a title page Contains both title page and table of Both title page and table of contents are Table of NASPE n/a and table of contents contents, but either title page or table of included, professional, and easy to contents is not professional and/or easy follow. All pages are numbered and contents to follow. accurate.

50 2. Unit NASPE 3.2 Introduction is not explicit and/or Introduction is explicit and includes all Introduction is explicit and includes Introductory (develop and does not include all pertinent pertinent information. Objectives are explanation of what Ss will be able to do information. measurable. Reference is made to and know upon completion of unit. Materials implement) specific equipment requirements, length Objectives are measurable and each and type of unit, safety concerns, contains criteria for student mastery. Fully met when alternate teaching space/location, and Terminology is accurate and discipline- requirements 2, other unit-specific information. specific. Reference is made to specific equipment requirements, length and type 3, & 4 are of unit, safety concerns, innovative combined. resources, alternate teaching space/location, and other unit-specific information. 3. Development Partial NASPE TCs do not demonstrate the ability to TCs demonstrate the ability to create Objectives are appropriate for the subject of 3.2 (develop create developmentally appropriate, developmentally appropriate, specific, area/developmental level of learners, and specific, and measureable objectives and measureable objectives in all 3 provide appropriate challenges for Performance and implement) in all 3 domains, and/or objectives domains. Objectives are appropriate in students (tasks are neither too easy nor Objectives are not appropriate in sequence, or sequence, and show evidence of too difficult). Objectives incorporate all Fully met when show evidence of consideration of consideration of student needs. three domains of learning. Objectives are requirements 2, student needs. measurable and each contains criteria for student mastery. 3, & 4 are combined. 4. Alignment of NASPE 3.2 TCs do not plan comprehensive TCs plan comprehensive objectives that TCs consistently plan learning (develop and objectives, and/or objectives do not integrate knowledge and skills required experiences that integrate knowledge and Objectives to align with NASPE and/or MSC by both NASPE and MSC. skills required by both NASPE and MSC. NASPE implement) Guidelines. Objectives are explicitly connected to the Standards and standards, and are comprehensive, Maryland Fully met when accurate, useful, and safe. State Content requirements 2, Guidelines 3, & 4 are combined. 5. Pre- NASPE 5.1 TCs do not pre-asses student TCs design/select and use appropriate TCs design/select and use a wide variety Assessments (select or performance and/or do not design or assessment techniques to pre-assess of appropriate authentic and traditional select appropriate assessments for student performance for the purpose of assessment techniques to pre-assess create) the purpose of individualizing individualizing instruction. Prior student performance for the purpose of NASPE 5.2 instruction. learning is assessed in all 3 domains. individualizing instruction. Appropriate (use) Fully met pre-assessments are utilized to assess when prior learning in all 3 domains. requirements 5, 6, 7, & 8 are combined. 6. Formative NASPE 5.1 Appropriate assessments are not Appropriate assessments are TCs design/select and use appropriate Assessments (select or designed/selected to provide designed/selected and used to provide authentic assessment techniques to pre- feedback, and/or communicate feedback, and/or communicate student assess student performance for the create) student progress throughout the unit, progress throughout the unit. Ongoing purpose of individualizing instruction. NASPE 5.2 and/or assessment practices will not assessment practices will measure Appropriate pre-assessments are utilized (use) Fully met measure learning in all 3 domains, learning in all 3 domains. to assess prior learning in all 3 domains. when and/or are not implemented. requirements 5, 6, 7, & 8 are combined. NASPE 5.1 TCs use only instructor assessments TCs design/select and use instruments TCs routinely design/select and use a 7. Self and Peer (select or and do not involve students in self to involve students in self and peer variety of authentic and traditional and peer assessment. assessment. assessment techniques to involve Assessments create) students in self and peer assessment, NASPE 5.2 thereby engaging students in self- (use) Fully met analysis and reflection. when requirements 5, 6, 7, & 8 are combined.

51 UNIT NASPE Unacceptable (1) Acceptable (2) Target (3) REQUIREMENTS Element Alignment 8. Summative NASPE 5.2 TCs do not design/select appropriate TCs design/select and use appropriate TCs design/select and use appropriate Assessments (use) Fully met post-assessment to measure student post-assessment to measure student authentic post-assessment to measure understanding and progress at post- understanding and progress at post-test. student understanding and progress, when test, and/or learning and Learning and achievement are which can easily be utilized for requirements 5, achievement are not measured in all measured in all 3 domains. comparative purposes. Learning and 6, 7, & 8 are 3 domains, and/or do not implement achievement are measured in all 3 combined. assessment. domains. 9. Grading Partial 5.2 The majority of the grading criteria Grading system is designed to primarily Grading system is designed to primarily System (use) include elements such as dress, reward skill progress and achievement reward skill progress and achievement in attendance, and behaviors, rather in the psychomotor domain. Most the psychomotor domain. Each than skill progress and achievement assessments in the unit are referenced assessment in the unit is described in the in the psychomotor domain. in the grading system. Grading system grading system in terms of points, credit, is equitable and based upon or informational purposes. Grading achievement of performance objectives. system is equitable and based upon achievement of performance objectives.

10. Unit Scope NASPE 3.6 Learning tasks are inappropriate for TC considers the context of the TC considers the context of the teaching and Sequence (plan and the developmental levels of students teaching environment and that the environment and that the context is by being either too difficult or too context is reflected in the planning and reflected in the planning and implement) easy. TC fails to make adjustments implementation of lessons. Multiple implementation of lessons Learning to tasks to accommodate students’ methods are used to convey content. objectives and tasks are appropriate for developmental levels by increasing Learning tasks are appropriate for the the developmental level of students by or decreasing task complexity. The developmental levels of students by providing appropriate challenges for sequence of the lesson may be providing appropriate challenges for students (tasks are neither too easy nor illogical, with gaps in progressions. students (task are neither too easy nor too difficult). TC makes adjustments to Learning/practice tasks are arranged too difficult for students). TC makes tasks based on student performance randomly in the lessons with steps some adjustments to tasks to (increasing or decreasing tasks between progressions either too large accommodate students’ developmental complexity). Adjustments are both across or too small to facilitate skill levels, but adjustments are across the the entire class and individualized. The mastery. entire class and not individualized. sequence of the lessons is logical with no Progressions are sequential and gaps in progressions. Progressions are progressive with no gaps. Task sequential with opportunities for students complexity is appropriate for skill and to extend tasks to increase or decrease developmental levels of students. The the challenge. sequence of the lessons is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequential and progressive steps to facilitate learning. 11. Block Plan Partial NASPE Block Plan is presented in the form Block Plan is presented in the form of a Block Plan is presented in the form of a 3.6 (plan) of a simple table; one cell block for simple table; one cell block for each simple table; one cell block for each day each day of the UP. Gaps in content day of the UP. Most entries in each cell of the UP. Each cell is labeled by day of indicate a non-sequential and/or or either in bullet statements or unit (e.g., Day 1, Day 2, etc.). All entries illogical order of task challenge. numbered. Most content is listed in a in each cell or either in bullet statements Assessments may not be cited in sequential and progressively more or numbered. All content is listed in a block with the corresponding skill(s) challenging order to address the needs sequential and progressively more being assessed. of diverse learners. Assessments are challenging order to address the needs of Block plan may not align with cited in block with the corresponding diverse learners. Assessments are cited objectives, activities, and skill(s) being assessed. in block with the corresponding skill(s) assessments. Aligns with objectives, activities, and being assessed. assessments. Block plan aligns with objectives, activities, and assessments.

12. Critical NASPE 4.2 TC provides either too few or too TCs identify critical elements and plan TCs identify critical elements and plan Elements and (implement) many instructional cues for the teaching cues from these critical teaching cues from these critical developmental level of students. elements that will facilitate proficient elements that will facilitate proficient Cues Instructional cues are incorrect or do performance. Cues are implemented performance. Cues are consistently not identify key elements of the during demonstration and practice designed to both challenge higher level skill/strategies. activities. performers to refine skill performance, and to help lower level performers to obtain fundamental elements of skills/activities. TC consistently repeats the instructional cues throughout the lesson.

52 UNIT NASPE Unacceptable (1) Acceptable (2) Target (3) REQUIREMENTS Element Alignment 13. Content/ NASPE 3.3 TC selects content that is TC selects content based on TC selects content that is congruent with Learning (design and incongruent with the subject developmental level of students, the goals/objectives and facilitates matter/content, student population, context of the class, and the context in mastery. The content selected maximizes Activities implement) and/or goals/objectives. Teaching which the skill/activity will be practice opportunities, allows for approach does not consider the performed. Teaching approach is individual differences in skill levels, developmental level of students, congruent with the goals/objectives, the maximizes the use of space and context of the class and/or the number of students in the class, pre- equipment, and allows students to context in which the skill/activity assessment of students’ developmental practice tasks in appropriate will be performed. Students levels, available equipment, space, and environments related to the context (open participating in the learning activities context (open or closed environment) in or closed environment) in which the fail to achieve the lesson objectives which the skill/activity will be skill/activity is performed. Learning or are not assessed. performed. Learning activities allow activities allow students to achieve students to achieve objectives. objectives. 14. Adaptations TC fails to account for student TC accounts for student TC accounts for exceptionalities among and NASPE 3.5 exceptionalities or differences within exceptionalities or differences within students or makes accommodations for the class based on factors such as the class by planning and implementing the diversity found within the student Modifications (plan and adapt) gender, class, ethnicity, race, activities that make modifications based population using creativity and foresight. physical or mental ability, or on factors such as gender, class, It is clear from the TC’s behaviors and socioeconomic status. TC does not ethnicity, race, physical or mental planned materials that components such make accommodations for the ability, or socioeconomic status. TC as the selection of activities, materials diversity found within the student demonstrates teaching behaviors that selected for display, the selection of population. TC fails to collaborate reflect consideration of exceptionalities students to demonstrate, and methods of with the IEP team(where possible) through such the selection of activities, grouping students that exceptionalities on the planning and implementing of materials selected for display, the and diversity found within the student lessons that meet the needs of selection of students to demonstrate, population and have driven instructional students with disabilities. and methods of grouping students. TC decision making. TC collaborates with collaborates with the IEP team (where the IEP team (where possible) on the possible) on the implementation of planning and implementing of lessons lessons. that meet the needs of students with disabilities. 15. Unit TCs do not select appropriate TCs demonstrate the ability to select TCs demonstrate the ability to select Resources n/a teaching resources and curriculum appropriate teaching resources and developmentally appropriate (i.e., materials. Fewer than 4 curriculum materials. At least 4 comprehensive, accurate, useful, and references/resources are provided. references/resources are provided. safe) teaching resources and curriculum materials for a wide range of physical activities within the Unit of instruction. At least 5 references/resources are provided.

PROFESSIONAL NASPE Unacceptable (1) Acceptable (2) Target (3) APPEARANCE Element Alignment Neatness Appearance is unappealing, the Nice appearance, adequately organized, Impressive in appearance, well n/a content organization is difficult to easy to read. organized, easy to read using bold, understand, and the unit plan is indents, caps, bullets, tables and graphic unclear. where appropriate Spelling and 5+ spelling and grammar errors 1-4 spelling and grammar errors 0 spelling and grammar errors Grammar n/a

Quality The objectives identified in the unit The unit plan contains adequate The unit plan contains thoughtful n/a plan are not adequate. The content is objectives. The content is considered objectives and is considered above considered below average. Some average in quality. All components average in content quality. Evidence of components required are missing. required are included. extra effort is presented. All components required are included.

TOTAL POINTS _____ GRADE (T, A, U) _____

53 TC Name: ______Date: ______Unit Title & Level: ______

KNES 480 Lesson Plan Grading Rubric

TARGET LESSON PLANS (36-42 points) ACCEPTABLE LESSON PLANS (30-35 points) UNACCEPTABLE LESSON PLANS (Below 30 points)

Lesson Requirements not meeting the criteria of at least the Unacceptable level will receive no credit (0). All Lesson Requirements must meet at least the Acceptable level. Any Requirement scoring below the Acceptable level must be revised and resubmitted. Lesson plans will not be approved for teaching unless all Lesson Requirements meet at least the Acceptable level.

Overview: Purpose of the lesson plan assignment is for TCs to practice preparing short-term instructional plans to meet the objectives of a physical education unit plan at the elementary or secondary level.

Requirements of this lesson are designed to allow TCs to demonstrate competency primarily in NASPE Standards/Elements:  Planning and Implementation 3.2, 3.3, and 3.5  Instructional Delivery and Management 4.2 and 4.5  Impact on Student Learning 5.2 and 5.3

Alignment of TCs do not plan performance based TCs plan performance based objectives that TCs consistently plan learning experiences that LESSON Unacceptable (1) Acceptable (2) Target (3) Objectives to NASPE objectives, and/or objectives do not integrate knowledge and skills required by integrate knowledge and skills required by REQUIREMENTS align with NASPE and/or MSC both NASPE and MSC. both NASPE and MSC. Objectives are Standards and Development of Main standards.TCs do not demonstrate the ability to TCs demonstrate the ability to plan performanceTCs consistently based, demonstrate comprehensive, the ability accurate, to Maryland State useful, and safe. (Daily) plan developmentally appropriate Main developmentally appropriate Main plan developmentally appropriate Main Content Guidelines Objectives and/or Objectives are not Objectives that are appropriate in sequence, Objectives that are logically aligned with Objectives appropriate in sequence, and/or do not and show evidence of consideration of content, and appropriate in sequence. NASPE 3.2 (develop show evidence of consideration of student needs. Objectives show evidence of consideration of NASPE 3.3 (design student needs. student needs and are general enough to ensure and implement) that they are potentially achievable by all and implement) students. Development of TCs do not demonstrate the ability to TCs demonstrate the ability to plan TCs consistently demonstrate the ability to Specific plan developmentally and/or developmentally and instructionally plan developmentally and instructionally instructionally appropriate, specific, appropriate, specific, and measureable appropriate, specific, and measureable Performance and measureable objectives in all 3 objectives in all 3 domains. Objectives are objectives in all 3 domains. Objectives are Objectives domains, and/or objectives are not logically aligned with Main Objective and logically aligned with Main Objective, lesson logically aligned with Main Objective are appropriate in sequence. content, and appropriate in sequence. and/or are not appropriate in sequence. Objectives are performance-based. NASPE 3.2 (develop and implement) Assessments TCs do not use appropriate assessment TCs use appropriate assessment techniques to TCs use a wide variety of appropriate techniques in all 3 domains to assess assess student performance for the purpose of authentic and traditional assessment techniques student performance and/or assessments individualizing instruction and to assess student performance for the purpose NASPE 5.2 do not communicate student progress, communicating progress. Learning is of individualizing instruction and (use) and/or assessments are aligned with the assessed in all 3 domains, and assessments communicating progress. Practical objectives for the lesson. are aligned with the objectives for the lesson. assessments are utilized to assess learning in all 3 domains, and are directly aligned with the learning objectives for the lesson.

54 LESSON Unacceptable (1) Acceptable (2) Target (3) REQUIREMENTS Transitions and TCs do not include appropriate TCs include appropriate transitional TCs include a variety of appropriate Management transitional activities, and/or formations activities, formations (groupings) and key transitional activities, formations (groupings), (groupings). Safety issues are not questions. Managerial information is key questions, and managerial strategies. addressed implicitly or explicitly. provided for the purpose of safety. Attention Physical and emotional safety are ensured and NASPE 4.5 (utilize) to time and routine is evident. maintained. Attention to time and routine is evident. Demonstrations and TCs do not provide evidence of use of TCs use effective demonstrations and TCs routinely use effective demonstrations and Explanations effective demonstrations and explanations to link physical activity explanations to link physical activity concepts explanations and/or do not link physical concepts to appropriate physical activity to appropriate physical activity experiences activity concepts to appropriate experiences. Cues are included for every throughout the lesson. Cues are provided for NASPE 4.2 physical activity experiences. Cues are skill. every skill and are repeated throughout (implement) either not present or are not appropriate. instruction. Critical Elements TCs are not able to identify critical TCs identify critical elements and plan TCs identify critical elements and plan and Cues elements and/or plan teaching cues teaching cues from these critical elements teaching cues from these critical elements that from these critical elements that will that will facilitate proficient performance. will facilitate proficient performance. Cues facilitate proficient performance. are consistently designed to both challenge NASPE 4.2 higher level performers to refine skill (implement) performance, and to help lower level performers to obtain fundamental elements of skills/activities. Content/Learning TCs design learning experiences that do TCs are able to design learning experiences TCs demonstrate the ability to design a wide Activities not show evidence of considering that are safe, developmentally appropriate, variety of exciting learning experiences that safety, appropriateness, and/or and based on principles of effective are safe, developmentally appropriate, and principles of effective instruction. All instruction. All content is aligned with an based on principles of effective instruction. NASPE 3.3 content is not aligned with an objective. objective. All content is directly aligned with one or (design and more objective. implement) Adaptations and TCs have only a single TCs demonstrate the ability to identify, TCs consider student needs in the Modifications way to teach all students, and/or do not select, and implement appropriate instruction identification, selection and implementation of identify appropriate instruction to meet based on student needs. Remediations and instruction. An appreciation for individual the individual needs of all students. Extensions are provided for most activities. learning styles and student experiences is NASPE 3.5 (plan and evident. Extensions and Remediations are adapt) provided for every learning activity. Back-up Activities TCs do not design appropriate activities TCs design appropriate activities that are that are linked to the lesson topic. logically linked to the lesson topic. NASPE n/a Reflection TCs do not include appropriate and TCs include appropriate and sufficient sufficient reflective questions on lesson reflective questions on lesson plan. Written plan, and/or written responses are not responses are recorded at the conclusion of the NASPE 5.3 (utilize) recorded at the conclusion of the lesson. lesson detailing plans for improvement in TC performance or S learning activities/assessments. PROFESSIONAL Unacceptable (1) Acceptable (2) Target (3) APPEARANCE Neatness Appearance is unappealing, the Nice appearance, adequately Impressive in appearance, well content organization is difficult organized, easy to read. organized, easy to read using bold, NASPE n/a to understand, and the unit plan indents, caps, bullets, tables and is unclear. graphic where appropriate Spelling and 5+ spelling and grammar errors 1-4 spelling and grammar errors 0 spelling and grammar errors Grammar

NASPE n/a Quality The objectives identified in the The unit plan contains adequate The lesson plan contains thoughtful lesson plan are not adequate. objectives. The content is objectives and is considered above NASPE n/a The content is considered considered average in quality. All average in content quality. Evidence below average. Some components required are included. of extra effort is presented. components required are All components required are missing. included.

TOTAL POINTS _____ GRADE (T, A, U) ____ 55 TECHNOLOGY IN TEACHING ASSIGNMENT DETAILS AND RUBRIC

This assignment is aligned with NASPE Standard 3: Planning and Implementation. This standard requires that: physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Specifically, this assignment is designed to meet NASPE Element 3.7 which requires TCs to: plan and implement learning experiences that require (K-12) students to appropriately use technology to meet lesson objectives.

Utilize technology materials and/or equipment in a lesson as approved by the MT. This assignment requires that TCs teach the students to utilize the equipment within a lesson. Possible equipment includes, but is not limited to: heart rate monitors, pedometers, handheld computers, computer programs and software. Indicate the technology use in the corresponding lesson plan. The MT should initial the lesson plan and the US will apply the grading rubric. This assignment may require the TC to make prior arrangements for equipment and/or lab usage.

UNACCEPTABLE (0) ACCEPTABLE (1) TARGET (2) STUDENT USE TC does not make TC integrates learning TC integrates learning appropriate use of the experiences that involve experiences that require available technology students in the use of students to use various and/or does not require available technology. technologies in a physical student use of the activity setting. technology.

KNOWLEDGE TC demonstrates limited TC demonstrates TC demonstrates mastery of knowledge of current knowledge and use of current technologies and uses technology and its current technology and the technology to enhance applications in a physical applies this knowledge in student learning. TC activity setting. the development and incorporates technology such implementation of lessons as pedometers, video, etc. to in a physical activity provide feedback to students. setting. ALIGNMENT TC’s use of technology TC’s use of technology is TC’s use of technology is does not align with lesson aligned with at least one of aligned with more than one objectives. the lesson objectives. of the lesson objectives.

TOTAL SCORE: _____ *Assignments not minimally meeting the Acceptable level in each category must be revised and repeated until the Acceptable level has been achieved. If the Acceptable level is not met, the TC will receive an Unacceptable score for the assignment which will lead to an Unsatisfactory grade for the experience.

56 COLLABORATIVE PLANNING AND TEACHING ASSIGNMENT DETAILS AND RUBRIC

TC NAME: ______DATE: ______

This assignment is aligned with NASPE Standard 3: Planning and Implementation. This standard requires that: physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Specifically, this assignment is designed to meet NASPE Elements 3.3 and 3.5. NASPE 3.3 requires TCs to: Design and implement content that is aligned with lesson objectives. NASPE 3.5 requires TCs to: plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.

Collaboratively plan and teach with specialized resource personnel (adapted physical education teacher/specialist, occupational therapist, physical therapist, media specialist, etc.) available at the assigned school as approved by the MT. This assignment requires that TCs collaboratively plan and implement at least one lesson at the elementary and at the secondary level with specialized resource personnel. Indicate the collaboration in the corresponding lesson plan. The MT should initial the lesson plan and the US will apply the grading rubric. This assignment may require the TC to make prior arrangements for specialized resource personnel availability.

UNACCEPTABLE (0) ACCEPTABLE (1) TARGET (2) COLLABORATION Aligns with “Plan” TC is passive in the TC actively collaborates TC uses foresight to proactively seek out aspect of MSDE collaboration with the with the resource specialist the most appropriate resource specialist Diversity-Related resource specialist and/or regarding the modification to meet the needs of the learners at the Priority #5 does not plan for of lesson/activity content to assigned school. TC actively collaborates appropriate modifications enhance learning in the regarding the modification of within the lesson. physical education setting. lesson/activity content to enhance learning in the physical education setting. INSTRUCTIONAL TC demonstrates limited use TC demonstrates effective use TC demonstrates mastery in adapting DELIVERY of adaptations/modifications of planned adaptations and instruction (developmentally appropriate for Aligns with in the physical activity modifications during the all learners) and making adjustments during “Implement” aspect setting; and/or implementation of activities the activities to enhance student learning of MSDE Diversity- adaptations/modifications are and lessons in a physical throughout the physical education lesson. Related Priority #5; inappropriate or ineffective in activity setting. Aligns with NASPE enhancing student learning. Element 3.5 ALIGNMENT The collaborative activity/ies The collaborative activity/ies The collaborative activity/ies is/are aligned Aligns with NASPE does/do not align with lesson is/are aligned with at least one with more than one of the lesson objectives. Element 3.3 objectives. of the lesson objectives.

TOTAL SCORE: _____ *Assignments not minimally meeting the Acceptable level in each category must be revised and repeated until the Acceptable level has been achieved. If the Acceptable level is not met, the TC will receive an Unacceptable score for the assignment which will lead to an Unsatisfactory grade for the experience.

57 A TOWSON UNIVERSITY Department of Kinesiology - Physical Education EVALUATION OF INTERNSHIP

Towson University uses the 2011 Interstate Teacher Assessment and Support Consortium (InTASC) principles and the 2008 National Association of Sport and Physical Education (NASPE) Teacher Standards to guide and assess physical education teacher candidates’ performance. The purpose of the internship evaluation is to promote the growth and reflection of the teacher candidate. This evaluation is most effective when its contents have been shared and discussed by the mentor teacher, university supervisor and teacher candidate in a three-way conference. Please use the following guidelines to evaluate your teacher candidate’s performance, relative to what a competent beginning teacher should know and be able to do.

TEACHER ID No.: CANDIDATE'S NAME:

EVALUATION (Circle One) MIDPOINT FINAL

SUBJECT/GRADE LEVEL TAUGHT:

PLACEMENT LOCATION(S):

DATES OF PLACEMENT: TOTAL DAYS PRESENT:

NAME OF PERSON COMPLETING THIS FORM:

POSITION (Circle One) Mentor Teacher University Supervisor Teacher Candidate

SIGNATURE: DATE:

Part I. InTASC Standards

Please assess your intern's performance level and indicate your rating on each of the integrated 2011 InTASC and 2008 NASPE Standards. (InTASC scoring criteria are found at the following link: InTASC Standards.

Ratings for NASPE standards are as follows: TARGET: rating of 5; ACCEPTABLE: ratings of 3-4; UNACCEPTABLE: ratings of 1-2)

58 The Learner and Learning InTASC 1: Learner Development

The intern demonstrated understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Distinguished (Consistently demonstrated)[Code = 5] Proficient (Frequently demonstrated)[Code = 4] Satisfactory (Generally demonstrated)[Code = 3] Basic/Needs Improvement (Seldom demonstrated)[Code = 2] Unsatisfactory (Failed to demonstrate)[Code = 1] Required answers: 1 Allowed answers: 1

InTASC 2: Learning Differences

The intern demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enabled each learner to meet high standards. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

InTASC 3: Learning Environments

The intern worked with others to create environments that supported individual and collaborative learning, and that encouraged positive social interaction, active engagement in learning, and self-motivation. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

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59 NASPE Element 4.1: Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.

A. Utilizes appropriate tone and inflection throughout instruction, based upon the needs and developmental level of students. Pacing of instruction is appropriate and varied according to the needs of the students. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Demonstrates proper oral and written grammar. Effectively utilizes non-verbal communication to enhance instruction and to provide appropriate feedback. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. Integrates multiple and varied approaches to communicate instructional tasks and to provide feedback. Integrates technology and enables student self-monitoring of progress. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 4.2: Implement effective demonstrations, explanations and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.

A. Models tasks and concepts. Provides multiple developmentally appropriate demonstrations during teaching and practice episodes. Encourages self and peer modeling. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Develops and implements creative, effective and developmentally appropriate cues and prompts throughout instruction and feedback. Augments cues/prompts with rhymes, rhythm, and repetition. Cues/prompts are logically rooted to concepts. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 4.3: Provide effective instructional feedback for skill acquisition, student learning and motivation.

60 A. Provides positive, specific, corrective feedback: Applies all three types of feedback throughout lessons and adjusts feedback type and frequency according to student needs. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Provides immediate feedback linked to student performance/responses: Consistently utilizes immediate feedback linked to student performances and adjusts feedback based upon student needs. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. Provides individual and group feedback: Provides both individual and group feedback to students about current and completed work and encourages students to offer input on their personal work quality and effort. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 4.4: Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

A. Reflects on previously taught activities/lessons to determine if an effective learning environment was created; considers different approaches to meeting the needs, etc. of students. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Responds to “teachable moments” during the lesson: Recognizes and responds to “teachable moments” throughout the teaching of lessons. Involves students in thought-provoking conversation related to “teachable moments.” Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. Adjusts instruction and activities based upon student needs: Makes seamless adjustments to plans and instruction reflecting an understanding of the influence of internal and external factors on student learning. Distinguished (Consistently)[Code = 5]

61 Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 4.5: Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment.

A. Models and communicates expectations regarding rules and routines. Consistently reinforces equitable guidelines and procedures that expedite organization and instruction. Analyzes effectiveness of rules and routines and makes adjustments to enhance instruction and learning. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Creates safe and effective transitions: Implements and adjusts transitions to enhance smooth procedures in the gym, discourage disruptions, and to improve the delivery of instruction. Additionally, transitions promote prosocial interaction among students. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. Maintains a physically and psychologically safe learning environment: Monitors student behavior, selecting strategies that prevent or lessen inappropriate or unsafe behavior, and promotes appropriate behavior through positive reinforcement. Makes fair, ethical decisions that do not put others at risk. Considers the appropriateness of guidelines and understands how to advocate for exceptions when needed Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 6.4: Communicate in ways that convey respect and sensitivity

A. Demonstrates cultural competence in planning and delivery of content. Communicates with respect and without bias. Integrates culturally relevant activities into lessons and units. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Provides an inclusive setting for teaching and learning. Refrains from and discourages sarcasm and negative verbal and non-verbal communications. Promotes pro-social peer and group interactions.

62 Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

InTASC 4: Content Knowledge

The intern demonstrated understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and created learning experiences that made the discipline accessible and meaningful for ALL learners to assure mastery of the content. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

InTASC 5: Application of Content

The intern demonstrated understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

63 NASPE Element 1.1: Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

A. Plans and implements instruction that incorporates physiological and biomechanical concepts, as they apply to skillful movement, physical activity, and/or fitness, at the appropriate developmental levels of EACH LEARNER. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Instruction includes definitions AND EXAMPLES for all academic language associated with physiological and biomechanical terms/concepts Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. Plans and implements MULTIPLE practice activities for the developmental level of EACH LEARNER to deepen cognitive knowledge about biomechanical and physiological concepts, as applied to skillful movement, physical activity and/or fitness. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

NASPE Element 1.2: Describe and apply motor learning and physiological/behavioral theory related to skillful movement, physical activity and fitness.

A. Applies motor learning and physiological/behavioral theory when planning and implementing practice activities for learning skillful movement, physical activity, behavior management and/or fitness. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

B. Practice and behavior management activities are planned to allow EACH learner to practice at his/her skill and developmental level. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Required answers: 1 Allowed answers: 1

C. During instruction, individual student responses guide modification of practice activities and allows practice of self-responsibility. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] 64 Next Page: Sequential

Part II. Other Performance Factors: Using the same 5/distinguished to 1/unsatisfactory ratings, or NA if placement did not provide opportunity, please assess your intern’s demonstrated ability to:

differentiate instruction and work effectively with students from diverse backgrounds (ex., socio-economic, racial, ethnic). Distinguished (Consistently demonstrated)[Code = 5] Proficient (Frequently demonstrated)[Code = 4] Satisfactory (Generally demonstrated)[Code = 3] Basic/Needs Improvement (Seldom demonstrated)[Code = 2] Unsatisfactory (Failed to demonstrate)[Code = 1] Not Applicable [Code = NA] Required answers: 1 Allowed answers: 1

differentiate instruction and work effectively with learners with special needs. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Not Applicable [Code = NA] Required answers: 1 Allowed answers: 1

differentiate instruction and work effectively with English Language Learners (ELL). Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Not Applicable [Code = NA] Required answers: 1 Allowed answers: 1

differentiate instruction and work effectively with gifted and talented learners. Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Not Applicable [Code = NA] Required answers: 1 Allowed answers: 1

collaboratively plan and/or teach with specialized resource personnel (ex., guidance counselor, resource teacher, special educator, reading specialist, media specialist, speech pathologist). Distinguished (Consistently)[Code = 5] Proficient (Frequently)[Code = 4] Satisfactory (Generally)[Code = 3] Basic/Needs Improvement (Seldom)[Code = 2] Unsatisfactory (Failed to)[Code = 1] Not Applicable [Code = NA] Required answers: 1 Allowed answers: 1

65 Next Page: Sequential

Overall, this TC was ______Successful ______Unsuccessful

Part III: Narrative Comments: Include additional information necessary for a comprehensive assessment of the teacher candidate, including demonstration of professional dispositions:

66 The 2011 InTASC Standards are performance-based standards for a common core of professional performances, knowledge, and dispositions that should be demonstrated by all new teachers. Please evaluate your teacher candidate’s performance by the following criteria.

1 The TC demonstrated understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences 5-DISTINGUISHED Consistently designed and implemented developmentally appropriate and challenging learning experiences. 4-PROFICIENT Frequently designed and implemented developmentally appropriate and challenging learning experiences. 3-SATISFACTORY Generally designed and implemented developmentally appropriate and challenging learning experiences. 2-BASIC/NEEDS IMPROVEMENT Seldom designed and implemented developmentally appropriate and challenging learning experiences. 1-UNSATISFACTORY Was unable to design and implement developmentally appropriate and challenging learning experiences. 2 The TC demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enabled each learner to meet high standards 5-DISTINGUISHED Consistently demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards 4-PROFICIENT Frequently demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments … 3-SATISFACTORY Generally demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments 2-BASIC/NEEDS IMPROVEMENT Seldom demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments … 1-UNSATISFACTORY Lacked understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments …

3 The TC worked with others to create environments that support individual and collaborative learning, and that encouraged positive social interaction, active engagement in learning, and self-motivation. 5-DISTINGUISHED Consistently created an environment that supported individual and collaborative learning…. 4-PROFICIENT Frequently created an environment that supported individual and collaborative learning…. 3-SATISFACTORY Generally created an environment that supported individual and collaborative learning….… 2-BASIC/NEEDS IMPROVEMENT Seldom created an environment that supported individual and collaborative learning….… 1-UNSATISFACTORY Failed to create an environment that supported individual and collaborative learning….

4 The TC demonstrated understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and created learning experiences that made the discipline accessible and meaningful for ALL learners to assure mastery of the content.

5-DISTINGUISHED Consistently demonstrated understanding… and created learning experiences…. 4-PROFICIENT Frequently demonstrated understanding… and created learning experiences…. 3-SATISFACTORY Generally demonstrated understanding… and created learning experiences….. 2-BASIC/NEEDS IMPROVEMENT Seldom demonstrated understanding… and created learning experiences….…. 1-UNSATISFACTORY Failed to demonstrated understanding… and created learning experiences….…. 5 The TC demonstrated understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues 5-DISTINGUISHED Consistently demonstrated understanding…engage learners… in critical thinking, creativity…. 4-PROFICIENT Frequently demonstrated understanding…engage learners… in critical thinking, creativity…. 3-SATISFACTORY Generally demonstrated understanding…engage learners… in critical thinking, creativity…. 2-BASIC/NEEDS IMPROVEMENT Seldom demonstrated understanding…engage learners… in critical thinking, creativity…. 1-UNSATISFACTORY Failed to demonstrate demonstrated understanding…engage learners… in critical thinking…. 6 The TC demonstrated understanding and used multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

5-DISTINGUISHED Consistently demonstrated understanding and used multiple methods…engage learners… monitored progress….guide decision making 4-PROFICIENT Frequently demonstrated understanding and used multiple methods…engage learners… monitored progress….guide decision making 3-SATISFACTORY Generally demonstrated understanding and used multiple methods…engage learners… monitored progress….guide decision making 2-BASIC/NEEDS IMPROVEMENT Seldom demonstrated understanding and used multiple methods…engage learners… monitored progress….guide decision making …. 1-UNSATISFACTORY Failed to demonstrate understanding and use multiple methods…engage learners… monitored progress….guide decision making 7 The TC planned instruction that supported every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 5-DISTINGUISHED Consistently planned instruction that supported every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the 67 community context 4-PROFICIENT Frequently planned instruction…. 3-SATISFACTORY Generally planned … 2-BASIC/NEEDS IMPROVEMENT Seldom planned instruction …. 1-UNSATISFACTORY Failed to plan instruction 8 The TC demonstrated understanding and used a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

5-DISTINGUISHED Consistently demonstrated understanding and used a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways 4-PROFICIENT Frequently demonstrated understanding and used a variety of instructional strategies… 3-SATISFACTORY Generally demonstrated understanding and used a variety of instructional strategies… 2-BASIC/NEEDS IMPROVEMENT Seldom demonstrated understanding and used a variety of instructional strategies… 1-UNSATISFACTORY Lacked understanding of and failed to use a variety of instructional strategies….

9 The TC engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapted practice to meet the needs of each learner 5-DISTINGUISHED Consistently engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapted practice to meet the needs of each learner. 4-PROFICIENT Frequently engaged in professional learning…evaluate practice… and adapted practice …. 3-SATISFACTORY Generally engaged in professional learning…evaluate practice… and adapted practice …. 2-BASIC/NEEDS IMPROVEMENT Seldom engaged in professional learning…evaluate practice… and adapted practice ….

1-UNSATISFACTORY Failed to engage in professional learning…evaluate practice… and adapted practice …. 10 The TC sought appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

5-DISTINGUISHED Consistently sought appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 4-PROFICIENT Frequently sought…leadership roles… to ensure learner growth…advance the profession…. 3-SATISFACTORY Generally sought…leadership roles… to ensure learner growth…advance the profession…. 2-BASIC/NEEDS IMPROVEMENT Seldom sought…leadership roles… to ensure learner growth…advance the profession…. 1-UNSATISFACTORY Failed to seek leadership roles… to ensure learner growth…advance the profession….

11 The TC used technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner.

5-DISTINGUISHED Consistently used available technology as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner. 4-PROFICIENT Frequently used available technology…..

3-SATISFACTORY Generally used available technology ….

2-BASIC/NEEDS IMPROVEMENT Seldom used available technology ….

1-UNSATISFACTORY Failed to use available technology…

68 Teacher Candidate Assessment of Mentor Teacher/Site

Teacher Candidate______Date______Mentor Teacher______School______Describe the effectiveness of your Mentor Teacher using the following code: NA= Not Applicable 1= Not Acceptable 2= Acceptable 3= Thoroughly provided

69 I. Orientation 1. Introduced me to staff in the department; in the school, including the 1 2 3 NA administrators, guidance counselors, office staff, nurse, other teachers, aides, and supporting service workers. 2. Provided me with a tour of the school facilities. 1 2 3 NA 3. Provided me with the daily schedule as well as his/her own teaching 1 2 3 NA schedule. 4. Provided me with a school handbook. 1 2 3 NA 5. Instructed me about the school handbook, rules, and policies. 1 2 3 NA 6. Shared with me his/her personal classroom routines and expectations. 1 2 3 NA II. Planning for Instruction 7. Modeled specific and consistent classroom routines. 1 2 3 NA 8. Helped me become familiar with the learning environment (including 1 2 3 NA equipment, facilities and timelines). 9. Encouraged me to observe the classrooms of other teachers. 1 2 3 NA 10. Gradually increased my responsibilities in the performance of routine duties. 1 2 3 NA III. Instruction 11. Modeled best practices while teaching. 1 2 3 NA 12. Set the stage for me to be included in the classroom instruction. 1 2 3 NA 13. Provided specific feedback for improvement on lesson plans. 1 2 3 NA 14. Provided specific feedback for improvement on unit plans. 1 2 3 NA 15. Was accepting of my ideas. 1 2 3 NA 16. Encouraged me to explore new methods and activities. 1 2 3 NA 17. Involved me in managerial and instructional routines. 1 2 3 NA 18. Allowed me to assist in the classroom. 1 2 3 NA 19. Gradually increased my responsibilities in teaching small group activities. 1 2 3 NA 20. Gradually increased my responsibilities in teaching large group activities. 1 2 3 NA 21. Gradually increased my responsibilities in the number of classes per day. 1 2 3 NA 22. Gradually increased my responsibilities in the number of classes per week. 1 2 3 NA 23. Supported my independent planning. 1 2 3 NA 24. Provided opportunities to complete supplemental assignments. 1 2 3 NA 25. Supported my use of bulletin boards. 1 2 3 NA 26. Provided opportunities for me to interview teachers. 1 2 3 NA 27. Provided opportunities for student observations. 1 2 3 NA 28. Provided opportunities for videotaping (with approval). 1 2 3 NA 29. Allowed me to attend staff meetings. 1 2 3 NA 30. Provided opportunities for me to observe/attend IEP meetings (w/approval). 1 2 3 NA 31. Provided opportunities for me to participate in extra curricular activities. 1 2 3 NA 32. Provided opportunities for me to observe/attend parent-teacher conferences. 1 2 3 NA 33. Supported my use of available technology in instruction. 1 2 3 NA 34. Allowed me to use a variety of instructional strategies. 1 2 3 NA 35. Provided opportunities for me to experience miscellaneous teacher duties 1 2 3 NA (hall, bus, cafeteria). IV. General Support - The Mentor Teacher: 70 36. Assisted me in developing my own teaching style. 1 2 3 NA 37. Provided opportunities for professional development. 1 2 3 NA 38. Supported my use of diverse student assessments that are developmentally 1 2 3 NA APPENDIX D

SUSPECTED CHILD ABUSE INFORMATION

71 Suspected Child Abuse

Child abuse consists of any act or failure to act that endangers a child's physical or emotional health and development. A person caring for a child is abusive if he or she fails to nurture the child, physically injures the child, or relates sexually to the child.

What are the types of child abuse? The four major types of child abuse are:  Physical abuse  Sexual abuse  Emotional abuse  Neglect Another type of abuse is child exploitation (distinct from sexual exploitation). This is the use of a child in work or other activities for the benefit of others. Child labor is an example of child exploitation for commercial reasons. Using a child in this way detracts from their own physical, mental, and social development.

How do I report suspected child abuse? Many people don't know where to report suspected child abuse. Also, some people are afraid of reporting child abuse because of possible repercussions to the children or to themselves. In the state of Maryland, it is required by law for all citizens (including TCs) to report suspected abuse. It is important to note that the law requires that if child abuse is suspected that it must be reported. In the state of Maryland, failure to report suspected abuse can result in loss of teaching credentials. In any state, immediate guidance and help regarding suspected child abuse can be obtained by calling the Childhelp USA National Child Abuse Hotline:1-800-4-A-CHILD (1-800-422-4453). It may be helpful to know that:  You do not have to give your name when you report child abuse, in most states.  The child abuser cannot find out who reported them.

If a TC suspects child abuse, it should be reported immediately to the Mentor Teacher and/or Principal. It is important to recognize that school systems have guidelines in place for the handling of suspected child abuse. The TC should not attempt to report suspected child abuse to an outside agency/source without having consulted the MT and/or Principal.

72 APPENDIX E

CONTACT INFORMATION

TOWSON CALENDAR

73 Contact Information

Dr. Heather Crowe, Coordinator of PETE Internships Department of Kinesiology, TC 321 Towson University 8000 York Road Towson, MD 21252 Telephone: (410) 704-4399 Fax: (410) 704-3912 E-mail: [email protected]

Dr. Michael Higgins, Chairperson Department of Kinesiology, TC 200 Towson University 8000 York Road Towson, MD 21252 Telephone: (410) 704-2376 E-mail: [email protected]

Mrs. Carol Clafferty, Administrative Assistant Department of Kinesiology, TC 200 Towson University 8000 York Road Towson, MD 21252 Telephone: (410) 704-2377 Fax: (410) 704-3912 E-mail: [email protected]

74 Links for Teacher Certification What you Need to Know and Do to Become a Certified P.E. Teacher http://www.bcps.k12.md.us/Staff/Certification/Maryland_Certification_Tests.asp

Maryland Certification Tests  With few exceptions, all teachers applying for their initial Maryland certificate are required to present Maryland's qualifying scores on Praxis I, Academic Skills Assessments and the appropriate Praxis II, Content and Pedagogy Assessments. Praxis I Academic Skills Assessments - Visit MSDE's Certification home page www.marylandpublicschools.org/MSDE/divisions/certification/certification_branch/ Praxis II Content and Pedagogy Assessment - Visit MSDE's Certification home page www.marylandpublicschools.org/MSDE/divisions/certification/certification_branch/

 Information regarding registration, fees, and locations can be found by visiting www.ets.org/teachingandlearning/index.html

 For accurate score reporting: Each time you take a test, designate yourself and MSDE as a score recipient by coding R7403 on your registration form and sending a photocopy of your qualifying test results to the Office of Certification for the County in which you would like to teach. Be sure to attach a note stating why the test results are being sent, or include a copy with your application materials. Individual County Offices of Certification are not notified by ETS or by MSDE of your test results.

To submit scores to a County Office of Certification for test(s) previously taken, you must provide:  a notation on an official college transcript; or  an original score report; or  a copy of your score report; or  written verification from a State Department of Education on official letterhead.

Although Maryland requires the Praxis series, any passing NTE score(s) on test(s) taken prior to July 1, 2000 will be accepted.

75 College of Education Internship Calendar Fall 2013

First Rotation 8/19/13- 10/17/13

Second Rotation 10/21/13- 12/17/13

COE Meetings

10/18/13 Skillshop/Recruitment Fair 8:00 – 5:30 Crowne Plaza Conference Center, Timonium

TBA Program Evaluation 8:30 – 11:30 Potomac Lounge

Dress professionally for interviews with school system representatives and bring resumes.

 Attendance is mandatory for all students in all programs at these on-campus meetings.

Anne Arundel County interns should complete the Kroll Background Report and fax to AACPS and get fingerprinted for Towson University by CJIS (fax to Gerry Roberson at 410-451-1239). Carroll County interns must fill out and returned the CCPS Validation Form that is enclosed and be fingerprinted for Towson University by CJIS. Baltimore City interns must be fingerprinted by Baltimore City Public Schools before beginning an internship. Call Nancy Neilson at 410-396-8553 to make an appointment. Baltimore County interns should have a BCPS Intern/Student Teacher card in their possession. Howard County interns must have a Howard County photo identification card before beginning the internship and be fingerprinted by CJIS. Harford County interns should have been fingerprinted for Towson University by CJIS. Prince George’s County should be fingerprinted by PGCPS – call 301-952-6775 for an appointment.

76 APPENDIX F

KEY TERMS FOR PHYSICAL EDUCATION

77 KEY TERMS

Accountability The notion that people (e.g., students or teachers) or an organization (e.g., a school, school district, or state department of education) should be held responsible for improving student achievement and should be rewarded or sanctioned for their success or lack of success in doing so. Alignment The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards. ASAP project Assessing Student Achievement project is an “evidence of student learning” summary detailing the Intern Teacher’s planning, teaching, assessing, and reflection process for one class of students within one unit of instruction. This project provides data indicating the effectiveness of the Intern, and plans for revision based upon results. Authentic Assessment Assessment of skills completed while student is performing in the actual game/environment involving those skills. Back-to-the-Wall Positioning oneself to enable observation of the entire class (typically on the outside boarder). Benchmarks A detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels; academic goals set for each grade level. Content Standards Standards that describe what students should know and be able to do in core academic subjects at each grade level. The NASPE sets the guidelines for Physical Education programs of instruction. Cooperative Learning A Carefully designed group-work method encouraging team/group problem solving, interdependence, and individual accountability contributing to the product. Students of differing abilities work together on an assignment. Each student has a specific responsibility within the group. Students complete assignments together and receive a common grade. Criterion-Referenced test A test that measures how well a student has learned a specific body of knowledge and skills. The goal is typically to have every student attain a passing mark, not to compare students to each other Critical Elements Key components describing the analysis of skills. Critical Elements are the instructional phrases (later shortened into cues) used in initial teaching of and planning for skills and skill sequences. Cues Short (1-3 word) phrases describing the critical elements of skills. When used with initial modeling, cues are efficient and effective ways to help students remember the key components (critical elements) of skills. Daily Objective Overall lesson content, written in student-terms, that students will be expected to know and be able to do at the end of the lesson. Typically written on board and communicated to students at the beginning of the lesson, and reviewed at the conclusion of the lesson. Developmentally Matching content and teaching strategies according to principles of child development, and Appropriate environmental and task constraints. Differentiated Instruction This is also referred to as "individualized" or "customized" learning experiences within one lesson or activity to meet students' varied needs and/or learning styles. Direct Instruction Teacher directs the behaviors/movements of students by telling students what to do, how to do it, and then directing the practice. Event Tasks Culminating performances with multiple solutions that are student-designed and reflect learning and skills from the unit(s) of instruction. Require independent and group contributions. Exit Slips Short (1-3 Questions), written cards/worksheets completed at the end of class designed to assess cognitive or affective objectives/goals. Formative Assessment Assessment used throughout the unit to evaluate students' knowledge and understanding of particular content for the purpose of adjusting instructional practices to improve achievement.

78 Generic Levels of Skill A classification system helping teachers describe and understand students’ range of ability Proficiency levels. Levels include Pre-Control (“oops” movements), Control (intense concentration on the movement), Utilization (able to combine skills effectively), and Proficiency (automatic, easy performance). Guided Discovery Encourages problem solving and critical thinking by presenting challenges with multiple solutions (divergent) or guiding learning through higher-order questioning to one solution (convergent). Highly Qualified Teacher According to NCLB, a teacher who has obtained full state teacher certification or has passed the state teacher licensing examination and holds a license to teach in the state; holds a minimum of a bachelor’s degree; and has demonstrated subject area competence in each of the academic subjects in which the teacher teaches. Hop Take off on one foot and land on the same foot (1 foot to 1 foot). Individual Education A written plan created for a student with learning disabilities by the student's teachers, Program (IEP) parents or guardians, the school administrator, and other interested parties. The plan is tailored to the student's specific needs and abilities, and outlines goals for the student to reach. The IEP should be reviewed at least once a year Instruction/Knowledge Subject matter functions that are designed to see that students learn the intended content, Activities and that students are provided with maximal opportunities to learn. Instructional Alignment Student activities directly contribute to the objective(s) of the lesson, and the assessment directly measures the objective(s). Jump Two-foot take off and 2 foot landing. Leap Take off on one foot and land on the opposite foot (I foot to other foot). Learning Centers/ Stations Small groups of students work at the same activity for a given period of time. Work may be individual or group-based. Locomotor skills Movement skills including walking, running, skipping, hopping, leaping, dodging, jumping, sliding, galloping, chasing, and fleeing. Management Activities Non-subject matter functions that are necessary for a class to progress smoothly and efficiently. Manipulative/Object Skills such as throwing, kicking, catching, punting, dribbling, striking, and volleying. Control skills National Blue Ribbon This award honors public and private K–12 schools that are academically superior or that Award demonstrate dramatic gains in student achievement. NCLB (No Child Left Signed into law by President Bush in 2002, No Child Left Behind sets performance Behind) guidelines for all schools and also stipulates what must be included in accountability reports to parents. It mandates annual student testing, includes guidelines for underperforming schools, and requires states to train all teachers and assistants to be "highly qualified". Non-manipulative skills Skills including turning, rolling, stretching, curling, twisting, bending, and balancing. Norm-Referenced An assessment in which an individual or group's performance is compared with a larger assessment group. Usually the larger group is representative of a cross-section of all US students. Peer Teaching Approach encouraging peers in small groups or pairs to actively teach one another the tasks presented. Reciprocal Teaching Instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of the activity/content. Dialog typically includes: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue, in an effort to bring meaning to the activity/content. Reflective Teacher Ability to continually plan, observe, assess, evaluate, and refine/modify practice based upon the changing needs of learners. Rubric Refers to a grading or scoring system. A rubric is a scoring tool that lists the criteria to be met, descriptors of the criteria, and describes levels of quality for each of the criteria. These levels of performance may be written as different ratings (e.g., Excellent, Good, Not Yet) or as numerical scores (e.g., 4, 3, 2, 1). Scanning Systematically glancing at the entire class in a left-to-right or right-to-left sweep to get an 79 overall view of student behaviors and performance (class-wide). Scope and Sequence Defines what is included in the curriculum and the order and grade level in which the content will be taught. Set Induction/ Brief activities that introduce and generate interest in the content of the lesson. May Introduction/ Instant include both instructional/knowledge and movement activities. Activity Skill Theme Approach Primary emphasis on building a fundamental motor skill foundation in grades K-5, combining fundamentals into complex movement, sport, and game skills in grades 6-8, and developing expertise in grades 9-12. Specific Performance Single, specific objectives designed to meet each component of the Daily Objective. Objective Includes skill/performance, observable behavior, and criterion. Written for Cognitive, Motor, and Affective domains. Student/s Reference to Pre-K through 12th grade students Tactical Approach An approach that teaches Tactical Awareness in that students learn to problem-solve during/through modified or standard game play. This method teaches students to identify tactical problems and to respond appropriately. Task Teaching Structured approach allowing students to work on their own (or with a partner) at their own pace and skill level to practice different tasks throughout the lesson. Task cards and stations are commonly utilized in this approach. Team Teaching A teaching method in which two or more teachers teach the same subjects or theme. The teachers may alternate teaching the entire group or divide the group into sections or classes that rotate between the teachers Token systems Rewarding appropriate and desirable behaviors with tokens that can be exchanged for various rewards. TPSR Hellison’s Teaching Personal and Social Responsibility model that focuses on fostering pro-social behaviors through physical activities. Personal empowerment and responsibility for self and others are major themes. Withitness The teacher's awareness of what is occurring in the classroom at all times.

References:

Graham, G., Holt/Hale, S. & Parker, M. (2004). Children Moving: A Reflective Approach to Teaching Physical Education (6th edition). New York, NY: McGraw Hill.

Rink, J. (2006). Teaching Physical Education for Learning (5th edition). New York, NY: McGraw Hill.

Siedentop, D. (2004). Introduction to Physical Education, Fitness, and Sport (5th edition). New York, NY: McGraw Hill.

Siedentop, D, & Tannehill, D. (2000). Developing Teaching Skills in Physical Education (4th edition). Mountain View, CA: Mayfield Publishers.

Silverman, S. & Ennis, C. (Eds.). (2003). Student Learning in Physical Education: Applying Research to Enhance Instruction (2nd edition). Champaign, IL: Human Kinetics.