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Field Experience Evaluation - Physical Education - Level III

Field Experience Evaluation - Physical Education - Level III

**Note: If the course number is followed by E, P, or S, please include the letter in this field after the number. Do not separate the number and letter with a space.
Evaluation Scale:
(3) Indicator is met, and evaluator has no recommendations for improvement.
(2) Indicator is addressed, but evaluator has recommendation(s) for improvement.
(1) Indicator is attempted but not executed successfully.
(0) Indicator is not attempted.

Numbers refer to INTASC Standards. Conceptual Framework Notations: Professionalism, Reflection, Collaboration, Diversity; Specific Outcomes: Knowledge, Skill, Dispositions
The candidate
The candidate
N/A0123
The teacher demonstrates basic motor skills and physical activities with competence. (NASPE 1.1)
The teacher applies disciplinary concepts and principles to skillful movement and physical activity. (NASPE 1.2)
The teacher incorporates interdisciplinary learning experiences that allow learners to integrate knowledge skills, and methods of inquiry from multiple subject areas. (NASPE 1.3)
The teacher supports and encourages learner expression through movement. (NASPE 1.4)
The teacher assesses individual and group performance in order to design safe instruction that meets learner developmental needs in the physical, cognitive, social, and emotional developmental domains. (NASPE 2.1)
The teacher stimulates learner reflection on prior knowledge, experiences, and skills, and encourages them to assume responsibility for their own learning. (NASPE 2.2)
The teacher selects and implements developmentally appropriate instruction that is sensitive to the multiple needs, learning styles, and experiences of learners. (NASPE 3.1)
The teacher uses appropriate strategies, services, and resources to meet special and diverse learning needs. (NASPE 3.2)
The teacher creates a learning environment that respects and incorporates learners' personal, family, cultural, and community experiences. (NASPE 3.3)
The teacher uses a variety of developmentally appropriate practices to motivate learners to participate in physical activity inside and outside of school. (NASPE 4.1)
The teacher uses strategies to promote mutual respect, support, safety, and cooperative participation. (NASPE 4.2)
The teacher uses managerial and instructional routines, which create smoothly functioning learning experiences. (NASPE 4.3)
The teacher organizes, allocates, and manages resources (e.g. time, space, equipment, activities, and teacher attention) to provide active and equitable learning experiences. (NASPE 4.4)
The teacher communicates in ways that demonstrate sensitivity to ethnic, cultural, economic, ability, gender, and environmental differences. (NASPE 5.1)
The teacher communicates managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters, and video). (NASPE 5.2)
The teacher communicates with school colleagues, parents/guardians, and the community through open houses, faculty meetings, newsletters, and conferences. (NASPE 5.3)
The teacher models communication strategies (e.g., restating ideas and making connections, active listening, sensitivity to the effects of messages, and the nonverbal cues given and received). (NASPE 5.4)
The teacher can identify program goals. (NASPE 6.1)
The teacher selects instructional strategies based on developmental levels, learning styles, program goals, and safety issues. (NASPE 6.2)
The teacher applies disciplinary and pedagogical knowledge in developing safe learning experiences. (NASPE 6.3)
The teacher selects teaching resources and curriculum materials for their comprehensiveness, accuracy, usefulness, and safety. (NASPE 6.4)
The teacher uses curricula that encourage learners to see, question, and interpret physical activity from diverse perspectives. (NASPE 6.5)
The teacher designs and implements learning experiences that are safe, appropriate, realistic, and relevant based on principles of effective instruction (e.g., that activate learner's prior knowledge, anticipate preconceptions, encourage exploration and problem solving, and build on skills and experiences. (NASPE 6.6)
The teacher uses demonstration and explanations to capture key components and link them to learners' experiences in physical activity. (NASPE 6.7)
The teacher helps learners incorporate problem-solving and critical thinking strategies in the process of becoming a physically educated person. (NASPE 6.8)
The teacher chooses varied roles in the instructional process based on the content, purpose of instruction, and the needs of the learners (e.g., model, assessor, monitor, facilitator). (NASPE 6.9)
The teacher creates short- and long-term plans that are linked to learner needs and performance, and adapts plans to ensure learner progress, motivation, and safety. (NASPE 6.10)
The teacher models instructional strategies that facilitate learning in physical activity settings (e.g., manages, informs, checks for learner understanding; draws connections; uses visual, aural, and kinesthetic cues; and is sensitive to learner responses). (NASPE 6.11)
The teacher asks questions and poses scenarios to simulate interactive learning opportunities (e.g, helps students articulate ideas/thinking, promotes risk taking/problem solving, facilitates factual recall, encourages convergent/divergent thinking, stimulates curiosity). (NASPE 6.12)
The teacher uses a variety of formal and informal assessment techniques to assess learner progress (e.g., criterion and norm-references, formative and summative, motor performance and authentic assessments). (NASPE 7.1)
The teacher uses assessment strategies to involve learners in self-assessment. (NASPE 7.2)
The teacher maintains records of learner performance and communicates learner progress based on appropriate indicators. (NASPE 7.3)
The teacher reflects upon and revises practice based on observation of learners. (NASPE 8.1)
The teacher consults professional literature, colleagues, and other resources to develop as a learner and a teacher. (NASPE 8.2)
The teacher participates in the professional physical education community and within the broader education field. (NASPE 8.3)
The teacher reflects on the appropriateness of program design on the development of physically educated individuals. (NASPE 8.4)
The teacher uses technology to regularly collect data for ongoing curricular and student assessment. (NASPE 9.1)
The teacher uses technology on a regular basis to communicate, network, and locate resources to enhance instructional goals and techniques. (NASPE 9.2)
The teacher encourages students to explore the varied uses of technology as it relates to developing and leading physically active lifestyles. (NASPE 9.3)
The teacher acts as an advocate in the school and community to promote a variety of physical activity opportunities. (NASPE 10.1)
The teacher consults with counselors and other professionals in community agencies. (NASPE 10.2)
The teacher identifies and uses community resources to enhance physical activity opportunities. (NASPE 10.3)
The teacher establishes productive partnerships with parents/guardians to support learner growth and well-being. (NASPE 10.4)
The teacher is sensitive and responsive to signs of distress and seeks help as needed and appropriate. (NASPE 10.5)
The teacher participates in collegial activities to make the school a productive learning environment. (NASPE 10.6)