program report for the initial preparation of physical...

Program Report for the Initial Preparation of Physical Education TeachersAmerican Alliance for Health, Physical Education, Recreation, &

Dance/National Association for Sport and Physical Education (NASPE)2008 Standards - Option A

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameRowan University

2. City/State Glassboro, NJ

3. Date submitted

MM DD YYYY

09 / 13 / 2013

4. Report Compiler's Information:

Name:

Phone: Ext.

(E-mail:

5. NCATE Coordinator's Information:

Name:

Phone: Ext.

(

E-mail:

6. Name of institution's programB.A. in Education: Health and Physical Education

7. NCATE CategoryHealth and Physical Education

8. Grade levels(1) for which candidates are being prepared

(1) e.g. K-6, K-12, 7-12

K-12

9. Program TypeFirst teaching license

10. Degree BaccalaureatePost Baccalaureate

Confid

entia

l

Master's, initial certification

11. Is this program offered at more than one site?YesNo

12. If your answer is "yes" to above question, list the sites at which the program is offered

13. Title of the state license for which candidates are preparedTeacher of Health and Physical Education

14. Program report status:First Submission for review Response to National Recognition With ConditionsResponse to One of the Following Decisions: Further Development Required or Recognition with Probation

15. Is your unit seekingNCATE accreditation for the first time (initial accreditation)Continuing NCATE accreditation

16. State Licensure requirement for national recognition:If using Praxis as your state licensure exam for PETE, the appropriate, preferred form is Praxis 0091, Physical Education Content Exam. If your state requires the combined Health and Physical Education Praxis exam, that will be acceptable.

NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section IV. Does your state require such a test?

YesNo

SECTION I - CONTEXT

1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE standards. (Response limited to 4,000 characters)

Rowan University is part of the NJ state university system. Its mission is to provide, “a collaborative, learning-centered environment in which highly qualified and diverse faculty, staff, and students integrate teaching, research, scholarship, creative activity, and community service.” Rowan offers the following programs of study: 85 bachelor's, 65 master's, 2 doctorate, 2 professional. Rowan also offers 21 certifications, 32 graduate certificates, 10 post-master's certificates and 9 endorsements. (http://www.rowan.edu/president/ierp/fastfacts/index.html).

The Health and Physical Education program is a component of the College of Education and adheres to the College’s mission to ensure that faculty and undergraduate and graduate teacher candidates develop the knowledge, skills, and dispositions needed to foster academic achievement, social responsibility, personal responsibility, and social justice in themselves and facilitate high achievement in K-12 learners. All undergraduate departments in the Unit share a B.A. in Education degree with a specialization in one of four areas: Early Childhood Education, Elementary Education, Subject Matter Education, and Health & Physical Education (HPE). The HPE Specialization of the B.A. in Education is one of three degree programs that comprise the Department of Health and Exercise Science. Also offered are a B.A. in Health & Exercise Science/Health Promotion & Fitness Management, and a B.S. in Athletic Training.

New Jersey is a dual certification state; HPE Teacher Candidates are required to demonstrate content knowledge and pedagogical skills in both disciplines in order to be certified to teach in grades K through 12. The program is in compliance with the New Jersey Department of Education’s Professional Teaching Standards (NJPTS). The NJPTS are based on the Interstate New Teacher Assessment & Support Consortium (InTASC) standards. Courses must demonstrate adherence to the NJPTS for Teacher Candidates to be certified by the NJ Department of Education. The NJ DOE’s Office of Licensure and Credentials is responsible for examining credentials and issuing certificates that qualify individuals to seek employment as teachers in New Jersey's public schools. The Candidate must have completed a bachelor’s degree, achieved a cumulative GPA of 2.75 and passed the PRAXIS II Content Knowledge Exam for Health and Physical Education (#0856). Current regulations for HPE certification require completion of a minimum of 30 credits in a coherent sequence in Health and Physical Education. This requires that at least 12 credits be completed at the advanced level of study (junior, senior or graduate level). An additional 15 credits at any level must be completed in the ancillary subject matter, and the Physical Education credits must include study in team, dual, and individual sports. All credits must appear on a regionally accredited 4-year college/university transcript. Courses taken at a community college must be transferred to a regionally accredited 4-year college transcript.

The B.A. in Education, specialization in Heath and Physical Education, requires 129 credits. Students take general education requirements

(60 credits), and Unit Framework requirements common to all specializations in the BA in Education (6 credits). Dual certification in Health and Physical Education in New Jersey requires 12 credits in health and exercise science core classes, 38 credits in Health Education and Physical Education pedagogy classes, including 18 Physical Education dedicated credits, 12 credits of courses that combine Health and Physical Education and 8 Health Education credits. In addition, candidates complete a 1-credit Field Experience practicum, a semester long, 10-credit Clinical Practice (Student Teaching), and a 2-credit Health and Physical Education Clinical Practice Seminar course, taken concurrently with Clinical Practice. These three experiences include both Health and Physical Education content.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters)Field experiences in the B.A. in Education are designed to provide teacher candidates with meaningful and diverse experience and interaction in the K-12 environment.

The field and clinical experience requirements for Teacher Candidates are as follows:

Freshman: 21 hours of general introductory field experience completed during Teaching in Learning Communities I (TLC I). During this three-credit course, all College of Education Teacher Candidates are in elementary classroom environments, including Physical Education, and observe teacher and student interactions, instructional strategies, and classroom management, in an urban setting. Teacher candidates participate in small group activities that are led by the teacher. After each observation students are required to complete a descriptive reflection assignment.

Sophomore: 21 hours of K-12 field experience during Teaching in Learning Communities II (TLC II): Foundations of Teaching Health and Physical Education. This three-credit course is required for all Health and Physical Teacher Candidates. These field experiences, in both Physical Education and Health Education, include teacher observations, teacher interviews, activity planning, participation, and reflection assignments.

Junior: The junior year is focused on Health and Physical Education content and pedagogy.

Senior (first semester): 80 hours of field experience (including Physical Education and Health Education content) during the one-credit Practicum Field Experience in Health and Physical Education course; 40 hours at the elementary level and 40 hours at the secondary level. During the semester, the Teacher Candidates spend ten weeks in the field, for 8 hours each week, spread over two days. This field experience includes observation in a Health and Physical Education teaching environment, faculty, staff and administrative interviews, lesson planning, teaching skills to small groups, and assisting the teacher with whole class activities. Students complete a notebook that includes observation reports, interviews, school demographics, lesson plans, teaching reflections, class management protocols, and other school related information.

Senior (second semester): Approximately 525 hours of clinical experience (including Physical Education and Health Education content and experiences) during the two, 5-credit Clinical Practice (Student Teaching) in Health and Physical Education courses; Clinical Practice in Health and Physical Education – Elementary and Clinical Practice in Health and Physical Education – Secondary. Teacher Candidates complete a combined 15 weeks of elementary and secondary clinical experience with an average of 7 hours per day. Clinical Practice in Health and Physical Education requires Teacher Candidates to be committed to full participation in all school site activities including teaching classes, attending faculty meetings, additional meetings when appropriate, and professional duties as required of the cooperating/clinical teacher. Teacher Candidates complete observations, unit and lesson plans, daily and weekly journal reflections, teacher, staff, and administrator interviews, and a school community service project at each placement. Candidates complete a major Teacher Work Sample project during clinical practice. This project is described more fully in reports for Assessment 3 and Assessment 5. Supervision for Practicum Field Experience and Clinical Practice (Student Teaching) is provided by Health and Physical Education teacher certification tenure-track or adjunct faculty members, all with K-12 Physical Education experience.

3. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)

Program of Study Health and PE Teacher Certification

See Attachment panel below.

4. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable.

5. Candidate InformationDirections: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, master's initial licensure) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

Program:B.A. in Education: Health and Physical Education * The number of candidates enrolled in the program is calculated differently now than it was previously. Currently all students who intend to enter the

(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.

Health & Physical Education program enter through our only unrestricted major, Health Promotion & Fitness Management, since we do not have a minor or a non teaching HPE degree. After the first or second semester, these students will move to the HPETC program. While there has been a reduction in numbers in the program over the last three years, it is minor, as can be seen from the numbers of program completers.

Academic Year# of CandidatesEnrolled in the

Program

# of ProgramCompleters(2)

2010-2011 329 84

2011-2012 249 78

2012-2013 181 79

6. Faculty InformationDirections: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

Highest Degree, Field, & University(3)

Assignment: Indicate the role of the faculty member(4)

Faculty Rank(5)

Tenure Track YESgfedc

Scholarship(6), Leadership in Professional Associations, and Service(7):List up to 3 major contributions in the past 3 years(8)

Teaching or other professional experience in P-12 schools(9)

Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)

Tenure Track YESgfedcb



Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)



Teaching or other professional

experience in P-12 schools(9)

Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5) Full




(3) e.g., PhD in Curriculum & Instruction, University of Nebraska. (4) e.g., faculty, clinical supervisor, department chair, administrator (5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in

Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




Faculty Member Name



Faculty Rank(5)




new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (7) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

SECTION II - LIST OF ASSESSMENTS

1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the AAHPERD/NASPE standards elements. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. (Response limited to 250 characters each field)

Type and Number of Assessment Name of Assessment (10) Type or Form of Assessment (11) When the Assessment Is Administered (12)

Assessment #1: Licensure assessment, or other content-based assessment (required)

Praxis II: Health and Physical Education –

Content Knowledge (0856)

Praxis II Health& Physical Education: Content Knowledge

(0856)Overall score, Sub

Score IV, Sub Score V, Sub Score

VI

Prior to Clinical Practice (Student

Teaching)

Assessment #2: Content knowledge in physical education (required)

Foundation and Pedagogy Course

Grade Point Average (GPA)

Overall GPA in 13 courses

GPA in foundation and

pedagogy/content courses

Sub scores (GPA) in each course

Prior to Clinical Practice (Student

Teaching)

Assessment #3: Candidate ability to plan instruction (required)

TWS Element 2 & 4Teacher Work

Sample - Project

During Clinical Practice (Student

Teaching)

Assessment #4: Internship or clinical experiences (required)

Clinical Practice Teacher Candidate

Performance Evaluation

College Of Education Clinical Practice Teacher

Candidate Performance

Evaluation Rubric & SPA (NASPE)

Addendum with Rubric

PHED 35460 Clinical Practice in Health & Physical

Education-ElementaryPHED 35461

Clinical Practice in Health & Physical

Education-Secondary

Assessment #5: Candidate effect on student learning (required)

TWS Element 5, 6 & 7

Teacher Work Sample - Project

During Clinical Practice (Student

Teaching)

Assessment #6: Additional assessment that addresses AAHPERD/NASPE standards (required)

Rowan University Skill and Fitness

Evaluation

Skill And Fitness Evaluation:

Sub scores in:1.Four team sport skill assessments &

one game play assessment (Rubrics)

2.Four individual skill assessments

(Rubric)3.10 fundamental skill assessments4.FitnessGram®

test scores

1.PHED 35320 Teaching Concepts

of Secondary Physical Education

II2.PHED 35231

Teaching Concepts of Secondary

Physical Education I

3.PHED 35231 Teaching Concepts

of Elementary Physical Education

4.PHED 35252 Foundations of Fitness; PHED

35392 Practicum/Field Experience HPE

Assessment #7: Additional assessment that addresses AAHPERD/NASPE standards (optional)

Year Long Implementation

Plan Project

Year Long Implementation Plan with Rubric

PHED 35450 K-12 Health & Physical

Education Curriculum & Instruction

(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (12) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

Assessment #8: Additional assessment that addresses AAHPERD/NASPE standards (optional)

Lesson Plan

Departmental Physical Education Lesson Plan with

Rubric

PHED 35320 Teaching Concepts

of Secondary Physical Education

II

SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each AAHPERD/NASPE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple AAHPERD/NASPE standards.

1. Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals

#1 #2 #3 #4 #5 #6 #7 #81.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity and fitness.1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness.1.4 Identify historical, philosophical and social perspectives of physical education issues and legislation.1.5 Analyze and correct critical elements of motor skills and performance concepts.

2. Standard 2: Skill-Based and Fitness Based Competence*Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE K – 12 Standards.

*Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight training programs, exercise logs, etc.).

#1 #2 #3 #4 #5 #6 #7 #82.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.2.2 Achieve and maintain a health-enhancing level of fitness throughout the program. 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.

3. Standard 3: Planning and ImplementationPhysical 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.

#1 #2 #3 #4 #5 #6 #7 #83.1 Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs.3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and /or national standards.3.3 Design and implement content that is aligned with lesson objectives.3.4 Plan for and manage resources to provide active, fair and equitable learning experiences.3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

4. Standard 4: Instructional Delivery and Management

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

#1 #2 #3 #4 #5 #6 #7 #84.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation.4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.4.5 Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment.4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

5. Standard 5: Impact on Student LearningPhysical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instructions.

#1 #2 #3 #4 #5 #6 #7 #85.1 Select or create appropriate assessments that will measure student achievement of goals and objectives. 5.2 Use appropriate assessments to evaluate student learning before, during and after instruction.5.3 Use the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions.

6. Standard 6: Professionalism Physical education teacher candidates demonstrate dispositions that are essential to becoming effective professionals.

#1 #2 #3 #4 #5 #6 #7 #86.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.6.2 Participate in activities that enhance collaboration and lead to professional growth and development.6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.6.4 Communicate in ways that convey respect and sensitivity.

SECTION IV - EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standardsand elements. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the concepts in the SPA standards and elements should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards and elements. Data tables should also be aligned with the SPA standards and elements. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements [each relating to specific SPA standard(s)], then the data chart should report the data on each of the elements rather that reporting a cumulative score.

In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas to be aligned with the elements in NCATE’s unit standard 1:• Content knowledge (Assessments 1 and 2)• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)• Focus on student learning (Assessment 5)

Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report.

For each assessment, the compiler should prepare one document that includes the following items:

(1) A two-page narrative that includes the following:a. A brief description of the assessment and its use in the program;b. A description of how this assessment specifically aligns with the standards and elements it is cited for in Section III. Cite SPA standards/elements by number (e.g.,1.1 or 1.2);c. A brief analysis of the data findings;d. An interpretation of how that data provides evidence for meeting standards/elements, indicating the specific SPA standards and elements by number (e.g.,1.1 or 1.2 etc); and

(2) Assessment Documentatione. The assessment tool itself or a rich description of the assessment (often the directions given to candidates);f. The scoring guide for the assessment; andg. Charts that provide candidate data derived from the assessment.

The responses for e, f, and g (above) should be limited to the equivalent of five text pages each , however in some cases assessment instruments or scoring guides may go beyond five pages.

Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.

1. State licensure tests or professional examinations of content knowledge. AAHPERD/NASPE standards addressed in this entry could include but are not limited to Standard 1. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. (Assessment Required)

Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IVA complete description of the assessment should be included (format of the exam, content area sub-scores).

SectionIV-Assessment1.pdf


2. Assessment of content knowledge in the field of physical education. AAHPERD/NASPE standards addressed in this assessment could include but are not limited to Standards 1 and 2. Examples of assessments include comprehensive examinations, portfolios; health-related fitness assessments, assessments of fundamental movement skills; and assessments of performance-competency and game play. (Assessment Required)

Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV

SectionIV- Assessment2


3. Assessment that demonstrates candidates can effectively plan classroom-based instruction. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 3. Examples of assessments include the evaluation of candidates’abilities to develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans. (Assessment Required)


SectionIV-Assessment3.pdf


4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.AAHPERD/NASPE standards that could be addressed in this assessment include Standards 3 and 4. The assessment instrument used in the internship or other clinical experiences should be submitted. (Assessment Required)




5. Assessment that demonstrates candidate effects on student learning and the creation of supportive learning environments for student learning. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 5. Examples of assessments include those based on student work samples, (IEP's), case studies, or implemented unit plans. (Assessment Required)




6. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, teacher candidate work sample, IEPs, or other key assessment. (Assessment Required)




7. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, teacher candidate work sample, case studies, IEPs, or other appropriate assessments. (optional)




8. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks and licensure tests not reported in #1. (optional)




SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM

1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings (data) from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(Response limited to 12,000 characters)

1. Content KnowledgeThe data from Assessments 1 and 2 clearly indicate that our Candidates have a strong content knowledge across all elements of Standard 1. Over thirty percent of our candidates performed above the Middle 50% Range on the Praxis II exam in fall 2012 and spring 2013. As a result, we are pleased to report that our Candidates have a strong background in Physical Education content knowledge. Several Candidates took the Praxis II exam more than once before achieving a passing score. These candidates often tell us they did not prepare for the exam on the first attempt and their test-taking stress levels appeared to block their ability to think clearly and complete the exam. The data from the Candidates GPA, which includes grades from 13 required courses in Physical Education, directly addresses content knowledge. Candidates are required to achieve a 3.00 GPA in the 12 Foundational and Pedagogical Content Physical Education courses. Candidates must repeat any course where they received a grade lower than a C-. The courses used to calculate the GPA that require application of content knowledge using best practice and engaged learning, are the courses in which our candidates achieve higher grades, whereas the courses specifically focused on science knowledge appear to be more challenging for some candidates. Faculty members emphasize the importance of acquiring content knowledge and meet with Candidates who need additional help to be successful in their classes.

In order to help candidates maintain and improve content knowledge and their ability to apply it, we are or will be doing the following:• Providing Praxis II materials the college’s educational research lab starting in Fall 2013• Providing information on Praxis II apps that candidates can use to help them study for Praxis II both in terms of content knowledge and test taking strategies. • Upgrading Syllabi of Record that allow us to provide a consistent body of course content for each class, with key signature assignments that all sections of the class complete, no matter which instructor teaches the class.• Maintaining regular meetings with the Health & Physical Education program team to discuss changes in content and pedagogy that reflect changes in the profession, and current research in best practices.• Planning for the changes coming from the state Department of Education in overall GPA requirements.

Since the previous SPA report, we have added a bank of fundamental skill tests, and have established fitness testing at the beginning and end of our Foundations of Fitness class, and at the end of practicum/beginning of clinical practice, as our candidates are entering their final phase of teacher education. Of concern to reviewers in the previous report was the lack of “authentic” performance assessment (e.g., assessment during game play). Since we do not have any activity courses, and our courses combine content and pedagogy, time has been an issue and we have not added any game play assessments to the one we currently have. Candidates are required to participate fully in classes (and are graded on participation), and they participate in pickle ball, badminton, and basketball tournament play, and are observed by the teacher. However they are not graded during these activities. In addition, candidates use modified volleyball skills and rules to play 4-2 offence in volleyball, and are required to complete a scored round of golf on a certified golf course. Again, however, these are not graded activities over and above class participation. While some of our skill assessments (e.g., soccer pass/receive) do take place in a somewhat dynamic environment (albeit, in the case of soccer, without an “opponent”), we understand that most of our skill and performance assessments do not take place in authentic (e.g., game) settings. Despite time limitations we will look to find a way to add accountability (scoring/grading) to the authentic activities described above. In part F of the Clinical Practice Teacher Candidate Performance Assessment (Assessment 4), our candidates score well on “… proficiency of performance in a wide range of physical activities when performing demonstrations.” We believe that our candidates are able to demonstrate the most critical skill performance characteristic for the purposes of teaching, namely using skillful and effective demonstrations, and that our skill and performance assessments, as well as our CPTCPE addendum, allows us to determine their strengths in this area.

2. Pedagogical and Professional Knowledge, Skills, and DispositionsThe data from Assessment 3, Assessment 4, Assessment 7, and Assessment 8 were analyzed to determine our Candidates’ strengths and needs in their ability to plan lessons, units, and yearlong plans, plan and implement instruction, to effectively manage and teach K-12 classes in order to maximize learning outcomes, and to demonstrate dispositions appropriate to a professional in the field. These Assessments correspond to the NASPE Beginning Teacher Standards 2, 3, 4, and 6. As a result of our analysis, we believe our candidates are well prepared in these areas. Candidates clearly demonstrate their ability to understand different levels of skill development, motor learning principles, application of different instructional strategies, and the inclusion of all students in all learning activities. Candidates know and demonstrate how to make needed adjustments when the activity or lesson is not going as planned and are willing to accept feedback from peers, faculty, supervisors, and cooperating teachers. Our candidates can acknowledge when an activity or lesson needs changes and they can make the appropriate corrections in planning documents and during instruction. We have worked hard on making our candidates develop the disposition to review their own practice and accept feedback from observations in a professional, non-defensive manner. We believe from evidence in Assessment 4, from feedback from our supervisors, and from collaborating teachers in the field, that our candidates’ dispositions demonstrate honesty, integrity, caring, and a passion for teaching. Data from the CPTCPE Rubric (Assessment 4) and Teacher Work Sample Element 7 (Assessment 5) indicate that Candidates understand and demonstrate the values, beliefs and behaviors that are essential to being an effective educator.

We survey all our candidates at the end of their education with us, in the last seminar class and in an online survey. Plans to improve program and Candidates’ performance based on evidence from the assessments identified above and from these candidate surveys include the following:• Review Teacher Work Sample methodology and embed assessment in all our pedagogy classes, starting with Element 1 in our Foundations class, and in the pedagogy courses listed in Assessment 2.• Develop more experiences that teach both basic and more advanced/creative classroom management techniques for our candidates so that they fell better prepared in this area prior to clinical practice/student teaching. This is the most prominent theme in our candidate surveys in terms of how they believe we can better prepare them for the reality of teaching K-12 students.• Ensure that our Candidates understand and maintain appropriate dispositions to be effective teachers. We now identify appropriate dispositions expected of candidates in all course syllabi, explain the consequences and procedures for those who choose to not demonstrate appropriate dispositions, and as a faculty, model dispositions that promote professional development and best practice. • Provide a more meaningful practicum experience for our candidates, or, more radically, change to a yearlong clinical practice model based on the “clinical rounds” approach described in the NCATE Blue Ribbon report. This is under discussion with our Program Team.

3. Impact on Student LearningWe reviewed the data from Assessment 5, Teacher Work Sample Elements 3, 5, 6 and 7, as well as evidence from Assessments 4, 7 and 8. Our candidates are capable of developing meaningful assessments based on the student population that address an activity or lesson objective, and unit goals. They can design assessments and develop or utilize a recording instrument with appropriate rubrics. However, we believe our candidates need a more comprehensive grasp of assessment in all its forms, formal and informal, formative and summative, short-term and long term, and teacher, peer and self assessment. Based on the analysis of the Reflection sub scores in which most Candidates scored as Meets Expectations (Acceptable) or Exceeds Expectations (Target) we are pleased that Candidates are able to review assessment data, reflect on their practice, and make thoughtful changes for improvement in their teaching that impacts student learning. However, concerns remain that Teacher Work Sample rubric scores may be higher than they should be, as supervisors tend to be reluctant to score in the 0 or 1 range on the TWS rubrics (see comments in Section IV, Assessment 3 and 5).

Our plan for improving candidates’ impact on student learning and their accountability, as well as their grasp of assessment include the following:• Embed more applied assessment experiences in our pedagogy courses, including at least one assessment experience where candidates where candidates use more than one assessment form (e.g., formative, summative)• Emphasize effective, targeted feedback in micro teaching episodes in pedagogy classes, where candidates learn and apply feedback techniques• Utilize Understanding by Design (Wiggins & McTighe, 2005) more during pedagogy courses to have candidates think in advance of the end result (student learning outcome). They do this well for individual lessons, but not as well for units of instruction.• Further train supervisors in grading TWS rigorously and using TWS to provided feedback to candidates to improve their ability to assess student performance, and apply this to all their teaching, not just in the unit upon which their TWS project is focused.

1. For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx

For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx

(Response limited to 24,000 characters.)

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Rowan University, NCATE/NASPE, 2012-2013 Section I-II Page 1

Rowan University College of Education Health & Exercise Science Department

Health & Physical Education Teacher Certification Program of Study

Teacher Certification Program Admission Requirements

Candidates are eligible for the teacher certification program when the following are completed:

Met with Program Advisor to complete Application (including responding to all communications from

Advisor)

Achieved qualifying scores for the PRAXIS I/PPST Exam (Reading 175, Math 174, Writing 173) on file in

the COE Student Services Center

Completed application submitted on time

Completed Basic Skills requirements

Completed, with grades of C- or better, the following courses: College Composition I, College Composition

II, Public Speaking, Literacies in Today’s World, Human Exceptionalities, Elementary Statistics, Teaching

in Learning Communities I (TCLI), Teaching in Learning Communities II – Health and Physical Education

(TLCII), and Teaching Literacy

Achieved ratings of Meets Expectations (Acceptable) on all Dispositional Reports from all Instructors &

Field Experience Cooperating Teachers

Achieved Overall GPA of 2.50

Does not have any “D” grades or lower or “Incomplete” grades for any general education, core or

specialization courses required for the BA in Education

Program Retention and Clinical Practice (Student Teaching) Enrollment

Candidates are eligible for enrollment in Clinical Practice when the following are completed:

Completion of Teacher Certification Program Admission Requirements

Meeting with Program Advisor to complete Application (including responding to all communications from

Advisor)

Qualifying score for the appropriate PRAXIS II/NTE Exam (Code 0856 HPE CK) on file in the COE

Student Services Center

Ratings of Meets Expectations (Acceptable) on all Dispositional Reports from all Instructors, Supervisors &

Cooperating Teachers

Qualifying GPAs: Overall GPA of 2.75; Professional GPA of 3.0 (includes: TLCI, TLC II, Technology &

Assessment HES, Safety & First Aid, S/F Human Body I & II, Motor Development & Motor Learning,

Teaching Concepts of Dance in PE,, Kinesiology, Exercise Physiology,, Teaching Concepts Secondary PE I

& II, Teaching Concepts of Adapted PE, Char knowledge Acquisition, Teaching Reading & Writing in

Content Areas, K-12 Curriculum & Instruction in HPE, Teaching Concepts Health Education I & II,

Practicum Experience in Elementary and Secondary Schools)

No “D” grades or lower or “Incomplete” grades for any general education, core or specialization courses

required for the BA in Education

Program Completion (Exit), Graduation Application and Certification Recommendation

Successful completion of Admission and Retention Qualifications:

Completion of Sections I & II as listed above

Meeting with Program Advisor to complete Application (including responding to all communications from

Advisor)

Successful completion of Clinical Practice (Includes earning ratings of Meets Expectations (Acceptable) on

all indicators of the final evaluations from supervisor and cooperating teacher)

Successful completion of Clinical Practice Seminar

No “D” grades or lower or “Incomplete” grades for any general education, core or specialization courses

required for the BA in Education

Qualifying GPAs: Overall GPA of 2.75; Professional GPA of 3.0

Candidates can apply for graduation with a BA in Education with Specialization in Health & Physical Education

and certification after successfully completing all of the requirements needed for the BA in the major.


Rowan University: College of Education

BA in Education: Health and Physical Education – 129 semester hours

*Health and Exercise Science Core (12 sh) Structure and Functions of the Human Body I (PHED 35.241) Structure and Functions of the Human Body II (PHED 35.242) Kinesiology (PHED 35.343) Exercise Physiology (PHED 35.344)

3 sh 3 sh 3 sh 3 sh

~College of Education BA Core (6 sh) Teaching in Learning Communities I (EDUC 01.270) Teaching Reading & Writing in Content Areas (READ 30.280)

3 sh 3 sh

General Education (60 sh) Communications Bank (9 sh)

College Composition I (COMP 01.111) College Composition II (COMP 01.112)

Public Speaking (CMS 04.205) Science/Math Bank (10 sh)

*Basic Nutrition (INAR 06.200) Lab Science (Biology, Chemistry, Physics)

Elementary Statistics (STAT 02.100) Social and Behavioral Science Bank (12 sh)

Essential Psychology (PSY 01.107) Introduction to Sociology (SOC 08.120)

Child or Adolescent Development *Consumer Health Decisions (HLTH 37.327)

History/Humanities/Language Bank (9 sh) ~History of Am Education (FDNS 21.150)

H/H/L choice (Multicultural-Global) H/H/L choice (Literature/Writing Intensive)

Fine Arts Bank (3 sh) Elements of Dance (THD 08.135)

General Electives (14 sh) ~Human Exceptionalities (SPED 08.130)

~Charct. of Knowledge Acquisition (FNDS 21.230) *Adventure/Experiential Learning (PHED 35.109)

Elective Elective

Other Motor Devt. & Motor Learning (PHED 35240)

3 sh 3 sh 3 sh 3 sh 4 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 2 sh 3 sh 3 sh 3 sh

*Health and Physical Education Courses (51 sh) Teaching Learning Communities II (Health and Physical Education) (PHED 35.286)

Safety/First Aid/Basic Understanding of Athletic Injuries (PHED 35.115) Foundations of Fitness (PHED 35.252)

Teaching Concepts of Dance in Physical Education (PHED 35.228) Technology and Assessment in Health & Exercise Science (PHED 35.250)

Teaching Concepts of Secondary Physical Education I (PHED 35.310) Teaching Concepts of Secondary Physical Education II (PHED 35.320)

Teaching Concepts of Health Education I (HLTH 37.325) Teaching Concepts of Health Education II (HLTH 37.326)

Teaching Concepts of Elementary Physical Education (PHED 35.336) School Health Program Planning (HLTH 37.435)

Adapted Physical Education (PHED 35.452) K-12 Curriculum and Instruction in Health and Physical Education (PHED 35.450)

Practicum Field Experience in Health and Physical Education (PHED 35.392) Clinical Practice (Elementary) (PHED 35.460) Clinical Practice (Secondary) (PHED 35.461)

Clinical Practice Seminar (PHED 35.465)

*Part of H/PE Core offerings ~Part of College of Education BA Core

3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 3 sh 2 sh 3 sh 3 sh 1 sh 5 sh 5 sh 2 sh


ROWAN UNIVERSITY

DEPARTMENT OF HEALTH AND EXERCISE SCIENCE (0809)

COLLEGE OF EDUCATION – TEACHER CERTIFICATION

NAME: ______________________ ID #:__________________ ADVISOR: Mr. Pinckney Date:__________________

GEN. ED. (GE) COURSEWORK (2.50 MUST BE MAINTAINED); H.E.S. CORE (C) COURSE WORK (2.75 MUST BE

MAINTAINED); TEACHER CERT. SPECIALIZATION (S) & REQUIREMENTS (TCR) (3.0 MUST BE MAINTAINED)

129 CREDITS

FRESHMAN YEAR FIRST SEMESTER SH GR SEM/YR SECOND SEMESTER SH GR SEM/YR

College Comp I (GE) 3 College Comp II (GE) 3

Lab Sci (Bio, Chem, Phys) (GE) 4 Fine Arts (Elmts. Dance) (GE) 3

Adventure & Exp. Learn (GE) 2 Math (Elem Stat) (GE) 3

History of American Ed (GE) 3 Human Exceptionalities (GE) 3

Motor Dev. & Motor Learning 3 Safety, 1st Aid & Prevent (C) 3

Teaching Learn Comm. (TLCI) 3

15 18

SOPHOMORE YEAR FIRST SEMESTER SH GR SEM/YR SECOND SEMESTER SH GR SEM/YR

Str/Funct Hum Body I (C) 3 Str/Funct Hum Body II (C) 3

Found of Tch HPE (TLCII) (S) 3 Intro to Sociology (GE) 3

Teaching Reading Cont. Area (TCR) 3 GE Free Elective (GE) 3

Public Speaking (GE) 3 Teaching Concepts Dance/PE (S) 3

Foundations of Fitness (S) 3 Tech & Assess in H.E.S. (C) 3

Consumer Health Decisions (GE) 3

15 18

JUNIOR YEAR FIRST SEMESTER SH GR SEM/YR SECOND SEMESTER SH GR SEM/YR

Kinesiology (C) 3 Teach Concepts of Sec. PE II (S) 3

GE Choice (HHL) (Lit & WI) (GE) 3 Teach Concepts of Elem PE.(S) 3

Basic Nutrition (GE) 3 Teach Concepts of H.Ed. II (S) 3

Essential Psy (soc,emo,pers) (GE) 3 Exercise Physiology (C) 3

Teach Concepts of H. Ed. I (S) 3 Adoles./Child Development (GE) 3

Teach Concepts of Sec. PE I (S) 3 GE Free Elective (GE) 3

18 18

SENIOR YEAR FIRST SEMESTER SH GR SEM/YR SECOND SEMESTER SH GR SEM/YR

K-12 H&PE Curr/Instruction (S) 3 Clinical Prac in HPE – Elem (S) 5

Tch. Concepts Adapted P.E (S) 3 Clinical Prac in HPE – Sec (S) 5

School Health Program Planning (S) 2 Clinical Seminar in HPE (S) 2

Practicum Field Exper HPE (S) 1

HHL Choice (M/G) (GE) 3

Char. Of Knowl Acquis (TCR) 3

15 12

Rowan University, NCATE/NASPE, Spring 2013 Section IV: Assessment #1 Page 1

ASSESSMENT #1: CONTENT KNOWLEDGE

Data from licensure tests or professional examinations of content knowledge

Praxis II: Health and Physical Education - Content Knowledge (0856)

1. Assessment Description

Our Teacher Candidates take the Praxis II: Health and Physical Education: Content Knowledge (0856)

because New Jersey requires dual certification in Health and Physical Education. The test contains 120

multiple choice questions in Health and Physical Education content. The New Jersey Department of

Education sets a minimum passing score of 151 for licensure in New Jersey. The test contains 6 parts:

parts I, II, and III focus on Health. Parts IV, V, and VI focus on Physical Education. Part IV is

Fundamental Movement, Motor Development and Motor Learning, Part V is Movement Forms and Part

VI is Fitness and Exercise Science. In our program, Teacher Candidates must pass the entire exam to

enroll in Clinical Practice (Student Teaching) and Clinical Seminar. This report contains the overall

Praxis II scores and subscores for the Physical Education sections IV, V, and VI (see Attachment B).

2. Alignment between Assessment and NASPE/NCATE Standards

The Praxis II exam addresses NASPE Standard 1 as shown in the table below.

Praxis II Content Category

0856 Health & PE Content Knowledge

Alignment with

NASPE/NCATE

Standards

IV. Fundamental Movement, Motor Development and Motor Learning 1.2, 1.3

V. Movement Forms 1.5

VI. Fitness & Exercise Science 1.1

3. Data Analysis (See Attachment B)

The data findings reveal the overall mean score for all teacher candidates/program completers in fall

2012 was 161.70; 10.7 points above the required 151 points needed for passing. The overall mean score

for candidates/program completers in spring 2013 was 162.32, or 11.32 points above the required 151

points needed for passing. The pass rate for all Teacher Candidates is 100% and is well above the

required 80% expected for NCATE accreditation. Teacher Candidates are required to pass the exam

prior to entering Clinical Practice (Student Teaching). The Physical Education subscores for the Fall

2012 and spring 2013 program completers are listed in Attachment B.

Data indicates that Rowan Teacher Candidates perform fairly well on Praxis II tests. Candidates must

pass Praxis II prior to clinical practice, so the 100% pass rate of program completers includes those who

have taken the test more than once. Table 3 in Appendix B illustrates where cohorts from fall 2012 and

spring 2013 fall within the lower 25% range, Middle 50% range and upper 25% range. This data is a

reasonable measure of comparative candidate performance as it compares their aggregated performances

with all candidates who took the Praxis II test at the same time. A total of 75% of candidates scoring in

the middle 50% and upper 25% range, for example, would indicate that the Rowan test takers performed

within the same percentile ranges as those who took the test at the same time.

Subscore data reveal that:

For all three of the sub scores, a majority (Section IV: 74%, Section V: 69.5%, and VI: 80.5%)

of our candidates performed at or above the Middle 50% range for fall 2012.

For all three of the sub scores, a majority (Section IV: 81%, Section V: 78.5%, and VI: 89%) of

our candidates performed at or above the Middle 50% range for spring 2013.


All candidates received a minimum passing score of 151 overall.

Our candidates as a whole performed better on the fitness/exercise science category of the test

(Section VI: 80.5% and 89% at within or above the middle 50% range for fall 2012 and spring

2013 respectively).

4. Interpretation of the Data as Evidence for Meeting Standards

The data findings reveal that our candidates’ strengths vary across the content categories. Teacher

Candidates are slightly stronger in the fitness components, kinesiology, human anatomy and physiology,

and biomechanics, than in motor development, motor learning, dance, gymnastics, game forms, and

individual/dual and team sports content. For this cohort of program completers, Section V, movement

forms, while having the majority of candidates at or above the middle 50% range, was the weakest

section. All our activity-based classes address both content and pedagogy and based on these data, the

department needs to make sure that content is being sufficiently addressed in these classes. On the other

hand, our science classes demonstrate that, although in these classes professors have candidates apply

their science knowledge to teaching situations, the content focus appears to lead to a stronger level of

content knowledge in this area. However, the sub scores do not differ from each other as they have in

the past, and as they did in the prior SPA report. One reason for this may be that we have developed a

dedicated motor learning and motor development class that was missing at the time of the previous SPA

report. Another is that we are better able to deliver both content and pedagogy in our combined courses,

having had additional experience with these courses.

From the data, it can be seen that the Health & Exercise Science Department at Rowan is preparing

Teacher Candidates well in comprehensive content knowledge in Health and Physical Education

(NASPE Standard 1). The mean score of c. 162 for fall 2012/spring 2013 is comfortably above the

passing level. Rowan University requires that Teacher Candidates pass the Praxis II exams prior to

Clinical Practice (Student Teaching), as it is a part of the retention criteria for Clinical Practice. It is

essential that our Teacher Candidates are prepared in terms of their content knowledge and their ability

to apply that knowledge. From these Praxis II exams (overall score and sub scores) we have evidence

that our candidates demonstrate a comprehensive knowledge of the content they will be teaching to K-

12 students in the subject areas of both Health (not included in this report) and Physical Education.

5. Attachments of Assessment Documentation

Attachment A: Praxis II Health & Physical Education Scoring Guide

Attachment B: Data


ATTACHMENT A: SCORING GUIDE

PRAXIS II, HEALTH & PHYSICAL EDUCATION

All Teacher Candidates are required to pass the Praxis II exam in order to begin Clinical Practice

(Student Teaching). The passing score for Praxis II: Health and Physical Education (#0856) is

151.

Table 1: Total Score Guide

PRAXIS Total Score Rowan Score

< 151 0 – Unacceptable /Needs Improvement

≥ 151 1 – Acceptable/Meets Expectations

Sub Scores: Praxis II HPE has approximately 120 questions, about 70 of which focus on

physical education; Parts I through III focus on Health Education; Parts IV through VI

include:

IV: Fundamental Movement, Motor Development and Motor Learning; Approximately 22

questions, or 19 % of test.

V: Movement Forms; approximately 23 questions or 19 % of test.

VI: Fitness & Exercise Science: approximately 25 questions or 21% of test.

Information on Praxis II: Health & Physical Education Content Knowledge (0856/5856) can be

found at: http://www.ets.org/Media/Tests/PRAXIS/pdf/0856.pdf

http://www.ets.org/Media/Tests/PRAXIS/pdf/0856.pdf


ATTACHMENT B: DATA

Fall 2012 and Spring 2013 Data for Praxis II Licensure Test (Program Completers)

Table 2:

Mean Candidate Scores Total and By Sub Scores IV, V and VI

Passing Score=151

Total SS IV* Range SS V Range SS VI Range

Fall 2012

N=47† 161.70 13.85 21-22 17.17 22-27 16.79 21-25

Spring 2013

N=37† 162.32 13.93 20-22 17.22 23-27 16.93 21-25

*-SS = Sub Score

†-There were a total of 52 and 42 program completers in Fall 2012 and Spring 2013 respectively; the Praxis II scores

reported are for those candidates for tests completed within a year of clinical practice. The remainder took and passed

their Praxis II prior to this period.

Table 3:

Number and Percentage of Candidates Scoring Below,

Within and Above Sub Score Range for Middle 50%**

Fall 2012 (N=47)**

Sub

Score

SS IV SS V SS VI

Below Within Above Below Within Above Below Within Above

Number 12 22 12 14 18 14 9 21 16

Percentage 26% 48% 26% 30.5% 39% 30.5% 19.5% 45.7% 34.8%

Spring 2013 (N=37)**

Number 7 21 9 8 19 10 4 19 14

Percentage 19% 57% 24% 21.5% 41.5% 27% 11% 51% 38%

** All candidates passed Praxis II


ASSESSMENT #2: CONTENT KNOWLEDGE

Assessment of Content Knowledge in Physical Education

Foundation and Pedagogy/Content Course Grade Point Average (GPA)

1. Assessment Description This assessment consists of a cumulative GPA in thirteen (13) required courses that address content

knowledge for Physical Education Teacher Candidates (see Attachment A). Teacher Candidates must

maintain a 3.0 (out of a 4.0) cumulative grade point average in education and major courses, with no

grades below C-, in order to remain in the program and to enter practicum and Clinical Practice. The

Teacher Candidates’ major advisor records and tracks these requirements throughout the program.

Attachments B1 and B2 are scoring guides developed with the faculty in the Department of Health &

Exercise Science that define the course letter grades from A to F as they apply to these courses, as well

as the grading scale. The first scoring guide (Attachment B1) is used for foundation courses (i.e.,

Structure & Function Of The Human Body, Kinesiology, Exercise Physiology, Foundations Of Fitness,

and Motor Development & Motor Learning). The second scoring guide (Attachment B2) is used for the

pedagogy/content courses (i.e., Teaching Concepts of Elementary Physical Education, Teaching

Concepts of Dance In Physical Education, Teaching Concepts of Secondary Physical Education I and II,

Teaching Concepts of Adapted Physical Education, Teaching In Learning Communities/Foundations of

Teaching Health & Physical Education, and K-12 Health & Physical Education Curriculum &

Instruction). All courses are offered within the Health & Exercise Science Department in the College of

Education, and all courses, or their certified transfer equivalents, must be taken by all candidates.

2. Alignment Between Assessment and NASPE/NCATE Standards

3. Data Analysis (See Attachment C)

The data presented in Attachment C includes the GPA that represents the 13 foundation and

pedagogy/content courses. In addition, mean course grade points achieved for the fall 2012 and spring

2013 Teacher Candidates (program completers) are listed. In alignment with NCATE guidelines,

transfer student grades are not included in GPA; however, credits for taking a course are transferred and

counted towards degree completion. Additionally, GPA is strictly based on courses taken at Rowan

University, in the Department of Health & Exercise Science. There are a large number of sophomore

and junior transfers in the teacher certification program. No 300/400 level courses may be transferred.

Courses Required of All Teacher Candidates Seeking a BA in Education with a

Specialization in Health & Physical Education

Alignment with

NASPE/NCATE

Standards

PHED 35.241 Structure & Function of the Human Body I (3 sh) 1.1

PHED 35.242 Structure & Function of the Human Body II (3 sh) 1.1

PHED 35.343 Kinesiology (3 sh) 1.5

PHED 35.344 Exercise Physiology (3 sh) 1.1

PHED 35.252 Foundations of Fitness (3 sh) 2.2

PHED 35.240 Motor Development & Motor Learning (3 sh) 1.2, 1.3, 1.5

PHED 35.228 Teaching Concepts of Dance in Physical Education (3 sh) 1.3, 1.5, 2.1, 2.3

PHED 35.310 Teaching Concepts of Secondary Physical Education I (3 sh) 1.3, 1.5, 2.1, 2.3

PHED 35.320 Teaching Concepts of Secondary Physical Education II (3 sh) 1.3, 1.5, 2.1, 2.3

PHED 35.336 Teaching Concepts of Elementary Physical Education (3 sh) 1.3, 1.5, 2.1, 2.3

PHED 35.452 Teaching Concepts of Adapted Physical Education (3 sh) 1.2, 1.3, 1.4, 1.5

PHED 35.286 Teaching In Learning Communities II: Foundations of HPE (3 sh) 1.4

PHED 35.450 K-12 Health & Physical Education Curriculum & Instruction (3 sh) 1.4


The data demonstrates that the overall Teacher Candidates’ GPA mean score for the 13 identified

courses, 3.35 and 3.31, for fall 2012 and spring 2013 respectively, is above the required departmental

mean score of a 3.0. The “unacceptable” level for GPA was set at below B-, or 2.7 GPA. One candidate

(1.8%) in fall 2012 and four candidates (9.5%) in spring 2013 were in this category. Five candidates

scored below a 3.0 GPA overall. Teacher Candidates who score below the 3.0 required GPA in

education and major courses are required to retake foundational and/or pedagogical/content to increase

their GPA. Candidates must also to re take courses in which they scored lower than a C-. Candidates

who are either or both of these categories may have GPAs in Health classes that raise their major

(Health and Physical Education) GPA up to or above the required GPA. All the program completers in

fall 2012 and spring 2013 had the requisite 3.0 GPA in the major, prior to entering Clinical Practice.

The (5) five foundational course grades yielded a mean GPA of 3.18 (fall 2012) and 3.12 (spring 2013).

The lowest mean grade for fall 2012 was for PHED 35343 Kinesiology (2.74). The highest mean grade

was for PHED 35252 Foundations of Fitness (3.65). The lowest mean grade for spring 2013 was for

PHED 35241 Structure & Function I (2.73). The highest mean grade was for PHED 35252 Motor

Development & Motor Learning (3.63). The mean GPA for the 7 pedagogical courses for fall 2012 and

spring 2013 was 3.52 and 3.49 respectively. The lowest mean grade for fall 2012 and Spring 2013 was

for PHED 35450 K-12 Health and Physical Education Curriculum and Instruction (2.99 and 2.93

respectively). The highest mean grade for fall 2012 was for PHED 35316 Teaching Concepts of Dance

in Physical Education (3.89). The highest mean grade for spring 2013 was for PHED 35336 Teaching

Concepts of Elementary Physical Education (3.93).


All but five candidates met (acceptable) or exceeded (target) expectations based on NASPE standards

1.1-1.5 (scientific and theoretical knowledge) for fall 2012 and spring 2013. Overall, candidates had a

lower mean score for Foundation courses (c.3.1 overall) than for the Pedagogical/Content mean (c.3.5

overall). Assessment 2 also provides general supporting evidence for Standard 2. Candidates are

required to participate in all activities in the Teaching Concepts of Secondary Physical Education series;

this includes participation as player and in other roles (e.g., referee, statistician, team manager, coach) in

badminton, pickle ball, and basketball tournament play, and in non-tournament settings in golf, softball

and volleyball. While this assessment thus provides support for Standards 2.1 and 2.3, specific skill and

performance assessment is addressed in Assessment 6. It is apparent that our candidates receive higher

grades in the pedagogy/content courses. This has been consistent over time. One reason for this may be

that many of our Teacher Candidates appear to be more comfortable in “activity centered” courses.

Second, there are some differences in types of assessments used between the instructors of each set of

courses (pedagogy faculty teach the pedagogy/content courses and exercise science faculty teach the

science courses). For example, the assessments in the science courses are primarily objective and focus

on the cognitive domain while the pedagogy/content courses also include alternative assessments such

as micro teaching, projects and applied knowledge within the psychomotor, cognitive and affective

domains. Third, Teacher Candidates may benefit from more “authentic” assessments, such as

microteaching, and/or more variability of assessments (written tests, micro teaching, essays, planning,

etc.) in the pedagogy/content courses. Finally, there are instances in the pedagogy/content courses where

candidates have the opportunity to revise assignments. For example, Teacher Candidates are required to

re-submit a lesson plan based on feedback provided by the instructor (see Assessment 8).


Attachment A: Assessment Tool (HPE Foundation and Pedagogy/Content Physical Education

GPA Calculation Guidelines and Requirements)

Attachment B1: Scoring Guide (Grading Guidelines: Foundation Courses)

Attachment B2: Scoring Guide (Grading Guidelines: Pedagogy/Content Courses)

Attachment C: Data for Fall 2012 for Foundation and Pedagogy/Content Courses GPA


ATTACHMENT A: ASSESSMENT TOOL

HPE FOUNDATION AND PEDAGOGY/CONTENT PHYSICAL EDUCATION GPA CALCULATION

GUIDELINES AND REQUIREMENTS

Grades in thirteen (13) classes that contain a predominance of content knowledge in physical

education (see below) taken at or transferred to Rowan are to be used to calculate Physical

Education GPA.

Health & Physical Education GPA must be 3.0 or higher for eligibility for Clinical

Practice/Student Teaching (overall GPA must be 2.75 or higher).

Grades for all thirteen courses, whether taken at Rowan or another institution, must be C- or

higher.

GUIDELINES FOR DETERMINING ELIGIBILITY FOR BACHELOR OF EDUCATION, SPECIALIZATION IN

HEALTH & PHYSICAL EDUCATION (HPE TEACHER CERTIFICATION) AND CLINICAL PRACTICE

(STUDENT TEACHING)

All traditional and transfer Teacher Candidates interested in pursuing certification in Health &

Physical Education and/or seeking enrollment in Clinical Practice (student teaching) must meet

the following requirements:

For entry into the HPE Teacher Certification Program:

1. Overall GPA* of 2.5 or above

2. Grades of C- or better in all classes

3. “Meets Expectations” on dispositional reports from College of Education instructors and

cooperating teachers

4. Passing score on Praxis I/PPST Exam (Reading: 175; Math: 174; Writing: 173)

5. Completion of at least 12 semester hours of Required and/or Restricted Elective courses (as

listed below)

For enrollment in Clinical Practice (Student Teaching):

1. Health & Exercise Science (HES) Major course GPA of 3.0 or above

2. Grade of C- or better in all courses required for the BA in Education/Specialization in

Health & Physical Education.

3. Passing score (151) on the PRAXIS II exam (Health & Physical Education: Content

Knowledge [0856])

4. Overall GPA of at least 2.75

5. Acceptable dispositional report(s) from university instructors and cooperating teachers

6. “Meets Expectations” on all assessment outcomes for practicum in Health & Physical

Education.

* “Health & Physical Education Teacher Certification GPA” is to be calculated using only

those grades from courses in the foundations courses and pedagogy/content courses listed

below. The other required courses in the HPE teacher certification strand are listed below.


ATTACHMENT A: ASSESSMENT TOOL (CONTINUED)

Table 1: REQUIRED FOUNDATION AND PEDAGOGY/CONTENT

COURSES MOST RELATED TO CONTENT KNOWLEDGE For HPE Teacher Certification Track

(30 required credits)

Foundation Courses:

PHED 35.241 Structure & Function of the Human Body I (3 sh)

PHED 35.242 Structure & Function of the Human Body II (3 sh)

PHED 35.343 Kinesiology (3 sh)

PHED 35.344 Exercise Physiology (3 sh)

PHED 35.240 Motor Development & Motor Learning (3 sh)

PHED 35.252 Foundations of Fitness (3 sh)

Pedagogy/Content Courses:

PHED 35.286 Teaching In Learning Communities II: Foundations of HPE (3 sh)

PHED 35.316 Teaching Concepts of Dance in Physical Education (3 sh)

PHED 35.310 Teaching Concepts of Secondary Physical Education I (3 sh)

PHED 35.320 Teaching Concepts of Secondary Physical Education II (3 sh)

PHED 35.336 Teaching Concepts of Elementary Physical Education (3 sh)

PHED 35.452 Teaching Concepts of Adapted Physical Education (3 sh)

PHED 35.450 K-12 Health & Physical Education Curriculum & Instruction (3 sh)

Table 2: OTHER REQUIRED FOUNDATION AND

PEDAGOGY/CONTENT COURSES

For HPE Teacher Certification Track not included in GPA for NASPE/NCATE

Assessment 2

PHED 35116 Safety, First Aid & Basic Understanding of Athletic Injuries (3 sh)

HLTH 37325 Teaching Concepts of Health I (3 sh)

HLTH 37326 Teaching Concepts of Health II (3 sh)

HLTH 37453 School Health Program Planning (2 sh)


ATTACHMENT B1: SCORING GUIDE

Foundation and Pedagogy/Content Course GPA

Assessment of Content Knowledge in Physical Education

NCATE/NASPE Assessment #2

Health & Physical Education, Department of Health & Exercise Science

Component Does Not Meet Expectations/

Unacceptable

(0)

Meets Expectations/

Acceptable

(1)

Exceeds Expectations/

Target

(2)

GPA <2.7 2.7-3.3 3.31-4.0

TABLE 3: SCORING GUIDE FOR GPA

GRADING GUIDE: FOUNDATION COURSES FOR TEACHER CERTIFICATION

HEALTH AND EXERCISE SCIENCE DEPARTMENT, ROWAN UNIVERSITY

Grade of A:

Clearly understands and is able to communicate ideas and concepts related to the

interrelationship between all body systems, both orally and in written form.

Can thoroughly explain the factors and underlying causes of chronic diseases associated with

lack of physical activity, poor nutrition, and inappropriate lifestyle habits, using sound scientific

concepts and terminology.

Is able to thoroughly assess risk factors, parameters of fitness, and nutritional habits within their

students and facilitate modifications to improve these areas.

Can identify and define the ten components of health and performance related fitness with a

high degree of accuracy and use of scientific terminology.

Shows high potential for motivating students to develop individualized lifelong physical

activity, nutritional and lifestyle programs.

Explains important historical, philosophical, social and legal issues related to physical activity,

physical education and sport

Demonstrates mastery of course content at a high level.

Grade of B:

Understands and is able to communicate ideas and concepts related to the interrelationship

between all body systems, both orally and in written form.

Can consistently explain factors and underlying causes of chronic diseases associated with lack

of physical activity, poor nutrition, and inappropriate lifestyle habits, using appropriate

scientific terminology

Shows consistent ability to assess risk factors, parameters of fitness, and nutritional habits

within their students and facilitate modifications to improve these areas.

Can identify and define the ten components of health and performance related fitness with a

high degree of accuracy.

Shows ability to motivate students to develop individualized lifelong physical activity,

nutritional and lifestyle programs.

Identifies important historical, philosophical, social and legal issues related to physical activity,

physical education and sport

Demonstrates a strong understanding of course content


Grade of C:

Has general knowledge of concepts related to the interrelationship between all body systems,

both orally and in written form.

Is able to explain the factors and underlying causes of chronic diseases associated with lack of

physical activity, poor nutrition, and inappropriate lifestyle habits, using limited scientific

terminology

Shows ability to assess some risk factors, parameters of fitness, and nutritional habits within

their students and to facilitate some modifications to improve these areas.

Can identify and define the ten components of health and performance related fitness with some

accuracy.

Shows some ability to motivate students to develop individualized lifelong physical activity,

nutritional and lifestyle programs.

Is able to identify some historical, philosophical, social and legal issues related to physical

activity, physical education and sport.

Demonstrates understanding/some mastery of course content or mastery of some course content

Grade of D:

Has a basic foundation of ideas and concepts related to the interrelationship between all body

systems, both orally and in written form.

Little demonstrated ability to explain the factors and underlying causes of chronic diseases

associated with lack of physical activity, poor nutrition, and inappropriate lifestyle habits; little

or no use of scientific terminology.

Limited ability to assess risk factors, general fitness, and nutritional habits within their students

and facilitate modifications to improve these areas.

Can identify components of health and performance related fitness with some accuracy.

Little demonstrated ability to motivate students to develop individualized lifelong physical

activity, nutritional and lifestyle programs.

Little evidence of identifying historical, philosophical, social and legal issues related to physical


Demonstrates limited understanding of course content.

Grade of F:

Unable to communicate basic foundational ideas and concepts related to the interrelationship

between all body systems, both orally and in written form.

Unable to explain the factors and underlying causes of chronic diseases associated with lack of

physical activity, poor nutrition, and inappropriate lifestyle habits.

Unable to assess risk factors, fitness, and nutritional habits within their students and facilitate

modifications to improve these areas.

Unable to identify components of health and performance related fitness

Unable to motivate students to develop individualized lifelong physical activity, nutritional and

lifestyle programs.

No evidence of identifying historical, philosophical, social and legal issues related to physical


Demonstrates no understanding of course content.


ATTACHMENT B2: SCORING GUIDE

GRADING GUIDE FOR PEDAGOGY/CONTENT COURSES FOR TEACHER CERTIFICATION

HEALTH AND EXERCISE SCIENCE DEPARTMENT, ROWAN UNIVERSITY

Grade of A:

Identifies critical skill elements of proficient motor performance skills, movement concepts and

strategies in a wide variety of physical activities

Consistently applies anatomical, physiological, biomechanical and psychological concepts to

movement skills and concepts in a wide variety of physical activities.

Demonstrates knowledge of relationship between state and national standards and aligns lesson

objectives with appropriate state standards

Consistently identifies and selects developmentally appropriate, creative and intrinsically

motivating practice activities and environments for teaching and learning.

Demonstrates mastery in motor skills, movement patterns and strategies in a variety of physical

activities, and in health related fitness*

Explains legal issues related to physical activity, physical education and sport

Demonstrates mastery of course content at a high level.

Grade of B:

Identifies critical skill elements of proficient motor performance skills, movement concepts and

strategies in a variety of physical activities

Applies anatomical, physiological, biomechanical and psychological concepts to movement

skills and concepts in a variety of physical activities.

Demonstrates knowledge of state and national standards and aligns lesson objectives with

relevant state standards

Identifies and selects developmentally appropriate and intrinsically motivating practice activities

and environments for teaching and learning.

Demonstrates competency in motor skills, movement patterns and strategies in a variety of

physical activities, and in health related fitness.

Identifies legal issues related to physical activity, physical education and sport

Demonstrates mastery of course content.

Grade of C:

Identifies relevant skill elements of proficient motor performance skills, movement concepts

and strategies in a variety of physical activities

Sometimes applies anatomical, physiological, biomechanical and psychological concepts to

movement skills and concepts in physical activities.

Demonstrates some knowledge of state standards and can align lesson objectives with state

standards

Identifies and selects developmentally appropriate activities and environments for teaching and

learning.

Demonstrates some competency in motor skills, movement patterns and strategies in a limited

range of physical activities, and in health related fitness.

Is able to identify some legal issues related to physical activity, physical education and sport

Demonstrates minimal acceptable mastery of course content


Grade of D:

Sometimes identifies relevant skill elements of proficient motor performance skills, movement

concepts and strategies in a variety of physical activities

Rarely applies anatomical, physiological, biomechanical and psychological concepts to


Demonstrates little knowledge of state standards and can align lesson objectives with state

standards

Identifies and selects activities and environments for teaching and learning which are relevant

but not intrinsically motivating or creative.

Demonstrates minimal competency in motor skills, movement patterns and strategies, or in

health related fitness.

Limited ability to identify legal issues related to physical activity, physical education and sport

Demonstrates minimal mastery of some course content.

Grade of F:

Rarely identifies relevant skill elements of proficient motor performance skills, movement

concepts and strategies in a variety of physical activities

Does not apply anatomical, physiological, biomechanical and psychological concepts to


Demonstrates no knowledge of state standards.

Unable to identify or select appropriate activities and environments for teaching and learning.

Demonstrates little or no competency in motor skills, movement patterns and strategies, or in

health related fitness.

Unable to identify legal issues related to physical activity, physical education and sport

Demonstrates no mastery of course content.

* In Teaching Concepts of Secondary Physical Education I and II, candidates must participate fully

as a player and in other roles (e.g., referee, statistician, team manager, coach) in badminton, pickle

ball, and basketball tournament play, and in non-tournament settings in golf, softball and volleyball.

Department of Health & Exercise Science

Grading Scale

Percent Grade Grade Points

94-100 90-93 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 < 60

A A- B+ B B- C+ C C- D+ D D- F

4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0


ATTACHMENT C: DATA

Table 4: Fall 2012 and Spring 2013 Data for Foundation and Pedagogy/Content Courses GPA

Mean

GPA

Ov

era

ll G

PA

PH

ED

35

24

1

Str

uct

ure

& F

un

ctio

n 1

PH

ED

35

24

2

Str

uct

ure

& F

un

ctio

n 2

PH

ED

35

34

3

Kin

esio

log

y.

PH

ED

35

34

4

Ex

erci

se P

hy

sio

log

y

PH

ED

35

24

0

Mo

t. D

evt.

&

Mo

t. L

earn

ing

PH

ED

35

25

2

Fo

un

da

tio

ns

of

Fit

nes

s

PH

ED

35

28

6

TL

C I

I F

ou

nd

ati

on

s o

f T

each

ing

. H

PE

PH

ED

35

31

6

Tea

chin

g C

on

cep

ts o

f D

an

ce i

n P

E

PH

ED

35

31

0

Tea

chin

g.

Co

nce

pts

of

Sec

on

da

ry P

E 1

35

320

Tea

chin

g.

Co

nce

pts

of

Sec

on

da

ry P

E 2

PH

ED

35

33

6

Tea

chin

g.

Co

nce

pts

of

Ele

men

tary

PE

PH

DE

35

45

2

Tea

chin

g.

Co

nce

pts

of

Ad

ap

ted

PE

PH

ED

35

45

0

K-1

2 C

urr

icu

lum

& I

nst

ruct

ion

Fall

2012

N=52

3.35 3.11 3.00 2.74 2.86 3.53 3.65 3.40 3.89 3.84 3.36 3.64 3.50 2.99

Spring

2013

N=41

3.31 2.73 2.83 2.82 2.93 3.63 3.57 3.82 3.49 3.41 3.49 3.93 3.39 2.93

Scoring Key:

Unacceptable (0) Acceptable (1) Target (2)

< 2.7 2.7 - 3.3 3.31 - 4.4

Table 5: Summary of Candidate Performance for Foundation and Pedagogy/Content Courses GPA

Fall 2012 and Spring 2013

Fall 2012 (N=52) Unacceptable (0) Acceptable (1) Target (2)

Number of Candidates 1 27 24

% of Candidates 1.8% 52% 46.2%

Spring 2013 (N=41) Unacceptable (0) Acceptable (1) Target (2)

Number of Candidates 4 20 17

% of Candidates 9.5% 48% 42.5%


ASSESSMENT #3: PLANNING

Candidates’ Ability to Plan Instruction

Teacher Work Sample Elements 2 and 4: Learning Outcomes and Designing From

Unit To Lessons 1. Assessment Description

The College of Education faculty designed a Teacher Work Sample, based on the Western

Oregon University model (Girod, 2002), Understanding by Design (Wiggins & McTighe, 2005),

and the unit conceptual framework, in summer 2011 and revised it in summer 2012. The

Teacher Work Sample project consists of seven elements: Context, Learning Outcomes,

Assessment Plan, Designing from Unit to Lessons, Analysis of Student Assessment Data,

Instructional Decision Making, and Self Evaluation and Reflection. Teacher Work Sample

(TWS) requires candidates to provide a detailed contextual description of the community,

district, and school, and for the class upon which they will focus their TWS unit of instruction.

For TWS Element 2 candidates use backward design to describe learning outcomes linked to

state and national standards. For Element 3 they describe the assessments, both formal in

informal, that will be used to determine student outcomes. For Assessment 3, TWS Element 2

and TWS Element 4 is used. For these TWS elements, candidates use big ideas (enduring

understandings and essential questions), pre assessment, and learning goals to design a unit of

instruction. They provide a unit overview and three sample lesson plans from the unit (TWS

Element 4). The unit is implemented during clinical practice.


This assessment addresses NASPE Standard 3 (Planning and Instruction), and partially addresses

Standard 5 (Impact on Student Learning). Specifically, since candidates need to pre assess

students in order to inform their unit design, element 5.3 is relevant to this assessment. However,

it is not included in the analysis, since Standard 5 is more fully addressed in Assessments 4 and

5, and in TWS Elements 5 through 7. Specific Standard 3 elements addressed include 3.1 (design

and implement short and long term plans linked to program and instructional goals and student

needs.) 3.2 (developing developmentally appropriate, performance based objectives), 3.3

(Designing & implementing content aligned with objectives), 3.4 (Planning/managing resources

for active & equitable learning experiences), 3.6 (Plan/implement progressive & sequential

instruction that addresses diverse student needs), and 3.7 (plan and implement learning

experiences that require students to use technology to meet lesson objectives) Since Teacher

Candidates include a reflection in their lesson plans, the assignment also addresses standard 5.3

(reflection); however this is not assessed as part of Element 4 of the TWS.

Due to the fact that TWS is a unit wide assessment, while it aligns well to elements 3.1, 3.2 and

3.7, it aligns more broadly to elements 3.3 through 3.6, which are comingled in the scoring

guides and data tables. Thus although TWS Element 4 provides general evidence of candidates’

abilities in planning content aligned with standards, planning and managing resources, and

planning for progressive and equitable instruction for diverse student needs, candidate strengths

in these areas are more specifically addressed in TWS element 7 and in Assessments 4 and 8.


For TWS Element 2, the vast majority of candidates scored at or above acceptable levels, with a

total of nine unacceptable-level scores in fall 2012 (n=41)* and three in spring 2013 (n=41). An

average of 25 (61%) of fall 2012 and 24 (66.7%) of spring 2013 candidates scored at target level


for Standard 3.1. An average of 22 (48.8%) of fall 2012 and 32 (78.7%) of spring 2013

candidates scored at target level for Standard 3.2. * See p. 2, section 4 regarding this n.

For TWS Element 4, the majority of candidates scored at or above acceptable levels, with a total

of nineteen unacceptable-level scores in fall 2012 and eleven in spring 2013. An average of 20

(48.8%) of fall 2012 and 25 (61%) of spring 2013 candidates scored at target level for Standard

3.3-3.6. For elements 3.1, 3.2 and 3.7, TWS Element 4 provides specific evidence of candidate

performance by standard element. 38 out of 41 (92.7%) of fall 2012 and spring 2013 candidates

performed at or above acceptable levels for element 3.1. 40 out of 41 (97.6%) of fall 2012 and

spring 2013 candidates performed at or above acceptable levels for elements 3.2 and 3.7.


The data show that candidates are able to develop and implement short and long-term plans,

develop and implement learning outcomes aligned with goals and standards, and infuse

technology into lessons. There is some general evidence for elements 3.3, 3.4, 3.5 and 3.6 in this

assessment, however due to the collective nature of the evidence these standard elements will be

further addressed in Assessments 4 and 8.

Teacher Work Sample is a relatively new initiative for the Unit. It has been a steep learning

curve for faculty and a steeper one for candidates. Where candidates have performed at

unacceptable levels, their clinical practice supervisor and clinical seminar coordinator have

worked with them to develop skills and dispositions required to be a better planner. The

program is also working to develop more course experiences to better prepare candidates for

TWS methodology.

Two areas of concern for TWS are inter rater reliability and missing sub score data. Since TWS

is relatively new and has changed from first to second year of implementation, inter rater

reliability has not been as strong as we would like, despite detailed rubrics. Some supervisors

appear reluctant to give what they perceive as too-low scores, despite the fact that clinical

practice grades are not directly impacted by TWS (TWS scores are related to a portion of the

Clinical Seminar grade). In order to address this, our two seminar instructors and our most

experienced clinical practice supervisor will each work with a small group of supervisors to

assist them with grading TWS elements. In addition, for fall 2012 there were 52 student teachers,

but we only have 41 sets of TWS sub scores. This is because three of the supervisors graded

their candidates’ TWS but recorded only the total score for each TWS Element, not all the sub

scores (and all TWS Elements have more than one sub score). This involved ten candidates. In

addition, one TWS project was incomplete. Thus we were only able to use 41 of the TWS

projects. However, the average TWS score for those 41 projects was 105.2 out of 132, whereas

the average TWS score for the other 10 completed TWS projects was higher, at 109.9. This

means that the lack of data for fall 2012 has not lead to any overall artificial inflation of TWS

scores. Grading/sub score problems were resolved for the 2013 TWS, and all candidates are

represented.


Attachment A1: Assessment Tool (TWS Elements 2 and 4)

Attachment A2: Departmental Lesson Plan Template

Attachment B: Scoring Guides

Attachment C: Data


ATTACHMENT A1: ASSESSMENT TOOL (TEACHER WORK SAMPLE ELEMENTS 1 AND 2)

TWS ELEMENT 2: LEARNING OUTCOMES (What should students know, understand, and be able to do?)

Guiding Questions Targeted Tasks

What are the unit goals? What are the enduring understandings/big ideas? What are the essential questions? What are the learning outcomes?

Task A: Completion of Chart including:

Unit Goals

Unit Enduring Understanding/Big Ideas

Unit Essential Questions

Unit Content Outcomes and Unit Performance Outcomes

Why are these appropriate learning outcomes for my students? Task B: In a short essay, justify your unit outcomes based on your students’ current development and interests and how they align with your collaborating teacher’s long-range instructional outcomes.

Task A (What are the unit goals? What are the enduring understandings/big ideas? What are the essential questions? What are the learning outcomes?) Directions: You are to complete the chart, in which you list your unit plan goals (i.e., state standards, national standards), unit enduring understandings/big ideas, unit essential questions, and unit learning outcomes written as both unit content outcomes and unit performance outcomes. Please limit your unit enduring understandings/big ideas, unit essential questions to no more than 2-3, and unit learning outcomes to no more than 4.

2.1 Unit Goals (NASPES 3.1) What are the unit goals? (What are the state and national standards and how do they inform my planning?) Please cite your references.

2.2 Enduring Understandings/Big Ideas (NASPES 3.1) What are the unit enduring understandings/big ideas?

2.3 Essential Questions (NASPES 3.1) What are the unit essential questions (i.e., questions that persist over time)?

2.4 Learning Outcomes (NASPES 3.2) What are the unit learning outcomes? (What do I want my students to know and be able to do?)

(Unit Content Outcomes) 2.4a Students will know… (Unit Performance Outcomes) 2.4.b Students will be able to…

Task B (Why are these appropriate learning outcomes for my students?) (NASPES 3.2) Directions: (Your succinct justification should identify how the outcomes (1) relate to the students’ current development and interests, including what was noted in Key Element 1 and (2) align with the classroom teacher’s long-range instructional goals. Use the rubric below to guide your writing. (Length: 400-500 words)


TWS ELEMENT 4: DESIGNING FROM UNIT TO LESSONS (How do I know what students know, understand, and are able to do? How will I know if students learn what I teach?)


UNIT PERSPECTIVE What factors should I think about when designing lessons? How do lessons support the unit I laid out and the pre-assessment I created? How does the pre-assessment impact my planning?

Task A: Results of Pre-Assessment & Unit Overview

LESSON PERSPECTIVE How will I include my assessments throughout my lessons? What teaching strategies and learning activities do I need to incorporate in my lessons to provide students with opportunities to build key understandings, knowledge, and skills? How will I incorporate technology that makes a significant contribution to the lesson outcomes? What community and/or family resources might I include?

Task B: Lesson Plans & References/Resources List

Task A (What factors should I think about when designing lessons? How do lessons support the unit I laid out and the pre-assessment I created? How does the pre-assessment impact my planning?) Directions:

Results of Pre-Assessment: After administering the pre-assessment, analyze student performance relative to the unit learning outcomes. Depict the results of the pre-

assessment in a format that allows you to find patterns of student performance. You may use a table, graph, or chart. Describe the patterns you find that will guide your

instruction and modification of the unit learning outcomes (NASPES 5.3).

Unit Overview: Provide an overview of your unit that includes a visual organizer such as a block plan or outline to make your unit plan clear. The overview should make the

following clear for each day/period/set of days the items listed below in the suggested template:

Lesson 1 Topic: Time Frame: Lesson 2 Topic: Time Frame:

Standards: Standards:

Enduring Understanding: Enduring Understanding:

Outcomes:

Outcomes:

Assessments: Assessments:

Technology: Technology:

Community/Family: Community/Family:



Enduring Understanding: Enduring Understanding:

Outcomes: Outcomes:

Assessments: Assessments:


Community/Family: Community/Family:




Enduring Understanding:


Outcomes:

Outcomes:

Assessments:

Assessments:


Community/Family:

Community/Family:





Outcomes: Outcomes:

Assessments:

Assessments:


Community/Family:

Community/Family:

Task B (How will I include my assessments throughout my lessons? What teaching strategies and learning activities do I need to incorporate in my lessons to provide students with

opportunities to build key understandings, knowledge, and skills? How will I incorporate technology that makes a significant contribution to the lesson outcomes? What community and/or family resources might I include?)

Directions:

Lesson Plans: Using your program’s Lesson Plan Format, include three lesson plans1 that reflect a variety of instructional strategies/techniques. Be certain to incorporate the

following in your lesson plan:

o How the content relates to your learning outcome(s)

o How the lesson stems from your pre-assessment information and contextual factors

o What materials/technology you will need to implement the lesson

o How you plan to assess student learning during and/or following the lesson (i.e., formative and/or summative assessment)

o If/how you will infuse technology in your planning and/or instruction (at least two lesson plans must include evidence of effective infusion of technology

o If/how you will infuse community and/or family resources (at least one lesson plan must include evidence of effective inclusion of community/family resources

References/Resources List: Use APA format to cite all references used in the development of your design for instruction by creating an alphabetical reference list.


ATTACHMENT A2: DEPARTMENTAL LESSON PLAN TEMPLATE

LESSON PLAN ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

Teacher: Unit Title:

Lesson # of . Title: Grade level: Duration of class: Number of students:

A. Lesson Context

Rationale (relevance of lesson to unit):

Anticipated difficulties and how they will be addressed:

Resources, Equipment and Materials:

References:

B. Learning Outcomes, CPIs & Evidence

Learning Outcomes (CPI) CPI # Assessment Evidence

Psychomotor:

Cognitive:

Affective:

C. Detailed Lesson Description

Timeline Detailed Lesson Content, Procedures and Instructional Strategies

Introductory Activities:

Learning Focus Activities:

Culminating Activity:

Closure:

D. Reflection

Student Outcomes: Describe degree to which students met each learning outcome:

Teacher Effectiveness: What went well? What needs work? What unit modifications are necessary?

APPENDICES (Insert or attach additional lesson documents, e.g., handouts, PowerPoints, worksheets, assessment tools, etc.)

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Health.aspx



ATTACHMENT B: SCORING GUIDES

Rubric for TWS Element 2, Task A: What are the unit goals? What are the enduring understandings/big ideas? What are the essential questions? What are the

learning outcomes?

TWS Indicator (NASPE Level)

Accomplished=3 † (Target/2) †

Capable=2 (Acceptable/1)

Developing=1 (Unacceptable/0)

Unacceptable =0 (Unacceptable/0)

2.1

Unit Goals

(NASPES 3.1)

Clearly derived from curriculum standards, with citations included Stated clearly Have strong potential to promote transfer within and across disciplines Have strong potential to connect to students’ lives

Derived from curriculum standards, with citations included Stated clearly Have potential to promote transfer within and across disciplines Have potential to connect to students’ lives

Derived from curriculum standards Stated somewhat clearly Moderate potential for transfer within and across disciplines very limited. Potential for connection to students’ lives not evident.

Standards connections not clear Stated unclearly Potential for transfer and connection not evident.

2.2

Unit Enduring Understand-

ings/Big Ideas

(2 or more)

(NASPES 3.1)

Are clearly stated, full-sentence propositions: “The students will understand that . . .” Are clearly framed as generalizations Involving the big ideas Have strong potential to transfer to other subjects and contexts Have strong potential to transfer to students’ lives

Are full-sentence propositions: “The students will understand that . . .” but may lack clarity Are framed as generalizations Involving the big ideas Have potential to transfer to other subjects and contexts Have potential to transfer to students’ lives

Are unclearly presented OR

Are too specific to be considered general enduring understandings

OR Have limited potential for transferability

Are not clearly presented Are too specific to be considered general enduring understandings Have limited potential for transferability

2.3 Unit Essential Questions

(2 or more)

(NASPES 3.1)

Stated clearly Are closely tied to the enduring understanding Are likely to promote critical thinking and problem solving Have potential to promote inquiry Are likely to promote transfer of learning Are based on research/readings (Citations included)

Stated clearly Are tied to the enduring understanding Have potential to promote critical thinking and problem solving Have potential to promote inquiry Have potential to promote transfer of learning

Stated clearly BUT

Unclear connection to enduring understanding

OR Not likely to lead to inquiry, critical thinking, or problem solving

OR Not likely to promote transfer of learning

Stated unclearly Unclear connection to enduring understanding Not likely to lead to inquiry, critical thinking, problem solving, or transfer of learning

2.4.a

Unit Learning Outcomes: Knowledge

(NASPES 3.2)

The key knowledge is accurate factual information.

The outcome is well crafted for the topic and spans knowledge needed for students to meet unit goals and construct essential understandings.

The key knowledge is factual information.

The outcome is adequate for the topic and spans knowledge needed for students to meet unit goals and construct essential understandings.

The key knowledge is mostly factual information.

The outcome either is not appropriate for the topic or does not span knowledge needed for students to meet unit goals and construct essential understandings.

The key knowledge contains understandings and/or skills.

OR

The outcome is inappropriate for the topic or fails to span knowledge needed for students to meet unit goals and construct essential understandings.



Accomplished=3 † (Target/2) †




2.4.b

Unit Learning Outcomes:

Performance

(NASPES 3.2)

The performance/s is/are skills, not knowledge or understandings.

The performance/s is/are well crafted for the topic and inclusive of skills needed for students to meet unit goals and construct essential understandings.

The performance/s is/are skills, not knowledge or understandings.

The performance/s is/are adequate for the topic and is inclusive of skills needed for students to meet unit goals and construct essential understandings.

The performance/s is/are mostly skills, not knowledge or understandings.

The performance/s is/are either not appropriate for the topic or not inclusive of skills needed for students to meet unit goals and construct essential understandings.

The application/s is/are knowledge and/or understandings.

OR

The performance/s is/are either not appropriate for the topic or is/are not inclusive of skills needed for students to meet unit goals and construct essential understandings.

Total Score out of 15 possible points: ____

Comments:

______ Unscorable due to lack of clarity, grammar/usage, &/or organization. Revise and resubmit within 1 week of date returned. Suggestion: Visit Writing Center.

† - TWS Elements are scored according to four levels of performance: the levels are aligned with NASPE performance levels in these scoring guides. For data

purposes, these NASPE performance levels are scored as Unacceptable = 0, Acceptable (Capable/Developing) = 1, and Target (Accomplished) = 2

Rubric for TWS Element 2 Task B (2.5) Learning Outcomes Justification


Accomplished=3 (Target/2)




Appropriateness for Students (NASPES 3.2)

Provides a rationale that comprehensively considers developmental readiness and interests of the class. Draws examples from specific students.

Provides a rationale that adequately considers developmental readiness and interests of the class.

Provides a rationale that adequately considers either developmental readiness or interests of the class.

Provides a weak or illogical rationale.

Alignment with Long-Range Goals (NASPES 3.2)

Provides evidence of seamless integration into classroom teacher’s long-range instructional goals.

Provides evidence of connections to classroom teacher’s long-range instructional goals.

Provides some evidence of connections to classroom teacher’s long-range instructional goals.

Provides weak or little evidence of connections to classroom teacher’s long-range instructional goals.

Total Score out of 6 possible points ___ Comments: _____ Unscorable due to lack of clarity, grammar/usage, &/or organization. Revise and resubmit within 1 week of date returned. Suggestion: Visit Writing Center.

TWS Element 4, Task A: Design for Instruction Rubric - Overview







4.1 Results of Pre-

assessment (NASPES 3.1)

Student performance from the pre-assessment is very clear and displayed with high accuracy in a table, graph, or chart. A highly comprehensive analysis of student performance includes a relevant set of patterns.

Student performance from the pre-assessment is reasonably clear and displayed with moderate accuracy in a table, graph, or chart. A reasonably comprehensive analysis of student performance includes a relevant set of patterns.

Student performance from the pre-assessment is somewhat clear and displayed with some degree of accuracy in a table, graph, or chart. A somewhat comprehensive analysis of student performance includes a relevant set of patterns.

Student performance from the pre-assessment is not clearly and accurately displayed in a table, graph, or chart. OR Analysis of student performance does not include a relevant set of patterns.

Unit Plan Overview (NASPES 3.2)

Visual organizer for unit represents a highly comprehensive and cohesive unit scope and sequence that includes:

Appropriate standards

Highly accurate content that clearly spans across content areas, and is clearly congruent with the big idea(s) and structure of the discipline.

Each unit outcome is addressed by at least one lesson

Each lesson relates to at least one unit outcome and includes assessment(s) related to the outcome(s)

Visual organizer for unit represents a reasonably comprehensive and cohesive unit scope and sequence in which:

Appropriate standards

Reasonably accurate content that clearly spans across content areas, and is reasonably congruent with the big idea(s) and structure of the discipline.

Each unit outcome is addressed by at least one lesson Each lesson relates to at least one unit outcome and includes assessment(s) related to the outcome(s)

Visual organizer for unit represents a unit scope and sequence in which:

Content is accurate and is congruent with the big idea(s) and structure of the discipline.

One of the following is not met:

Each outcome is addressed by at least one lesson

Each lesson relates to at least one outcome and includes assessment(s) related to the outcome(s)

The following requirement is met:

Content is inaccurate OR

More than one of the following is not met:

Each outcome is addressed by at least one lesson

Each lesson relates to at least one outcome and includes assessment(s) related to the outcome(s)

Total Score out of 6 possible points ____ Comments:

___Unscorable due to lack of clarity, grammar/usage, and/or organization. Must be revised and resubmitted within 1 week of date returned. Suggestions: Visit the Writing Center.


TWS Element 4, Task B: Design for Instruction Rubric—Lessons






Lessons as a Whole

(NASPES 3.7)

Unit includes highly original and creative activities that accommodate individual student needs and learning styles.

Lessons include consistent evidence of successful infusion of technology.

Lessons show a high degree of effective inclusion of community/family resources.

Unit includes generally effective instructional strategies that accommodate individual student needs and learning styles.

Lessons include frequent evidence of successful infusion of technology.

Lessons show a reasonable degree of effective inclusion of community/family resources.

Unit displays somewhat instructional strategies with limited accommodation to individual differences.

Lessons include partial evidence of infusion of technology.

Lessons include a partial degree of inclusion of community/family resources.

Unit displays weak variety of instructional strategies with limited or no accommodation to individual differences.

Activities include weak evidence of infusion of technology.

Lessons include ineffective or no evidence of inclusion of community/family resources.

Lesson 1 (NASPES 3.3, 3.4,

3.5, 3.6)

Lesson clearly ties content to learning outcome and stems from pre-assessment data and contextual factors.

Lesson clearly notes specific content & methods, materials/technology to be used.

Both formative and summative assessment of student learning is thorough and complete.

Lesson generally ties content to learning outcome and stems from either pre-assessment data or contextual factors.

Lesson generally notes content & methods, materials/technology to be used.

Both formative and summative assessment of student learning is substantial.

Lesson vaguely ties content to learning outcome and stems from either pre-assessment data or contextual factors.

Lesson vaguely notes content & methods, materials/technology to be used.

Either formative or summative assessment of student learning is substantial.

Lesson does not tie content to learning outcome nor does it stem from either pre-assessment data or contextual factors.

Lesson does not clearly note content & methods, materials/technology to be used.

Neither formative nor summative assessment of student learning is substantial.


3.5, 3.6)


Lesson clearly notes specific content & methods, materials/technology to be used.












3.5, 3.6)


Lesson notes specific content & methods, materials/technology to be used.











References/Resources List

Rich variety of references/resources noted.

All references/resources use correct APA citations.

Satisfactory variety of references/resources noted.

Most references/resources use correct APA citations.

References/resources lack some variety.

Some references/resources use correct APA citations.

Limited references/resources.

Many references/resources lack or use incorrect APA citations.




ATTACHMENT C: DATA

Fall 2012 Data for TWS Element 2

(N=41)

TWS 2 Element

(NASPE Standard Element)

2.1

(St. 3.1)

2.2

(St. 3.1)

2.3

(St. 3.1)

Mean

(St. 3.1)

2.4.a

(St. 3.2)

2.4.b

(St. 3.2)

2.5.a

(St. 3.2)

2.5.b

(St. 3.2)

Mean

(St. 3.2)

Mean Score † 1.63 1.56 1.41 1.59 1.66 1.66 1.59 1.29 1.44

Frequency of Score 0 3 0 0 1 1 1 0 4 2



Percentage of Score 0 7.3 0.0 0.0 2.44 2.4 2.4 0.0 9.8 4.88



†- Mean scores are based on the NASPE performance level scores of 0, 1 and 2 (see alignment between TWS scoring levels and NASPE performance levels in scoring guides in Attachment B, page 8).

Spring 2013 Data for TWS Element 2

(N=41)

TWS 2 Element


2.1

(St. 3.1)

2.2

(St. 3.1)

2.3

(St. 3.1)

Mean

(St. 3.1)

2.4.a

(St. 3.2)

2.4.b

(St. 3.2)

2.5.a

(St. 3.2)

2.5.b

(St. 3.2)

Mean

(St. 3.2)

Mean Score 1.83 1.68 1.49 1.67 1.68 1.80 1.85 1.73 1.83

Frequency of Score 0 0 0 0 0 2 0 0 1 0.75

Frequency of Score 1 7 13 21 13.7 9 8 6 9 8.0

Frequency of Score 2 34 28 20 24.0 30 33 35 31 32.25





Fall 2012 Data for TWS Element 4

(N=41)

TWS 4 Element


4.1

(St. 3.1)

4.2

(St. 3.2)

4.3

(St. 3.7)

4.4

(St. 3.3-6)

4.5

(St. 3.3-6)

4.6

(St. 3.3-6)

4.7

(St. 3.3-6)

Mean

(St. 3.3-6)

Mean Score 1.51 1.61 1.71 1.32 1.44 1.44 1.41 1.32

Frequency Score 0 3 1 1 5 3 3 3 3.5

Frequency Score 1 14 14 10 18 17 17 18 17.5

Frequency Score 2 24 26 30 18 21 21 20 20

Percentage Score 0 7.32 2.44 2.44 12.20 7.32 7.32 7.32 8.54



Spring 2013 Data for TWS Element 4

(N=41)

TWS 4 Element


4.1

(St. 3.1)

4.2

(St. 3.2)

4.3

(St. 3.7)

4.4

(St. 3.3-6)

4.5

(St. 3.3-6)

4.6

(St. 3.3-6)

4.7

(St. 3.3-6)

Mean

(St. 3.3-6)

Mean Score 1.66 1.68 1.85 1.59 1.61 1.54 1.59 1.63

Frequency Score 0 3 1 1 3 1 1 1 1.5

Frequency Score 1 8 11 4 11 14 17 15 14.25

Frequency Score 2 30 29 36 27 26 23 25 25.25





ASSESSMENT #4: Internship or Clinical Experiences

Clinical Practice Teacher Candidate Performance Evaluation

1. Assessment Description:

The Clinical Practice Teacher Candidate Performance Evaluation (CPTCPE) comprises two rubrics:

The Clinical Practice Teacher Candidate Performance Evaluation Rubric and NASPE Addendum

(Attachments A1 and A2, respectively). There are 45 unit-wide elements used for all teacher candidates

(A1), based on the NJ Professional Teaching Standards (NJPTS), which in turn are base on InTASC

standards. There are 7 additional program-specific elements used to assess Health & Physical Education

(HPE) candidates (A2). Candidates in HPE, therefore, have a total of 52 elements on the CPTCPE.

Candidates are placed in elementary and secondary schools for a quarter (eight weeks) each during

Clinical Practice semester (PHED 35.460, PHED 35.461). The university supervisor uses an observation

form based on the components of the CPTCPE to provide assessment feedback to the candidates at least

four times over the course of each quarter. The candidate’s performance is formally assessed at midterm

(end of first placement) and at the end of Clinical Practice (end of second placement), immediately prior

to program completion. At those times, based on observations and consultation with clinical teachers,

university supervisors complete an evaluation instrument for each of their teacher candidates. A score of

Exceeds Expectations [Target] (2), Meets Expectations [Acceptable] (1), or Needs Improvement

[Unacceptable] (0) is assigned for each indicator. Candidates must demonstrate or provide evidence to the

university supervisor and cooperating teacher that they are able to meet expectations on all 52 elements on

the university supervisor’s final CPTCPE to pass Clinical Practice.

2. Alignment Between Assessment and NASPE/NCATE Standards:

The CPTCPE assesses all six NASPE standards and most elements, as indicated in the table below.

Rubric

Indicator

NASPE

Element(s)

Rubric

Indicator

NASPE Element (s) Rubric

Indicator

NASPE Element (s) Rubric

Indicator

NASPE

Element (s)

1.1 6.3 5.1 6.1 7.6 3.6 11.2 6.1 1.2 6.3 5.2 6.1 8.1 4.1 11.3 4.6

2.1 3.6 5.3 6.1 8.2 None explicitly 11.4 5.3

2.2 3.1 5.4 3.6 8.3 4.1 12.1 6.2

2.3 3.4 6.1 3.6 8.4 None explicitly 12.2 6.2

2.4 3.3 6.2 None explicitly 8.5 6.4 12.3 6.2

2.5 5.3 6.3 3.5 9.1 5.1, 5.3 A 1.1

2.6 3.4 6.4 3.5 9.2 4.3 B 1.2

3.1 None explicitly 7.1 4.6 9.3 5.2 C 1.3

3.2 1.1, 1.2, 1.3 7.2 4.6 10.1 6.2 D 1.5

3.3 1.1, 1.2, 1.3 7.3 4.5 10.2 6.2 E 3.7

4.1 3.2 7.4 4.5 10.3 6.2 F 2.1

4.2 3.6 7.5 4.4 11.1 None explicitly G 4.2

3. Analysis of the Data Findings (See Attachment B)

The data represent a cohort of 50 Teacher Candidates from the fall 2012 and 41 candidates from

spring 2013, respectively. Attachment 4B presents the mean scores for each indicator listed in the table

above for both the midterm and final evaluations. Tables 1 through 4 break down scores by numbers of

candidates scoring 2, 1 or 0 for each indicator and the mean score for each indicator, for midterm and

final evaluations. These tables present the data in numerical order by NASPE Standard Elements aligned

with the relevant indicator on the CPTCPE. Tables 5 through 8 present the same data by individual

NASPE Standard Element only. In order to prevent comingling of NASPE Standard Elements Data was

omitted where Unit Elements addressed more than one NASPE Standard Element (See alignment above.)

Where NASPE Standard Elements addressed more than one Unit Indicator, scores were collapsed to

provide a mean number of 2s, 1s, and 0s for each standard element. Table 9 presents changes in mean

scores between midterm and final evaluations based on NASPE Standard Elements for fall 2012. Table 10


presents similar information for spring 2013. The data indicate a slight negative difference from midterm

(1.28) to final (1.25) in overall mean scores for all outcomes for fall 2012 and a positive difference from

midterm (1.24) to final (1.33) for spring 2013. The lowest mean scores for fall 2012 were for elements

6.3, 3.7 and 5.2. The lowest mean scores for spring 2013 also included elements 6.3 and 5.2. While these

elements scored lowest overall, all candidates did score “Acceptable”, as they are required to do in order

to pass clinical practice. The highest mean scores for fall 2012 were for element 2.1, 4.4 and 4.5. The

highest mean scores for spring 2013 also included elements 4.4 and 4.5, in addition to element 4.6.

4. Interpretation of the Data as Evidence for Meeting Standards: The overall change in means from midterm to final is small (although statistically significant) in

both fall 2012 (negative difference) and spring 2013 (positive difference), however this provides limited

information regarding growth from first to second placement. Our candidates do not complete Clinical

Practice in the same order (they may do elementary followed by secondary experiences, or vice versa).

Therefore it is difficult to discern growth from the data, although supervisors often anecdotally indicate

observing growth over the course of the semester. Mean scores for Standards 3 and 4 improved from fall

2012 to spring 2013. Means for Standard 1 went down by a small amount, whereas Standard 2.1 and

Standards 5 and 6 remained similar. The scoring of the CPTCPE by supervisors (some faculty, some

adjunct) has shown some improved consistency, which may be due to supervisors adjusting to the revised

Addendum, developed in spring 2009. Highest scores across both administrations were in Standard 4

(c.1.4 on a 0-1-2 scale). Lowest scores were for Standard 6 (c.1.15). This mean however is affected by

the first two CPTCPE rubric elements, which can only be scored 0 or 1. Thus our candidates show that

they are strong in instructional delivery and classroom management, but can use some more guidance in

professionalism. Candidates scored lower in Clinical Practice standard 5 (assessment) than we would like.

Our Teacher Candidates are often placed in classes that are challenging to create and conduct rigorous

formal assessments for. Interestingly, they do well at reflecting on their teaching and on student learning

and making decisions based on those reflections (mean ≈1.3 for NASPE Standard 5.3, CPTCPE Indicator

6.1 and 9.1). A reason for lower scores in the area of assessment overall may the introduction and

subsequent revision of Teacher Work Sample (TWS), which provides strong evidence for Standard 5. As

candidates focus their assessment efforts on TWS, it is possible that this draws some energy away from

assessment overall. Candidates scored low on demonstrating the belief that all students can become

physically educated individuals (CPTCPE Indicator 11.1). Our candidates often face large classes and

may need help differentiating instruction and giving individual attention in those classes. This is a major

tenet of the Learning Community in Action, and our Teacher Certification faculty will work on finding

ways to help our candidates demonstrate this disposition. Candidates scored highest in motor competence,

instructional delivery and management for recognizing environmental dynamics and appropriately

adjusting instruction, using managerial rules, routines, and transitions effectively, and implementation of

strategies to help students demonstrate responsible personal and social behaviors in a productive learning

environment. These increased areas of strength are attributable to the blending of content and pedagogy in

our professional classes, as well as a focus on learning community. Overall, the lowest mean scores

indicate that approximately 20% of our candidates achieve target performance levels, whereas the highest

mean scores indicate about half our candidates reach target performance level. While there is still much

work to be done, we feel that our students are well prepared for their clinical practice experience and

beyond.


Attachment A1 (Assessment Tool/Scoring Guide: CPTCPE Rubric)

Attachment A2 (Assessment Tool/Scoring Guide: Addendum to the CPTCPE)

Attachment B: Data


ATTACHMENT A1: Scoring Guide

Clinical Practice Teacher Candidate

Performance Evaluation Rubric

College of Education

Revised January 8, 2008

Please Print:

Teacher Candidate: Student Date: . Midterm/Final

Evaluation

Evaluator: (University Supervisor/Clinical Teacher)

1. Non-Negotiable Responsibilities

1.1 Takes initiative in school responsibilities (NASPES 6.3) Rating

ME Displays professional demeanor at all times.

Models professional leadership and ethical behavior.

Has exemplary attendance and punctuality.

Contacts cooperating teacher when schedule changes occur in any area and when he or she is going to miss school.

Provides emergency plans for unanticipated absence.

Provides detailed plans (including handouts, assessments, and other materials) for anticipated absences.

Prepares plans and discusses them with cooperating teacher in case modifications need to be made prior to teaching (at least 5 days’

lead time).

DN Does not meet all criteria of the indicator (as listed in “Meets Expectations”).

1.2 Takes initiative in required university responsibilities (NASPES 6.3) Rating

ME Completes all university assignments on time and in required format.

Submits week’s worth of lesson plans (after has discussed them with cooperating teacher) to university supervisor no later than

Friday of the week prior to which the lessons are to be taught, in case modifications need to be made prior to teaching.

Seeks input and feedback on all submitted work. Uses this information to improve practice.

Contacts supervisor when schedule changes occur in any area and when he or she is going to miss school.

Attends and is prepared to participate actively in university-required meetings, including scheduled and unscheduled meetings with

university supervisor.


2. Instructional Planning and Strategies – Teacher candidates understand instructional planning, design long

and short terms plans based on knowledge of subject matter, students, community, and curriculum goals, and

employ a variety of developmentally appropriate strategies to promote critical thinking, problem solving and the

performance skills of all learners.

2.1 Identifies and designs instruction appropriate to students’ stage of development, learning styles, strengths and needs.

(NJPTS 4.6) (NASPES 3.6)

Rating

INSTRUCTIONS: 1. Evaluate candidate performance by writing EE, ME, or DN in the “Rating” column for each indicator.

2. Provide a rationale for each rating. In the box beneath each indicator:

For a rating of EE or ME, provide example(s) that support your rating or

For a rating of DN, explain which components of the ME rating are missing.

3. Attach further documentation, if necessary, using the Teacher Candidate Observation/Performance

Report Supplement.

RATING KEY:

EE = Exceeds Expectations (Target)

ME = Meets Expectations (Acceptable)

DN = Does Not Meet Expectations

(Unacceptable)

NOTE: A candidate must provide evidence that he/she Meets Expectations for each indicator in order to receive a passing grade and be eligible for a

New Jersey Instructional Certificate.

Distribution: White – Office of Field Experiences

Yellow – Candidate Pink – Supervisor

Gold – Cooperating/Clinical Teacher


EE Creates, prior to full-time teaching, a semester plan for instruction based on insight from the cooperating teacher, curriculum goals,

and professional resources. Creates weekly and daily plans based on semester plan, records of individual students, insight from the

cooperating teacher, and curriculum goals. Makes daily adjustments in plans based on knowledge gained about individual student

progress and outcomes. At least 90% of plans employ developmentally appropriate strategies to promote critical thinking, problem

solving, and the performance skills of all learners. ME Creates weekly and daily plans based on records of individual students, cooperating teacher, and curriculum goals. Makes daily

adjustments in plans based on knowledge gained about individual student progress and outcomes. At least 75% of plans employ

developmentally appropriate strategies to promote critical thinking, problem solving, and the performance skills of all learners.


Rationale for Rating

2.2 Plans instruction based on knowledge of classroom, school and community culture. (NJPTS 4.7) (NASPES 3.1) Rating

EE Plans instruction based on knowledge of classroom, school, and community culture in all weekly and daily plans. ME Plans instruction based on knowledge of classroom, school, and community culture in at least 75% of weekly and daily plans.



2.3 Identifies strategies to create learning experiences that make subject matter meaningful for students, addresses a variety of

learning styles, encourages students to pursue their own interests and inquiries and helps students connect their learning to

personal goals. (NJPTS 4.9) (NASPES 3.4)

Rating

EE Creates learning experiences, in all plans, that make subject matter meaningful for students, address a variety of learning styles,

motivate students, encourage students to pursue their own interests and inquiries, and help students connect their learning to personal

goals.

ME Creates learning experiences, in at least 75% of plans, that make subject matter meaningful for students, address a variety of

learning styles, motivate students, encourage students to pursue their own interests and inquiries, and help students connect their

learning to personal goals.



2.4 Plans and develops effective lessons by organizing instructional activities and materials, incorporating a wide range of community

and technology resources, to promote achievement of lesson objectives. (NJPTS 4.10) (NASPES 3.3)

Rating

EE Creates semester, daily, and weekly plans in which instructional activities and materials include community and technology resources

organized and assessed to achieve lesson objectives.

ME Creates weekly and daily plans in which instructional activities and materials include community and technology resources organized

to achieve lesson objectives.



2.5 Uses formal and informal methods of assessment, information about students, pedagogical knowledge, and research as sources for

active reflection, evaluation and revision of practice. (NJPTS 4.11) (NASPES 5.3)

Rating

EE Evaluates, reflects on, and revises practice using results of a variety of assessment data. Always uses information about students,

research, and a review of pedagogical knowledge in this process to support their revision of practice.

ME Evaluates, reflects on, and revises practice using results of a variety of assessment data. Sometimes uses information about students,

research, and a review of pedagogical knowledge in this process to support their revision of practice.



2.6 Creates interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from

several subject areas. (NJPTS 4.12 (NASPES 3.4)

Rating

EE Creates and implements more than 2 interdisciplinary learning experiences that allow students to integrate knowledge, skills, and

methods of inquiry from several subject areas.

ME Creates and implements 1 or 2 interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods

of inquiry from several subject areas.




3. Subject Matter Knowledge – Teacher candidates understand the central concepts, tools of inquiry, and

structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards

(NJCCCS), and design developmentally appropriate learning experiences making the subject matter accessible and

meaningful to all students.

3.1 Promotes the development of critical and creative thinking, problem solving and decision making skills by engaging students in

formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline. (NJPTS

1.7)

Rating

EE Provides daily practice and/or application of critical/creative thinking, problem solving, and decision making while working on the

formulation and/or testing of hypotheses.

ME Provides, at least three times a week, practice and/or application in critical/creative thinking, problem solving and decision making

while working on the formulation and/or testing of hypotheses.



3.2 Makes effective use of multiple representations and explanations of disciplinary concepts that capture key ideas and links them to

students’ prior knowledge, understanding, and skills. (NJPTS 1.8) (NASPES 1.1, 1.2, 1.3)

Rating

EE Integrates the teaching of all of the process skills of reading, writing, listening, speaking and viewing as tools for examining and

exploring the content to assist students’ construction of meaning.

ME Integrates the teaching of some of the process skills of reading, writing, listening, speaking and viewing as tools for examining and

exploring the content to assist students’ construction of meaning.



3.3 Evaluates teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing

particular ideas and concepts included in the NJCCCS. (NJPTS 1.9, 4.8) (NASPES 1.1, 1.2, 1.3)

Rating

EE Appraises and uses materials that together provide completeness, accuracy, multiple representations, and clarity in representing

particular ideas and concepts. Aligns all lesson plans with the NJCCCS and includes the use of materials appropriate for instruction,

practice and application in all lesson plans.

ME Appraises and uses materials that together provide completeness, accuracy, multiple representations, and clarity in representing

particular ideas and concepts. Aligns all lesson plans with the NJCCCS. Uses materials appropriate for instruction, practice and

application in at least 75% of lesson plans.



4. Human Growth and Development – Teacher candidates understand how children and adolescents develop and

learn in a variety of school, family and community contexts and provide opportunities that support their

intellectual, social, emotional and physical development.

4.1 Provides opportunities that support students’ intellectual, social, emotional and physical development. (NASPES 3.2) Rating

EE Designs and carries out instruction that consistently meets students’ current needs in their intellectual, social, emotional and

physical development and that leads to the next level of development. Provides documentation that illustrates the developmental

progress of all students in the class.

ME Designs and executes instruction that meets students’ current development in most domains and that leads to the next level of

development. Provides documentation that illustrates the developmental progress of a small group of students.



4.2 Applies learning theory to accommodate differences in student intelligence, perception, cognitive style and achievement levels.


Rating

EE Applies learning theory to select resources and curriculum materials to deliver developmentally appropriate instruction. Provides

documentation illustrating both the use of assessment data to set appropriate challenge-level performance outcomes for each student

in the class and the results of its use for the class.

ME Applies learning theory to select resources and curriculum materials to deliver developmentally appropriate instruction. Provides

documentation illustrating both the use of assessment data to set appropriate challenge-level performance outcomes for a small group

of students and the results of its use for the class.




5. Diverse Learners – Teacher candidates understand the practice of culturally responsive teaching.

5.1 Creates a learning community in which individual differences are respected. (NJPTS 3.7) (NASPES 6.1) Rating

EE Works with cooperating teacher to create a learning community environment/culture, through the use of the stages of group

development, including the establishment of learning community norms, roles, procedures, and rules. The learning community

members consistently demonstrate the learning community member propensities.

ME Works with cooperating teacher to create a plan for establishing a learning community environment/culture, through the use the

stages of group development. Systematically works through the plan to establish evidence that most of the learning community

members demonstrate most of the learning community member propensities.



5.2 Learns about the diverse students they teach, and the students’ families and communities. (NJPTS 3.8) (NASPES 6.1) Rating

EE Carries out a systematic study of learners, their families and their neighborhood/communities. Uses data to integrate student,

family and community resources into instruction to impact student learning. Provides documentation related to the impact on

student learning resulting from this systematic study and integration of resources.

ME Investigates learners, their families and their neighborhood/communities. Finds one or two instructional resources in the

community and/or from families and includes their use in instruction. Records, as the semester progresses, data that she/he gathers

about individual student diversity.



5.3 Uses strategies to support the learning of students whose first language is not English. (NJPTS 3.9) (NASPES 6.1) Rating

EE Uses a wide range of appropriate strategies to ensure that English language learners access content. Provides documentation

reflecting the progress of English language learners.

ME Uses some appropriate strategies to ensure that English language learners to access content. Provides documentation reflecting the

progress of English language learners.



5.4 Uses knowledge of students and their lives to design and carry out instruction that builds on students’ strengths while meeting

their needs and taking into account issues of social class, gender, race, ethnicity, language, sexual orientation, age, and special

needs. (NJPTS 3.10) (NASPES 3.6)

Rating

EE Collects and uses data reflecting students’ unique strengths and needs to design appropriate instruction. Uses a variety of

differentiated instructional strategies in all lessons.

ME Collects and uses data reflecting students’ unique strengths and needs to design appropriate instruction. Uses differentiated

instructional strategies in at least 75% of lessons.



6. Special Needs – Teacher candidates will adapt and modify instruction to accommodate the special learning

needs of all students.

6.1 Applies knowledge of students’ abilities/disabilities, experiences, talents and prior learning as well as language, culture,

economics, family and community values to positively impact student learning. (NJPTS 7.4) (NASPES 3.6)

Rating

EE Uses data about individual students’ abilities/disabilities, experiences, talents, prior learning, and language, culture, economics, and

family and community values throughout the semester to positively impact student learning. Provides documentation that illustrates

the impact on student learning for all students in the class.

ME Uses data about individual students’ abilities/disabilities, experiences, talents, prior learning, and language, culture, economics, and

family and community values throughout the semester to positively impact student learning. Provides documentation that illustrates

the impact on student learning for a small group of students.




6.2 Participates in the design and implementation of the Individualized Education Program (IEP) where appropriate. (NJPTS 7.6) Rating

EE Collaborates to implement any IEPs, including keeping records and writing updates. When possible, offers meaningful

contributions toward IEP conference and documents.

ME Collaborates to implement any IEPs, including keeping records and writing updates.



6.3 Meets the needs of all learners by using a wide range of teaching techniques to accommodate and modify strategies, services and

resources, including adaptive technology. (NJPTS 7.7) (NASPES 3.5)

Rating

EE Selects and uses appropriate teaching techniques to accommodate and modify strategies, services, and resources. Always uses

adaptive technology, when needed and where available, to meet learners’ needs.

ME Uses appropriate teaching techniques to accommodate and modify strategies, services and resources. Always uses adaptive

technology, when needed and where available, to meet learners’ needs.



6.4 Makes appropriate provisions, in terms of time and circumstances for work, task assigned, and communication and response

modes, for individual students who have particular learning differences or needs. (NJPTS 7.8) (NASPES 3.5)

Rating

EE Makes and implements a daily schedule that consistently modifies time and circumstances for work, task assigned, and

communication and response modes, for individual students who have particular learning differences or needs.

ME Makes and implements, at least once a week, a schedule that consistently modifies time and circumstances for work, task assigned,

and communication and response modes, for individual students who have particular learning differences or needs.



7. Learning Environment – Teacher candidates understand individual and group motivation and behavior and

create a learning environment that encourages positive social interaction, active engagement in learning, and self-

motivation.

7.1 Establishes a learning community in which students assume appropriate standards of behavior for themselves and one another,

participate in decision making and work collaboratively and independently. (NJPTS 6.10) (NASPES 4.6)

Rating

EE Uses the first three stages of group development (beginnings, establishing expectations, identifying and resolving conflict) to ensure

that students are taught social responsibility and personal responsibility as appropriate standards of behavior for whole-group, small-

group, and independent work; play/breaks; in-class and in-school activities; and use of school property. Includes in lesson plans

evidence of teaching the norms for appropriate behavior, and propensities for learning community members.

ME Uses the first three stages of group development (i.e., beginnings, establishing expectations, identifying and resolving conflict) to

ensure that students are taught social responsibility and personal responsibility as appropriate standards of behavior for whole-group,

small-group, and independent work. Includes in lesson plans evidence of teaching the norms for appropriate behavior, and

propensities for learning community members.



7.2 Maintains a learning community in which students assume appropriate standards of behavior for themselves and one another,

participate in decision making and work collaboratively and independently. (NJPTS 6.7, 6.10) (NASPES 4.6)

Rating

EE Maintains a learning community culture in which students consistently demonstrate personal and social responsibility and engage in

decision-making as they work independently and collaboratively. Maintaining the learning environment requires infrequent

reminders and activities to re-instill appropriate behaviors.

ME Maintains a learning community culture in which students demonstrate personal and social responsibility and engage in decision-

making as they work independently and collaboratively. Maintaining the learning environment requires regular reminders and

activities to re-instill appropriate behaviors.




7.3 Creates a safe and secure classroom climate for all students, by practicing effective listening and group facilitation skills. (NJPTS

6.8) (NASPES 4.5)

Rating

EE Models and teaches active listening. Facilitates group work by teaching group norms and roles. Learning community members

engage in active listening and exhibit group facilitation skills. Maintaining the learning environment requires infrequent

reminders and activities to re-instill appropriate listening and group behaviors.

ME Models and teaches active listening. Facilitates group work by teaching group norms and roles. Maintaining the learning environment

requires regular reminders and activities to re-instill appropriate listening and group behaviors.



7.4 Creates a positive classroom climate which is socially, emotionally and physically safe. (NJPTS 6.9) (NASPES 4.5) Rating

EE Implements consistent use of management actions to maintain a classroom in which learning community members engage in norms

and roles to promote a climate which is socially, emotionally, and physically safe. Learning community members do not allow put

downs, bullying, or other actions that undercut social justice, personal responsibility and social responsibility. Conflict resolution is a

process practiced by students to work through conflicts.

ME Implements consistent use of management actions to maintain a classroom in which learning community members engage in norms

and roles to promote a climate which is socially, emotionally, and physically safe. The teacher does not allow put downs, bullying,

or other actions that undercut social justice, personal responsibility and social responsibility. Conflict resolution is a process used by

the teacher to help students work through conflicts.



7.5 Uses instructional time effectively. (NJPTS 6.11) (NASPES 4.4) Rating

EE Paces lessons to ensure a maximum use of student engagement in learning activities that enable learners to meet lesson objectives and

personal goals. Spends less than 10% of the time dealing with management and/or discipline issues.

ME Paces lessons to ensure a maximum use of student engagement in learning activities that enable learners to meet lesson objectives and

personal goals. Spends less than 25% of the time dealing with management and/or discipline issues.



7.6 Prepares students for, and monitors, independent and group work that allows for full and varied participation of all individuals.


Rating

EE Uses the fourth stage of group development (supporting and expanding the learning community) to ensure that learning community

members are prepared for working independently and participating democratically in groups. Learning community members

monitor their independent and group work to ensure that all individuals participate fully and that norms, roles, rules, and procedures

are carried out effectively.

ME Uses the fourth stage of group development (supporting and expanding the learning community) to ensure that learning community

members are prepared for working independently and participating democratically in groups. The teacher monitors independent and

group work to ensure that all individuals participate fully and that norms, roles, rules, and procedures are carried out effectively.



8. Communication – Teacher candidates will use knowledge of effective verbal, nonverbal and written

communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and

supportive interactions.

8.1 Communicates clearly in English, using precise language and appropriate oral and written expressions. (NJPTS 8.4)

(NASPES 4.1)

Rating

EE Communicates clearly in English, using precise, professional language, and appropriate oral and written expression. Has no

observable communicative weaknesses or bad habits.

ME Communicates clearly in English, using precise, professional language, and appropriate oral and written expression. Has minor

observable communicative weaknesses or bad habits, and works toward correcting them when they are pointed out.




8.2 Assists students individually or as members of a group to access, evaluate, synthesize and use information effectively to

accomplish a specific purpose (information literacy). ( NJPTS 8.5)

Rating

EE Plans and implements more than two lessons that teach information literacy so that students are able to, individually or as members

of a group, to access, evaluate, synthesize and use information effectively to accomplish a specific curricular purpose.

ME Plans and implements one or two lessons that teach information literacy so that students are able to, individually or as members of a

group, to access, evaluate, synthesize and use information effectively to accomplish a specific curricular purpose.



8.3 Models effective communication strategies (verbal and nonverbal techniques) and questioning techniques in conveying ideas,

fostering individual and collective inquiry, and stimulating critical thinking. (NJPTS 8.6, 8.7) (NASPES 4.1)

Rating

EE Models, in all lessons, effective communication strategies (verbal and nonverbal techniques) and questioning techniques in conveying

ideas, fostering individual and collective inquiry, and stimulating critical thinking.

ME Models, in at least 75% of lessons, effective communication strategies (verbal and nonverbal techniques) and questioning techniques

in conveying ideas, fostering individual and collective inquiry, and stimulating critical thinking.



8.4 Enables students to represent physical events, work with data, reason, communicate mathematically, and make connections

within their respective content areas in order to solve problems.

Rating

EE Given the opportunity, students are able to represent physical events, work with data, reason, communicate mathematically, and make

connections within their respective content areas in order to solve problems.

ME Models opportunities for students to collect and analyze content specific data and communicate their findings in appropriate forms

DN Does not meet provide opportunities for students to collect and analyze data connected to the content being studied or communicate

their findings in using multiple forms of communication and representation pertinent to the discipline.


8.5 Communicates in a variety of ways that demonstrate sensitivity to cultural, linguistic, gender and social differences. (NJPTS 8.8)

(NASPES 6.4)

Rating

Communicates consistently in a variety of ways that demonstrate sensitivity to cultural, linguistic, gender and social differences during

school, during parent teacher conferences, during staff meetings and in informal situations. Students also communicate in the classroom in

a variety of ways that demonstrate sensitivity to cultural, linguistic, gender and social differences.

Communicates consistently in a variety of ways that demonstrate sensitivity to cultural, linguistic, gender and social differences during

school, during parent teacher conferences, during staff meetings and in informal situations.

Does not meet all criteria of the indicator (as listed in “Meets Expectations”).


9. Assessment – Teacher candidates understand and use multiple assessment strategies and interpret results to

evaluate and promote student learning and to modify instruction to foster the continuous development of students.

9.1Uses multiple formal and informal assessments and appropriate diagnostic measures, to analyze individual student performance

and modifies teaching and learning strategies using this data. (NJPTS, 5.4, 5.7, 7.5) (NASPES 5.1, 5.3)

Rating

EE Creates and uses a data collection system that includes multiple formal and informal assessments and appropriate diagnostic

measures, to analyze individual student performance. Provides documentation explaining modifications made to teaching and

learning strategies, based on the data.

ME Uses multiple formal and informal assessments and appropriate diagnostic measures, to analyze individual student performance.

Provides documentation explaining modifications made to teaching and learning strategies, based on the data.



9.2 Provides students with constructive feedback on their learning and encourages their use of data and self-assessment strategies to

monitor their progress toward personal goals. (NJPTS 5.5) (NASPES 4.3)

Rating

EE Develops and uses a procedure for meeting with individual students, giving them constructive feedback about their progress and areas


for growth. Teaches students how to self-assess and how to monitor their progress toward personal goals. Provides documentation

that illustrates the developmental progress of students in the class.

ME Develops and uses a procedure for meeting with individual students, giving them constructive feedback about their progress and areas

for growth. Teaches students how to self-assess and how to monitor their progress toward personal goals.



9.3 Accurately documents and reports assessment data and ongoing student data to parents and professional staff. (NJPTS 5.6)

(NASPES 5.2)

Rating

EE Develops and uses a system for communicating regularly with family members and professional staff to constructively share specific

data about individual students’ progress.

ME Communicates regularly with family members and professional staff to constructively share specific data about individual students’

progress.



10. Collaboration and Partnerships – Teacher candidates build relationships with parents, guardians, families and

agencies in the larger community to support students’ learning and well-being.

10.1 Identifies and utilizes family and community resources to foster student learning and provides opportunities for parents to share

skills and talents that enrich learning experiences. (NJPTS 9.7) (NASPES 6.2)

Rating

EE Identifies, prior to the start of clinical practice, community resources that can foster student learning. Identifies, once the semester

has begun, family resources that can foster student learning. Provides, at least twice during the semester, an opportunity for families

and/or community members to share skills and talents that enrich learning experiences.

ME Identifies family and community resources to foster student learning. Provides, at least once during the semester, an opportunity for

families and/or community members to share skills and talents that enrich learning experiences.



10.2 Establishes respectful and productive relationships to develop cooperative partnerships with diverse families, educators and

others in the community in support of student learning and well-being. (NJPTS 9.8) (NASPES 6.2)

Rating

EE Establishes respectful and productive partnerships with diverse families, educators and others in the community in support of student

learning and well-being. Plans or co-plans and takes a leadership role in activities that improve and increase relationships

throughout the semester.

ME Establishes respectful and productive partnerships with diverse families, educators and others in the community in support of student

learning and well-being. Participates in activities that improve and increase relationships throughout the semester.



10.3 Institutes parent/family involvement practices that support meaningful communication, parenting skills, enriched student

learning, volunteer and decision-making opportunities at school and collaboration to strengthen the teaching and learning

environment of the school. (NJPTS, 9.9) (NASPES 6.2)

Rating

EE Develops a plan for involving families that supports meaningful communication, parenting skills, enriched student learning,

volunteer and decision-making opportunities at school and/or collaboration to strengthen the teaching and learning environment of the

school. Shares the plan with school leaders. Provides written plans developed, description(s) of these activities, and feedback

received from the school leaders.

ME Works with school leaders, as requested, on activities for involving families that supports meaningful communication, parenting

skills, enriched student learning, volunteer and decision-making opportunities at school and/or collaboration to strengthen the

teaching and learning environment of the school. Provides written description(s) of these activities and own roles in them




11. Dispositions

11.1 Instructional Leadership (Views self as instructional leader more so than a manager of the classroom) Rating

EE Creates a learning community culture where individuals thrive because of high value placed on individual differences. The teacher

and students are members of a single culture, where they play a variety of roles. Motivates others to collaborate in shared activities.

Brings together the resources to empower student learning.

ME Provides effective instructional leadership for individual students. The candidate is most often an instructional leader, but is

sometimes a classroom manager. Brings together the resources to empower student learning.



11.2 Developmental Perspective (Assumes that individuals pass through dynamic stages of growth as they mature) (NASPES 6.1) Rating

EE Sees self in a developmental process to becoming a teacher and takes specific actions to move his or her development along the

continuum. Sees children in a variety of developmental stages (social, emotional, physical, and intellectual) and takes actions to move

their development along more than one continuum. Provides reflections concerning the results of these actions.

ME Sees self in a developmental process to becoming a teacher and takes actions to move his or her development along the continuum.

Sees children in a variety of development processes (social, emotional, physical, intellectual) and takes specific actions to help them

move along one continuum. Provides a reflection concerning the results of these actions.



11.3 Cooperative Disposition (Sees cooperation as critical to enhancing learning and growth for all members of a community.)

(NASPES 4.6)

Rating

EE Cooperates with others and encourages cooperation among others. Uses cooperative learning strategies to empower students and

encourage them to pool talents to help everyone to achieve more. Is able to explain/illustrate how cooperative learning fosters

growth for all individuals.

ME Cooperates with others and encourages cooperation among others Uses cooperative learning activities effectively. Is able to

explain/illustrate how cooperative learning fosters growth for all individuals.



11.4 Reflective Orientation (Values reflection as a process of making sense of complex classroom events and not a single set of

guidelines for problem solving) (NASPES 5.3)

Rating

EE Approaches reflection as a process of making sense of complex classroom events as opposed to using a single set of guidelines for

problem solving. Explicitly tests his or her theories or beliefs against his or her instruction/actions. Shares his or her perceptions

and ideas with others and seeks feedback, without being defensive.

ME Approaches reflection as a process of making sense of complex classroom events as opposed to using a single set of guidelines for

problem solving. Shares his or her perceptions and ideas with others and seeks feedback, without being defensive.



12. Professional Development – Teachers participate as active, responsible members of the professional

community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and

establishing collegial relationships to enhance the teaching and learning process.

12.1 Uses reflective practice to set goals and plan their ongoing professional development. (NJPTS 10.5) (NASPES 6.2) Rating

EE Uses reflective practice to set goals and create a plan for ongoing professional development. Prior to the midterm, in the plan, writes a

rationale for the chosen goals, describes actions he or she will take, and shares this with the university supervisor and cooperating

teacher. Prior to the final evaluation meeting, shares both indicators of progress and goal attainment and a long-range professional

development plan with the university supervisor and cooperating teacher.

ME Uses reflective practice to set goals and create a plan for ongoing professional development. Prior to the midterm, in the plan, writes a

rationale for the chosen goals, describes actions her or she will take, and shares this with the university supervisor and cooperating

teacher. Prior to the final evaluation meeting, shares indicators of progress and goal attainment with the university supervisor and

cooperating teacher.



12.2 Learns through professional education organizations. (NJPTS 10.5) (NASPES 6.2) Rating


EE Uses information from state and national professional organizations and journals to inform instructional decisions. Voluntarily

shares learning from these sources at a faculty or department meeting or a professional conference. Attends professional

development opportunities with cooperating teacher during school hours.

ME Uses information from state and national professional organizations and journals to inform instructional decisions. Attends

professional development opportunities with cooperating teacher during school hours.



12.3 Makes the entire school a productive learning climate through participation in collegial activities. (NJPTS 10.5) (NASPES 6.2) Rating

EE Promotes the creation of a learning community among building professionals, recognizes achievements of others, seeks help when

needed, and asks questions that promote personal and learner achievement. Participates in collegial activities during school hours

and on own time. Provides written description(s) of these activities and own roles in them.

ME Promotes the creation of a learning community among building professionals, recognizes achievements of others, seeks help when

needed, ask questions that will promote personal and learner achievement. Participates in collegial activities during school hours.

Provides written description(s) of these activities and own roles in them.




ATTACHMENT A2 SCORING GUIDE

NASPE ADDENDUM TO THE CLINICAL PRACTICE TEACHER CANDIDATE PERFORMANCE EVALUATION

Additional Indicators Specific to BA in Education, Health & Physical Education Specialization

A. (Scientific and Theoretical Knowledge) Describe and apply physiological and biomechanical concepts related to skillful movement,

physical activity and fitness. (NASPE Standard 1.1).

Rating

EE Consistently identifies and explains physiological and biomechanical concepts related to skillful movement, physical activity and

fitness using developmentally appropriate and accurate terminology in written plans and instructional delivery. Skill cues identified in

plans and consistently used during the lesson. Instruction integrates “how” and “why” of the movement/physical activity/fitness.

ME Identifies and explains physiological and biomechanical concepts related to skillful movement, physical activity and fitness using

appropriate and accurate terminology in written plans and instructional delivery. Skill cues are identified in plans and used during the

lesson. Instruction includes “how” and “why” of the movement/physical activity/fitness.

DN Physiological and biomechanical concepts related to skillful movement, physical activity and fitness using appropriate and accurate

terminology not included in written plans and/or instructional delivery. Skill cues are identified in plans but used during the lesson, or

not in plans. Instruction excludes “how” and/or “why” of the movement/physical activity/fitness.


B. (Scientific and Theoretical Knowledge) Describe and apply motor learning and psychological/behavioral theory related to skillful

movement, physical activity, and fitness (NASPE Standard 1.2).

Rating

EE Consistently and appropriately applies motor learning, psychological, and behavioral theory in instructional planning and delivery.

Practice conditions are flexible and allow for individual differences and varied student responses. Positive and proactive management

strategies are used that encourage active student participation and engagement.

ME Applies motor learning, psychological, and behavioral theory in in instructional planning and delivery. Practice conditions are flexible

and allow for individual differences in student responses. Positive and proactive management strategies are used that maintain a

positive classroom environment.

DN Inconsistently applies motor learning, psychological, and behavioral theory in in instructional planning and delivery. Practice

conditions generally do not allow for individual differences in student responses. Classroom management strategies are reactive

and/or do not encourage a positive classroom environment.


C. (Scientific and Theoretical Knowledge) Describe and apply motor development theory and principles related to skillful movement,

physical activity, and fitness (NASPE Standard 1.3).

Rating

EE Consistently and appropriately applies motor development theory and principles in instructional planning and delivery, for varied

levels of student proficiency, that leads to measurable learning in skillful movement, physical activity, and personal fitness.

ME Applies motor development theory and principles in instructional planning and delivery, for varied levels of student proficiency, that

leads to changes in skillful movement, physical activity, and personal fitness.

DN Inconsistently applies/does not apply motor development theory and principles in instructional planning and delivery; and/or does not

accommodate varied levels of student proficiency, or elicit change in skillful movement, physical activity, and personal fitness.


D. (Scientific and Theoretical Knowledge) Analyze and correct critical elements of motor skills and performance concepts (NASPE

Standard 1.5).

Rating

EE Analyze performance in a wide range of activities, identify reasons for different performance levels, from novice to proficient to

expert, and correct skill elements to effectively move students towards higher skill proficiency.

ME Analyze performance in a variety of activities and identify reasons for different performance levels, from novice to proficient to

expert, and correct some skill elements that can move students towards higher skill proficiency.

DN Demonstrate limited understanding of concepts and strategies related to skillful movement, and/or show little ability to distinguish

novice from expert movement performance, and/or provide little or no skill correction


E. (Planning and Implementation) Demonstrate knowledge of current technology by planning and implementing learning Rating


experiences that require students to appropriately use technology to meet lesson objectives. (NASPE Standard 3.7).

EE Integrates learning experiences that require students to use various technologies in a physical activity setting. Demonstrates mastery

of current technologies and uses the technology to accomplish lesson objectives and enhance student learning. Incorporates

technology such as pedometers, computer applications, timers, video, etc. to provide feedback to students.

ME Uses learning experiences that allow students to use various technologies in a physical activity setting. Demonstrates mastery of

some technologies and uses them to accomplish lesson objectives and enhance student learning. Incorporates at least one technology

such as pedometers, computer applications, timers, video, etc. to provide feedback to students.

DN Uses few or no learning experiences that allow students to use various technologies in a physical activity setting. Demonstrates

limited/no mastery of technology and/or use of technology to accomplish lesson objectives and/or enhance student learning.

Incorporates little or no technology such as pedometers, computer applications, timers, video, etc. to provide feedback to students.


F. (Skill and Fitness Based Competence) Demonstrate personal competence in motor skill performance for a variety of physical

activities and movement patterns (NASPE Standard 2.1).

Rating

EE Demonstrate proficiency of performance in a wide range of physical activities when performing demonstrations.

ME Demonstrate competent motor skill performance in several physical activities when performing demonstrations.

DN Demonstrate competent motor skill performance in few physical activities when demonstrating; perform little/no demonstrations.


G. (Instructional Delivery and Management) Implement effective demonstrations, explanations, instructional cues and prompts to

link physical activity concepts to appropriate learning experiences. (NASPE Standard 4.2).

Rating

EE Provides effective demonstrations during instruction. Creates developmentally appropriate, innovative instructional cues/prompts to

facilitate learning (e.g., rhymes, mnemonics, etc.), and is able make abstract concepts concrete. Consistently repeats the instructional

cues or prompts throughout the lesson and reviews them in closing.

ME Provides appropriate demonstrations during instruction. Creates instructional cues/prompts to facilitate learning (e.g., rhymes,

mnemonics, etc.), and is somewhat able make abstract concepts concrete. Repeats the instructional cues or prompts in the lesson and

reviews them in closing.

DN Provides limited or no demonstrations during instruction. Creates/uses limited instructional or no cues/prompts to facilitate learning,

and/or is unable make abstract concepts concrete. Does not repeat cues/prompts in lesson and/or does not review them in closing.



ATTACHMENT B: DATA

Rowan University Health & Physical Education Clinical Practice Evaluations

Table 1: Fall 2012 Mid Term College of Education Clinical Practice Evaluation Scores (n=50)

Element Rubric

Score M ea n M ea

Element Rubric

Score M ea n M ea

Element Rubric

Score

COE NASPE 2 1 0 Mean COE NASPE 2 1 0 Mean COE NASPE 2 1 0 Mean

A 1.1 14 36 0 1.28 5.4 3.6 11 39 0 1.22 2.5 5.3 13 37 0 1.26

B 1.2 13 37 0 1.26 6.1 3.6 17 33 0 1.34 11.4 5.3 20 30 0 1.40

C 1.3 10 40 0 1.20 7.6 3.6 16 41 0 1.28 5.1 6.1 17 33 0 1.34

3.2 1.1, 1.2, 1.3 13 37 0 1.26 E 3.7 8 42 0 1.16 5.2 6.1 4 46 0 1.08

3.3 1.1, 1.2, 1.3 19 31 0 1.38 8.1 4.1 25 25 0 1.50 5.3 6.1 7 43 0 1.14

D 1.5 14 36 0 1.28 8.3 4.1 18 32 0 1.36 11.2 6.1 9 41 0 1.18

F 2.1 21 29 0 1.42 G 4.2 22 28 0 1.44 10.1 6.2 6 44 0 1.12

2.2 3.1 12 38 0 1.24 9.2 4.3 10 40 0 1.20 10.2 6.2 7 43 0 1.14

4.1 3.2 16 34 0 1.32 7.5 4.4 24 26 0 1.48 10.3 6.2 4 46 0 1.08

2.4 3.3 7 43 0 1.14 7.3 4.5 19 31 0 1.38 12.1 6.2 12 38 0 1.24

2.3 3.4 19 31 0 1.38 7.4 4.5 24 26 0 1.48 12.2 6.2 13 37 0 1.26

2.6 3.4 8 42 0 1.16 7.1 4.6 18 32 0 1.36 12.3 6.2 20 30 0 1.40

6.3 3.5 12 38 0 1.24 7.2 4.6 24 26 0 1.48 1.1 6.3 0 50 0 1

6.4 3.5 12 38 0 1.24 11.3 4.6 16 34 0 1.32 1.2 6.3 0 50 0 1

2.1 3.6 19 31 0 1.38 9.1 5.1, 5.3 10 40 0 1.20 8.5 6.4 16 34 0 1.32

4.2 3.6 13 37 0 1.26 9.3 5.2 4 46 0 1.08

Table 2: Fall 2012 Final College of Education Clinical Practice Evaluation Scores (n=50)

Element Rubric

Score Element Rubric

Score Element Rubric Score

COE NASPE 2 1 0 Mean COE NASPE 2 1 0 Mean COE NASPE 2 1 0 Mea

n

A 1.1 14 36 0 1.28 5.4 3.6 11 39 0 1.22 2.5 5.3 12 38 0 1.22

B 1.2 15 35 0 1.30 6.1 3.6 16 34 0 1.30 11.4 5.3 17 33 0 1.32

C 1.3 10 40 0 1.20 7.6 3.6 10 40 0 1.18 5.1 6.1 18 32 0 1.34

3.2 1.1, 1.2, 1.3 10 40 0 1.18 E 3.7 8 42 0 1.16 5.2 6.1 6 44 0 1.10

3.3 1.1, 1.2, 1.3 15 35 0 1.28 8.1 4.1 25 25 0 1.50 5.3 6.1 7 43 0 1.10

D 1.5 13 37 0 1.26 8.3 4.1 15 35 0 1.30 11.2 6.1 10 40 0 1.18

F 2.1 20 30 0 1.40 G 4.2 18 32 0 1.32 10.1 6.2 6 44 0 1.12

2.2 3.1 19 31 0 1.36 9.2 4.3 10 40 0 1.20 10.2 6.2 7 43 0 1.14

4.1 3.2 13 37 0 1.24 7.5 4.4 22 28 0 1.42 10.3 6.2 7 43 0 1.14

2.4 3.3 13 37 0 1.24 7.3 4.5 18 32 0 1.34 12.1 6.2 18 32 0 1.22

2.3 3.4 13 37 0 1.24 7.4 4.5 20 30 0 1.38 12.2 6.2 12 38 0 1.24

2.6 3.4 8 42 0 1.14 7.1 4.6 18 32 0 1.34 12.3 6.2 17 33 0 1.34

6.3 3.5 11 39 0 1.20 7.2 4.6 16 34 0 1.30 1.1 6.3 0 50 0 1

6.4 3.5 10 40 0 1.18 11.3 4.6 17 33 0 1.34 1.2 6.3 0 50 0 1

2.1 3.6 25 25 0 1.50 9.1 5.1, 5.3 13 37 0 1.26 8.5 6.4 8 42 0 1.16

4.2 3.6 13 37 0 1.24 9.3 5.2 8 42 0 1.16

Scoring Key: 2=Exceeds expectations (Target); 1=Meets Expectations (Acceptable); 0=Does Not Meet Expectations

(Unacceptable)


Table 3: Spring 2013 Mid Term College of Education Clinical Practice Evaluation Scores (n=41)

Element Rubric

Score

M ea n M ea

Element Rubric

Score

M ea n M ea

Element Rubric

Score


A 1.1 6 35 0 1.15 5.4 3.6 3 38 0 1.07 2.5 5.3 7 34 0 1.17

B 1.2 7 34 0 1.17 6.1 3.6 8 33 0 1.20 11.4 5.3 19 22 0 1.46

C 1.3 5 36 0 1.12 7.6 3.6 3 38 0 1.07 5.1 6.1 5 36 0 1.12

3.2 1.1, 1.2, 1.3 12 29 0 1.29 E 3.7 8 33 0 1.20 5.2 6.1 2 39 0 1.05

3.3 1.1, 1.2, 1.3 9 32 0 1.22 8.1 4.1 23 18 0 1.56 5.3 6.1 0 41 0 1.00

D 1.5 8 33 0 1.20 8.3 4.1 5 36 0 1.12 11.2 6.1 1 40 0 1.02

F 2.1 16 25 0 1.39 G 4.2 16 25 0 1.39 10.1 6.2 4 37 0 1.10

2.2 3.1 11 30 0 1.27 9.2 4.3 5 36 0 1.12 10.2 6.2 6 35 0 1.15

4.1 3.2 8 33 0 1.20 7.5 4.4 20 21 0 1.49 10.3 6.2 8 33 0 1.20

2.4 3.3 8 33 0 1.20 7.3 4.5 17 24 0 1.41 12.1 6.2 7 34 0 1.17

2.3 3.4 11 30 0 1.27 7.4 4.5 19 22 0 1.46 12.2 6.2 6 35 0 1.15

2.6 3.4 6 35 0 1.15 7.1 4.6 20 21 0 1.49 12.3 6.2 8 33 0 1.20

6.3 3.5 8 33 0 1.20 7.2 4.6 22 19 0 1.46 1.1 6.3 0 41 0 1

6.4 3.5 2 39 0 1.05 11.3 4.6 14 27 0 1.34 1.2 6.3 0 41 0 1

2.1 3.6 18 23 0 1.44 9.1 5.1, 5.3 5 36 0 1.12 8.5 6.4 5 36 0 1.12

4.2 3.6 5 36 0 1.12 9.3 5.2 2 39 0 1.05

Table 4: Spring 2013 Final College of Education Clinical Practice Evaluation Scores (n=41)

Element | Standard Rubric

Score M ea n M ea

Element Rubric

Score M ea n M ea

Element Rubric

Score


A 1.1 16 25 0 1.39 5.4 3.6 12 29 0 1.29 2.5 5.3 13 28 0 1.32

B 1.2 12 29 0 1.29 6.1 3.6 14 27 0 1.34 11.4 5.3 16 25 0 1.39

C 1.3 12 29 0 1.29 7.6 3.6 10 31 0 1.24 5.1 6.1 19 22 0 1.46

3.2 1.1, 1.2, 1.3 13 28 0 1.32 E 3.7 10 21 0 1.24 5.2 6.1 11 30 0 1.27

3.3 1.1, 1.2, 1.3 18 39 0 1.32 8.1 4.1 22 19 0 1.54 5.3 6.1 6 35 0 1.15

D 1.5 12 29 0 1.29 8.3 4.1 10 31 0 1.24 11.2 6.1 9 32 0 1.22

F 2.1 19 22 0 1.46 G 4.2 17 24 0 1.41 10.1 6.2 12 29 0 1.29

2.2 3.1 18 23 0 1.44 9.2 4.3 11 30 0 1.27 10.2 6.2 10 31 0 1.24

4.1 3.2 14 27 0 1.34 7.5 4.4 20 21 0 1.49 10.3 6.2 5 36 0 1.12

2.4 3.3 14 27 0 1.34 7.3 4.5 32 25 0 1.44 12.1 6.2 13 28 0 1.32

2.3 3.4 13 28 0 1.32 7.4 4.5 20 21 0 1.49 12.2 6.2 9 32 0 1.22

2.6 3.4 10 31 0 1.24 7.1 4.6 17 24 0 1.41 12.3 6.2 19 22 0 1.46

6.3 3.5 14 27 0 1.34 7.2 4.6 22 19 0 1.54 1.1 6.3 0 41 0 1

6.4 3.5 14 27 0 1.34 11.3 4.6 20 21 0 1.49 1.2 6.3 0 41 0 1

2.1 3.6 16 25 0 1.39 9.1 5.1, 5.3 14 27 0 1.34 8.5 6.4 10 31 0 1.24

4.2 3.6 15 26 0 1.37 9.3 5.2 7 34 0 1.17

Scoring Key: 2=Exceeds expectations (Target); 1=Meets Expectations (Acceptable); 0=Does Not Meet

Expectations (Unacceptable)


Table 5: Fall 2012 Mid Term College of Education Clinical Practice Evaluation Performance By

NASPE Standard Element (*Where the Clinical Practice Teacher Candidate Performance

Evaluation Rubric addresses more than one NASPE Standard, those scores are collapsed to

provide overall scores and an overall mean for that standard (n=50).

NASPE Standard

Element


Target

(Score = 2)

Meets Expectations/

Acceptable

(Score = 1)

Does Not Meet Expectations/

Unacceptable

(Score = 0) Mean

1.1 15.3* 34.7 0 1.31

1.2 15 35 0 1.30

1.3 14 26 0 1.28

1.5 13 4 0 1.29

2.1 21 29 0 1.42

3.1 12 38 0 1.24

3.2 16 34 0 1.32

3.3 12 45 0 1.22

3.4 13.5 26.5 0 1.27

3.5 12 38 0 1.24

3.6 13.8 36.2 0 1.28

3.7 8 42 0 1.16

4.1 20 30 0 1.40

4.2 22 28 0 1.44

4.3 10 40 0 1.20

4.4 24 26 0 1.48

4.5 21.5 28.5 0 1.43

4.6 19.3 30.7 0 1.39

5.1 13.5 26.5 0 1.28

5.2 4 46 0 1.08

5.3 14.3 35.7 0 1.29

6.1 9.25 40.75 0 1.19

6.2 10.3 39.7 0 1.21

6.3 0 50 0 1.00

6.4 16 34 0 1.32


Table 6: Fall 2012 Final College of Education Clinical Practice Evaluation Scores By NASPE

Standard Element (Where the Clinical Practice Teacher Candidate Performance Evaluation Rubric

addresses more than one NASPE Standard, those scores are collapsed to provide overall scores

and an overall mean for that standard (n=50).

NASPE Standard

Element

Exceeds

Expectations/

Target (Score = 2)

Meets Expectations/

Acceptable

(Score = 1)

Does Not Meet

Expectations/ Unacceptable

(Score = 0) Mean

1.1 13 37 0 1.25

1.2 13.3 36.7 0 1.25

1.3 11.7 37.3 0 1.22

1.5 13 37 0 1.26

2.1 20 30 0 1.40

3.1 19 31 0 1.36

3.2 13 37 0 1.24

3.3 13 37 0 1.24

3.4 10.5 38.5 0 1.19

3.5 10.5 38.5 0 1.19

3.6 15 35 0 1.29

3.7 8 42 0 1.16

4.1 20 30 0 1.4

4.2 18 32 0 1.32

4.3 10 40 0 1.20

4.4 22 28 0 1.42

4.5 19 31 0 1.36

4.6 17 33 0 1.33

5.1 15.5 34.5 0 1.30

5.2 6 44 0 1.10

5.3 14 36 0 1.27

6.1 10.25 39.75 0 1.18

6.2 11.2 38.8 0 1.20

6.3 0 50 0 1.00

6.4 8 42 0 1.16


Table 7: Spring 2013 Mid Term College of Education Clinical Practice Evaluation Scores By

NASPE Standard Element (Where the Clinical Practice Teacher Candidate Performance

Evaluation Rubric addresses more than one NASPE Standard, those scores are collapsed to

provide overall scores and an overall mean for that standard (n=41).

NASPE Standard

Element

Exceeds

Expectations/

Target (Score = 2)

Meets Expectations/

Acceptable

(Score = 1)


Unacceptable

(Score = 0) Mean

1.1 9 32 0 1.22

1.2 9.3 31.7 0 1.23

1.3 8.7 32.3 0 1.21

1.5 8 33 0 1.20

2.1 16 25 0 1.39

3.1 11 30 0 1.27

3.2 8 33 0 1.20

3.3 8 33 0 1.20

3.4 8.5 32.5 0 1.21

3.5 5 36 0 1.13

3.6 7.4 33.6 0 1.18

3.7 8 33 0 1.20

4.1 14 27 0 1.34

4.2 16 25 0 1.39

4.3 5 36 0 1.22

4.4 20 21 0 1.68

4.5 18 23 0 1.44

4.6 18.7 22.3 0 1.43

5.1 5 36 0 1.12

5.2 2 39 0 1.05

5.3 10.3 30.7 0 1.25

6.1 2 39 0 1.05

6.2 6.5 34.5 0 1.16

6.3 0 41 0 1.00

6.4 5 36 0 1.12


Table 8: Spring 2013 Final College of Education Clinical Practice Evaluation Scores By NASPE

Standard Element (Where the Clinical Practice Teacher Candidate Performance Evaluation Rubric

addresses more than one NASPE Standard, those scores are collapsed to provide overall scores

and an overall mean for that standard. (n=41)

NASPE Standard

Element

Exceeds

Expectations/

Target (Score = 2)

Meets Expectations/

Acceptable

(Score = 1)


Unacceptable

(Score = 0) Mean

1.1 15.7 30.7 0 1.34

1.2 13.0 28.0 0 1.31

1.3 13.0 28.0 0 1.31

1.5 12 29 0 1.29

2.1 19 22 0 1.46

3.1 18 23 0 1.44

3.2 14 27 0 1.34

3.3 14 27 0 1.34

3.4 11.5 29.5 0 1.28

3.5 14 27 0 1.34

3.6 13.4 27.6 0 1.33

3.7 10 21 0 1.24

4.1 16 25 0 1.39

4.2 17 24 0 1.41

4.3 11 30 0 1.27

4.4 20 21 0 1.49

4.5 18 23 0 1.44

4.6 19.7 21.3 0 1.48

5.1 16.5 24.5 0 1.40

5.2 7 34 0 1.17

5.3 14.3 26.7 0 1.35

6.1 11.3 29.7 0 1.28

6.2 11.3 29.7 0 1.28

6.3 0 41 0 1

6.4 10 31 0 1.24


Table 9: Comparison of Fall 2012 Clinical Practice Mid Term and Final Evaluation Scores By NASPE

Standard Element (n=50)

NASPE Standard Element Mean

Midterm

Mean

Final Difference*

1.1 1.31 1.25 -0.06

1.2 1.30 1.25 -0.05

1.3 1.28 1.22 -0.06

1.5 1.29 1.26 -0.03

2.1 1.42 1.40 -0.02

3.1 1.24 1.36 +0.12

3.2 1.32 1.24 -0.08

3.3 1.22 1.24 +0.02

3.4 1.27 1.19 -0.08

3.5 1.24 1.19 -0.05

3.6 1.28 1.29 +0.01

3.7 1.16 1.16 0

4.1 1.40 1.40 0

4.2 1.44 1.32 -0.12

4.3 1.20 1.20 0

4.4 1.48 1.42 -0.06

4.5 1.43 1.36 -0.07

4.6 1.39 1.33 -0.06

5.1 1.28 1.30 +0.02

5.2 1.08 1.10 +0.02

5.3 1.29 1.27 -0.02

6.1 1.19 1.18 -0.01

6.2 1.21 1.20 -0.01

6.3 1.00 1.00 0

6.4 1.32 1.16 -0.16

Overall Mean 1.28 1.25 -0.03

* “Informal” T test showed difference to be significant (p<.05)


Table 10: Comparison of Spring 2013 Clinical Practice Mid Term and Final Evaluation Scores By

NASPE Standard Element (n=41)

NASPE Standard Element Mean

Midterm

Mean

Final Difference*

1.1 1.22 1.34 +0.12

1.2 1.23 1.31 +0.08

1.3 1.21 1.31 +0.10

1.5 1.20 1.29 +0.09

2.1 1.39 1.46 +0.07

3.1 1.27 1.44 +0.17

3.2 1.20 1.34 +0.14

3.3 1.20 1.34 +0.14

3.4 1.21 1.28 +0.07

3.5 1.13 1.34 +0.21

3.6 1.18 1.33 +0.15

3.7 1.20 1.24 +0.04

4.1 1.34 1.39 +0.05

4.2 1.39 1.41 +0.02

4.3 1.22 1.27 +0.05

4.4 1.68 1.49 -0.19

4.5 1.44 1.44 0

4.6 1.43 1.48 +0.05

5.1 1.12 1.4 +0.28

5.2 1.05 1.17 +0.12

5.3 1.25 1.35 +0.10

6.1 1.05 1.28 +0.23

6.2 1.16 1.28 +0.12

6.3 1.00 1.00 0

6.4 1.12 1.24 +0.12

Overall Mean 1.24 1.33 +0.09

* “Informal” T test showed difference to be significant (p<.01)


ASSESSMENT #5:

Candidate Effect on Student Learning

Teacher Work Sample Elements 3, 5, 6 & 7


The College of Education faculty designed a Teacher Work Sample, based on the Western Oregon

University model (Girod, 2002), Understanding by Design (Wiggins & McTighe, 2005), and the unit

conceptual framework, in summer 2011 and revised it in summer 2012. The Teacher Work Sample (TWS)

is conducted during clinical practice. It consists of seven “elements”: Context, Learning Outcomes,

Assessment Plan, Designing from Unit to Lessons, Analysis of Student Assessment Data, Instructional

Decision Making, and Self Evaluation and Reflection. Teacher Work Sample (TWS) requires candidates to

provide a detailed contextual description of the community, district, and school, and for the class upon

which they will focus their TWS unit of instruction. For Assessment 3, TWS Elements 2 and 4 were used.

For this assessment, TWS Elements 3, 5, 6 and 7 of the TWS are used. Element 3 requires candidates to

develop an assessment plan and create and/or utilize a variety of assessments with which to evaluate student

outcomes. Assessments must include formative and summative, at least one must be pre and post.

Candidates are encouraged to use student self-assessments and/or peer assessments, and they are to describe

feedback and/or checks for understanding used during the unit. TWS Element 5 requires candidates to

organize, display and describe assessment data for the whole class, for sub groups (e.g., boys and girls), and

for individual students (high, average and low achiever). For Element 6, candidates describe at least one

instance in which they had to make an adaptation based on the evidence of student learning outcomes, and

provide detailed rationale for their instructional decision-making. For Element 7, candidates describe their

most successful and least successful outcomes, and provide detailed reasons for each. In addition, they are

to describe professional growth goals and professional development based on their experience. Each sub

part of each TWS Element is associated with a rubric that describes four levels of candidate performance,

namely Unacceptable, Developing, Capable, and Accomplished. Candidate performance at the capable level

(score=2), is considered acceptable; performance at the accomplished level is considered “target”.


This assessment addresses NASPE Standard 5 (Impact on Student Learning). Specific standard elements

addressed include 5.1 (select or create appropriate assessments that will measure student achievement of

goals and objectives), 5.2 (use of appropriate assessments to evaluate student learning before, during, and

after instruction), and 5.3 (utilize the reflective cycle to implement change in teacher performance, student

learning, and instructional goals and decisions), Element 7 of TWS, Task C also addresses NASPE Standard

6.2 (participate in activities that enhance collaboration and lead to professional growth and development).

Alignment of TWS Elements with NASPE Standards is indicated in the TWS rubrics (Attachment B), and

in the data tables (Attachment C).


Data in Attachment C reflect performance of 41 candidates both fall 2012 and spring 2013. TWS Element 3

addresses standard elements 5.1 (TWS Element 3.1, 3.2 and 3.3) and 5.2 (TWS Elements 3.4 and 3.5). 115

out of 123 scores, or 93.5%, in fall 2012 and 123 out of 123 scores, or 100%, in spring 2013 were at

acceptable or target levels for TWS Element 3.1 through 3.3 (standard element 5.1). 69 out of 82 scores, or

84.1%, were at the accomplished/target level for TWS Element 3.4 and 3.5 in fall 2012 and 77 out of 82

scores, or 93.9%, were at the accomplished/target level for spring 2013 (standard element 5.2). For TWS

Element 3, a total of 21 scores for fall 2012 and 5 scores for spring 2013 were below the acceptable level,

out of a total of 205 scores (10% and 2.4% respectively).

TWS Element 5 addresses NASPE Standard 5.2, so mean scores across TWS Elements are summarized

here. For fall 2012, 36 of 41 candidates (87.2%) scored at acceptable or target for this Element (14 or 34.1%


at capable/acceptable; 22 or 53.7% at accomplished/target). For spring 2013, all candidates, with the

exception of 1 candidate on one sub element, scored at acceptable levels or above for this Element. 13

candidates, or 31.7% scored at capable/acceptable level. 28 or 67.7%, scored at accomplished/target level.

TWS Element 6 addresses NASPE Standard 5.3, so mean scores across TWS Elements are summarized

here. For fall 2012, 35 of 41 candidates (85.4%) scored at acceptable levels or above for this Element (11 or

25.6% at capable/acceptable; 24 or 58.5% at accomplished/target) for fall 2012. For spring 2013, all

candidates, with the exception of 1 candidate on one sub element, scored at acceptable levels or above for

this Element. 12 candidates, or 29.3%, scored at capable/acceptable level. 28 candidates, or 69.5%, scored at

accomplished/target level.

TWS Element 7 addresses NASPE standard elements 5.3 and 6.2. For fall 2012, 71 of 82 scores (86.6%)

were at acceptable levels or above for TWS Elements 7.1 and 7.2 (26 or 31.7% at capable/acceptable; 45 or

54.9% at accomplished/target), which address standard element 5.3. For spring 2013, all scores, or 100%,

were at acceptable levels or above for these TWS sub elements. 23 of 82 or 28% scores were at

capable/acceptable level. 59 scores, or 72%, were at accomplished/target level. For TWS sub element 7.3

(Standard 6.2), 9 total scores (22%) for fall 2012 and 3 total scores (7.3%) for spring 2013 were at

unacceptable/developing levels. 32 of 44 candidates (78%) for fall 2012 and 38 of 41 candidates (93%)

scored at or above acceptable levels (capable/accomplished).


The data indicate that candidates on the whole do well in developing appropriate assessments to measure

student learning outcomes, use these assessments to evaluate student learning before, during, and after

instruction, and reflect on results in order to implement changes based on evidence. Candidates in spring

2013 performed better on the whole than candidates in fall 2012, an encouraging trend that may also reflect

our improving ability to help candidates incorporate TWS into their clinical experiences. These four TWS

Elements are rich in assessment related tasks and challenges for our candidates, and while it has been

challenging for them due to the size and scope of the project, it has prompted them to be better assessors and

to be more oriented towards student learning outcomes, not just teacher actions. Assessment data also

indicate our candidates participate in activities that enhance their professional growth.

As mentioned in the report for Assessment 3, TWS is relatively new and challenging for both supervisors

and candidates, and where the latter have performed at unacceptable levels, their clinical practice supervisor

and clinical seminar coordinator have worked with them to help them be better planners, instructors and

assessors. Also as mentioned in the report for Assessment 3, two areas of concern are inter-rater reliability

and missing sub score data for fall 2012. We believe we have addressed the data problem, as evidenced by

the spring 2013 data, and we will continue to work on supervisor training/development in TWS facilitation

and scoring.


Attachment A1: Assessment Tool - TWS Element 3 (Assessment Plan)

Attachment A2: Assessment Tool - TWS Element 5 (Analysis of Student Assessment Data)

Attachment A3: Assessment Tool - TWS Element 6 (Instructional Decision Making)

Attachment A4: Assessment Tool - TWS Element 7 (Self Evaluation & Reflection)

Attachment B1: Scoring Guide - TWS Element 3 (Assessment Plan)

Attachment B2: Scoring Guide - TWS Element 5 (Analysis of Student Assessment Data)

Attachment B3: Scoring Guide - TWS Element 6 (Instructional Decision Making)

Attachment B4: Scoring Guide - TWS Element 7 (Self Evaluation & Reflection)

Attachment C: Data


Attachment A1: Assessment Tool - Teacher Work Sample Element 3

KEY ELEMENT 3: ASSESSMENT PLAN (How do I know what students know, understand, and are able to do? How will I know if students learn what I teach?)


How might I sequence varied assessments to gather evidence of student growth? What are some of the assessments (including performance tasks) in which students might demonstrate the key knowledge and skills outlined in the outcomes?

Why are these assessments appropriate for these students? (i.e., How have I modified these assessments to meet the needs of all students, particularly students with special needs (including gifted students) and English language learners? Why do these modifica-tions make sense?)

How will I know if my assessments will provide me with meaningful evidence of student learning of the content that has been taught??

Task: Completion of Chart including:

Unit outcomes (as noted in TWS #2)

Name and code for each assessment

Modifications and/or appropriateness of each assessment

Content addressed by each assessment

Task (How might I sequence varied assessments to gather evidence of student growth? What are some of the assessments (including performance tasks) in which students might demonstrate the key knowledge and skills outlined in the outcomes? Why are these assessments appropriate for these students? (i.e., how have I modified these assessments to meet the needs of all students, particularly students with special needs (including gifted students) and English language learners? Why do these modifications make sense?) How will I know if my assessments will provide me with meaningful evidence of student learning of the content that has been taught?

Directions: You are to complete the assessment plan overview chart by: (1) writing and numbering each unit content outcome from Key Element #2; (2) listing your assessments to reach each

outcome and coding each outcome as P=pre-assessment, F=formative assessment, S=summative assessment, SSA=student self-assessment AND noting whether the assessment is informal or formal;

(3) explaining the appropriateness of and/or modifications of each assessment for your students; and (4) justifying how these assessments provide evidence of student learning of the content you’ve

taught by noting what part of the content the assessment addresses (content validity).

Write & number each unit content

outcome from Key Element #2

3.1 & 3.2 Assessments to reach unit content

outcome and sequence (code each tool P, F, S,

SSA AND Informal or formal 1

3.3 Modifications and/or appropriateness of each

assessment

3.4 What part of your content does this as-

sessment address (content validity)?

Unit Outcome 1 List (title) and code assessments here Explain modifications and/or appropriateness of

each assessment for the needs of your students

Note which part of your content the assess-

ment addresses

1.

2.

3.




ment addresses

1.

2.

3.




ment addresses

1.

2.

3.

Add more rows or delete rows as needed to represent the number of Unit Outcomes in your Element #2. 1 P=pre-assessment; F=formative assessment; S=summative assessment; SSA=student self-assessment



KEY ELEMENT 5: Analysis of Student Assessment Data (What did my students learn?)


How can I collect, organize and display student data for my whole class based on my assessment plan?

Task A: Create a graph of pre- and post-assessment data for each student and summarize what the data tells you about your students’ learning in this unit

How can I collect, organize and display student data to show student learning or lack of learning for a sub-group?

Task B: Create a graph of pre- and post-assessment subgroup data of your class (e.g., girls vs. boys, high vs. low performers) and explain why you selected this sub-group and what the data tells you about your students’ learning in this unit

How can I collect, organize and display student data to show learning or lack of learning for individual students?

Task C: Summary of three students’ scores (high, average, low achiever), explaining why it is important to understand their learning (you will include samples of their work)

How will I provide consistent and high quality feedback to my students and parents?

Task D: Narrative that describes how you provide timely and accurate feedback to your students and to their parents (via your cooperating teacher) regarding your unit’s learning outcomes

Task A (How can I collect, organize, and display student data for my whole class based on my assessment plan?) Directions: You will create a table that displays the pre- and post-assessment data for each student. This table should show the progress or lack of progress each student made toward each learning outcome. You will also provide a one-paragraph summary of what the graph tells you about your students’ learning (i.e., the number of students who met or did not meet each learning outcome). Do NOT provide conclusions—focus on the evidence. Please reference the rubric below. Task B (How can I collect, organize, and display student data to show student learning or lack of learning for a sub-group?) Directions: Select a sub-group to analyze (e.g., gender, special needs). In one-paragraph, provide a rationale for your selection of this particular subgroup to analyze. Create a chart that displays the pre- and post-assessment results for the subgroups for the learning outcomes. In another paragraph, summarize what the data shows about student learning. Do NOT provide conclusions! Please reference the rubric below.

Task C (How can I collect, organize, and display student data to show learning or lack of learning for individual students?) Directions: Select three students from your class (i.e., a high achiever, an average achiever, and a low achiever). In a 400-500 word essay, discuss why it is important to understand the learning of these three students. Use pre-, formative, and post-assessment data with examples of students’ work to summarize the data. Make certain to include samples of student work for each of these students. Do NOT provide conclusions! Please reference the rubric below.

Task D (How will I provide consistent and high quality feedback to my students and parents?) Directions: Present a 300-350 word essay on how you provided timely and accurate feedback to students and parents (via your cooperating teacher) regarding the unit learning outcomes stated in your assessment plan. Please reference the following rubric.



Key Element 6: Instructional Decision Making


How did/do I respond to the evidence for learning outcomes?

Task A: Think of one episode during your unit instruction, based on formative and/or summative data, which caused you to rethink and modify your lesson. Write a 300 – 350 word essay describing this situation, including the planned formative and/or summative assessment that caused you to rethink your lesson plan (NOT to include pre-assessment data)

What instructional adjustments did/will I make for all learners based on the evidence? How does current research inform me about my instructional strategies and adjustments?

Task B: For this episode, write a 300 – 350 word essay describing your instructional decision-making and provide a rationale for your adjustments. Use current research to support your instructional decision(s).

Task A (How did/do I respond to the evidence for learning outcomes?) Directions: Think of one lesson during your unit instruction, based on formative and/or summative data, which caused you to rethink and modify your original design for instruction. Write a one-page double-spaced essay describing this situation. Make certain you include the planned formative or summative assessment that caused you to rethink your plan. Do NOT include your pre-assessment data in this description. Please reference the rubric below.

Task B (What instructional adjustments did/will I make for all learners based on the evidence? How does current research inform me about my instructional strategies and adjustments?) Directions: Write a 300-350 word essay describing your instructional decision-making and providing a rationale for these adjustments. Use current research to inform the instructional decision(s) you made.



Key Element 7: Self Evaluation and Reflection (How can I develop as a teacher?)


Which outcomes were most successful? Why? Task A: Select the learning outcomes in which your students were most successful, providing two or more possible reasons for this success

Which outcomes were least successful? Why? What might I have done differently or better? Why?

Task B: Select the learning outcomes in which your students were least successful, providing two or more possible reasons for this success

How does my self-evaluation impact my plan for professional growth? Task C: Describe a professional growth goal that emerged from your insights and experiences with the teacher work sample

Task A (Which outcomes were most successful? Why?) Directions: Select the learning outcomes in which your students were most successful. Provide two or more reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors. Write a 350-400 word essay. Reference the rubric below. Task B (Which outcomes were least successful? Why? What might I have done differently or better? Why?) Directions: Select the learning outcomes in which your students were least successful. Provide two or more reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors. Write a 350-400 word essay. Reference the rubric below.

Task C (How does my self-evaluation impact my plan for professional growth?) Directions: First - Describe a professional growth goal that emerged from your insights and experiences with Teacher Work Sample. Write a brief description of the goal and detail at least two specific steps you will take to accomplish the goal. Reference the rubric below. Second - NASPE Standards for Beginning Physical Education #6.2 states that teacher candidates "Participate in activities that enhance collaboration and lead to professional growth and development". Using what you have done during your clinical practice, outside of your clinical practice, and prior to your clinical practice, describe how you have done the following: 1. Participated in professional development beyond the program requirements, such as making presentations at professional conventions, providing leaderships in student groups, and planning activities. 2. Participated in professional opportunities within the program requirements, such as attending in services and faculty meetings. 3. Have professional memberships - such as NJAHPERD and AAHPERD 4. Conducted professional development activity such as attendance at conferences and workshops prior to or during clinical practice 5. Collaborated with faculty, parents, supervising teachers and/or service projects within and/or beyond program requirements (such as helping with an event, sending newsletters home to parents, etc.) You may not have done all of these – include what you have done, and list them in the order above, using the same numbers.


Attachment B1: Scoring Guide - Teacher Work Sample Element 3

Assessment Plan Overview Rubric

Rating Accomplished=3 Capable=2 Developing=1 Unacceptable =0

3.1 Assessments Aligned with Unit Content Out-comes (NASPE Standard 5.1)

All assessments are completely congru-ent with unit learning outcomes in con-tent and include cognitive complexity.

Assessments are generally congruent with each learning outcome in content and include cognitive complexity.

Assessments are not congruent with each learning outcome in content and/or not cognitively complex.

Several assessments are not congruent with each learning outcome in content nor are they cognitively complex.

3.2 Variety of Assessments (NASPE Standard 5.1)

Overall unit assessment plan includes one of each of the following: - Pre-assessment/post-assessment - Formative assessment - Summative assessment - Student self-assessment

Overall unit assessment plan is missing one of the following: - Pre-assessment/post-assessment - Formative assessment - Summative assessment - Student self-assessment

Overall unit assessment plan is missing two of the following: Pre-assessment/post-assessment Formative assessment Summative assessment Student self-assessment

Overall unit assessment plan is missing three of the following: Pre-assessment/post-assessment Formative assessment Summative assessment Student self-assessment

3.3 Structural De-sign/Quality (NASPE Standard 5.1)

Assessment Plan includes highly effec-tive assessment tools, including at least 1 performance task(s), each addressing a different Facet of Understanding.

Each unit outcome is assessed by at least one of the following highly effec-tive assessments: - Academic prompt - Quiz or test item - Informal check for understanding

All assessments are provided as sup-porting evidence*

Assessment Plan includes effective assessment tools, including at least 1 performance task.

Each unit outcome is assessed by at least one of the following effective assessments: - Academic prompt - Quiz or test item - Informal check for understanding

All assessments are provided as sup-porting evidence

Assessment Plan includes somewhat effective assessment tools, including at least 1 performance task.

Each unit outcome is assessed by at least one of the following assess-ments: - Academic prompt - Quiz or test item - Informal check for understanding

At least half the assessments are pro-vided as supporting evidence

The assessment plan includes ineffective assessment tools, which may or may not include at least one (1) performance task.

AND/OR

Fewer than 50% of the assessments are provided as supporting evidence.

3.4 Appropriateness (NASPE Standard 5.2)

Modifications are appropriate to meet the individual needs of all students based on contextual factors. Justification of appropriateness of assessments is highly convincing due to extensive discussion of 3 or more relevant contextual factors.

Modifications appropriate to meet the individual needs of students based on contextual factors, including students with special needs, English Language Learners, and at least one additional individual or subgroup. Justification of appropriateness of assessments is generally convincing due to discussion of 3/more relevant contextual factors.

Modifications are appropriate to meet the individual needs of students based on contextual factors, including students with special needs and English Language Learners. OR Justification of appropriateness of assessments is somewhat convincing due to discussion of at least 2 relevant contextual factors.

Modifications are absent or inappropriate to meeting the individual needs of student OR Justification of appropriateness of assessments is not convincing.

3.5 Part of the Content Assessed (NASPE Standard 5.2)

Assessments’ connection to content is exceptionally clear & thorough.

Assessments’ connection to content is generally clear and substantial.

Assessments’ connection to content lacks clarity and is incomplete.

Connection to content is unclear and contains serious misconceptions.


______ Unscorable due to lack of clarity, grammar/usage, and/or organization. Must be revised and resubmitted within 1 week of date returned. Suggestion: Visit the Writing Center.

* Attach copies of all assessments included in your overview. Each assessment should include student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).



Key Element 5.1: Data Organization & Display Rubric

Task A Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Whole Class Data Analysis (NASPES 5.2)

Data analysis of the whole class is presented for each learning outcome.

Progress or lack of progress, as determined by the data from pre- and summative assessments, is clearly expressed using charts or graphs.

A comprehensive and accurate summary of learning is provided.

Presentation is exemplary.

Data analysis of the whole class is presented for each learning outcome.

Progress or lack of progress, as determined by the data from pre- and summative assessments is expressed using charts or graphs.

A comprehensive and accurate summary of learning is provided.

Presentation is clear.

Data analysis of the whole class is not presented for one or more learning outcomes.

Progress or lack of progress, as determined by the data from pre- and summative assessments is expressed using charts or graphs.

A summary of learning is provided.

Presentation is understandable.

Data analysis of the whole class is not presented for any learning outcome.

AND/OR

Progress or lack of progress, as determined by the data from pre- and summative assessments, is not clearly expressed or does not use charts or graphs.

A summary of learning is not clear or is not provided.

Presentation lacks clarity.

Total Score out of a possible 3 points ____ Comments:

____Unscorable due to lack of clarity, grammar/usage, and/or organization. Must be revised and resubmitted within 1 week of date returned. Suggestions: Visit the Writing Center.

Key Element 5.2: Sub Group Data Organization & Display Rubric

Task B Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Subgroup Data Analysis (NASPES 5.2)

Data analysis of one subgroup for one of the learning outcomes contains a well-developed rationale for choosing that subgroup.

Progress or lack of progress, as determined by the data from pre- and summative assessments, is clearly expressed using charts or graphs.

A comprehensive summarization of the data is provided.

Presentation is exemplary and contains no errors.

Data analysis of one subgroup for one of the learning outcomes contains an adequate rationale for choosing that subgroup.

Progress or lack of progress, as determined by the data, using pre- and summative assessments, is adequately expressed using charts or graphs.

An adequate summarization of the data is provided.

Presentation is understandable and contains a few errors.

Data analysis of one subgroup for one of the learning outcomes does not contain a substantive rationale for choosing that subgroup.

Progress or lack of progress, as determined by the data from pre- and summative assessments, is not clearly expressed using charts or graphs.

A vague and/or incomplete summarization of the data is provided.

Presentation lacks clarity and contains several errors.

Data analysis of one subgroup for any of the learning outcomes does not contain a rationale for choosing that subgroup.

AND/OR

Progress or lack of progress, as determined by the data from pre- and summative assessments, is not clearly expressed or does not use charts or graphs.

A summarization is not clear or is not provided.

Presentation lack clarity.




Key Element 5.3: Individual Data Organization & Display Rubric

Task C Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Individual Students Data Analysis (NASPES 5.2)

For each of the three achievers (i.e., high, average, low), a summary for one learning outcome includes:

Data from pre-, formative, and summative assessments.

A comprehensive summarization of data is provided including progress or lack of progress.

Individual student work is included.

Presentation is exemplary and contains no errors.



An adequate summarization of data is provided including progress or lack of progress.


Presentation is understandable and contains few errors.



A vague or incomplete summarization of data is provided including progress or lack of progress.


Presentation lacks clarity and contains several errors.

For each of the three achievers (i.e., high, average, low), a summary for one learning outcome does not include:


AND/OR

A comprehensive summarization of data is not provided including progress or lack of progress.

Individual student work is not included.

Presentation is not understandable and contains numerous errors.



Key Element 5.4: Quality Feedback Rubric

Task D Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Consistent and High Quality Feedback (NASPES 5.2)

Narrative clearly describes procedures for timely and accurate feedback to students and parents (via cooperating teacher) regarding the learning outcomes stated in the assessment plan. Procedures for feedback include technology whenever possible.

Narrative adequately describes procedures for timely and accurate feedback to students and parents (via cooperating teacher) regarding the learning outcomes stated in the assessment plan. Procedures for feedback include technology whenever possible.

Narrative briefly describes procedures for timely and accurate feedback to students and parents (via cooperating teacher) regarding the learning outcomes stated in the assessment plan. Procedures for feedback may include technology whenever possible.

Narrative does not describe procedures for timely and accurate feedback to students and parents (via cooperating teacher) regarding the learning outcomes stated in the assessment plan.





Key Element 6.1: Instructional Episode Description Rubric

Task A Accomplished=3 Capable=2 Developing=1 Unacceptable= 0

Episode Description (NASPES 5.3)

Instructional episode clearly and thoroughly describes student lack of progress based on formative and/or summative data. Planned formative and/or summative assessments is/are included.

Instructional episode adequately describes student lack of progress based on formative data. Planned formative and/or summative assessments is/are included.

Instructional episode does not adequately describe student lack of progress based on formative data. Planned formative and/or summative assessments is/are included.

Instructional episode does not describe student lack of progress based on formative and/or summative data. Planned formative and/or summative assessments were not included.



Key Element 6.2: Instructional Decision Making Rubric

Task B Accomplished=3 Capable=2 Developing=1 Unacceptable= 0

Instructional Decision-Making (NASPES 5.3)

Provides pedagogically sound instructional decision making for the episode. Detailed rationales are included for the episode based on knowledge of contextual factors and current research.

Provides pedagogically sound instructional decision making for the episode. Adequately described rationale is included for the episode based on knowledge of contextual factors and current research.

Provides inadequate pedagogical instructional decision making for the episode. Decisions are not based on either contextual factors or current research.

Does not provide instructional decision-making for the episode. Decisions are not based on contextual factors or current research.




Attachment B4: Assessment Tool - Teacher Work Sample Element 7

Key Element 7.1: Self-Evaluation & Reflection Rubric – Successful Learning Outcomes

Task A Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Successful Outcomes (NASPES 5.3)

Thoroughly describes two successful learning outcomes. Provides two or more well-developed reasons for success. Description includes an in-depth examination of goals, instruction, assessment, along with student characteristics and contextual factors.

Adequately describes two successful learning outcomes. Provides two or more adequately developed reasons for success. Description includes discussion of goals, instruction, assessment, along with student characteristics and contextual factors.

Vaguely describes two successful learning outcomes. Provides two or more vaguely developed reasons for success. Description includes a discussion of at least two of the following: goals, instruction, assessment, along with student characteristics and contextual factors.

Does not describe two successful learning outcomes. AND/OR Does not provide two or more possible reasons for success. Description does not include a discussion of at least two of the following: goals, instruction, assessment, along with student characteristics and contextual factors.

Total score out of possible 3 points ____ Comments:

___Unscorable due to lack of clarity, grammar/usage, and/or organization. Must be revised and resubmitted within 1 week of date returned. Suggestion: Visit the Writing Center.

Key Element 7.2: Reflection & Self-Evaluation Rubric – Unsuccessful Learning Outcomes

Task B Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Unsuccessful Outcome(s) (NASPES 5.3)

Thoroughly describes two unsuccessful learning outcomes. Provides two or more well-developed reasons for lack of success. Description includes an in-depth examination of goals, instruction, assessment, along with student characteristics and contextual factors.

Adequately describes two unsuccessful learning outcomes. Provides two or more adequately developed reasons for lack of success. Description includes discussion of goals, instruction, assessment, along with student characteristics and contextual factors.

Describes two unsuccessful learning outcomes. Provides two or more vaguely developed reasons for lack of success. Description includes a discussion of at least two of the following: goals, instruction, assessment, along with student characteristics and contextual factors.

Does not describe two unsuccessful learning outcomes. AND/OR Does not provide two or more possible reasons for lack of success. Description does not include a discussion of at least two of the following: goals, instruction, assessment, along with student characteristics and contextual factors.




Key Element 7.3: Professional Learning Goal/Professional Development Rubric

Task C Accomplished=3 Capable=2 Developing=1 Unacceptable=0

Reflection: Implications for Professional Development (NASPES 6.2)

Details a professional learning goal that clearly emerges from insights & experiences described in this section. Details at least 2 specific steps to meet these goals. Clearly describes professional development activities in at least four of the five areas listed above.

Describes a professional learning goal that emerges from insights & experiences described in this section. Describes at least 2 specific steps to meet this goal. Describes professional development activities in 3-4 of the five areas listed above.

Identifies a professional learning goal that emerges from insights & experiences described in this section. Describes at least 1 step to meet this goal. Describes professional development activities in 1-2 of the five areas listed above

Presents a professional learning goal that is not strongly related to insights & experiences described in this section and/or provides a vague plan or no plan for meeting the goal. Describes no professional development activities in any of the five areas listed above; or describes activities that are unrelated to professional development.




ATTACHMENT C: DATA

Fall 2012 Data for TWS Element 3 (N=41)

TWS 3 Element

(Standard Element)

3.1

(Std. 5.1)

3.2

(Std. 5.1)

3.3

(Std. 5.1)

3.4

(Std. 5.2)

3.5

(Std. 5.2)

Raw Score Mean 2.51 2.51 2.51 2.10 2.59

Frequency of Score 0 1 1 1 4 0


Frequency of Score 2* 13 13 15 13 11

Frequency of Score 3** 25 25 24 18 27

Percentage of Score 0 2.44 2.44 2.44 9.76 0.00


Percentage of Score 2* 31.71 31.71 36.59 31.71 26.83

Percentage of Score 3** 60.98 60.98 58.54 43.90 65.85

* Acceptable; ** Target

Spring 2013 Data for TWS Element 3 (N=41)

TWS 3 Element

(Standard Element)

3.1

(Std. 5.1)

3.2

(Std. 5.1)

3.3

(Std. 5.1)

3.4

(Std. 5.2)

3.5

(Std. 5.2)

Raw Score Mean 2.83 2.80 2.59 2.27 2.63












TWS 3 Element

(Standard Element)

5.1

(Std. 5.2)

5.2

(Std. 5.2)

5.3

(Std. 5.2)

5.4

(Std. 5.2) Mean

Raw Score Mean 2.56 2.41 2.27 2.22 2.37











TWS 3 Element

(Standard Element)

5.1

(Std. 5.2)

5.2

(Std. 5.2)

5.3

(Std. 5.2)

5.4

(Std. 5.2) Mean

Raw Score Mean 2.51 2.51 2.51 2.10 2.44


Frequency of Score 1 1 0 0 0 0.25


Frequency of Score 3** 33 29 24 25 27.75








TWS 3 Element

(Standard Element)

6.1

(Std. 5.3)

6.2

(Std. 5.3) Mean

Raw Score Mean 2.63 2.20 2.20

Frequency of Score 0 1 0 0.5

Frequency of Score 1 3 9 6

Frequency of Score 2* 6 15 11

Frequency of Score 3** 31 17 24

Percentage of Score 0 2.44 0 1.22

Percentage of Score 1 7.32 21.95 14.64

Percentage of Score 2* 14.63 36.59 25.61

Percentage of Score 3** 75.61 41.46 58.54



TWS 3 Element

(Standard Element)

6.1

(Std. 5.3)

6.2

(Std. 5.3) Mean

Raw Score Mean 2.66 2.68 2.67

Frequency of Score 0 0 1 0.5


Frequency of Score 2* 14 10 12

Frequency of Score 3** 27 30 28.5



Percentage of Score 2* 34.15 24.39 29.27

Percentage of Score 3** 65.85 73.17 69.51




TWS 3 Element

(Standard Element)

7.1

(Std. 5.3)

7.2

(Std. 5.3)

7.3

(Std. 6.2) Mean

Raw Score Mean 2.54 2.27 2.32 2.37

Frequency of Score 0 0 1 4 2


Frequency of Score 2* 9 17 6 11

Frequency of Score 3** 27 18 26 23

Percentage of Score 0 0.00 2.44 9.76 4.07


Percentage of Score 2* 21.95 41.46 14.63 26.02

Percentage of Score 3** 65.85 43.90 63.41 57.72



TWS 3 Element

(Standard Element)

7.1

(Std. 5.3)

7.2

(Std. 5.3)

7.3

(Std. 6.2) Mean

Raw Score Mean 2.76 2.74 2.74 2.74


Frequency of Score 1 0 0 1 .34

Frequency of Score 2* 10 13 7 10

Frequency of Score 3** 31 28 31 30



Percentage of Score 2* 24.39 31.71 17.07 24.39

Percentage of Score 3** 75.61 68.29 75.61 73.17



ASSESSMENT #6:

Additional assessment that addresses AAHPERD/NASPE Standards

Rowan University Skill And Fitness Evaluation


The Department of Health & Exercise Science at Rowan University has developed a series of skill and fitness

assessments based on the requirements of the NASPE Beginning Teacher Standards. The assessments address

fundamental skills in individual, dual, team sports, game play assessment and health-related fitness components.

Fundamental movement and manipulative skills are assessed in Teaching Concepts of Elementary Physical

Education. More specialized skill assessments are conducted in Teaching Concepts of Physical Education I and

Teaching Concepts of Physical Education II. Health-related fitness testing conducted during Foundations of

Fitness, at the beginning (pre test) and end (post test) of the course. Health related fitness is assessed again at

the end of practicum, prior to candidates entering clinical practice. The specialized skill assessments are not

new assessments, they have been conducted classes for several years. For health related fitness, FitnessGram®

was piloted in Spring 2009 to assess Teacher Candidates’ health-related fitness. The battery of fundamental

movement and manipulative tests were added to this assessment in 2010.


This assessment addresses NASPE Standard 2 (Skill and Fitness Based Competence). Candidates demonstrate

personal competence in motor skill performance for a variety of physical activities and movement patterns

(NASPES 2.1) by completing skill tests in the three “Teaching Concepts” pedagogy classes identified above.

Candidates demonstrate performance concepts related to skillful movement in a variety of physical activities

(NASPES 2.3) primarily through their performance in the passing/receiving and 3 vs. 3 invasion game

assessment (soccer) in Teaching Concepts of Team Sports class. They demonstrate achieving and maintaining a

health-enhancing level of fitness throughout the program (NASPES 2.2) through their performance in

FitnessGram® tests conducted during Foundations of Fitness and Motor Development (starting Spring 2009)

and at the end of Practicum. Specific alignments by test can be found in the scoring guides in Attachment B.


The assessment data shows varied skill and fitness levels for candidates for fall 2012 and spring 2013. There are

over 300 summary data points alone, representing thousands of individual skill assessment scores. Fundamental

movement and manipulative scores have only two levels of performance (unacceptable/does not meet

expectations and acceptable/meets expectations). The other skill/performance tests have three levels of

performance (unacceptable/ does not meet expectations, acceptable/meets expectations, and target/exceeds

expectations)

Fundamental movement/manipulative skill performance: Data from fall 2012 indicate all but one candidate

(3.7%) for jump rope and 3 (10.7%) candidates for hula-hoop scored at the acceptable level. For spring 2013, all

but one candidate (hula hoop) scored at the acceptable level. For all the other skills candidates scored at the

acceptable level with the exception of the three ball juggle. 16/31 candidates (51.6%) could not juggle

continuously for 10 seconds in the fall 2012-group. 12/28 candidates (42.9%) could not juggle continuously for

10 seconds in the spring 2013 group.

Individual-dual sport/net-wall game skill performance: Data from fall 2012 indicate all but one candidate

(3.23%), scored at the acceptable or target level for tennis serve. 25 candidates (81%) scored at target level for

tennis forehand drive. All 31 candidates scored at target level for badminton backhand drive. 19 candidates

(61%) scored at target level for tennis serve. For spring 2013, all but one candidate (3%) for badminton

backhand drive and 2 candidates (6.1%) for tennis serve scored at the acceptable level or above. 21 candidates

(63.6%), 16 candidates (48.5%) and 23 candidates (69.7%) scored at target level for tennis forehand drive,

badminton backhand drive and tennis serve, respectively.

Team Sport/batting-fielding, net-wall and invasion game skill performance: Data from fall 2012 show a more

diverse range of abilities than in the above skill areas. In fall 2012, across all seven assessments, an average of


2.5 candidate scores (10.3%) performed at the unacceptable level. Overall performance level average was 1.26

on a 0-2 scale. The lowest mean score for fall 2012 was for soccer instep kick (1.08); the highest was for 3 v. 3

game play (1.52).

For spring 2013, across all seven assessments, a total of only four candidate scores (1.5%) performed at the

unacceptable level. Overall performance level average was considerably higher, 1.66 on a 0-2 scale. The lowest

mean score for spring 2013 was for volleyball overhead pass (1.53); the highest was for softball catch and 3 v. 3

game play (1.76).

FitnessGram® fitness test performance: Data from fall 2011 and fall 2012 is presented here. The data show that

the lowest scores are for the PACER test, ranging from 25% to 50% at acceptable level. The highest scores

occur most frequently for pushups and curl ups, ranging from 78% to 100% at acceptable level. On the whole,

females and males performed at about the same level, with the exceptions of males in the fall 2012 Foundations

of Fitness course, whose scores are lower, particularly for the PACER test. For fall 2011, the Foundations

candidates outperformed the practicum candidates; the reverse was true for fall 2012.


Results of this assignment demonstrate that candidates are generally skilled in many of the activities they will

teach. With very few exceptions, candidates can perform fundamental motor and manipulative skills.

Candidates scored lowest in hula-hoop and juggling in the “fundamental” skill tests, with spring 2013 showing

an encouraging improvement over fall 2012. Candidates do very well overall in racquet skill tests. The majority

of candidates score at acceptable levels on the other skill tests, but not to the level of the racket skills. This may

be due to the different approaches in the courses in which the tests are conducted. Teaching Concepts of

Secondary Physical Education I addresses fewer sports and a longer amount of time is spent on each sport and

on skill test preparation. It was encouraging to see that only one candidate did not score at acceptable level for 3

vs. 3 invasion game play. Candidates demonstrate that they can perform with tactical competency in an invasion

game. While not ideal, most tests address an area we feel is very important for our candidates, namely the

ability to demonstrate competently to proficiently a wide variety of skills. All candidates scored at least at

acceptable levels on more than half of all the skill and performance tests in both fall 2012 and spring 2013.

In the area of fitness, candidates scored well in the push up, trunk lift and body composition tests. We have

discontinued the shoulder stretch test, and believe that we have a good blend of the Recommended

FitnessGram® tests. Of continuing concern is the percentage of candidates who did not perform at an acceptable

level on the 20 m PACER test. In line with the FitnessGram® philosophy, the fitness tests do not contribute to

class grades, so motivation could have contributed to lower test scores. In addition, the conversion of PACER

data in combination with BMI data to produce a more discriminating VO2 Max score has not been used. We

have purchased the FitnessGram® 9 software and will upgrade to FitnessGram

® 10 of data in fall 2013, and will

start using VO2 max as the fitness indicator.

After initial fitness testing in Foundations of Fitness, candidates set goals for themselves and work on

improving their fitness levels in preparation for the re testing at the end of the semester. The final testing comes

at the end of Practicum, just prior to Clinical Practice. All candidates scored at acceptable levels in at least 3 of

the 6 fitness assessments. However, we currently do not have a specific benchmark minimum candidate

performance, or what the consequences would be if they do not achieve such a benchmark. This is a topic for

discussion in fall 2013. Discussion on health fitness and the importance of being a role model as a teacher

extends into clinical practice. However, accountability remains a thorny issue.


Attachment A: Assessment Tool (Rowan University Skill And Fitness Assessment Overview)

Attachment B: Instructions and Scoring Guides for Skill and Fitness Assessments

Attachment C1: Data (Racquet and Manipulative Skills)

Attachment C2: Data (Team Sport Skills and Game Performance)

Attachment C3: Data (Candidate Physical Fitness)



Rowan University Skill And Fitness Assessment Overview

Rowan Teacher Candidates are assessed on individual/dual sport skill (net/wall games) and game play in

PHED 35310, Teaching Concepts of Secondary Physical Education I, and on team sport skills/game

play (net/wall games, batting/fielding games, invasion games) in PHED 35320, Teaching Concepts of

Secondary Physical Education II. They are assessed on their fundamental movement and manipulative

skills in PHED 35336, Teaching Concepts of Elementary Physical Education. Candidates are assessed

using FitnessGram® in PHED 35252, Foundations of Fitness, at the beginning and end of the semester.

Based on their performance in the initial fitness tests, candidates prepare fitness goals and short and

long-term training plans to accomplish the goals. Candidates are tested for fitness again at the end of

Practicum, prior to entering clinical practice.

The skill assessments vary, and include analytic checklists, analytic rubrics and holistic rubrics. See

details in Attachment B for teacher candidate instructions, rubrics and scoring guides.

The skills that are assessed include the following:

Motor Skills:

Gallop/Slide (transition), Hop, Skip, Leap, Beam Walk, Backbend, Forward Roll

Manipulative Skills:

3 ball juggling, Hula Hoop

Individual/dual sport skill (net/wall games)

Tennis Serve

Tennis forehand groundstroke – from a feed

Badminton backhand drive – from a feed

Team sport skills/game play (net/wall games, batting/fielding games, invasion games – all videotaped

and graded later)

Softball throw and catch with a partner – 50 feet apart

Volleyball overhead pass – from a partner feed

Volleyball forearm pass – from a partner feed

Soccer pass and receive – dynamic (must control ball into space, not trap) – with an active

partner (passing back and forth, 2-3 touch only)

Game play assessment includes the following:

3 v. 3 Soccer – one on one defense; no tackling (to encourage appropriate positioning).

Videotaped and graded later

See assessment 2 regarding other activities not included in this assessment.

FitnessGram® assessments include the following:

20 M Pacer

Back saver sit & reach

90º Push up

Curl up

Trunk Raise

Body composition/BMI

FitnessGram®

assessments are described in:

Meredith, M., & Welk, G. (Eds.) (2006). Fitnessgram/Activitygram Test Administration Manual (4th

Ed.) Champaign, IL: Human Kinetics


ATTACHMENT B: SCORING GUIDE

Instructions and Scoring Guides for Skill and Fitness Assessments

Rubric – Fundamental Movement & Manipulative Skills PHED 35336 Teaching Concepts of Elementary Physical Education

Rowan University Skill And Fitness Evaluation – Movement Skills

NCATE/NASPE Assessment #6:

Rowan University Department of Health & Exercise Science

Component

Unacceptable

(0)

Acceptable

(1)

Gallop

(NASPE Standard 2.1)

Unable to gallop and transition to

slide across mat with correct

technique

Gallops across 10 ft. long mat and

transitions to slide with correct

technique for both.

Hop


Unable to hop on one foot across

10-foot panel mat.

Hops on one foot across 10 ft. long

mat.

Skip


Unable to skip with correct

technique across 10-foot panel

mat.

Skips with correct technique across 10-

foot mat.

Leap


Unable to complete 5 consecutive

leaps (alternating feet) over 5

obstacles (without knocking over

obstacles)

Completes 5 consecutive leaps

(alternating feet) over 5 obstacles

(without knocking over obstacles)

Hula Hoop


Hula hoop spins around waist for

less than 10 consecutive seconds

Hula hoop spins around waist for 10

consecutive seconds

Juggle


Juggle three tennis balls for less

than 10 seconds without a miss

Juggles three tennis balls for 10

seconds or more without a miss

Jump Rope


Jump rope for less than 10

seconds without a miss

Jumps rope for 10 seconds without a

miss

Beam Walk


Unable to walk across balance

beam backward (alternating feet)

without falling (10 second limit)

Walks across balance beam (15 ft. long

by 4ft. wide) backward (alternating

feet) without falling (10 second limit)

Backbend


Unable to support body in an

inverted position with only hands

and feet touching floor for a

minimum of ten seconds. Fingers

and toes must be pointed away

from each other

Supports body in an inverted position

with only hands and feet touching floor

for a minimum of ten seconds. Fingers

and toes must be pointed away from

each other

Forward Roll


Unable to perform forward roll

with correct technique (must stay

within lines and stand up at end)

Perform forward roll with correct

technique (shoulder –first mat contact,

curled position, must stay within lines

and stand up without using hands at

end)

Raw Score 0 10

Total Score 0 100

NCATE Score 0 1


Rubric - Tennis Serve

PHED 35310 Teaching Concepts of Secondary Physical Education I

Rowan University Skill And Fitness Evaluation – Tennis Serve



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Tennis Serve


Raw Score 1-2 3 4 5

Scoring Guide

Element Description √

Stance

Position behind base line with non-dominant foot at 45-degree

angle to baseline. Feet are staggered with knees slightly bent.

Racquet and ball are held in front of body with elbows slightly

bent.

Eye Contact The eyes focus on the ball throughout the entire toss and racquet

swing. This continues beyond ball contact.

Weigh Shift

As the ball is tossed and both the ball and racquet rise over the

head, the weight shifts to the back foot. This is followed by a

forward weight shift as the forward swing begins.

Hip/Shoulder

Rotation

As forward racquet swing begins, the hips and pelvis initiate

forward turn followed by flexion at the waist and shoulder/chest

rotation.

Full Swing

Motion

The swing begins with the racquet moving downward and then

upward over the head. It continues to circle back down behind

the back to stop while touching the lower back. At this point the

racquet rises in an arc over the dominant shoulder towards the

ball. After striking the ball, the racquet continues to follow

through downward along the opposite thigh.

Form Score __/ 5

On Target Score __/ 5

Total Score __/ 10


Rubric – Tennis Forehand


Rowan University Skill And Fitness Evaluation – Tennis Forehand



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Tennis Forehand


Raw Score 1-2 3 4 5

Scoring Guide


Stance

Position near base line with ¼ full body turn. Non- dominant

shoulder facing the approaching ball. The feet are placed

shoulder width apart with knees slightly bent. Shoulders are

positioned over hips and the head is turned toward the ball.

Eye Contact The eyes focus on the ball throughout the entire racquet

swing. This continues beyond ball contact.

Weigh Shift

The weight shifts to the back foot just before forward trunk

rotation. The trunk begins rotation quickly followed by

forward weight shift. The swing occurs as weight shifts and

the trunk rotates.

Hip/Shoulder

Rotation

Just before the forward swing is initiated, the pelvis precedes

the spine and shoulders as the trunk turns in differentiated

rotation. Trunk rotation may exceed 90 degrees.

Full Swing

Motion

The swing begins with the racquet moving upward, back and

finally down in a looping motion. This prepares the racquet

for the forward swing. The racquet then follows trunk

rotation moving forward in a low to high swing plane. The

racquet is allowed to lag behind the upper arm as the forearm

lags behind the humerus.

Form Score __/ 5


Total Score __/ 10


Rubric – Badminton Backhand


Rowan University Skill And Fitness Evaluation – Badminton Backhand



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Badminton Backhand


Raw Score 1-2 3 4 5

Scoring Guide


Stance

Position near base line with ¼ full body turn. Dominant

shoulder facing the approaching shuttle. The feet are placed

shoulder width apart with knees slightly bent. Shoulders are

positioned over hips and the head is turned toward the shuttle.

Eye Contact

The eyes focus on the shuttle throughout the entire racquet

swing. This continues beyond shuttle contact.

Weigh Shift

The weight shifts to the back foot as the racquet reaches the

back ready to swing position.

Hip/Shoulder

Rotation

Just before the forward swing is initiated, the pelvis precedes

the spine and shoulders as the trunk turns in differentiated

rotation.

Full Swing

Motion

The swing begins with the racquet moving upward and back

into the ready to swing position. This prepares the racquet for

the forward swing. The racquet then follows trunk rotation

moving forward in a swing plane that is determined by the

incoming trajectory of the shuttle. There is substantially more

wrist movement in the badminton swing.

Form Score __/ 5


Total Score __/ 10


Rubric – Softball Throw

PHED 35320 Teaching Concepts of Secondary Physical Education II

Rowan University Skill And Fitness Evaluation – Overhand Softball Throw



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Overhand Softball Throw


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Throw Date: ____________

Hig

hly

Pro

fici

ent

(Sco

re 4

)

Arms begin in a relaxed, Y shaped position, free hand pointing at target

Throwing motion is initiated with contra lateral step

Hip and shoulder rotation are sequential and smooth

Elbow remains up around shoulder level, lags shoulder and leads wrist

Ball is released in front of head at appropriate level for distance/level of target

Lower arm pronates, wrist extends on release

Hand/arm follows through towards opposite thigh

Throw is accurate (catcher can catch comfortably without moving)

Matu

re (S

core

3)

Arms begin in a Y shaped position, free hand pointing at target

Throwing motion is initiated with contra lateral step

Hip and shoulder rotation are sequential

Elbow remains up around shoulder level and leads wrist

Ball is released in front of head at appropriate level for distance/level of target

Lower arm pronates and/or wrist extends on release

Hand/arm follows through after release

Throw is accurate (catcher can catch without moving)

Ele

men

tary

(Sco

re 2

)

Arms begin in opposition, free hand/arm leading

Body is square to target or contra lateral foot is slightly forward

Hip and/or shoulder rotation is evident

Elbow remains between shoulder and chest level and/or leads wrist

Ball is released in front of head

Lower arm pronation and/or extension is inconsistent

Hand/arm follows through minimally after release

Throw is catchable if catcher moves

Init

ial

(Sco

re 1

)

Arms begin square to target or with throwing side leading

Ipsilateral foot is forward or steps forward in the throwing initiation

Hip and/or shoulder rotation is/are not evident

Elbow drops below chest level and/or leads wrist

Ball release is inconsistent

Lower arm pronation and/or extension is not evident

Hand/arm exhibits no follow through after release

Throw is not catchable


Rubric – Softball Catch


Rowan University Skill And Fitness Evaluation – Softball Catch



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Softball Catch


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Catch Date: ____________

Hig

hly

Pro

fici

ent

(Sco

re 4

)

Body moves into position in line with ball flight (if necessary)

Arms are relaxed, flexed and reaching for ball, palms forward

Arms and hands adjust to ball flight in a timely manner

Hands begin to move towards body a fraction prior to ball contact

Eyes watch ball into hand(s)

Hand(s) grasp ball with a smooth motion/relaxed grip – no bobble

Arms flex to draw ball towards body for optimum deceleration

Matu

re

(Sco

re 3

)

Body moves into position in line with ball flight (if necessary)

Arms are relaxed, flexed and reaching for ball, palms forward

Arms and hands adjust to ball flight in a timely manner

Eyes watch ball into hand(s)

Hand(s) grasp ball with a smooth motion and relaxed grip

Arms flex to draw ball towards body for optimum deceleration

Ele

men

tary

(Sco

re 2

)

Body moves appropriately towards line of ball flight (if necessary)

Arms are flexed and reaching for ball, palms forward

Arms and hands adjust to ball flight

Eyes track ball towards hand(s), however not all the way to contact

Hand(s) grasp ball with a relatively smooth motion and grip which allows the ball

to be caught, although it may not be caught

Arms flex somewhat to draw ball towards body for optimum deceleration

Init

ial

(Sco

re 1

)

Body does not move into position in line with ball flight or moves inappropriately

Arms are extended in front of body

Arms and hands do not adjust to ball flight or adjust inappropriately

Eyes do not watch ball into hands and/or the head moves away in an avoidance

reaction to ball

Hand(s) grasp(s) the ball with improper timing and/or intensity, ball may be

trapped by arms and body and/or dropped

Arms do not draw ball towards body for optimum deceleration


Rubric – Volleyball Overhead Pass PHED 35320 Teaching Concepts of Secondary Physical Education II

Rowan University Skill And Fitness Evaluation – Volleyball Overhead Pass



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Volleyball Overhead Pass


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Overhead Pass Date: ___________

Hig

hly

Pro

fici

ent

(Sco

re 4

)

Passer begins in ready position with staggered, low stance

Passer moves into position early and smoothly, under & behind ball (if necessary)

At contact, knees and hips bent, ball is just above forehead

Ball is contacted with thumb pads and all 8 fingers smoothly

Legs and arms extend to provide power to project ball; wrists supinate post contact

Ball does not spin in the air

Ball projects consistently 10-15 feet in the air in a smooth arc

Pass is accurate (feeder/catcher can catch comfortably without moving)

Matu

re (S

core

3)

Passer begins in ready position with staggered stance

Passer moves into position under & behind ball (if necessary)

At contact, knees and hips bent, ball is above forehead

Ball is contacted with thumb pads and most fingers with minimal “hitting” sound

Legs and arms extend to provide power to project ball

Ball spins minimally in the air

Ball projects mostly 10-15 feet in the air in a smooth arc

Pass is fairly accurate (catcher can generally catch with minimal movement)

Ele

men

tary

(Sco

re 2

)

Passer begins in ready position neutral stance

Passer has some difficulty moving into position under & behind ball (if necessary)

At contact, knees/hips straight, ball is somewhat above/behind/in front of forehead

Ball is contacted with some palm contact or with minimal finger control

Legs and/or arms do not extend to provide power to project ball

Ball back spins in the air

Ball projects at varying heights, often too low or too high

Pass is inconsistent (catcher can sometimes catch with minimal movement)

Init

ial

(Sco

re 1

)

Passer demonstrates little or no ready position

Passer has difficulty moving into position under & behind ball (if necessary)

At contact, knees/hips straight, ball is above/behind/in front of forehead

Ball is contacted palmed or “slapped”

Legs and/or arms do not extend to provide power to project ball

Ball spins in the air (including top, back and sidespin)

Ball projects at varying heights, always too low or too high

Pass is consistently inaccurate


Rubric – Volleyball Forearm Pass PHED 35320 Teaching Concepts of Secondary Physical Education II

Rowan University Skill And Fitness Evaluation – Volleyball Forearm Pass



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Volleyball Forearm Pass


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Forearm Pass Date: ___________

Hig

hly

Pro

fici

ent

(Sco

re 5

)

Passer begins in ready position with staggered, low stance

Passer moves into position early and smoothly, under & behind ball (if necessary)

At contact, knees and hips are bent, ball is at waist level

Ball is contacted with mid forearms of both arms; arms are straight

Arms move smoothly upwards to project ball, both feet stay on ground

Ball projects consistently 8-10 feet in the air in a smooth arc

Pass is accurate (feeder/catcher can catch comfortably without moving)

Matu

re

(Sco

re 4

)

Passer begins in ready position with staggered stance

Passer moves into position under & behind ball (if necessary)

At contact, knees and hips are bent, ball is close to waist level

Ball is contacted close mid forearms of both arms; arms are fairly straight

Arms move upwards to project ball, back foot mostly stays on ground

Ball projects mostly between 8-10 feet in the air

Pass is fairly accurate (catcher can generally catch with minimal movement)

Ele

men

tary

(Sco

re 3

)

Passer begins in ready position neutral stance

Passer has some difficulty moving into position under & behind ball (if necessary)

At contact, knees and hips are straight and/or ball is below/above waist level

Ball is contacted close mid forearms of one arm/near thumbs/elbow of both arms

and/or arms are bent

Arms and body move upwards to provide power to project ball; back foot lifts

Ball projects at varying heights, often too low or too high

Pass is inconsistent (catcher can sometimes catch with minimal movement)

Init

ial

(Sco

re 2

)

Passer demonstrates little or no ready position

Passer has difficulty moving into position under & behind ball (if necessary)

At contact, knees and hips are straight and/or ball is below/above waist level

Ball is contacted at/near thumbs/elbow; arms are bent

Arms do not swing or swing wildly to project ball and/or only legs are used,

typically with a hop or jump action

Ball projects at varying heights, always too low or too high

Pass is consistently inaccurate/uncatchable


Rubric Soccer Receive/Control & Instep Kick PHED 35320 Teaching Concepts of Secondary Physical Education II

Rowan University Skill And Fitness Evaluation – Soccer Control & Instep Kick



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

Soccer Control & Instep Kick


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Passing/Receiving (Soccer) Date: ___________

Hig

hly

Pro

fici

ent

(S

core

4)

Ball is controlled to forward and lateral space on reception

Inside and outside of either foot is used for receiving

Player moves with ball and keeps it under close control

Contra lateral hand reaches over the ball

Non kicking (plant) foot steps to and lands next to ball

Hips square up to target

Legs are flexed in preparation for the kick

Body has slight backward lean; head is slightly behind ball

Eyes check the target first then watch ball through contact

Ball is kicked firmly with instep contact through center of ball

Hip flexes and leg extends for a smooth follow through

Pass is accurate (well within cones)

Matu

re (S

core

3)

Ball is controlled to forward and/or lateral space on reception

Either foot is used for receiving

Player moves with ball and keeps it under control

Contra lateral hand moves toward the ball

Non kicking (plant) foot steps to and lands near to ball

Hips almost square to target

Legs are somewhat flexed in preparation for the kick

Body is upright or slight backward lean; head is over ball

Eyes watch ball through contact

Ball is kicked firmly with instep contact through or under center of ball

Hip flexes and leg extends in order to follow through

Pass is fairly accurate (within cones)


Ele

men

tary

(S

core

2)

Ball is trapped or controlled into lateral space on reception

One foot is predominantly used for receiving

Player attempts to move with ball (extra control contacts may be needed)

Contra lateral hand moves little if at all

Non kicking (plant) foot steps to and lands near to ball

Hips tangential to target-ball tends to be “swept” rather than kicked

Legs are somewhat flexed prior to kick

Body is upright or slight forward lean

Eyes watch ball rather than target

Ball is kicked firmly with inside of foot through or under center of ball

Hip is slightly flexed through the kick

Pass is sometimes within cones

Init

ial

(Sco

re 1

)

Ball is trapped or controlled inconstantly, or missed

Dominant foot is used for receiving

Player frequently looses control of the ball, needs many extra touches

Contra lateral hand does not move or move backwards

Non kicking (plant) foot does not move or is placed behind or to far to side of ball

Hips perpendicular to target-ball is “swept” rather than kicked

Legs are straight throughout the kick

Body has a forward lean

Eyes contact is inconsistent

Ball is kicked firmly with toe, or contact on the ball is inconsistent

Hip is not flexed through the kick

Pass is rarely within cones


Rubric – 3 v. 3 Game Play


Rowan University Skill And Fitness Evaluation – 3 vs. 3 Game Play Assessment



Components

Initial/

Unacceptable

(0)

Elementary/

Unacceptable

(0)

Mature/

Acceptable

(1)

Proficient/

Target

(2)

3 vs. 3 Game Play


Raw Score 1-2 3 3.5-4 4.5-5

Scoring Guide

Name: _______________________ Skill: Forearm Pass Date: ___________

Hig

hly

Pro

fici

ent

(Sco

re 5

)

Moves to effective space and calls for the ball when appropriate (communicates with

teammates). Uses the appropriate pass based on teammate and opponent’s position and

actions. Maintains triangular shape with teammates when on offense.

Demonstrates effective ball side/goal side position and movement when on defense.

Shoots and/or passes for another player to shoot based on what is most effective or

appropriate. Maintains possession of the ball, dribbles, passes and/or shoots at the

appropriate time and with excellent technique.

Matu

re

(Sco

re 4

)

Moves to space and calls for the ball when appropriate (mostly communicates with

teammates). Passes based on teammate and opponent’s position and actions. Maintains

triangular shape with teammates when on offense most of the time.

Demonstrates ball side/goal side position and movement when on defense. Shoots and/or

passes for another player to shoot appropriately. Maintains possession of the ball,

dribbles, passes and/or shoots at the appropriate time and with good technique.

Ele

men

tary

(Sco

re 3

)

Moves to space and calls for the ball (sometimes communicates with teammates). Passes

inconsistently based on teammate and opponent’s position and actions. Maintains mostly

triangular shape with teammates when on offense. Demonstrates ball side position and

movement when on defense. Shoots and/or passes for another player to shoot, not always

appropriately to the game condition. Maintains possession of the ball, dribbles, passes

and/or shoots with basic technique.

Init

ial

(Sco

re 2

)

Rarely moves to space or calls for the ball (rarely communicates with teammates). Passes

inconsistently, not based on teammate and opponent’s position and actions. Maintains no

shape with teammates when on offense. Demonstrates inconsistent or inappropriate

position and movement when on defense. Shoots and/or passes for another player to

shoot, not in response to game conditions. Easily loses possession of the ball. Dribbles,

passes and/or shoots at inappropriate times and/or with poor technique.


Rubric – Health Related Fitness PHED 35310 Teaching Concepts of Secondary Physical Education I

Rowan University Skill And Fitness Evaluation – FitnessGram® Fitness Tests



Components

Not in Healthy Fitness Zone

Unacceptable

(0)

In Healthy Fitness Zone/

Acceptable

(1)

FitnesGram© Test Scores


Scoring Guide

BMI Calculated from height and weight

Curl ups: Total number of curl ups – upper trunk only

Push ups: Total number of push 90º ups

Sit & Reach Left and right back saver sit and reach

Trunk Extension Height of chin while extending trunk – 12”

maximum

PACER Number of 20 m laps completed


ATTACHMENT C: DATA

ATTACHMENT C 1: DATA

FUNDAMENTAL MOVEMENT & MANIPULATIVE SKILLS

Fall 2012

N=28*

Skill Hop Skip Leap Back-bend

Forward Roll

Gallop-Slide

Hula Hoop

Jump Rope

Beam Walk Juggle

NASPE Standard 2.1 2.1 2.1 2.1 2.1 2.3 2.3 2.3 2.3 2.1

NCATE Score Mean

1 1 1 1 1 1 0.89 0.96 1 0.48

Frequency of Score 0

0 0 0 0 0 0 3 1 0 16*


28 28 28 28 28 28 25 27 28 15*

Percentage of Score 0

0 0 0 0 0 0 10.7 3.6 0.0 51.6


100 100 100 100 100 100 89.3 96.4 100.0 48.4

* For Juggle, n=31 candidates, as it was conducted in another course prior to Spring 2013

Spring 2013

N=28

Skill Hop Skip Leap Back-bend

Forward Roll

Gallop-Slide

Hula Hoop

Jump Rope

Beam Walk Juggle

NASPE Standard 2.1 2.1 2.1 2.1 2.1 2.3 2.3 2.3 2.3 2.1

NCATE Score Mean

1 1 1 1 1 1 0.96 1 1 0.57


0 0 0 0 0 0 1 0 0 12


28 28 28 28 28 28 27 28 28 16


0 0 0 0 0 0 3.5 0 0 42.9


100 100 100 100 100 100 96.5 100 100 57.1



INDIVIDUAL/DUAL SPORT (NET/WALL) SKILLS

Fall 2012

N=31

Skill

Tennis Forehand

Drive

Badminton Backhand

Drive Tennis Serve

NASPE Standard 2.1 2.1 2.1

NCATE Score Mean 1.81 2.00 1.58




Percentage of Score 0 0 0 3.23



Spring 2013

N=33

Skill

Tennis Forehand

Drive

Badminton Backhand

Drive Tennis Serve

NASPE Standard 2.1 2.1 2.1

NCATE Score Mean 1.64 1.45 1.64




Percentage of Score 0 0 3.0 6.1





TEAM SPORT (BATTING/FIELDING, NET/WALL AND INVASION GAME) SKILLS

Fall 2012

N=25

Skill Vo

lleyb

all

Ove

rhea

d P

ass

Vo

lleyb

all

Fore

arm

Pas

s

Socc

er In

ste

p

kick

/pas

s

Socc

er R

ece

ive/

C

on

tro

l

Soft

bal

l OH

Th

row

Soft

bal

l Cat

ch

3 v

s. 3

Gam

e P

lay

NASPE Standard 2.1 2.1 2.3 2.3 2.1 2.1 2.3

NCATE Score Mean 1.16 1.2 1.08 1.16 1.36 1.36 1.52

Frequency of Score 0 2 2 6 4 3 0 1



Percentage of Score 0 8 8 24 16 12 0 4



Spring 2013

N=38

Skill Vo

lleyb

all

Ove

rhe

ad P

ass

Vo

lleyb

all

Fore

arm

Pas

s

Socc

er

Inst

ep

ki

ck/p

ass

Socc

er

Re

ceiv

e/

Co

ntr

ol

Soft

bal

l OH

Th

row

Soft

bal

l Cat

ch

3 v

s. 3

Gam

e P

lay

NASPE Standard 2.1 2.1 2.1, 2.3 2.1, 2.3 2.1 2.1 2.3

NCATE Score Mean 1.53 1.55 1.66 1.63 1.71 1.76 1.76




Percentage of Score 0 2.6 2.6 0 0 2.6 2.6 0

Percentage of Score 1 42.1 39.5 34.2 36.8 23.7 18.4 23.7




FITNESSGRAM® TEST

Fall 2011

Females (Foundations of Fitness: N=24)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 51.8 13.0 13.4 22.4 64.3 12.0 NA

NCATE Score Mean 0.83 0.58 0.67 1 0.96 1 NA

Frequency of Score 0 4 10 8 0 1 0 NA


Percentage of Score 0 16.7 41.7 33.3 0 4.2 0 NA

Percentage of Score 1 83.3 58.3 66.7 100 95.8 100 NA

Males (Foundations of Fitness: N=27)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 61.7 12.7 13.3 30.1 66.9 11.9 NA

NCATE Score Mean 0.37 1.00 1.00 1.00 1.00 0.93 NA



Percentage of Score 0 63.0 0 0 0 0 7.4 NA

Percentage of Score 1 37.0 100 100 100 100 92.6 NA



FITNESSGRAM ®

TEST (CONT.)

Fall 2011

Females (Practicum/Clinical Practice: N=19)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 43.2 13.4 13.8 14.6 50.3 11.9 23.4

NCATE Score Mean 0.53 0.74 0.84 0.89 1 0.95 0.89



Percentage of Score 0 47.4 26.3 15.8 10.5 0 5.3 10.5

Percentage of Score 1 52.6 73.7 84.2 89.5 100 94.7 89.5

Males (Practicum/Clinical Practice: N=19)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 54.8 11.0 10.8 33.5 51.1 10.9 25.6

NCATE Score Mean 0.3 0.8 0.84 1 0.84 0.74 0.84



Percentage of Score 0 63.2 15.8 15.8 0 15.8 26.3 10.5

Percentage of Score 1 36.8 84.2 84.2 100 84.2 73.7 89.5



FITNESSGRAM ®

TEST

Fall 2012

Females (Foundations of Fitness: N=16)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 40.2 13.1 13.5 20.3 55.5 8.3 20.8

NCATE Score Mean 0.25 0.56 0.56 0.875 0.88 0 0.94





Males (Foundations of Fitness: N=46*)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 56.38 10.5 10.5 35.5 49.4 7.2 27.5

NCATE Score Mean 0.17 0.80 0.80 0.78 0.85 0.04 0.76





* Additional section of course, in addition to large proportion of males



FITNESSGRAM ®

TEST (CONT.)

Fall 2012

Females (Practicum/Clinical Practice: N=14)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 36.17 11.8 11.8 21.5 50.7 6.5 21.6

NCATE Score Mean 0.5 0.79 0.86 1 1 0.93 0.93



Percentage of Score 0 50 21.4 14.3 0 0 7.1 7.1

Percentage of Score 1 50 78.6 85.7 100 100 92.9 92.9

Males (Practicum/Clinical Practice: N=28)

Fitness Test

PA

CER

Sit

& R

each

Left

Sit

& R

each

R

igh

t

Pu

sh-u

ps

Cu

rl u

ps

Tru

nk

Lift

Bo

dy

Mas

s

Ind

ex

NASPE Standard 2.2 2.2 2.2 2.2 2.2 2.2 2.2

Raw Score Mean 49.9 10.4 10.5 31.0 45.9 7.3 24.6

NCATE Score Mean 0.36 0.96 1.00 0.96 1.00 0.82 0.68






ASSESSMENT #7:

Additional Assessment that addresses NASPE Standards

Year Long Implementation Plan


This assessment is completed by all Teacher Candidates during their K-12 Health & Physical

Education Curriculum & Instruction course, which is usually taken in the semester prior to

Clinical Practice. The project involves an individually developed yearlong implementation plan

derived from a collaboratively designed scope and sequence project, which utilizes

Understanding by Design/Backward Design (Wiggins & McTighe, 2005) as the development

model, that was completed in an earlier group project. The planning project includes diverse

background information, detailed curriculum implementation school calendar, content block

plan, scope and sequence charts, a modified unit outline including rationale, goals and

objectives, resources, a block schedule, and cognitive, affective and psychomotor assessments.

Unit block plans are expected to follow the departmental model, which is based on the lesson

plan model for the department and unit. The scoring rubric for this assignment reflects levels of

performance for each component and has been aligned with NASPE Beginning Teacher

Standards (see below). Also, the data has been disaggregated to address the specific standards.

Due to the addition of a Health Education planning course since the last SPA report, this

assignment no longer includes health content (see assignment description in Attachment A).


This assessment supports NASPE/NCATE Standard 3 (Planning and Implementation). Plans

must be based on one year from a collaboratively designed scope and sequence, reflect the New

Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education,

include one modified unit with developmentally appropriate objectives, and include cognitive,

affective, and psychomotor assessments which evaluate the modified unit objectives. Candidates

must identify and develop appropriate program goals and long term plans linked to those goals

(NASPE/NCATE Standards 3.1 and 3.2). The project also requires them to apply knowledge of

their discipline and to design progressive and sequential instruction (NASPE/NCATE Standard

3.6). It should be noted that this project addresses the “design”, “develop” and “plan” parts of

elements 3.1, 3.2 and 3.6, and not the “implement” part. In addition, the elements are comingled

somewhat in the rubric so that specific candidate strengths in each element are not explicit.

However, as a long term planning exercise we believe it to be an important signature assignment

for our candidates. This assessment also addresses NASPE Standard 5 (Impact on Student

Learning). Candidates are asked to use of a variety of assessments to assess student

understanding and performance and provide feedback (NASPE/NCATE Standard 5.1).


The overall mean for this assessment was 133.2/150 for fall 2012, and 133.71/150 for spring

2013. This translates to 1.68 and 1.74 on a scale of 0-1-2, well within the acceptable/meets

expectation range. All of our Teacher Candidates demonstrated acceptable or target level for this

assessment (i.e., met or exceeded expectations), with the exception of one sub score for one

student for each semester. The “planning and implementation” (NASPE Standards 3) sub scores

for this assignment and the “impact on student learning” (NASPE Standards 5) sub scores for

this assignment are provided in the data table (Attachment C). Scoring ranges for the project

and for each sub part of the project are provided at the bottom of the assignment rubric

(Attachment B).


Three elements of NASPE Standard 3 (3.1, 3.2 and 3.6) are addressed in this project. All

candidates met or exceeded expectations (scored at acceptable or target levels) on these

elements. The strongest performance appears to be in the area of element 3.6 (78% of candidates

in fall 2012 and 82.86% in spring 2013 scoring at the exceeds expectations/target level). Scoring

between fall 2012 and spring 2013 appears to be very similar, with a small dip in element 3.2 for

fall 2012.

The “impact on student learning” component of the assignment (NASPE Standards 5.1) had a

mean score of 39.0 and 39.57 (out of 45) for fall 2012 and spring 2013, respectively, and

revealed that 24 of 41candidates (58.5%) in fall 2012 and 23 of 35 (65.7%) in spring 2013

exceeded expectations or scored in the target range, while 16 (39%) in fall 2012 and 11

candidates (31.4%) met expectations or scored in the acceptable range. One candidate, 2.4% for

fall and 2.8% for spring 2013, did not meet expectations or scored in the unacceptable range.


The data indicate the vast majority of our Teacher Candidates can effectively create long-range

implementation plans (primarily addressing planning components of Standard 3). This

assessment is important for several reasons. First, the experience is valuable, as Teacher

Candidates do not typically participate in yearlong planning in clinical experience. Second, it

provides candidates with a “big picture” planning experience, as they bring only shorter range

planning experience to this course (unit and lesson plans). Third, it helps build a foundation for

curriculum planning once our Teacher Candidates enter the profession. This project has often

proven to be beneficial and practical as many of our graduates return to tell us that they are or

have been involved in curriculum planning for their district within their first two or three years in

the profession.

The cumulative mean score for the planning and implementation project (133.2/150 for fall

2012, and 133.71 for spring 2013), indicates that our candidates have a strong knowledgebase

and organizational/planning abilities needed for developing quality Physical Education curricula.

The candidate scores for elements 3.1, 3.2, and 3.6 all met or exceeded expectation (scored

acceptable or target level). This provides support for our candidates’ strengths in planning part of

Standard 3. These Standard 3 elements are further addressed in Assessment 3: Teacher Work

Sample Elements 2 and 3, and in Assessment 4: Clinical Practice Teacher Candidate

Performance Evaluation Rubric.

Candidate scores for Standard 5.1 were overwhelmingly in the acceptable or above range. For

the one candidate for each of fall 2012 and spring 2013 implementations, although there is not a

specific remediation plan for this class and assignment, there are other opportunities to ensure

candidates are able to develop/select appropriate assessments (Assessments 4 and 5), and they

must score at an acceptable level or above in this area for clinical practice in order to pass.

Although our Teacher Candidates can improve their scores on each of these Standards, the data

indicates that the overwhelming majority have met expectations (acceptable) or exceeded

expectation (target) for the associated standard elements.


Attachment A: Assessment Tool

Attachment B: Scoring Guide

Attachment C: Data



Individual Year-Long Implementation Plan

2012-2013 school calendar

Sections 1, 2, and 3 You will individually use a school from your group

scope and sequence's school district to design a year-

long plan (calendar) that identifies the units and les-

sons/skills taught at a specific grade level. It is another

way of displaying your yearly journey. Begin with a

title page and remember that font size should not to ex-

ceed 12 (unless using 14 for a heading) and do not use

plastic sleeves.

You should plan the year according to the topics/units included in your scope and sequence.

Click here to view samples (demographics), (block plan), (unit plan), and (assessments).

1. Demographics (15 points): You will need to consider and include the following factors rela-

tive to your school environment (remember to use a school from the location you used in your

group's scope and sequence) used in your scope and sequence (demographics) - visit school sites;

town sites; regional sites for this information (15 points):

Geographic area description and type of school (urban, suburban, rural)

Cultural and economic demographics for area and school

Elementary, middle or secondary level - you will select only one grade level for this as-

signment (e.g., 6th grade or 2nd grade)

School population

Teaching facilities (include facilities that do exist and add facilities that you would need)

Total number of lessons during year (2011-2012 school calendar) and consolidated bell

schedule - total PE lessons and total HE lessons (if this information is not on the school

site, you can use the breakdown I have listed below under the block plan) - you will not

need to include HE content later in this project, but you should account for "lessons" dur-

ing one HE marking period.

Time per session/lesson and days of the week you will be teaching and the grade level.

Resources

2. School calendar (15 points): including items such as vacations, events, 1/2 days (not that it is

a 1/2 day or early release, but count it as a full day in your lesson/unit counting) and marking pe-

riods and how your units will flow in it (indicate when a unit begins and ends - and how

many days the unit encompasses) - you should use a block (elementary or secondary) calendar

model listing the dates for each unit, but remember to include within those dates any school

events as noted above (use the calendar from the school's website) - to access calendar templates

you can go to http://office.microsoft.com/en-us/templates/CT010104313.aspx or use a template

you have found elsewhere.

3. Block Plan (15 points): Use this format to show the units for the year. The one on this page is

ONLY an example for five units (you will have more) and only covers 46 sessions..........(your

http://users.rowan.edu/~cone/curriculum/YRdemographics.pdf

http://users.rowan.edu/~cone/curriculum/YRBlockPlan.pdf

http://users.rowan.edu/~cone/curriculum/YRUnitPlan.pdf

http://users.rowan.edu/~cone/curriculum/YRAssessments.pdf

http://users.rowan.edu/~cone/curriculum/YRdemographics.pdf

http://users.rowan.edu/~cone/curriculum/block-calendar.html#elementary

http://users.rowan.edu/~cone/curriculum/block-calendar.html

http://office.microsoft.com/en-us/templates/CT010104313.aspx


year will undoubtedly have more lessons and, as a result, will need more units - use all that are in

your scope and sequence). Most states require a minimum of 180 school days and 46 lessons

would translate into a class every 3+ days. Remember, you will be planning for 3 marking peri-

ods of physical education (potential for one marking period of driver ed, if that is in your scope

and sequence for the selected year) and 1 marking period of health (no content needed for HE -

just indicate the marking period in which you would have been teaching it). Check out this sam-

ple.

Use a minimum of two days for elementary and five days per week for secondary/middle

(per NJ). That would mean that at the elementary level you would need 54 days of PE

and 18 days of HE; at the high school level you would need 135 for PE and 45 for HE (no

content needed for HE - just indicate the marking period in which you would have been

teaching it).

Use class time of 50-60 minutes for secondary/middle and 25-40 minutes for elementary

as your frame of reference when developing your units.

REMEMBER: Your units (and skills) should be introduced in developmentally appropriate or-

der. The fall should have more fundamental skills and later in the year you build on those.

REMEMBER: Units come in various lengths - the length will be determined by the content/skills

to be taught - a unit could be 4 sessions/lessons or 10 or any other length - be extremely careful

about LONG units - they typically end up with TOO much "rolling out the ball."

It is absolutely possible that your Scope and Sequence will not have enough units (add them and

the appropriate skills) or skills (in existing units that did not have a complete list of skills from

your scope and sequence) to fill your year. Please add them as needed and simply note that these

have been added - see shooting (skill) or aquatics (unit) below in red. You can use units/skills

from adjacent years if you find you do not have enough content in your selected year.

Block Plan sample (block plan) - (block plan template)

Soccer Aerobics Badminton Dance Adventure Aquatics

(added)

9 sessions

Sept. 19-Oct. 1

(include be-

ginning and

ending dates)

10 sessions 8 sessions 10 sessions 9 sessions 8 sessions

dribbling

passing

shooting (add-

ed)

????

[Your skills

and concepts

(content) from

scope and se-

quence]

- - - -



http://users.rowan.edu/~cone/curriculum/block-plan-template.doc


4. In this portion of the assignment, you will write goals, objectives and assessments for ONE

UNIT you select from this year-long implementation plan. It must be a physical education unit -

not driver ed or health ed. Please review this linked unit plan sample and NOTE the sections that

a not required as indicated by a strikethrough). Additional thoughts about units (this link is only

for information - use the format I have noted below)…

I DO NOT want a unit plan from another class - this should be constructed for this assignment

ONLY.

Unit plan sample (unit plan) - please note that equipment detail has been added since this sample

was completed

The unit must have a:

a. Title/topic, Check sample unit plan above for general information, Overview, Ra-

tionale, Resources (you will need to work on the equipment aspect by identifying vendor,

specific equipment, pieces and costs - refer to PowerPoint if necessary) (10 points)

b. Objectives (Use this information from Brett Bixler's site or this information from TLC

II, or information from this site and or this site's information now and for your Scope and

Sequence project) - please be specific to your unit - simply copying a standard/strand/cpi

will NOT work - those are standards not unit objectives (NJCCCS-Comprehensive

Health and Physical Education). (30 points)

o a minimum of 2 objectives for the psychomotor domain (include reference to

NJCCC Standards - 2.5.4.A.2) (standard.grade.strand.cpi)

o a minimum of 2 objectives for the cognitive domain (include reference to NJCCC

Standards - 2.5.4.A.2) (standard.grade.strand.cpi)

o a minimum of 2 objectives for the affective/social domain (include reference to

NJCCC Standards - 2.5.4.A.2) (standard.grade.strand.cpi)

c. Block Schedule (blockschedule) (this should be brief - use attached format) (20 points)

o Introduction (Anticipatory Set, Review, Warm-up)

o Content (Description of Activity, Focus, New Material)

o Procedures (Time, Classroom Management, Strategies, Transitions) Give brief

step-by-step progress of entire lesson

o Closure/Culminating Experience (Lesson Activity/Discussion/Assessment-make

sure to connect block schedule assessment with assessments that follow)

d. Assessments (assessments) - these should relate to your unit - INCLUDE COMPLETE

AND READY-TO-USE EXAMPLES, AS THOUGH YOU WERE GOING TO USE

THEM. (assessment info) (45 points)

o A detailed assessment to measure one of your objectives (include a copy of the

objective) in the psychomotor domain and when you would give the assessment


objective) in the cognitive domain and when you would give the assessment (this

http://users.rowan.edu/~cone/curriculum/unitplan.html

http://users.rowan.edu/~cone/curriculum/implementationsupplement.html

http://users.rowan.edu/~cone/curriculum/YRUnitPlan.pdf

http://users.rowan.edu/~cone/curriculum/behobjindex.htm

http://users.rowan.edu/~cone/curriculum/UnitandLessonObjectivesTLCII.pdf

http://www.personal.psu.edu/bxb11/Objectives/index.htm

http://users.rowan.edu/~cone/curriculum/behobjectives.html

http://www.nj.gov/education/cccs/2009/final.htm

http://users.rowan.edu/~cone/curriculum/YRBlockSchedule.pdf

http://users.rowan.edu/~cone/curriculum/block.html

http://users.rowan.edu/~cone/curriculum/YRAssessments.pdf

http://users.rowan.edu/~cone/techassassessment.htm


needs to be a minimum of 10 questions - you do not have to include a 100 ques-

tion test; use a variety of formats (at least two), e.g. true/false, multiple choice,

short answer, matching, essay - you could use 5 each of two formats or if using 3

format types - 5-3-2 or 4-4-2 or some other portion)


objective ) in the affective/social domain and when you would give the assess-

ment

You must complete the following two steps to complete your project:

(1)******PLEASE BRING A PRINTED COPY TO CLASS (DO NOT use plastic sleeves

AND make sure to review the checklist below) AND

(2)******SEND AN ELECTRONIC COPY (these can be individual files) TO

[email protected]

Quick checklist: font size not to exceed 12 (unless using 14 for a heading) and do not use plastic

sleeves

Title, Demographics, etc. (see #1 above)

School Calendar (with holidays, etc - make sure you include beginning and ending unit

dates) (see #2 above)

Block Plan with units, number of lessons, skills (see #3 above)

Unit (see #4 above)

o Title, Overview, etc. information - note the addition of equipment specifics (see

#4a above)

o Objectives (see #4b above)

o Block Schedule (see #4c above)

o Assessments (see #4d above)

Total: 150 points



PHED 35460 K-12 Health & Physical Education Curriculum & Instruction

Year Long Implementation Plan



Component Exceeds Expectations Meets Expectations Does Not Meet Expectations

School Environment

Factors (NASPES

3.6)

Demographics Includes region, cultural and

economic demographics,

school population, stated

clearly, accurately with

specific details

Missing one region, cultural

or economic demographic, or

the school population. States

accurate information of basic

facts with no detail breakdown

Missing two or more region,

cultural or economic

demographics and school

population. Information is

unorganized and incomplete

Facility/HPE Days-

Times

Includes detailed

descriptions of teaching

facility, the total number of

lessons, and length(s) of

class periods

includes a basic description

(one sentence) of teaching

facility, the total number of

lessons, and length(s) of class

period

Includes a minimal

description (one or two

phrases) of teaching facility,

and is missing either the

total number of lessons,

and/or the length(s) of class

period

Scores 13-15 11-12 0-10

School Block or List

Calendar (NASPES

3.1, 3.6)

Includes all of the following

calendar items: school

holidays, marking periods,

any 1/2 day or early

releases, all H & PE units

are identified.

Calendar is clearly

organized and easy to read

Missing one of the following

calendar items: school

holidays, marking periods,

any 1/2 days or early releases,

or all H & PE units

Calendar blocks are not

clearly readable and items not

identified

Missing two or more of the

following calendar items:

school holidays, marking

periods, any 1/2 day or early

releases, all H & PE units.

Calendar block format is not

used and items are not

identified

Scores 13-15 11-12 0-10

Yearlong Units in

Block Form

(NASPES 3.1, 3.6)

Includes all scheduled units

with a complete set of

developmentally appropriate

skills, inclusive dates,

number of lessons,

appropriate unit lengths and

format is clear and item

identified

Includes all scheduled units

with 75% of developmentally

appropriate skills, inclusive

dates, and number of lessons,

appropriate unit lengths, and

format not followed

Missing a scheduled unit or

includes less than 50% of

developmentally appropriate

skills, and is missing

inclusive dates, number of

lessons, or does not

demonstrate appropriate unit

length for the activity.

Format is not followed

Scores 13-15 11-12 0-10

Unit Plan (NASPES

3.2, 3.6)*

Overview Items Includes a title and detailed

description unit overview,

Includes a title and a basic

description unit (one sentence)

Includes a title and a poorly

described overview, that is


rationale is logical and

relevant, resources and

equipment include type and

quantity

overview, rationale is logical

but needs more description,

resources and equipment

include type and quantity

however one item may be

missing

missing components,

rationale is not relevant to

the unit and, resources are

not complete, do not

describe type or quantity

Scores 9-10 7-8 0-6

Objectives –

Psychomotor*

Objectives well written with

observable student

outcomes using specific

terms, appropriate standards

identified, appropriate grade

level identified, appropriate

strand is identified, and

more than one appropriate

CPI is identified

Objectives describe

observable student outcomes

in general terms, appropriate

standards identified,

appropriate grade level

identified, appropriate strands

identified, with only one

appropriate CPI is identified

Objectives do not describe

appropriate outcomes.

Standard identification is not

related to objective. The

grade level is not identified

or the CPI’s do not

correspond to the

appropriate grade level or

are missing

Objectives –

Cognitive*


observable student







CPI is identified

Objectives describe














correspond to the


are missing

Objectives –

Affective*


observable student







CPI is identified

Objectives describe














correspond to the


are missing

Scores 26-30 18-25 0-17

Block Lesson Outline Includes all components

clearly written, concise yet

descriptive, introduction,

content, procedures,

closure/culminating

experience

Missing one component or is

not concise, used detailed

description not required for an

outline

Missing two or more

components or information

is too minimal to complete

outline

Scores 17-20 14-16 0-13

Assessments

(NASPES 5.1)

Psychomotor Includes complete and

detailed assessment

instrument that directly

relates to a unit objective,

Includes assessment

instrument that directly relates

to a unit objective, criteria and

rubric are evident but not

Includes an assessment

instrument that does not

directly relates to a unit

objective, or criteria and


criteria and rubric are

included, appropriate and

feasible format for recording

data, appropriate student

questions or observable

components

detailed, appropriate and


data, appropriate questions or

observable components

rubric are missing, or format

for recording data is not

feasible or age appropriate,

or questions and observable

components are not relevant

Scores 13-15 11-12 0-10

Cognitive Includes complete and

detailed assessment








components

Includes assessment

















Scores 13-15 11-12 0-10

Affective Includes complete and

detailed assessment








components

Includes assessment

















Scores 13-15 11-12 0-10

Total Individual Score

Range

128-150 105-127 0-104

Planning Score Range 89.5-105 73.5-89 0-73

Assessment Score

Range

38.5-45 31.5-38 0-31

NCATE Rubric Score 2 1 0

NASPE Target (T) Acceptable (A) Unacceptable (U)

Unit Exceeds Expectations (EE) Meets Expectations (ME) Does Not Meet Expectations

(DN)


ATTACHMENT C: DATA

Fall 2012 Data for Implementation Plan

N=41

NASPE Element Plan Std. 3.1 Std. 3.2 Std. 3.6 Std. 5.1

Raw Score Mean 133.20 44.63 26.98 22.59 39.00

NCATE Score Mean 1.68 1.73 1.68 1.78 1.56




Percentage of Score 0 0 0 0 0 2.4



Spring 2013 Data for Implementation Plan

N=35

NASPE Element Plan Std. 3.1 Std. 3.2 Std. 3.6 Std. 5.1

Raw Score Mean 133.71 43.69 27.43 22.93 39.57

NCATE Score Mean 1.74 1.60 1.83 1.83 1.63




Percentage of Score 0 0 0 0 0 2.86




ASSESSMENT #8: PLANNING


Lesson Plan


The Department of Health & Exercise Science at Rowan University developed a lesson plan

format that is used for our pedagogy/content classes and for Clinical Practice (Student Teaching;

See Attachment A2). For the purposes of data collection, the lesson plan for one of the

department pedagogy courses, Teaching Concepts of Secondary Physical Education II, was used

for the planning assessment. The lesson plan is developed as part of the teaching assignment of

the course. The Teacher Candidates create a complete lesson plan. They then teach the skill

development part of this lesson plan to their peers as their micro teaching assignment. The lesson

plan format was developed by the teacher certification Program Team of the department of

Health and Exercise Science, and is reviewed and revised every summer prior to fall term.

Teacher Candidates submit their lesson plan 2 days ahead of teaching and the lesson is reviewed

and scored by the instructor based on a rigorous rubric (see Attachment B). After teaching the

lesson, teaching candidates submit a final draft with revisions based on the original grading

rubric, with a completed reflection, including a Teacher Candidate assessment based on

objectives and reflection of their teaching (what went well, what instructional changes they

would make for future lessons based on outcomes). The entire assignment is described in

Attachment A1. Lesson plans are posted on Blackboard and graded using an electronic grading

form. The grading form has five levels of candidate performance in order to distinguish a

sufficient range of performance quality. Candidates need to score in one of the upper three

ranges to meet or exceed expectations (i.e., score target or acceptable).


This assessment addresses NASPE Standard 3 (Planning and Instruction). Specific elements

addressed include 3.2 (developing developmentally appropriate, performance based objectives),

3.3 (Designing & implementing content aligned with objectives), 3.4 (Planning/managing

resources for active & equitable learning experiences), and 3.6 (Plan/implement progressive &

sequential instruction that addresses diverse student needs). Since Teacher Candidates include a

reflection in their final draft, the assignment also touches upon standard 5.3 (reflection).

However, this standard is more strongly addressed in Assessments 4 and 5. In the prior

NCATE/NASPE SPA report, this assessment was Assessment 3, which has been replaced by

Teacher Work Sample Elements 2 and 4. Since TWS is a Unit-wide assessment, we have not

been fully able to isolate all specific planning standard elements from it. Although this is

addressed in Assessment 4, the current assessment is offered as additional support for the

planning components of elements 3.2, 3.3, 3.4 and 3.6. The lesson plans are implemented, but

with peers, during Teaching Concepts of Secondary Physical Education II. Thus the

“implementation” part of the standard elements are not addressed with K-12 students.


The assessment data shows fall 2012 and spring 2013 candidates mostly scored at acceptable

or above levels. There were a total of 11 sub scores (11% of all sub scores) in the unacceptable

level for fall 2012, and a total of 26 sub scores (17% of all sub scores) in the unacceptable level

for spring 2013. The strongest element for both semesters was for Standard 3.4, with 22 (88%) of


fall 2012 students scoring at the target level and 29 (76%) of spring 2013 candidates scoring at

the target level. The weakest element was 3.3, with 5 candidates (20%) scoring at the

unacceptable level for fall 2012 and 7 candidates (18.4)% scoring at the unacceptable level for

spring 2013, and with fewest candidates scoring at target level.


Results of this assignment demonstrate that candidates are able to plan active, inclusive lessons,

based on relevant performance objectives, which address New Jersey Core Curriculum Content

Standards for Comprehensive Health and Physical Education and to prepare appropriate learning

activities. Candidates appear to be weakest in this assignment in designing content aligned with

objectives, and are strongest in planning for managing resources for active & equitable learning

experiences. The lower scores related to element 3.3 are possibly due to the fact although

candidates are asked to plan for secondary students, they know the lesson episode will be taught

to peers, and so this may compromise their focus. Designing active, inclusive learning

experiences for all students is a major focus of this course, which appears to be reflected in the

score related to element 3.4. Since candidates are able to revise and resubmit the lesson plan, a

lower number of unacceptable scores, or none, would be preferable. These lower scores may

reflect minimal or no revision of the original lesson plans.

As mentioned above, this assessment only addresses the planning part of NASPE/NCATE

Standard elements 3.2, 3.3, 3.4 and 3.6. The skill focus portion of the plan is implemented (since

this requires the most active teaching and management actions on the part of the candidates), and

candidates reflect on the lesson, describing planned changes in instruction based on their

reflection. Assessments 3, 4 and 5 address implementation of planned instruction, assessment

and reflection based on lessons taught to K-12 students. This assessment provides supporting

evidence for Assessments 3 and 4. Since, for this assignment, candidates are given an

opportunity to revise the original draft of their lesson plan. It may be worth considering adding

the requirement that all candidates pass all parts of this assignment as a method of ensuring they

are ready to be excellent instructional planners; this is not the case at present. However, the

assignment in this and other classes allows candidates to get planning practice, through a

rigorously graded lesson plan and micro teaching assignment, in several classes prior to

practicum and clinical practice.


Attachment A1: Assessment Tool (Micro Teaching Assignment)

Attachment A2: Departmental Lesson Plan Template

Attachment B: Scoring Guide

Attachment C: Data


ATTACHMENT A1: ASSESSMENT TOOL - MICROTEACHING ASSIGNMENT

Physical Education Lesson Plan/Micro Teaching Assignment Description

MICRO TEACHING 2

Micro Teaching 2 requires the complete lesson plan (30 points). You will be teaching the skill

development component of the lesson (20 points - total micro teaching score = 50 points). The

lesson plan will be based on the team sport you chose for your unit plan. You will need to

demonstrate how teaching content involving team sports can help facilitate the New Jersey Core

Curriculum Standards for Health and Physical Education in your activity descriptions and lesson

and unit plans. Ideas for lesson activities can be found in sites such as PE Central, PE links 4U,

and other lesson plan links associated with the modified game and skill development mini-

teaching sessions, as well as in the course text and supplemental reading list. This requirement

must be submitted electronically via Blackboard two days before teaching, and may be published

on Blackboard at the end of the course. You will be given an initial score for the lesson plan and

will have the opportunity to revise the plan. The final draft is to be posted after you teach, within

24 hours, and must include a Teacher Candidate assessment of the teaching episode as well as a

reflection (what went well, what you would change).

Teaching will be assessed using the following components:

Professionalism and Preparation - Arrive early, dressed appropriately, set up equipment

Presentation and Passion- clear voice, enthusiastic, positive tone and body language,

effective demonstrations

Pacing - skill activities allow for sufficient practice time and reps without being overlong

Participation/Positioning-teacher placed to see whole class, actively ensures students are

participating fully

Performance feedback - teacher moves around to each individual/group and provides

appropriate specific positive feedback, and corrective feedback when appropriate.

Lesson plans must follow the Department Lesson Plan Format:

Section A: Overview

Lesson Focus

Grade, age, gender, number of students

Facilities/equipment

Rationale

Anticipated Difficulties

Resources

Section B: Objectives & Standards/CPIs; Assessment

Cognitive, affective and psychomotor objectives

o Should define clearly what students will know and be able to do by the end of the

lesson, be measureable, and include ABCD (audience, behavior, context, degree

of success) components. Align with Cumulative Progress Indicators (CPIs) and

indicate how they will be assessed.

Section C: Learning Activities & Instructional Strategies

Opening and fitness activity/warm up

Lesson content/skill development activities

http://www.pelinks4u.org/

http://users.rowan.edu/~rattigan/TeamSports/lessonplanlinks


Culminating Activity

Closing Activity

o Include Procedures (time, management, organization, transitions)

o Include critical skill cues

o Include instructional strategies and differentiation/modification for students with

different abilities

Section D: Reflection

Assessment of student performance based on lesson objectives

Reflection (what went well, what needs to be changed).

Instructions for writing lesson and unit plans can be found on Blackboard Content page in

Assignments from the Tests & Assignments link. This link also contains templates for unit and

lesson plans. Instructions and templates can also be found in the Assignments section of Course

Tools in Blackboard.


ATTACHMENT A2: DEPARTMENTAL LESSON PLAN TEMPLATE

LESSON PLAN ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

Teacher:

Unit Title; Lesson Title: Duration of class: Number of students: Grade level:

SECTION A. (Overview)

Rationale (importance of lesson):

Anticipated difficulties and how they will be addressed:

Resources, Equipment and Materials:

SECTION B. (Objectives, CPIs & Assessment)

Lesson Objective (CPI) Student Assessment

Psychomotor:

Cognitive:

Affective:

SECTION C. (Learning Activities & Instructional Strategies*)

Timeline: Lesson Component

Introductory Activities:

Learning Focus Activities:

Culminating Activity:

Closure:

* Content: Provide a step-by-step description of entire lesson, including key concepts, practice, progression and application. * Procedure: Including timeline, classroom management, groupings, transitions. * Instructional strategies: Include differentiation, modifications and/or refinements based on grade level, environment, learning styles and abilities.

SECTION D. (Reflection)

Student Outcomes: Describe degree to which students met each objective:

Teacher Effectiveness: What went well? What needs work? How would you modify the lesson?

APPENDICES (Insert or attach additional lesson documents, e.g., handouts, PowerPoints, worksheets, assessment tools, etc.)







NCATE/NASPE Assessment #8


Comp.


Target/

2

EE-ME/

1

Meets Expectations/

Acceptable/

1

ME-DN/

0

Does Not Meet

Expectations/

Unacceptable/

0

Time On time (3 pts) 1hr late (2.5 pts) 1-2 hrs late (2 pts) 2hr-1 day late (1pt) > 1 day late (0 pt)

Ov

erv

iew

(N

AS

PE

Sta

nd

ard

s 3

.4)

Includes duration of

class, number of

students, grade level.

Equipment needs clearly

identified. Rationale and

anticipated difficulties

explained and addressed.

Includes duration of

class, number of

students, grade level.

Equipment needs

identified. Rationale and

anticipated difficulties

identified and addressed

Includes 2/3 of:

duration of class,

number of students,

grade level;

Equipment needs

identified; Rationale

and anticipated

difficulties identified

Includes 2/3 of:

duration of class,

number of students,

grade level;

Equipment needs


and/or anticipated

difficulties identified

Missing 2 or more of:

duration of class,

number of students,

grade level;

Equipment needs not


and/or anticipated

difficulties missing

Score 2 1.5 1 0.5 0

Ob

ject

ives

, C

PIs

& A

sses

smen

t

(NA

SP

E S

tan

dar

d 3

.2)

Appropriate NJCCC

Standards identified.

Objectives included in

each domain, rigorous

and relevant for lesson

type and duration.

Objectives well written

in terms of observable

student outcomes.

Objectives include

Audience-Behavior-

Condition-Degree of

success (ABCD)

components; Appropriate

Standard/CPI’s linked to

objectives. Assessment is

linked appropriately to

objectives.

Appropriate NJCCC

Standards identified.

Objectives included in

each domain, sufficient

and relevant for lesson

type and duration.

Objectives well written

in terms of observable

student outcomes.

Objectives include

Audience-Behavior-

Condition-Degree of

success (ABCD)

components;

Appropriate

Standard/CPI’s linked to

objectives. Assessment

is linked to objectives.

Appropriate NJCCC

Standards identified;

Objectives included

in each domain,

relevant for lesson

type and duration;

Objectives written in

terms of student

outcomes; Objectives

include at least 3 of:

Audience-Behavior-

Condition-Degree of

success (ABCD)

components.

Standard/CPIs linked

to most objectives.

Assessment is linked

to objectives.

NJCCC Standards

missing or mostly

inappropriate;

Objectives missing in

one domain;

Objectives poorly

written and/or not in

terms of observable

student outcomes;

several CPI’s missing

and/or not relevant to

objectives;

Assessment is not

identified or is not

linked to objectives.

NJCCC Standards

missing or

inappropriate;

Objectives missing in

one or more domains;

Objectives poorly

written and/or not in

terms of observable

student outcomes;

CPI’s missing and/or

not relevant to

objectives;

Assessment is not

identified or is not

linked to objectives.

Score 5 4.5 4 3 2

Lea

rnin

g E

xp

erie

nce

s –

Pro

ced

ure

s

(N

AS

PE

Sta

nd

ard

s 3

.4)

Plan includes complete

time line. Classroom

management and

transitions between

activities are clearly

detailed (e.g., set up,

groupings, formations).

Plan explains resource

and class management

that account for

variations in learning

styles and prior

experiences. Students are

given choices with

equipment, space, and

Plan includes time line.

Classroom management

and transitions between

activities are detailed.

Plan identifies resource

and class management

that account for

variations in learning

styles and experience.

Students are given

choices with equipment,

space, and/or practice

tasks based on individual

differences.

Plan includes time

line. Classroom

management and

transitions between

activities are

identified. Plan

identifies resource

and class

management that

account for some

variation in learning


Students are given

some choice with

equipment, space, or

Plan includes

incomplete time line.

Classroom

management and

transitions between

activities are unclear.

Plan identifies

resource and class

management that

account for limited



Students are given

limited choice with


Plan includes

incomplete or no time

line. Classroom

management and

transitions between

activities are unclear

or missing. Plan

identifies resource and

class management that

account for little



Students are given

little choice with



practice tasks based on

individual differences.

practice task based on

individual

differences.





Score 5 4.5 4 3 2

Lea

rnin

g E

xp

erie

nce

s -

Les

son

Co

mp

on

ents

(NA

SP

E S

tan

dar

ds

3.3

, 3.6

)

Lesson clearly describes

opening and fitness

activities or warm up,

skill development

activities, culminating

activity/game, and

closing activity. Clear

progressions and

sequential instruction are

provided and coherently

address objectives. Key

skill cues are clearly

described. Learning

activities clearly show

differentiation,

modification and/or

refinement based on

individual student needs.

Lesson describes

opening and fitness


skill development


activity/game, and

closing activity.

Progressions and

sequential instruction are

provided and clearly

address objectives. Skill

cues are clearly

described. Learning

activities describe some

differentiation,

modification and/or

refinement based on

individual student needs.

Lesson describes

most of opening and

fitness activities or

warm up, skill

development

activities,

culminating

activity/game, and

closing activity.

Progressions and

sequential instruction

are provided and

address objectives.

Skill cues are

identified. Learning

activities describe

limited

differentiation,

modification and/or

refinement based on

individual student

needs.

Lesson missing

opening and fitness


skill development


activity/game, or

closing activity.

Limited progressions

and sequential

instruction are

provided that address

some objectives. Skill

cues are not identified.

Learning activities

describe little

differentiation,

modification and/or

refinement based on

individual student

needs.

Lesson missing two or

more of opening and

fitness activities or

warm up, skill

development activities,

culminating

activity/game, or

closing activity. Little

progressions and/or

sequential instruction

are provided, or

instruction does not

align with objectives.

Skill cues are not

identified. Learning

activities describe no

differentiation,

modification and/or

refinement based on

individual student

needs.

Score 10 9 8 6 5

Ref

lect

ion

(NA

SP

E S

tan

dar

d 5

.3)

Student performance is

described and is based on

learner objectives in

psychomotor, cognitive

and affective domains.

Teacher assessment and

lesson evaluation

guidelines are clearly

identified and valid.

Reflection completed

and accurately addresses

what went well and what

change in teacher

performance and

instruction is needed to

enhance student learning

in the future (NASPE

Standard 5.3)


described and is based

on learner objectives in

psychomotor, cognitive

and/or affective

domains. Teacher

assessment and lesson

evaluation guidelines are



and addresses what went

well and what change in

teacher performance

and/or instruction is

needed to enhance

student learning in the

future.

Student performance

is described and is

based on learner

objectives in

psychomotor,

cognitive and/or

affective domains.

Teacher assessment

and lesson evaluation

guidelines are



and addresses what

went well and what

should be changed to

enhance learning in

the future.

Student performance

is described and

somewhat clearly

based on learner

objectives in

psychomotor,

cognitive and/or

affective domains.

Teacher assessment


guidelines are not

clearly identified.

Reflection addresses

what went well and

what should be

changed, but is

incomplete.


described but not

clearly based on

learner objectives in

psychomotor,

cognitive and/or

affective domains.

Teacher assessment


guidelines are not

clearly identified or

are missing. Reflection

incomplete and/or

does not address what

went well and what

should be changed.

Score 5 4.5 4 3 2

Total 26.5-30 24.1-26.4 20.6- 24 19-20.5 < 19

Comments:


ATTACHMENT C: DATA

Data for Teaching Concepts of Secondary Physical Education II Lesson Plan

Scoring Key:

Lesson Plan

Sub Score

NASPES 3.2

Sub Score

NASPES 3.4

Sub Score

NASPES 3.3, 3.6

NCATE

Score

Out of: 30 Out of: 5 Out of: 5 Out of: 10 Out of: 2

<20.5 = U (DN) <3 = U (DN) <3 = U (DN) <6 = U (DN) 0

20.5 - 26 = A (ME) 3-4 = A (ME) 3-4 = A (ME) 6-8 = A (ME) 1

26.5 - 30 = T (EE) 4.5-5 = T (EE) 4.5-5 = T (EE) 9-10 = T (EE) 2

NOTE: DN = Does Not Meet Expectations (Unacceptable); ME = Meets Expectations

(Acceptable); EE = Exceeds Expectations (Target)

* Sub scores for NASPE/NCATE Standards 3.3 and 3.6 are combined in the grading rubric for

this assignment; therefore the tables are the same.

Fall 2012 Aggregated Data for Class Lesson Plan (N=25)

NASPE Standard 3.2 3.3 3.4 3.6

Raw Score Mean 4.12 8.4 6.28 8.76

NCATE Score Mean 1.04 0.96 1.88 1.12




Percentage of Score 0 16 20 0 8



Spring 2013 Aggregated Data for Class Lesson Plan (N=38)

NASPE Standard 3.2 3.3 3.4 3.6

Raw Score Mean 9.03 6.30 9.11 4.36

NCATE Score Mean 1.21 1.16 1.66 1.24







program report for the initial preparation of physical...

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