STUDENT TEACHING OBSERVATION INSTRUMENT

West Virginia University  

Physical Education Teacher Education  
Key Assessment 4: Student Teaching Performance Assessment

Teacher Candidate: ___________________________ Cooperating Teacher: _________________________

University Supervisor: ________________________ Placement School: ___________________________

Grade/Subject Level: _________________________ Semester and Year: __________________________

PART I – Danielson Framework

Description  
This set of rubrics is designed to assess the performance of West Virginia University teacher candidates during the
final clinical experience of the physical education teacher education program. The rubrics are aligned with the five
West Virginia Professional Teaching Standards (WVPTS) and reflect functions that an initial, rather than an
advanced, teacher would be expected to demonstrate.  To achieve a satisfactory grade for student teaching, the
teacher candidate must demonstrate “Acceptable/Emerging” performance or better on each item. One or more
ratings of “Unsatisfactory/Unacceptable” by the cooperating teacher and/or university supervisor would result in an
unsatisfactory grade for student teaching resulting in one of the following options: (a) Extension of placement for
remediation purposes, (b) Repeating placement the following semester, or (c) Removal from the program.
Cooperating teachers and university supervisors should provide teacher candidates with feedback aimed at helping
them achieve “Emerging” performance or better on a regular basis, using the described functions as a basis. 

In addition to scoring teacher candidate performance on each function, cooperating teachers and university
supervisors are strongly encouraged to use the spaces provided for narrative descriptions of teacher candidate
performance. These descriptions provide teacher candidates with valuable feedback to help them understand scoring
decisions and improve their performance. This additional level of documentation is required on any function in which
the teacher candidate is rated as “Unacceptable.”   

Teacher Candidate Responsibilities  

Teacher candidates should familiarize themselves with the rubrics and work toward “Emerging/Acceptable”
performance or better of all functions. Teacher candidates should seek formal observations from cooperating
teachers and university supervisors, engage in ongoing self-assessment of performance related to the rubrics, initiate
weekly assessment discussions with their cooperating teachers and university supervisors, and plan for improvement
of performance based on self-reflection and feedback received. In addition, teacher candidates should proactively
work with their university supervisors to complete the digital version of the rubric in LiveText (www.livetext.com) at the
end of each placement.  

University Supervisor Responsibilities   

University supervisors should formally and informally observe teacher candidates on a regular basis, participate in
weekly assessment discussions with teacher candidates, and complete both the hardcopy and LiveText versions of
the rubrics in a timely manner. At a minimum, university supervisors must also complete three field observations and
reports. Additional field observations are indicated if there are specific concerns related to a teacher candidate’s
performance. Given the relationship of these rubrics to student teaching grade assignment, it is critical that university
supervisors provide written documentation pertaining to any function in which the teacher candidate is rated as
“Unsatisfactory/Unacceptable.” The university supervisor should complete the digital version of the rubric
in LiveText (www.livetext.com) at the end of each placement.  

*Completed Forms must be scanned into PDF format by the university supervisor and uploaded
to LiveText (www.livetext.com) by the university supervisor. The university supervisor is responsible for completing
the LiveText version of the rubrics using the lowest rating recorded for each item. 
  
 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 1 - Clarity & Accuracy

Unsatisfactory (Level 1): Emerging (Level 2): Limited Accomplished (Level 3): Distinguished (Level 4): Student-
Negative Learning Impact Learning Impact Strong Learning Impact Owned Learning Impact
The instructional purpose and The instructional purpose and The instructional purpose and The purpose and learning tasks of the
learning tasks are unclear; learning tasks are somewhat learning tasks are clear, the lesson are very clear, and the content
the information presented is clear; the information content presented is accurate presented is accurate and accessible to the
inaccurate or inappropriate presented is primarily and suitable to the students, students, through some combination of the
and unsuitable to the accurate and partially through some combination of following, in addition to elements listed
students, through some appropriate to the students, the following: under
combination of the following: through some combination of Accomplished:
the following:
The teacher’s plans indicate The teacher’s plans reflect The teacher can identify The teacher cites intra- and
weak content knowledge. (1a) rudimentary understanding of important concepts of the interdisciplinary content
the content. (1a) discipline and their relationships. (1a, SHAPE, 1.a)
relationships to one another. (1a)
The teacher does not try to The teacher is aware that there The teacher has identified The teacher knows the
ascertain varied skill and are different skill and ability broad skill groups of students proficiency level of each
ability levels among students levels in the class but does not within the class and uses this student in the class and
in the class to use in planning. (1b) use this information in information in planning. (1b) incorporates this
planning. (1b) understanding into plans. (1b)
Learning outcomes, as stated Learning outcomes, as stated Learning outcomes, as stated Learning outcomes are written
by the teacher, are poorly by the teacher, are a by the teacher, are expressed in in the form of student learning
aligned to the learning combination of outcomes and the form of student learning and are aligned to learning
standards and either lack activities or lack clarity; they and are aligned to the learning standards. They allow for all
clarity or are stated as are only partially aligned to the standards. They are suitable for students in the class to be
activities. They are unsuitable learning standards and are the groups of students in the suitably challenged. (1a/1b/1c)
for many students in the class. unsuitable for some students class. (1a/1b/1c)
(1a/1b/1c) in the class. (1a/1b/1c)
Planned learning tasks, Planned learning tasks, Planned learning tasks, Planned learning tasks and
materials, and question materials, and question materials, and question materials permit advanced
sequences are of low cognitive sequences are of moderate sequences support the lesson’s students to extend the lesson’s
challenge, are unrelated to the cognitive challenge or are only purpose; they are well purpose and provide students
lesson’s stated purpose, or are partially related to the lesson’s sequenced, provide cognitive who require it with more time,
unsuitable for many students. stated purpose, or both. They challenge, and are suitable for attention, and supports. (1d/1e)
(1d/1e) are unsuitable for some most students in the class. (1d/1e)
students. (1d/1e)
At no time during the lesson The teacher refers in passing to The teacher states clearly, at The teacher states clearly, at
does the teacher convey to the what the students will be some point during the lesson, some point during the lesson,
students what they will be learning, or it is written on the what the students are learning. (3a) what the students are learning,
learning. (3a) board with no elaboration or and invites students to connect
explanation. (3a) this learning to the broader
outcomes of the curriculum. (3a)
The teacher makes a serious The teacher makes no serious The teacher makes no content The teacher explains content
error of content or academic content errors but may errors and models the correct clearly, using metaphors and
language that will affect possibly make minor ones, use of academic language. (3a) analogies or inviting student
students’ understanding of the including imprecise use of predictions to connect content
lesson. (3a) academic language. (3a) to real life experiences.
Students indicate through The teacher’s explanation of The teacher’s explanation of The teacher’s carefully-crafted
body language or verbal the content consists of a content is clear and invites questions enable students to
exchanges that they don’t monologue, with minimal student participation and extend the lesson objectives for
understand the content being participation or intellectual thinking. deeper understanding.
presented. engagement by students.
Students appear confused The teacher finds it necessary Students engage with the Students have the opportunity
about the learning task. to clarify the learning task so learning task, indicating that for reflection and closure on the
that students can complete it. they understand what they are content being learned,
to do; if modeling the process especially its relation to the
to be followed in the task is unit or broader purposes.
appropriate, the teacher does
so.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Considerations Indicators
 In what ways do the learning outcomes challenge students to think  Clarity of instructional outcomes, reflecting not only knowledge of content and of
critically? (1c) other high-level standards and practices, but also suitability for the students in the
 In what ways are the learning outcomes reflective of the standards of class (1b/1c)
the discipline and appropriate to the students’ levels of knowledge  Instructional outcomes reflecting the range of
and skill? (1a/1c) important types of content represented in the
discipline: for example, factual and procedural
 What examples do you see of congruence between the activities and
knowledge, skills of reasoning and group work,
instructional outcomes? (1c/1e)
analysis (1c)
 What might be some ways to adapt lessons to meet the needs of all  Planned resources and activities aligned to the
students? (1b/1d/1e) instructional purpose (1d, 1e)
 How does the teachers’ deep understanding of the content support  Expectations for learning, accuracy of content, clarity of explanations, and use of
intellectual work by students during lessons? academic language (3a)
 Activities and assignments, questions and student discussion, all aligned to the
instructional purpose (3b, 3c)

Cluster 1 – Clarity and Accuracy

4 Distinguished Performance - The purpose and learning Cooperating Teacher University Supervisor
tasks of the lesson are very clear, and the content presented is
accurate and accessible to the students. Distinguished Distinguished
3 Accomplished Performance - The instructional
purpose and
learning tasks are clear, the content presented is accurate and
suitable to the students. Accomplished Accomplished
2 Emerging Performance - The instructional purpose and
learning tasks are somewhat clear; the information presented is
primarily accurate and partially appropriate to the students. Emerging Emerging

1 Unsatisfactory Performance - The instructional

purpose and learning tasks are unclear; the information Unsatisfactory Unsatisfactory
presented is inaccurate or inappropriate and unsuitable to the
students.
Cooperating Teacher Comments:

University Supervisor Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 2 – Learning Environment

Level 1: Negative Learning Level 2: Limited Learning Level 3: Strong Learning Level 4: Student-Owned Learning
Impact Impact Impact Impact
Interactions between teacher Interactions between teacher The classroom is characterized Classroom interactions indicate high levels
and at least some students and students and among by interactions that are both of caring and respect, student assumption of
and among students are students are a mix of high and supportive and challenging, responsibility for the culture of civility,
characterized by negativity, low support, moderate with student perseverance in mutual support for work of high quality,
lack of support, low expectations, expectations, and modest challenging work, through and perseverance in achieving that quality,
and low levels of student levels of student perseverance, some combination of the through some combination of the following,
perseverance, through some through some combination of following: in addition to elements listed under
combination of the following: the following: Accomplished:
The teacher uses disrespectful The quality of interactions Interactions between teacher Interactions between teacher and students and
talk toward students and does between teacher and students, and students and among students is among students is uniformly respectful, with
not address disrespectful or among students, is uneven, uniformly respectful, with little to no intervention needed by the teacher to
interactions among students. with occasional disrespect; the no intervention needed by the correct disrespectful talk among students.
teacher attempts to respond to teacher to correct disrespectful
disrespectful behavior among talk among students.
students, with uneven results.
The teacher displays no familiarity The teacher attempts to make The teacher makes connections The teacher demonstrates knowledge and
with, or caring about, individual connections with individual with individual students. caring about the lives of students beyond
students’ interests or personalities. students, but student reactions school.
indicate that the efforts are only
partially successful.
The teacher conveys, to at least The teacher conveys only The teacher has high expectations Students’ questions, comments, and writing
some students, that the work is too modest learning expectations for for most students and conveys high indicate high expectations for self and a
challenging for them. most students. regard for students’ abilities. desire for deep understanding of the content.
Students exhibit little or no pride in The teacher encourages students Student work and conduct during a Students engage in productive struggle, take
their work; they abandon their to persevere with challenging lesson indicate a commitment to initiative to improve the quality of their work,
efforts in the face of difficulty. work; but only some do so, or high quality; students persevere in and look for ways to extend their learning.
they do so in a desultory understanding challenging content.
manner.
Students participate in only routine Few students offer their ideas Students participate willingly and Students volunteer ideas, even when these
responses and tasks that require on questions that seem to entail appear confident in offering their ideas might seem to be unpopular among
only low levels of risk taking. intellectual risk. ideas in front of classmates. classmates.
Students receive no support Students offer assistance to Students spontaneously offer Students recognize and express appreciation
from their classmates. classmates in a supportive assistance to classmates in a for the efforts of their classmates.
manner when prompted by the supportive manner.
teacher.
Students show no signs of Group work is sometimes Students are productively engaged Group work is productive; groups take shared
active collaboration. collaborative, sometimes not. collaboratively with a partner or ownership of, and pride in, the products of
during small-group work. their work. All members contribute to the
group’s work.

Considerations Indicators
 In what ways do classroom interactions demonstrate genuine caring  Language of caring and respect between teacher and students and among students,
and a safe, respectful, supportive, and challenging learning and teacher’s awareness of students’ interests in and beyond school (2a)
environment?  High levels of cognitive energy (2b)
 How do teachers convey high expectations for student learning and  A safe environment for student risk taking (2a)
encourage hard work and perseverance?  High expectations for students’ capabilities for learning (2b)
 In what ways do teachers create classrooms that are safe for risk  Productive student engagement in small group work (2c)
taking?  Student perseverance, even in the face of challenges (2b)
 How do students take ownership of their work and demonstrate a
commitment to mastering challenging content?
 How do teachers establish environments that recognize and value
students' identities as well as their social, emotional, and intellectual
needs?
 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 2 Evaluation – Learning Environment

4 Distinguished Performance - Classroom interactions Cooperating Teacher University Supervisor

indicate high levels of caring and respect, student assumption of
responsibility for the culture of civility, Distinguished Distinguished
mutual support for work of high quality, and perseverance in
achieving that quality
3 Accomplished Performance - The classroom is
characterized Accomplished Accomplished
by interactions that are both supportive and challenging, with
student perseverance in challenging work.
2 Emerging Performance - Interactions between teacher
and students and among students are a mix of high and low Emerging Emerging
support, moderate expectations, and modest levels of student
perseverance.

1 Unsatisfactory Performance - Interactions between Unsatisfactory Unsatisfactory

teacher and at least some students and among students are
characterized by negativity, lack of support, low expectations,
and low levels of student perseverance
Cooperating Teacher Comments:

University Supervisor Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 3 – Classroom Management

Level 1: Negative Learning Level 2: Limited Learning Level 3: Strong Learning Level 4: Student-Owned Learning
Impact Impact Impact Impact
The classroom environment is The classroom is at times The classroom functions The classroom functions seamlessly,
disorganized and chaotic, disorganized, through some smoothly and efficiently, through through some combination of the following,
through some combination of the combination of the following: some combination of the in addition to elements listed under
following: following: Accomplished:
Classroom procedures for Procedures for transitions, Effective and efficient procedures Students take the initiative with their
transitions and other non- materials, and other non- have been established for non- classmates to ensure non-instructional routines
instructional activities are instructional duties seem to have instructional activities, such as run smoothly; productive classroom norms are
either absent or ineffective, been established, but their distribution and collection of well established, and students as well as the
resulting in the loss of significant operation is rough or materials and supplies and teacher act to maintain them.
instructional time. inconsistent, resulting in some transitions to other grouping
loss of instructional time. patterns, resulting in minimal to no
loss of instructional time. Students
carry out procedures with little or
no teacher direction.
Small groups not working with Small groups are only All students are productively Students ensure productive small-group work
the teacher are not involved in intermittently engaged while not engaged during small-group work, by, for example, assigning roles.
productive work. working directly with the indicating established procedures.
teacher.
No standards of conduct appear to Standards of conduct appear The teacher regularly monitors The teacher’s monitoring of student behavior
have been established, the teacher to have been set, but the student behavior; student behavior is seamless and preventative, accomplished
does not monitor student behavior, teacher’s attempts to maintain is generally appropriate. When largely through nonverbal means; student
or, when noticing student order are uneven, or the needed, the teacher’s response to behavior is entirely appropriate.
misbehavior, appears helpless to do teacher’s response to student misbehavior is effective.
anything about it. misbehavior is inconsistent.
There are physical hazards in The physical environment is The classroom is arranged to Students take the initiative to contribute to and
the classroom, endangering student not an impediment to learning support the instructional goals adjust the physical environment to support
safety. but does not enhance it. and learning activities. learning for all students.
Volunteers and paraprofessionals Volunteers and Volunteers and paraprofessionals Volunteers and paraprofessionals understand
have no defined role and may be paraprofessionals participate work with minimal supervision in their roles and responsibilities and take
idle much of the time. but require frequent supervision, sync with classroom goals. initiative in their work in the class.
or their work is not well
integrated with classroom
activities.

Considerations Indicators
 In what ways are classrooms well run and organized?  Efficient procedures for non-instructional activities: taking roll, distributing and
 How might classroom routines and procedures be clearer or collecting materials, making transitions, etc. (2c)
carried out more efficiently to prevent loss of instructional time?  Clear guidelines for student work when it is unsupervised, e.g., in small groups
 How might students themselves take a more active role in ensuring (2c)
a productive classroom?  Evidence of clear standards of conduct, understood by the students, monitored
 In what ways do students not only understand and comply with by the teacher, corrected successfully (when necessary) by teacher or students, or
standards of conduct but also play an active part in setting the tone both (2d)
for maintaining those standards?  Physical environment supportive of learning activities (2e)
 How does the physical environment in classrooms support  Productive contribution to the class by volunteers and paraprofessionals (2c)
learning and engagement?
 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 3 Evaluation – Classroom Management

4 Distinguished Performance - The classroom functions Cooperating Teacher University Supervisor

seamlessly.
Distinguished Distinguished
3 Accomplished Performance - The classroom functions
smoothly and efficiently.
Accomplished Accomplished
2 Emerging Performance - The classroom is at times
Disorganized.

1 Unsatisfactory Performance - The classroom Emerging Emerging

environment is disorganized and chaotic.

Unsatisfactory Unsatisfactory

Cooperating Teacher Comments:

University Supervisor Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 4 – Intellectual Engagement

Level 1: Negative Learning Level 2: Limited Learning Level 3: Strong Learning Level 4: Student-Owned Learning
Impact Impact Impact Impact
The level of student intellectual The level of student The classroom is a cognitively The classroom is a cognitively vibrant place,
engagement is low, through some intellectual engagement is busy place, with students with students encouraged to use their
combination of the following: modest, through some encouraged to use their minds, minds,
combination of the following: through some combination of the through some combination of the following,
following: in addition to elements listed under
Accomplished:
The teacher conveys no energy The teacher displays little The teacher exhibits energy for The students exhibit energy for and interest in
for the importance of the energy for the lesson’s purpose the topic and conveys its the topic and associated tasks; they push
learning goals and assignments. or assignments. importance. their classmates’ thinking with extended
questions.
Content is presented in a didactic The teacher’s explanation of The teacher’s explanation of Students are thoughtfully engaged in the
manner, with no invitation for concepts includes perfunctory concepts invites student intellectual teacher’s explanation of concepts, as
students to think and make their invitations for student thinking. engagement and time to share their evidenced by their conversations and
own meaning. thinking with others. questions.
Learning tasks require only recall Learning tasks are so highly Learning tasks demand higher Students modify a learning task to make it
or have a single correct response or scaffolded that the result is a order thinking, inviting students to more meaningful or relevant to their needs.
method; students are not invited to single pathway to completion. take initiative, and may involve
stretch their thinking. productive struggle.
The teacher’s questions are rapid- The teacher’s questions are a Many of the teacher’s questions are Students initiate higher-order questions; they
fire and convergent, with a single mix of those with a single open-ended, or have multiple invite comments from their classmates during
correct answer, and do not invite correct answer and methodology correct answers, inviting students a discussion and push their classmates with
student thinking. and other questions inviting to think. (When low-level questions extended questions in both small group
student thinking. are used, they provide scaffolding and whole class contexts.
for new learning.)
The teacher does not ask students The teacher attempts to provide Wait time is used productively; Students extend the discussion, enriching it.
to organize their thoughts and time for students to formulate students engage in thoughtful
formulate ideas. their ideas; some make reflection during discussion.
productive use of this time.
All discussion is between the The teacher invites students to Students direct their comments to Students build on each other’s ideas and make
teacher and individual students; respond directly to one one another during full class conjectures/connections aimed at either deeper
students are not invited to respond another’s ideas, but few students discussions; there is lively conceptual understanding or connecting
directly to one another. do so. discussion during small-group procedures to underlying concepts.
work.
The teacher does not ask The teacher asks students to The teacher asks students to Students cite specific evidence and reasons to
students to explain their thinking. explain their reasoning and cite explain their thinking, citing explain their thinking without prompting by
specific evidence, but only some specific reasons; most students do the teacher and prompt one another to provide
students attempt to do so. so. similar reasoning and evidence.
Few students are involved in the About half the students are Virtually all students are involved Students themselves ensure that all their
activities and discussions. involved in activities and in the activities and discussions. classmates are involved in the activities and
discussions. discussions.
The lesson has no recognizable The lesson has a recognizable The lesson has a clear structure, Students have an opportunity for reflection and
structure; it’s a random series of structure, although parts of it with time for students to engage in closure on the lesson to consolidate their
events and activities. may be rushed, while others thoughtful participation in understanding.
drag. discussions and learning tasks.

Considerations Indicators
 How do the structure and flow of lessons support the  The content is seen as worthwhile, important, and interesting (2b)
development of ideas and opportunities for students to  Content is presented in a manner that engages students in thinking and
engage in thoughtful discussion and reflection? reasoning (3a)
 In what ways do instructional activities and questions  Learning tasks require students to engage intellectually, to think; some
explored promote intellectual engagement and energy in may involve productive struggle (3c)
the classroom?  Questions/discussions involve higher-order cognitive activity; students
 How are students asked to explain their thinking, to have time to develop their ideas and productive habits of mind (3b)
construct logical arguments citing evidence, and to  The lesson has a recognizable structure, with time for reflection and
question the thinking of others? closure (3c)
 How do teachers create the conditions for students to take  Students explain their thinking and question the thinking of others (3b)
responsibility for their own learning?
 How do activities invite students to grapple with
challenging content and solve problems in their
collaborative and individual work?
 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 4 Evaluation – Intellectual Engagement

4 Distinguished Performance - The classroom is a Cooperating Teacher University Supervisor

cognitively vibrant place, with students encouraged to use their
minds. Distinguished Distinguished

3 Accomplished Performance - The classroom is a

cognitively busy place, with students encouraged to use their
Accomplished Accomplished
minds.
2 Emerging Performance - The level of student
intellectual engagement is modest.
1 Unsatisfactory Performance - The level of student Emerging Emerging
intellectual engagement is low.

Unsatisfactory Unsatisfactory

Cooperating Teacher Comments:

University Supervisor Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 5 – Successful Learning

Level 1: Negative Learning Level 2: Limited Learning Level 3: Strong Learning Level 4: Student-Owned Learning
Impact Impact Impact Impact
The teacher makes no attempt The teacher makes sporadic or The teacher makes thoughtful The teacher consistently and successfully
to ensure the learning of all inconsistent attempts to ensure and genuine attempts to ensure ensures learning by all students, through
students, through some the learning of all students, the learning of all students, some
combination of the following: through some combination of through some combination of the combination of the following, in addition to
the following: following: elements listed under Accomplished:
Summative assessments are Only some of the learning All the learning outcomes have The teacher’s plan for summative assessment
poorly aligned with the learning outcomes are addressed in a method for summative explicitly provides information to students
outcomes. summative assessments. assessment, differentiated, as about their progress.
needed, for students with different
learning goals.
No formative assessments Plans refer to the use of Plans include specific formative The teacher constantly “takes the pulse” of the
have been designed for use during formative assessments but with assessments which are used during class; monitoring of student understanding is
the lesson. no specificity. instruction. sophisticated and continuous and makes use
of strategies to elicit information about
individual student learning.
The teacher makes no effort to The teacher requests global The teacher monitors student Students monitor their own learning, either on
determine whether students indications of student learning through a variety of their own initiative or as a result of tasks set by
understand the content of the understanding, such as, “Any means, including using specifically the teacher.
lesson or ignores indications of questions?” formulated questions, differentiated
student boredom or lack of as needed, to elicit evidence of
understanding. student understanding.
Feedback to students is only Feedback to students is neither Feedback includes specific and High-quality feedback comes from many
global, such as, “Good job, specific nor oriented toward timely guidance on how students sources, including other students; it is specific
everyone.” future improvement of work. can improve their learning. and focused on improvement.
The teacher makes no attempt The teacher’s efforts to modify The teacher makes effective When appropriate, students use assessment
to adjust the lesson, even when the lesson are only partially changes to the lesson in response to information to guide their next steps.
such action is clearly needed. successful. evidence of student difficulties.
The teacher conveys to students The teacher conveys to students The teacher conveys to students The teacher conveys to students that failure,
that when they have difficulty a sense of responsibility for their that s/he has other approaches to try persistence, and productive struggle are key
learning, it is their fault. learning but also uncertainty if or when the students experience aspects of learning and success.
about how to assist them. difficulty.
Record-keeping systems are The teacher maintains school The teacher maintains a coherent The teacher actively encourages two-way
disorganized and incomplete; required record-keeping record-keeping system on student communication with families regarding
families are unaware of their systems and communicates learning and regularly sends home student learning.
children’s progress. sporadically with families but information about student learning.
does little else to inform families
about student progress.
In reflecting on the lesson, the In reflecting on the lesson, the In reflecting on the lesson, the In reflecting on the lesson, the teacher has
teacher cites the extent to which teacher cites only limited teacher cites specific examples of specific ideas about how the lesson could be
students were busy or were well evidence of student attainment student attainment of the improved. The teacher cites student
behaved, with no comments about of the instructional goals with instructional goals or conjectures assessment data that will be taken into account
the extent to which they achieved an emphasis on other factors, about why they were not met. in future planning.
the intended outcomes. such as whether students were
busy or well behaved.

Considerations Indicators
 In what ways do teachers ensure learning by all students?  Both summative and formative assessments, aligned to learning outcomes, have
 What are some ways teachers monitor student understanding been planned and developed (1f)
through specifically designed questions or assessment strategies?  The teacher monitors student learning during the lesson (individuals and groups)
 What are some examples of students monitoring their own learning through a variety of means (3d)
and providing constructive feedback to classmates?  Students receive specific feedback on their work from the teacher, the activities
 How can teachers make strategic modifications to their lessons or themselves, or other students (3d)
leverage other sources of support based on student learning and  If necessary, the teacher modifies the lesson to ensure that students “get it,”
progress? drawing on other resources as needed (1d, 3e)
 When teachers reflect on a lesson or unit, what are some ways they  The teacher’s records permit detailed analysis of learning by individuals and
demonstrate awareness of their success in promoting student groups of students (4b)
engagement and learning?  The teacher enlists, as appropriate, the engagement of families in student learning
(4c)
 In reflection, the teacher assumes responsibility for student learning (4a)
 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 5 Evaluation – Successful Learning

4 Distinguished Performance - The classroom is a Cooperating Teacher University Supervisor

cognitively vibrant place, with students encouraged to use their
minds. Distinguished Distinguished

3 Acc Performance - The classroom is a cognitively busy

place, with students encouraged to use their minds. Accomplished Accomplished
2 Emerging Performance - The level of student
intellectual engagement is modest.

1 Unsatisfactory Performance - The level of student Emerging Emerging

intellectual engagement is low.

Unsatisfactory Unsatisfactory

Cooperating Teacher Comments:

University Supervisor Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

Cluster 6 – Professionalism

Level 1: Negative Learning Level 2: Limited Learning Level 3: Strong Learning Level 4: Student-Owned Learning
Impact Impact Impact Impact
The teacher makes no attempt The teacher makes sporadic or The teacher makes genuine The teacher demonstrates a deep
to continue with professional inconsistent attempts to attempts to continue with commitment to continuing professional
learning or engage with the continue with professional professional learning and to learning and engages regularly with the
professional community to learning or engage with the engage with the professional professional community to advance the
advance the interests of students, professional community to community to advance the interests of students, through some
through some combination of the advance the interests of interests of students, through combination of the following, in addition to
following: students, through some some combination of the elements listed under Accomplished:
combination of the following: following:
The teacher’s relationships The teacher has cordial The teacher has supportive, The teacher takes initiative and a leadership
with colleagues are characterized relationships with colleagues collaborative, and trusting role in organizing collaborative projects.
by negativity and lack of trust. and is trusted by them. relationships with colleagues and is
known for having high standards of
integrity.
The teacher avoids involvement When asked, the teacher The teacher frequently volunteers The teacher regularly contributes to and leads
both in school activities and in participates in school activities to participate in school events and significant district and community projects.
district and community projects. as well as district and in school, district, and community
community projects. projects.
The teacher ignores or avoids The teacher participates in The teacher seeks opportunities for The teacher takes a leadership role in finding
opportunities to participate in professional activities when they continued professional opportunities for continued professional
activities for professional learning. are required or provided by the development. development and in contributing to
district. professional organizations.
The teacher declines to participate The teacher participates The teacher actively participates in The teacher takes a leadership role in team and
in team and departmental decision minimally in team and team and departmental decision departmental decision making and enjoys the
making, except when required by departmental decision making. making. trust of colleagues in terms of honesty,
superiors. integrity, and confidentiality.
The teacher does not prioritize The teacher notices the needs The teacher actively addresses The teacher makes a concerted effort to ensure
the needs of students and operates of students but is inconsistent in student needs and actively works to opportunities are available for all students to
in a self-serving manner. addressing them. provide opportunities for student be successful, even when these efforts
success. challenge school or district policies.
The teacher ignores school and The teacher minimally complies The teacher completely complies The teacher makes material suggestions for the
district regulations. with school and district with the letter, as well as the spirit, improvement of school and district
regulations. of school and district regulations. regulations.

Considerations Indicators
 How do teachers engage with the professional community (within  Collaboration with colleagues for joint planning, and school/district and
the school and beyond) and demonstrate their commitment to community initiatives (4d)
ongoing professional learning?  Active engagement in workshops, courses, and activities to improve practice (1d,
 In what ways do teachers collaborate productively with one 4e)
another?  Integrity and honesty in dealing with colleagues and parents on behalf of
 How can teachers be supported to contribute to the intellectual life students (4f)
of the school?
 What might be some ways the teacher engages in professional
learning and takes a leadership role in the school to promote the
welfare of students?
 How do teachers support a strong school culture and a climate of
trust for staff, students, and families?
 STUDENT TEACHING OBSERVATION INSTRUMENT

PART II – Physical Education Disciplinary Focus

Description  
This set of rubrics is designed to assess the performance of West Virginia University teacher candidates
during the final clinical experience of the physical education teacher education program. The rubrics are
aligned with the SHAPE America Initial Teacher Standards.  To achieve a satisfactory grade for student
teaching, the teacher candidate must demonstrate “Acceptable” performance or better on each item. One
or more ratings of “Unacceptable” by the cooperating teacher and/or university supervisor would result in
an Unacceptable grade for student teaching resulting in one of the following options: (a) Extension of
placement for remediation purposes, (b) Repeating placement the following semester, or (c) Removal
from the program. Cooperating teachers and university supervisors should provide teacher candidates
with feedback aimed at helping them achieve “Acceptable” performance or better on a regular basis,
using the described functions as a basis. 

Physiological and Biomechanical Concepts – Function 7A

Provide learning experiences that allow students to form connections between the specific subject area
and other disciplines.
Target Performance – Teacher Candidate appropriately Cooperating University
3 applies physiological and biomechanical concepts in planning Teacher Supervisor
for and delivering instruction for all stages of student
proficiency. Skill cues are identified in the plan and are □Target □Target
consistently used during the lesson. Candidate’s instruction
for skillful movement, physical activity, or fitness includes the
“how” and “why” of the movement, physical activity, or
fitness.
Acceptable Performance – Teacher Candidate appropriately
applies physiological and biomechanical concepts in planning □Acceptable □Acceptable
2 for and delivering instruction. Skill cues identified in the plan
are used during the lesson. Candidate’s instruction for skillful
movement, physical activities, or fitness includes the “how”
and “why” of the movement, physical activity, or fitness.
Unacceptable Performance – Teacher Candidate applies
physiological and biomechanical concepts in planning for and □Unacceptable □Unacceptable
1 delivering instruction. Skill cues are appropriate in plan, but
candidate fails to use the identified skill cues during the lesson.
Candidate’s instruction for skillful movement, physical activity
or fitness is given using generalized terms and is concerned
with the “how” of the movement, physical activity, or fitness.

Cooperating Teacher Comments:

 STUDENT TEACHING OBSERVATION INSTRUMENT

University Supervisor Comments:

*SHAPE 1.c - Describe and apply physiological and biomechanical concepts related to skillful
movement, physical activity and fitness for PreK-12 students.

Motor Learning Theories and Principles Related to Skillful Movement – Function 7B

Provide learning experiences that allow students to form connections between the specific subject area
and other disciplines.
Target Performance – Teacher Candidate applies a variety of Cooperating University
3 motor learning and behavior change/psychological principles Teacher Supervisor
in planning for and delivering instruction. Planned
progressions apply motor learning theory to manipulate the
complexity of the learning tasks. Practice conditions allow for □Target □Target
individual differences and are adjusted based on student
responses.
Acceptable Performance – Teacher Candidate demonstrates
2 knowledge of motor learning and behavior □Acceptable □Acceptable
change/psychological principles and applies them to teaching.
Planned progressions reflect motor learning theory and
practice conditions allow for individual differences.
Unacceptable Performance – Teacher Candidate
1 demonstrates knowledge of the various theories, but fails to □Unacceptable □Unacceptable
apply theories to teaching. Practice conditions used for skill
acquisition do not allow for individual differences.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.d - Describe and apply motor learning and psychological/behavioral theory related to skillful
movement, physical activity and fitness.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Motor Development Theory and Principles – Function 7C

Students remain on task and engaged in the learning tasks or activities
Target Performance – Teacher Candidate applies motor Cooperating University
3 development theory and principles in planning for and Teacher Supervisor
delivering instruction for all stages of student proficiency.
Teacher Candidate demonstrates application of motor □Target □Target
development theory by using developmentally appropriate
teaching cues and planning developmentally appropriate
practice opportunities for all stages of student proficiency.
2 Acceptable Performance – Teacher Candidate applies motor
development theory and principles in planning for and □Acceptable □Acceptable
delivering instruction. Teacher Candidate plans and
implements lessons that are developmentally appropriate
(neither too hard nor too easy). Candidate demonstrates
application of motor development theory by using
developmentally appropriate teaching cues and planning
developmentally appropriate practice opportunities.

1 Unacceptable Performance – Teacher Candidate applies

motor development theory and principles in planning for the □Unacceptable □Unacceptable
lesson but fails to account for developmental differences
during instruction and practice activities.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.e - Describe and apply motor development theory and principles related to fundamental motor
skills, skillful movement, physical activity and fitness for PreK-12 students.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Promotion of Physical Education and Expanded Physical Activity Opportunities – Function 7D

Teacher candidate is an advocate for the profession.
Target Performance – Teacher Candidate demonstrates Cooperating University
3 knowledge of promotional strategies for physical education Teacher Supervisor
and expanded physical activity opportunities by encouraging
students to practice skills or tactics, and/or other active
motor play activities, other than in physical education class.
When given the opportunity, teacher candidate implements □Target □Target
selected expanded physical activity opportunities beyond the
planned delivery of physical education lessons. Teacher
Candidate encourages students to include family members
when engaging in physical activity opportunities beyond the
school day. Teacher Candidate knows of community locations
where students may safely participate in physical activities
and communicates using verbal and non-verbal methods
(e.g., school website, bulletin board, newsletter, pamphlet).
2 Acceptable Performance – Teacher Candidate demonstrates
knowledge of promotional strategies for physical education
and expanded physical activity opportunities by encouraging □Acceptable □Acceptable
students to practice skills or tactics, and/or other active
motor play activities, other than in physical education class.
Teacher Candidate knows of community locations where
students may safely participate in physical activities and
communicates using either verbal or non-verbal methods
(e.g., school or physical education website; bulletin board;
create and distribute newsletter or pamphlet).
1 Unacceptable Performance – Teacher Candidate fails to □Unacceptable □Unacceptable
demonstrate knowledge of promotional strategies for physical
education and expanded physical activity opportunities and
does not encourage students to practice skills or tactics, and/or
other active motor play activities, other than in physical
education class. Teacher Candidate is unaware of or does not
employ any strategies to make students aware of PA
opportunities in the community.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 6.c - Describe strategies, including the use of technology, for the promotion and advocacy of
physical education and expanded physical activity opportunities. ONLY TO BE ASSESSED DURING THE
SECOND STUDENT TEACHING ROTATION) 
 STUDENT TEACHING OBSERVATION INSTRUMENT

Advocacy of Physical Education and Expanded Physical Activity Opportunities – Function 7E

Teacher candidate is an advocate for the profession.
Target Performance – Teacher Candidate demonstrates Cooperating University
3 knowledge of how to advocate for physical education and Teacher Supervisor
expanded physical activity opportunities by creating written
or visual materials and/or presentations document (letter to □Target □Target
principal or school board) that provide valid, up-to-date
rationale for developing or improving policies that support
physical education and expanded physical activity
opportunities.
2 Acceptable Performance – Teacher Candidate demonstrates
knowledge of how to advocate for physical education and
expanded physical activity opportunities while engaged in □Acceptable □Acceptable
collaborative discussions with colleagues (e.g., mentor
teacher, university supervisor).
1 Unacceptable Performance – Teacher Candidate does not
demonstrate knowledge of how to advocate for physical □Unacceptable □Unacceptable
education and expanded physical activity opportunities.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 6.c - Describe strategies, including the use of technology, for the promotion and advocacy of
physical education and expanded physical activity opportunities. ONLY TO BE ASSESSED DURING THE
SECOND STUDENT TEACHING ROTATION) 
 STUDENT TEACHING OBSERVATION INSTRUMENT

Common Content Knowledge – Function 7F

Demonstrate knowledge of the rules and etiquette in accordance with the activity /game/sport.
Target Performance – During planning and instruction, Cooperating University
3 Teacher Candidate correctly and consistently uses the Teacher Supervisor
primary rules (i.e., define the fundamental character of the
game) and secondary rules of the activity/game/sport to □Target □Target
make instructional adjustments and modifications. Teacher
Candidate correctly and consistently uses the etiquette of the
activity/game/sport (e.g., thanking the partner after a dance,
rolling the ball under the net to give it to the other team in
volleyball).
Acceptable Performance – Teacher Candidate correctly uses
the primary and secondary rules of the activity/game/sport to □Acceptable □Acceptable
2 make the activity/game/sport developmentally appropriate.
Teacher Candidate correctly uses the etiquette of the
activity/game/sport.
Unacceptable Performance – Teacher Candidate uses the
primary and secondary rules of the activity/game/sport, but
1 fails to make instructional adjustments and contain errors. □Unacceptable □Unacceptable
Etiquette of the activity/game/sport is not evident or
inappropriate.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.a – Describe and apply common content knowledge for teaching preK-12 physical education.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Common Content Knowledge – Function 7G

Demonstrate knowledge of the rules and etiquette in accordance with the activity /game/sport.
Target Performance – During planning and instruction, Cooperating University
3 Teacher Candidate consistently uses the correct technique Teacher Supervisor
(e.g., the basic stance in table tennis or the sequence of steps
in a dance) required to perform an activity/game/sport in an □Target □Target
age and developmentally appropriate manner. Teacher
Candidate consistently and correctly uses the basic tactics of
the activity/game/sport (e.g., draw an opponent away from
the baseline in tennis, make a fake just outside the
defender’s tackling range to beat the defender in soccer) in
an age and developmentally appropriate manner.
Acceptable Performance – Teacher Candidate uses the
correct technique required to perform an activity/game/sport □Acceptable □Acceptable
2 in a developmentally appropriate manner. Teacher Candidate
correctly uses the basic tactics of the activity/game/sport in a
developmentally appropriate manner.
Unacceptable Performance – Teacher Candidate uses the
technique required to perform an activity/game/sport, but is
1 developmentally inappropriate and contain errors. Teacher □Unacceptable □Unacceptable
Candidate uses the basic tactics of the activity/game/sport, but
is developmentally inappropriate and contain errors.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.a – Describe and apply common content knowledge for teaching preK-12 physical education.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Specialized Content Knowledge – Function 7H

Demonstrate knowledge of errors, skill cues, and critical elements of technique and tactical performance.
Target Performance – Teacher Candidate analyzes, detects, Cooperating University
3 and corrects all students' technical and tactical performance Teacher Supervisor
using common errors, skill cues and critical elements that are
age and developmentally appropriate. Teacher Candidate □Target □Target
correctly and consistently discriminates between errors of
technique and tactical performance.

Acceptable Performance – Teacher Candidate analyzes,

detects, and corrects students' technical and tactical
2 performance using common errors, skill cues and critical
elements that developmentally appropriate. Teacher Candidate
□Acceptable □Acceptable
correctly discriminates between errors of technique and
tactical performance.

Unacceptable Performance – Teacher Candidate analyzes,

detects, and corrects all students' technical and tactical
1 performance using common errors, skill cues and critical
elements that may contain errors and are developmentally
inappropriate. Teacher Candidate discriminates between □Unacceptable □Unacceptable
errors of technique and tactical performance, but contains
errors.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.b - Describe and apply specialized content knowledge for teaching preK-12 physical
education.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Specialized Content Knowledge – Function 7I

Demonstrate knowledge of errors, skill cues, and critical elements of technique and tactical performance.
Target Performance – Teacher Candidate uses instructional Cooperating University
3 tasks that are appropriate for the developmental level of Teacher Supervisor
students. Teacher Candidate makes adjustments to
instructional tasks based on student performance. Adjustments □Target □Target
are both across the entire class and individualized. The
sequence of the instructional tasks are logical with no gaps in
progressions.

Acceptable Performance – Teacher Candidate uses

instructional tasks that are appropriate for the developmental
2 level of students. Teacher Candidate makes adjustments to
instructional tasks based on student performance. The
sequence of the instructional tasks are logical.
□Acceptable □Acceptable

Unacceptable Performance – Teacher Candidate uses

instructional tasks that are inappropriate for the developmental
1 level of students. Teacher Candidate fails to make adjustments
to tasks based on student performance. The sequence of the
instructional tasks does not follow a logical sequence.

□Unacceptable □Unacceptable

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 1.b - Describe and apply specialized content knowledge for teaching preK-12 physical
education.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Promoting Student Thinking and Self-Regulated Learning – Function 7J

Engage students in strategies that promote self-regulated learning.
Target Performance – Teacher Candidate plans and employs Cooperating University
3 learning strategies (e.g., goal-setting, think-pair-share, think Teacher Supervisor
aloud, self-testing, reflective journals, self-monitoring, mental
imagery) that are developmentally appropriate and enable □Target □Target
students to plan, organize, monitor, guide, reflect, and
improve skill performance. Learning strategies are used to
help students create links between existing knowledge and
new content. Students supervise and self-direct their own
practice and progress.

Acceptable Performance – Teacher Candidate plans and

employs learning strategies that are developmentally
appropriate and enable students to plan, organize, monitor, □Acceptable □Acceptable
2
guide, reflect, and improve skill performance.

Unacceptable Performance – Teacher Candidate does not

plan or use learning strategies that enable students to plan,
1 organize, monitor, guide, reflect, and improve skill □Unacceptable □Unacceptable
performance. Learning strategies are developmentally
inappropriate.

Cooperating Teacher Comments:

University Supervisor Comments:

*SHAPE 3.f - Plan and implement learning experiences that engage students in using
metacognitive strategies appropriately to analyze their own performance results.
 STUDENT TEACHING OBSERVATION INSTRUMENT

Summary Evaluation: Please provide an overall evaluation of teacher candidate performance in the
space provided. The teacher candidate must be rated “Acceptable” or better by both the
cooperating teacher and university supervisor to satisfactorily complete the placement.

Target performance - Frequently meets Cooperating Teacher University Supervisor

3 criteria at a good level. Demonstrated
substantive evidence of knowledge, skills, or
performance related to a function. Capable, □Target □Target
consistent, dependable performance.
Regularly demonstrates proficiency (majority
of ratings at Target level or better).
2 Acceptable performance - Typically meets
criteria at an Acceptable level. Demonstrated
some evidence of knowledge, skills, or
□Acceptable □Acceptable
performance related to a function (majority
of ratings at Acceptable level or better).
1 Unacceptable performance - Should work
on developing proficiency. Limited evidence
of reasonable knowledge, skills, or
performance related to the function.  □Unacceptable □Unacceptable
Rudimentary, developing, somewhat
inconsistent performance. Sometimes, but not
regularly, demonstrates proficiency (any
rating below Acceptable level)  

Cooperating Teacher Name (please print):________________________

Cooperating Teacher Signature: ____________________________ Date: ________

Comments:

University Supervisor Name (please print):________________________

University Supervisor Signature: ____________________________ Date: ________

Comments:
STUDENT TEACHING OBSERVATION INSTRUMENT