Spring 2006
Appraisal Scale:
1 – Does not meet expectations
2 – Meets a few expectations but not sufficient 3 – Meets expectations
4 – Exceeds expectations
N/O – No opportunity to observe
Rating Teaching characteristics
1 2 3 4 X
comments Did the DSU teacher education
program adequately prepare the faculty member to conduct their teaching responsibilities?
30% 70% 3.7 Does the faculty member
demonstrate a genuine commitment toward professional improvement by routinely attending professional development workshops, conferences and/or seeking advanced degrees in the area of endorsement without being prompted to do so?
20% 60% 20% 3
Does the faculty member use acceptable written, oral, and nonverbal communication with students, faculty and administration?
50% 50% 3.50
Does the faculty member respond promptly and effectively to unexpected occurrences in the classroom and to the needs of colleagues and administration?
70% 30% 3.3
Does the faculty member adapt willingly to change and contribute positively to the needs of the workplace?
10% 90% 3.9 Does the faculty member
attend all expected classes, meetings, and training that are
required?
Does the faculty member demonstrate expertise in multiple forms of physical activity including but not limited to fitness activities, games, sports, dance, adventure activities, and gymnastic activities? This demonstration of expertise should be indicated not only by their personal skills but by the inclusion of a variety of these activities in their physical education program.
10% 40% 50% 3.3
Are the objectives and activities utilized by the faculty member appropriate for the intended grade level?
30% 70% 3.7 Does the faculty member’s
objectives provide a clear sense of what students will know and be able to do as a result of the lesson? All objectives are clearly stated and closely related to State standards.
50% 50% 3.5
Do activities provide a logical path to meeting objectives? No activities are extraneous or irrelevant. Students of many learning styles and strengths can benefit from activities.
10% 30% 60% 3.5
Do lesson clearly offer appropriate, creative, and well-integrated challenges for students of all levels,
including gifted and special needs students
10% 30% 60% 3.5
Does the faculty member apply human relations and interpersonal skills to foster a climate of continuous learning and improvement?
70% 30% 3.3
Are assessments directly related to objectives and standards of the State mandated curriculum
framework? Assessments provide opportunities for students with varying learning styles and strengths to excel. Does the faculty member maintain records of student work and performance and communicate student progress to students, parents, guardians, and colleagues?
Assessment # 6: Technology Competency Assessment
1. As the use of technology becomes a necessity in today’s educational settings rather than an aid to teachers, students and administrators in graduate programs, there arises the need to ensure that students in graduate programs are competent in a variety of technology areas. These areas
should, at a minimum, include word processing, spreadsheets, databases, and
telecommunications including power point presentation skills, and WebCT skills. To this end, the College of Education began requiring students in their graduate education programs to demonstrate competency in various technological areas. This assessment is referred to as the Teacher Candidate Basic Technology Literacy Exam. The assessment is a computer based modular programmed learning project. Upon completion of all modules, students must pass an exit test.
Completion of this assessment is a requirement in the ELR 605 Method of Educational Research and Statistics which is one of the three core education courses required of all M.Ed. students regardless of major. Even though most M.Ed. students take this course during their first term of enrollment in the program, there is no required sequence of when students must take these courses. The Division graduate faculty realized the importance of students demonstrating this competency early in their graduate program. Because of this, the graduate faculty
recommended that the Basic Technology Literacy Exam be added as a requirement to classes that would cause students in the M.Ed. program with a major in HPER to clear this assessment during the first term that they were enrolled in the program. Based upon their recommendation, the assessment is a course requirement in one required course in the graduate HPER program that is offered every term. It remains a requirement in the ELR 605 class. However students only have to clear the assessment once in their graduate program.
2. This assessment aligns with Standard 7:
The assessment requires students to demonstrate competence in various technological areas including word processing, spreadsheets, databases, and telecommunications including power point presentation skills, and WebCT skills. As course syllabi will demonstrate, all courses in the graduate program in HPER require the use of various technological procedures whether they are research based, presentation based or communication based. Competence in these technological skills allows students to use their preparation time more efficiently.
3. Briefly, the data from this assessment indicated that all the students who completed ELR 605 Method of Educational Research and Statistics, PER 611 Current Literature and Trends in Physical Education, and PER 684, Methods in Curricula and Programs in Physical Education taught during the fall and spring terms of ’05-06 and the summer terms of ’06, cleared the Basic Technology Literacy Exam
4. Standard 7 requires students to demonstrate an acceptable level of competence in the collection and sharing of data. Additionally, they must show acceptable technological skills involving the Internet, computer software used to collect and manage information, and appropriate technological communication abilities. The completion of the Basic Technology Literacy Exam provides appropriate evidence of meeting this standard.
Attachments of assessment documentation for Assessment # 6 Attachment (a)