PPA Elementary

7/26/2019 PPA Elementary

1/15

Candidates NameBritany Gage

2

Pre-service Performance Assessment for Practicum/Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines:

the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard

(b)2c. Candidates must complete the Evidence column for evaluation by the program supervisor and supervisingpractitioner.

Standard A - Plans Curriculum and Instruction

Indicators Evidence

1. Draws on content standards of the relevant curriculum

frameworks to plan sequential units of study, individual

lessons, and learning activities that make learning

cumulative and advance students level of content

knowledge. (Specify Curriculum Framework title, learningstandards, and concept and skills used [attach list if

necessary]).

MA CF Physical Health Strand & SHAPE

standards cited in all LP (Lesson Plan

Section) SHAPE S3.E1.2/3, S4, E4.3a,

S1.E6.2/3, S1. E17.2/3,

MA CF written on whiteboard for every

class (miscellaneous section) MA CF

2.2,2.4,2.7

Unit plan consisting of unit outcomes,

national & state standards, content

knowledge, assessments, and unit

evaluation system of a soccer unit (unit

plan section)

2.

Draws on results of formal and informal assessments as

well as knowledge of human development to identify

teaching strategies and learning activities appropriate to

the specific discipline, age, level of English languageproficiency, and range of cognitive levels being taught.

Quiz given to students on the final day of

the soccer unit covering all skills.

(miscellaneous section)

SP notes on 9/23 Goffs Class excellent

closure to your classes. You provided anice review of the information you

provided at the beginning of the game.

(observation section)

Pre-Assessment given to students before

beginning soccer unit. ( unit plan section)

3. Identifies appropriate reading materials, other

resources, and writing activities for promoting furtherlearning by the full range of students within the

classroom.

Word wall used during soccer and games

from around the world unit-identifies key

words to be used during the unit


Assessment given to students about skill

cues for dribbling a soccer ball (studentwork)

Lice worksheet given to the students

during the health week ( assessment

section)

KWL chart used for the beginning of the

lice lesson (miscellaneous section)


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4. Identifies prerequisite skills, concepts, and vocabulary

needed for the learning activities and design lessons that

strengthen student reading and writing skills.

Vocabulary word wall for Games from

Around the World. Key words that will be

important to know before the end of the

unit. (miscellaneous section)

Pre-assessment given to students before

soccer unit (unit plan section) KWL chart used for the beginning of the


5. Plans lessons with clear objectives and relevant

measurable outcomes.

All LPs have measureable objectives in all

3 domains, including criteria, condition,

content and behavior (Lesson Plan

Section)

SPs midterm feedback All lesson plans

are well written and reflect a well

throughout lesson (observation section)

CS midterm feedback multiple citingsin

all lessons, well written and pre-planning

evident (observation section)

6. Draws on resources from colleagues, families, and the

community to enhance learning.

Attended Fall Open House to meet and

talk with students families


Attended faculty meeting that discussed

strategies on how to deal with students

that have ADHD (miscellaneous section)

SPs midterm feedback excellent

collaboration with physical therapist


7.

Incorporates appropriate technology and media in lesson

planning.

Use PowerPoint to show Country for

Games from Around the World unit.

(miscellaneous Section)

Video shown to students on bus safety

(lesson plan section)

Use of computers during lice unit

www.headlice.org.(lesson plan section)

LP 9/22 Soccer unit uses music for stop

and go signals.( lesson plan section)

8. Uses information in Individualized Education Programs

(IEPs) to plan strategies for integrating students withdisabilities into general education classrooms.

Special/Safety Considerations sections

on all LPs based on the IEPs (lesson plan

section)

Attended faculty meeting where

strategies for dealing with ADHD children

were discussed (miscellaneous section)

Read IEPs for grade 2 and took down

special notes for each class. (journal

section)

Gave student with visual impairment an

enlarged worksheet so he was able to

see. (miscellaneous section)
http://www.headlice.org/http://www.headlice.org/http://www.headlice.org/


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9. Uses instructional planning, materials, and student

engagement approaches that support students of

diverse cultural and linguistic backgrounds, strengths,

and challenges.

LP 9/11 included opportunities for

student to discuss prior experiences to

engage students and help them make

connections between the topic and their

own experiences (lesson plan section)

SPs midterm feedback good use of

demonstrations and white board(observation section)




Rating: Explanation of Rating for Standard A - Plans Curriculum and Instruction:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name: License:

Program Supervisor (initial): Date:

Supervising Practitioner (initial): Date:


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Standard BDelivers Effective Instruction

Indicators Evidence

1.Communicates high standards and expectations when

beginning the lesson.

a. Makes learning objectives clear to students.

MA CF standards written on white board

for every class (miscellaneous section)

SP observation on 9/17 Ilove the way

you are following thru with your

expectations- awesome! (observation

section)

SP notes on 9/26 Robinsons class I liked

how you reviewed the expectations

several times. By asking student to

repeat back directions. You are allowing

all students to hear them again. (

miscellaneous section)

b. Communicates clearly in writing, speaking and through

the use of appropriately designed visual and

contextual aids.

All journal conversations with CS (journal

section)

Word wall used for all activities


SPs midterm feedback good use of

demonstrations and white board


c.

Uses engaging ways to begin a new unit of study or

lesson.

Pre-assessment given on first day of

soccer unit to see what students played

soccer and how they felt about it

(assessment section) Games from around the world unit intro,

showing student pictures of the flags and

food from different countries on power

points ( Lesson plan section)



d. Builds on students prior knowledge and experience.

Sequencing in soccer unitbuilds on

complexity each day ( Unit Plan Section)

Pre-Assessment given to students

before soccer unit started to see where

each student is at. (Lesson Plan Section)

Asking 2

nd

grade students if they haveever visited the country our game was

from and what they knew about the

country. (lesson plan section)


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2. Communicates high standards and expectations when

carrying out the lesson.

a.

Uses a balanced approach to teaching skills and

concepts of elementary reading and writing.

Quiz given at the end of the soccer unit

that was read aloud to the students by

the teacher. (unit plan section)

Lice fill in the blank worksheet the

students completed after lice class.


b. Employs a variety of content-based and content-

oriented teaching techniques from more teacher-

directed strategies such as direct instruction, practice,

and Socratic dialogue, to less teacher-directed

approaches such as discussion, problem solving,

cooperative learning, and research projects (among

others).

Talked with students about ways they

can improve their safety on the bus.


LP 9/22 Give the student a choice of the

size of goal they wanted and how far

away they would like to shoot during the

soccer unit. (Lesson plan section)

Lice fill in the blank worksheet the

students completed individually after lice

lesson. (lesson plan section)


lice lesson (miscellaneous section)c. Demonstrates an adequate knowledge of and

approach to the academic content of lessons. (See

attached documentation that demonstrates license-specific

questions were used to evaluate candidate knowledge)

Physical Education license-specific questions:

1. Demonstrates an adequate knowledge of the

principles of health-related fitness and nutrition.

SPs notes on 9/26 warm-up was quick

and efficient in warming them up.

All LPs Stretching done before all

activities. (lesson plan section)

Sit and Reach performed with all

students as part of the Fitness

Gram.(miscellaneous section)

2. Uses knowledge of motor development (growth and

development) when developing and modifying

lessons.

Games from Around the World LP 9/24

Locomotor movements used for the

students to travel from one place to

another. (Lesson Plan Section)

All LPs have extensions used for

modifying lessons to students abilities


3. Demonstrates an adequate knowledge of the

history and foundations of physical

education/kinesiology (e.g., exercise physiology,

biomechanics, psycho-social aspects of play and

sport, history of physical education).

Skill cues for soccer dribbling- LP 9/8

(Lesson Plan Section)

LPs on 9/11 and 9/22 working with

partners- social aspects of play (lesson

plan section)

4. Demonstrates an adequate knowledge of

movement concepts, skill themes, and sports

concepts.

LP on 9/15 non-kicking foot next to the

ball, use the inside of your foot when

kicking, Follow through with your kicking

foot towards your target (Lesson Plan

Section)

All LPs during soccer unit- broke down

individual skills using simple skill cues


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5. Demonstrates an adequate knowledge of a range of

appropriate play and sports for PreK-12 and the

relevant motor skills.

Progression through the soccer unit (Unit

Plan Section)

SP observation on 9/17 Tunnel Tag-good choice of a warm-up for this

grade/age Students loved the warm-

up(observation section)

6. Demonstrates knowledge of appropriate physical

and safety limitations, legal standards, tort liability,

first aid and Cardiac Pulmonary Resuscitation (CPR)

when conducting a lesson.

All LPs during all units- safety is

discussed. (lesson plan section)

Observation by SP on 10/1 great job

including safety in your lessons.


7. Demonstrates an adequate knowledge of

adaptations for students with disabilities.

Special Considerations section under all

LPs (lesson plan section)

Reviewed IEPs with SP and made notes

to help us with adaptations (journal

section)




8. Refers to appropriate learning standards in the

Comprehensive Health Curriculum Framework in

developing a lesson.

State frameworks cited on all LPs (lesson

plan section)

MA CF standards written on whiteboard

before every unit. (miscellaneous

section)

d.

Employs a variety of reading and writing strategies foraddressing learning objectives.

Read quiz aloud during the soccer unit to

the students in each class. (lesson plan

section)

Skill cues written on whiteboard forgoalkeeping during the soccer unit.


Read Quiz and worksheets outloud to

the students while they are completing

them. (lesson plan section)

e.

Uses questioning to stimulate thinking and encourages

all students to respond.

SPs notes on 9/16 Dangelis class nice

review of last class and discussion on

passing (miscellaneous section)

SPs notes on 9/15 Robinsons Class nice

closure what did you learn about

passing today? (miscellaneous section)

f. Uses instructional technology appropriately.

Uses music as start and stop signal LP

9/22 (lesson plan section)

Uses power point to display each

Country for Games from Around the

World unit.(lesson plan section)

Website used for lice lesson. (lesson plan

section)


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g. Uses effective strategies and techniques for making

content accessible for English language learners.

CS observation on 9/25 reviewed

specific skills and Q + A used before each

task(observation section)

SPs midterm evaluation-good use of

demonstrations(observation section)

SPs notes on 9.23 Dont forget to

continue to use modeling of how youwant things done , visual for visual

learners (miscellaneous section)

h. Demonstrates knowledge of the difference between

social and academic language and the importance of

this difference in planning, differentiating and

delivering effective instruction for English language

learners at various levels of English language

proficiency and literacy.

Language objectives used for ELL

students in grade 3. (lesson plan section)

SP observation on 9/17 areas of strength

use of demo and checking for

understanding. (observation section)


extending and completing the lesson.

a. Assigns homework or practice that furthers student

learning and checks it.

Optional homework given to grade 3

students during the soccer unit (unit plan

section) All assessments given during soccer unit.

(unit plan section)

Lice worksheet brought home to show

parents what they learned in PE class


b.

Provides regular and frequent feedback to students on

their progress.

SP notes on 9/18 Mrs. Robinsons class

Nice job visiting each group and checking

in with them-continuing to provide

feedback(observation section)

CS observation on 9/26 good

corrections and specific feedback


c. Provides many and varied opportunities for students

to achieve competence.

LPS during soccer unit all provided

extensions (unit plan section).

SP midterm evaluation consistently

uses and effective delivery-checking for

understanding(observation section)


evaluating student learning.

a.

Accurately measures student achievement of, andprogress toward, the learning objectives with a variety

of formal and informal assessments, and uses results

to plan further instruction.

Pre-Assessment given to all students

before beginning soccer unit (unit plan

section)

Quiz given to students at the closure of

the soccer unit (unit plan section)

Informal assessment done throughquestioning at beginning/ end of each

class during soccer unit. (unit plan

section)

CS observation on 9/25 Asked

questions and reviewed outcomes



8/15


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b. Translates evaluations of student work into records

that accurately convey the level of student

achievement to students, parents or guardians, and

school personnel.

Attended open house where there was

communication with parents about their

children (picture section)

Summative Assessment- given at the end

of the soccer unit (unit plan section)

Rating: Explanation of Rating for Standard BDelivers Effective Instruction:






9/15


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Standard CManages Classroom Climate and Operation

Indicators Evidence

1. Creates and maintains a safe and collaborative learning

environment that values diversity and motivates students

to meet high standards of conduct, effort and

performance.

SP notes on 9/10 Mrs. Bartolomeis

class Much better adding safety

concerns for movement and booping.

SP observation 10/1 Areas of Strength

positive attitude for the students

Behavior chart used for every class.

Students are given a score for the

overall class every time they are in PE.

(picture section)

2. Creates a physical environment appropriate to a range of

learning activities.

LP 9/22 Give the student a choice of

the size of goal they wanted and how

far away they would like to shoot

during the soccer unit. (Lesson plan

section)

All activities have extensions to adjust

to students needs. (Lesson plan

section)

3.

Maintains appropriate standards of behavior, mutual

respect, and safety.

Behavior chart used for every class.

Students are given a score for the

overall class every time they are in PE.


Observation by SP on 10/1 great job

including safety in your lessons.(observation section)

SP midterm evaluation Students

consistently demonstrate appropriate

standards of respect, safety and

behavior. (observation section)

Rules of the classroom written on the

wall (miscellaneous section)

4.

Manages classroom routines and procedures without loss

of significant instructional time.

Observation by CS on 9/11- Good

overall class management Good

Flow and transitions(observation

section)

SP midterm evaluation managesclassroom routines and procedures

without a significant loss of

instructional time (observation

section)

Observation by CS on 9/26 Has

excellent class management (

observation section)


10/15


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Rating: Explanation of Rating for Standard C - Manages Classroom Climate and

Operation:







Standard DPromotes Equity

Indicators Evidence

1. Encourages all students to believe that effort is a key to

achievement.

SP notes on 9/8 Mr. Lyons class much

better job providing encouragement

and interacting with students during

jogging warm-up. (observation

section)

LP Soccer having students see if they

can beat a previous score. (lesson plan

section)

2. Works to promote achievement by all students without

exception.

SP midterm evaluation works to

promote achievement in all students


SP midterm evaluation avoids

stereotyping(observation section)

3. Assesses the significance of student differences in home

experiences, background knowledge, learning skills,

learning pace, and proficiency in the English language for

learning the curriculum at hand and uses professional

judgment to determine if instructional adjustments arenecessary.

Special considerations section on all

LPS (lesson plan section)

SP midterm evaluation provides

support to struggling students in pre-

teaching group. (observation section)


11/15


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4. Helps all students to understand American civic culture,

its underlying ideals, founding political principles and

political institutions, and to see themselves as members

of a local, state, national, and international civic

community.

Students doing pledge of allegiance

every day in class with myself


Rules of the classroom written on the

wall (miscellaneous section)

5.

Collaborates with families, recognizing the significance of

native language and culture to create and implement

strategies for supporting student learning and

development both at home and at school.

Attended open house at the beginning

of the year to meet students families


Optional homework sent home during

the soccer unit (miscellaneous section)

Sends sneaker reminders home for

parents if a student forgets theirs for

PE (Miscellaneous Section)

Rating: Explanation of Rating for Standard D- Promotes Equity:

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.






Standard EMeets Professional Responsibilities

Indicators Evidence


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1. Understands his or her legal and moral responsibilities.

MA CF Physical Health Strand, NASPE

standards, and safety consideration

cited in all LPS (Lesson Plan Section)

SP midterm evaluation understands

and applies moral as well as legal

responsibilities(observation section)

2. Conveys knowledge of and enthusiasm for his/her

academic discipline to students.

SP notes on 9/23 Mrs. Goffs class

Good job providing personal feedback

and enthusiasm to this game.


SP observation on 10/1 Areas of

strength positive attitude


3.

Maintains interest in current theory, research, and

developments in the academic discipline and exercises

judgment in accepting implications or findings as validfor application in classroom practice.

Use of a variety of resources on all LPS


SP midterm evaluation has taken

advantage of professional

development opportunities(observation section)

Attended professional development

during early dismissal days (journal

section)

4. Collaborates with colleagues to improve instruction,

assessment, and student achievement.

All journal entries/ conservations with

CS (journal section)

All observations with feedback from CS

and SP (observation section)

SP midterm evaluation excellent

collaboration with physical therapist


Attended professional development

during early dismissal days (journal

section)

5.

Works actively to involve parents in their childs

academic activities and performance, and

communicates clearly with them.

Sends sneaker reminders home for

parents if a student forgets theirs for

PE (Miscellaneous Section)

Lice worksheet brought home to show

parents what they learned in PE class


6. Reflects critically upon his or her teaching experience,

identifies areas for further professional development

as part of a professional development plan that islinked to grade level, school, and district goals, and is

receptive to suggestions for growth.

Reflection column/notes on all LP

(Lesson Plan section)

All Journal entries reflect critically

upon teaching for the day. (Journalsection)


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7. Understands legal and ethical issues as they apply to

responsible and acceptable use of the Internet and

other resources.

Cites all internet and book resources

on all LPs (Lesson Plan Section)

SP midterm evaluation understands

and applies moral as well as legal

responsibilities(observation section)

Rating: Explanation of Rating for Standard EMeets Professional Responsibilities:






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Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor

Teacher candidates Pre-service Performance Assessment in the practicum/practicum

equivalent meets the Professional Standards for Teachers: Yes No

Candidate (sign): MEPID: or License #:

Program Supervisor (sign): Date:

Supervising Practitioner (sign): Date:

Teaching Ability (on the floor) Grade_________ Final Practicum Grade ____________(Supervising Practitioner & College Supervisor collaborate) (Includes all written assignments. CS determines final grade)

Standard Rating

Standard A- Plans Curriculum and Instruction

Standard B- Delivers Effective Instruction

Standard C- Manages Classroom Climate and Operation

Standard D- Promotes Equity

Standard E- Meets Professional ResponsibilitiesRating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Assessment of Performance (include phrases that could be used in a letter of recommendation):

Areas of strength:

Areas in need of improvement:


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Professional Standards for Teachers: See 603 CMR 7.08Standard (b)2c

Demonstrates adequate knowledge of and approach to the academic content of lessons.

Physical Education (PreK-8)(5-12)

Evidence

Found

Evidence Not

FoundLicense-Specific Evaluation Questions

Does the candidate demonstrate an adequate knowledge of the

principles of health-related fitness and nutrition?

Does the candidate use knowledge of motor development (growth

and development) when developing and modifying lessons?

Does the candidate demonstrate an adequate knowledge of the

history and foundations of physical education/kinesiology (e.g.,exercise physiology, biomechanics, psycho-social aspects of play and

sport, history of physical education)?

Does the candidate demonstrate an adequate knowledge of

movement concepts, skill themes, and sports concepts?

Does the candidate demonstrate an adequate knowledge of a range

of appropriate play and sports for PreK-12 and the relevant motor

skills?

Does the candidate demonstrate knowledge of appropriate physical

and safety limitations, legal standards, tort liability, first aid and

Cardiac Pulmonary Resuscitation (CPR) when conducting a lesson?

Does the candidate demonstrate an adequate knowledge of

adaptations for students with disabilities?

Does the candidate refer to appropriate learning standards in the

Comprehensive Health Curriculum Framework in developing a

lesson?




Documents

PPA Elementary