PPA Site 1 Elementary

Candidates Name__Robert Maher_
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 supervising practitioner.
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, learning standards, and
concept and skills used [attach list if
necessary]).
Unit plan consisting of unit

outcomes, national & state standards,
content knowledge, assessments, block
plan, and unit evaluation system of a
dance unit. (Unit plan section
MA CF Physical Health Strand &
National standards cited in all LP
(Lesson 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
language proficiency, and range of cognitive
levels being taught.
Assessments in Rhythm and

dance unit (Dance unit, 5th grade - LP
4 Lesson plan section)
Incorporates...various
assessments. (CS midterm evaluation
form 2/13/15)
Students must write and plan
3.
Identifies appropriate reading materials,
dance routine (Dance unit plan, 5th
other resources, and writing activities for
grade - LP 3 Lesson plan section)
promoting further learning by the full range of
Sneaker papers(Student work
students within the classroom.

section)
Time out papers(Student work
section)
4.
Identifies prerequisite skills, concepts, and
Introduces different notes to
vocabulary needed for the learning activities
students (Dance unit, 4th grade
and design lessons that strengthen student
introduction - LP 1 Lesson plan section)
reading and writing skills.
Visuals in chart stand have key
words that the students need to know

during class. (Picture Section)
5.
All LPs have measureable
objectives in all 3 domatoins including

criteria, condition, content, & behavior.
Plans lessons with clear objectives and

relevant measurable outcomes.
6.
Refences in all Lesson plans

Went to Professional Development
(Miscleanious section)
Draws on resources from colleagues,

families, and the community to enhance
learning.
Projector used to show dance
videos ( Dance unit, 5th grade - LP 1

Lesson plan section )
7.
Incorporates appropriate technology and
Speakers used to play music
media in lesson planning.
(Dance unit, 1st grade - LP 1 Lesson

plan section )
Video camera used during class
(Dance unit, 5th grade - LP 4 lesson

plan section)
8.
Uses information in Individualized
Special considerations section
Education Programs (IEPs) to plan strategies for ( Dance unit, 3rd grade - LP 1 Lesson
integrating students with disabilities into
plan sectoin)
general education classrooms.
Looked at IEPs(Miscleanious
section)
Visuals(Miscleanious section)
9.
Uses instructional planning, materials, and
Excellent job demonstrating how
student engagement approaches that support

to put mats away (CS observation
students of diverse cultural and linguistic
1/23/15 Observatoin section)
backgrounds, strengths, and challenges.

Candidates Name:
Program Supervisor (initial):
License:
Supervising Practitioner (initial):
Rating:
Date:
Date:
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.

Standard B Delivers Effective Instruction
Indicators
Evidence
Yeah! A greeeting and stating of
objective-Woohoo! (SP observation

2/11/15 Observation section)
1. Communicates high standards and
Right away reminded students of
expectations when beginning the lesson.

expectations (SP observation 1/21/15
Observation section)
Clearly highlights expectations
a. Makes learning objectives clear to
(CS observation 1/29/15 Observation

students.
section)
Better start- greeted
students/reviewed routines, objective

stated! (SP 2/11/15 observation
section)
All journal conversatoins with
CS(Journal section)
Good use of visuals to
demosntrate shapes (CS observatoin

Clear and concise
b. Communicates clearly in writing, speaking
explination;demosntration
of skill
and through the use of appropriately
inclued modifications (CS observation
designed visual and contextual aids.
Break down of forward roll into
steps excellent (CS observation

Showed 1 picture from video of
formation. (SP 2/11/15 observation

section)
Singing with song Argh like
c. Uses engaging ways to begin a new unit

pirates they are pumped to dance(SP
of study or lesson.
2/13/15 observation section
Shows video to students (Dance
unit, 5th grade - LP 1 Lesson plan

section )
d. Builds on students prior knowledge and

experience.
expectations when carrying out the lesson.
a. Uses a balanced approach to teaching skills
Sequencing in dance unit - builds

in complexity each day (Unit plan
section)
Good review of previous lesson Q
and A (CS observatoin 1/29/15
Reviews routine from last class
(Dance unit, 4th grade introduction - LP
2 Lesson plan section)
Quick activity/review routine-nice
work(SP 2/11/15 observation section)
Chart stand during dance unit.
Has key words and phrases that the
students need to know by the end of
the unit.(Picture section)
and concepts of elementary reading and

writing.
a little guided dicover- here is
your formation figure it out (SP
2/13/15 observation section)
content-oriented teaching techniques
A little guided discovery groups
from more teacher-directed strategies

had a shape to make (SP 2/12/15
such as direct instruction, practice, and
Socratic dialogue, to less teacher-directed Observation section)
Has students work in groups to
approaches such as discussion, problem
make a dance routine (Lesson plan
solving, cooperative learning, and
sectoin, 5th grade - LP 3)
research projects (among others).
Uses guided discovery method in
an activity. (Lesson plan section, 4th

grade, activity 1 - LP 3)
c.Demonstrates an adequate knowledge of and

approach to the academic content of lessons. (See
b. Employs a variety of content-based and
attached documentation that demonstrates licensespecific 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.
2. Uses knowledge of motor development
(growth and development) when
developing and modifying lessons.
very good talked about dance as

a form of exercise(SP 3/4/15
observation section)
Use of motor development text
book - cited in LPs(Lesson plan section)

the history and foundations of physical
Students work in small groups or
education/kinesiology (e.g., exercise

partners for dance unit (Lesson plan
physiology, biomechanics, psycho-social
section, grades 2-5 - LPs 3-4)
aspects of play and sport, history of
Skill cues for quarter note (Lesson
physical education).
plan section, Kindergarten - LP 1)

He is using movement concepts
movement concepts, skill themes, and
that have already been taught to
sports concepts.
modify dance moves and extend
practice (SP 2/13/15 Midterm
evaluation section)
Levels and pathways used in
lesson plans for kindergarten. (Lesson

plan section, Kindergarte - LPs 2-4)
Good breakdown of skill cues
and proper demonstrations (CS

2/13/15 Midterm Evaluation section)
a range of appropriate play and sports for
Uses different notes for different
PreK-12 and the relevant motor skills.
grade levels (Dance unit, k-5 lesson
plans Lesson plan section)
Progression through dance unit
(Dance unit plan, Unit plan section)

6. Demonstrates knowledge of appropriate
Journal 5- students acting up and
physical and safety limitations, legal
how to handle it (Journal section)
standards, tort liability, first aid and
CPR certified (Miscellenaous
Cardiac Pulmonary Resuscitation (CPR)

section)
when conducting a lesson.
Special consideratoin sectoin
adaptations for students with disabilities.
under all LPs (Lesson plan sectoin)
8. Refers to appropriate learning standards
State Frameworks cited on all
in the Comprehensive Health Curriculum
LP (Lesson plan section)
Framework in developing a lesson.
d. Employs a variety of reading and writing

strategies for addressing learning
objectives.
Words underneath visuals (Picture
section)
Use of dance planning sheet
(Dance unit, 4th grade activity 1 - LP 3

Lesson plan section)
c. Uses questioning to stimulate thinking
and encourages all students to respond.
Stll in straight formation but

now what is different? Great Q+A (SP
Repeatidly checking for
understanding! (SP 2/11/15
Often CFU (CS observation
What are 2 notes? how many?
What note am I moving to now? Better (SP observation 2/4/15
Observation sectoin)
are they still straight? what is the
different?(SP 2/13/15 Observation
section)

Lets watch a video that shows
people moving to a 1/4 note (SP
Used video to help explain
idea(SP 2/13/15 observation section)

Helpful to use
computer/overhead to review
assessment sheet (CS observation
1/29/15 Observation sectin)
d. Uses instructional technology

appropriately.
Appropriate use of technology &

visual aids. (CS 2/13/15 Midterm
Evaluation section)
Use of visuals throughout all
e. Uses effective strategies and techniques

lessons
(Picture section)
for making content accessible for English
Demonstration of skill-included
language learners.
modificatoins (CS observation 1/29/15
did have visuals ready to go(SP

f. Demonstrates knowledge of the difference
between social and academic language
Uses different forms of light force,
and the importance of this difference in

gentle,
and little to give a lot of
planning, differentiating and delivering
examples
for ELL students (Volleying
effective instruction for English language
unit, 3rd grade - LP 1 Lesson plan
learners at various levels of English
section)
language proficiency and literacy.
expectations when extending and completing the

Assigned HW to practice routine
lesson.
at home(Dance unit, 3rd grade - LP 3

Lesson plan section)
a. Assigns homework or practice that furthers
student learning and checks it.
Hands folded, feet folded great

- This is specific detialed feedback (SP
2/13/15 observation section
FB mostly individual/small
b. Provides regular and frequent feedback to
groups - + and specific (CS obervation
students on their progress.
1/29/15 Observation sectoin)
Constant feedback= positive,
specific, corrective.(CS Observation

c. Provides many and varied opportunities

for students to achieve competence.
Lesson is well purposed with a
lot to do (SP Observation 2/4/15

Progressions appropriate ( CS
Obesrvation 1/23/15 Observation

section)
Use of dance rubric during dance
unit to assess physcomotor and

affective domain (Assessment section)
Accurately measures student achievement
Worksheet: assessment-created
of, and progress toward, the learning

by CT- Developmentally appropriate
objectives with a variety of formal and
(CS obeservatoin 1/29/15 Observation
informal assessments, and uses results to
section)
plan further instruction.
Excellent use of assessment (CS
b. Translates evaluations of student work

Sent write up home about
into records that accurately convey the

students behavior (Miscelleanous
level of student achievement to students, section)
parents or guardians, and school
Talked to students older sister
personnel.
about behaviour (Miscelleanous
section)

expectations when evaluating student learning.
a.
Rating:
Explanation of Rating for Standard B Delivers

Effective Instruction:
Candidates Name:
License:
Date:
Date:

Standard C Manages Classroom Climate and Operation
Indicators
Evidence
Good use of names to

acknowledge students are ready (SP
2/11/15 obsevation section)
Holds students accountable1. Creates and maintains a safe and collaborative
learning environment that values diversity and uses waiting technique (CS
Observation 1/23/15 Observation
motivates students to meet high standards of
section)
conduct, effort and performance.
Worry about yourself-Good to
address(CS Observation 1/23/15

Students remaind safe (SP
Equipment - mats, worksheets,
pencisl, etc. set up in advance (CS

observation 1/29/15 Observation
2.
Creates a physical environment appropriate
section)
to a range of learning activities.
Robert Effectively maintained
standards of behavior set by CP by

continuig to enforce school rules and
expectations (CS 2/13/15 Midterm
Evaluation section)
Polite,
respectful( CSObservation 1/23/15
3.
Maintains appropriate standards of behavior, Observation section)
2 students per mat- one at a
mutual respect, and safety.

time- safety (CS Observation
Students remain safe(CS
Observation 1/23/15 observation

section)
10
Great pacing you got through
the material they neededand allowed

for plenty of practice (SP 1/21/15
4.
Manages classroom routines and procedures
Effiecent routine Students
without loss of significant instructional time.

active right away. (CS Observation
Good use of para and
remembering her name had her

move pairs and help demo(CS
Observation 1/23/15 observatoin
section)
Rating:
Explanation of Rating for Standard C - Manages

Classroom Climate and Operation:
Candidates Name:
License:
Date:
Date:

Standard D Promotes Equity
Indicators
Evidence
11
1.
Encourages all students to believe that

effort is a key to achievement.
2.
Works to promote achievement by all

students without exception.
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 are necessary.
4.
5.
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.
Effective pinpointing - S
performing routine. (CS observation

Good jade but I didnt want you
to shout it out Great way to handle

her- acknowledge her effort but
remind her about behavioral
expectations (SP 2/12/15
Used boy who just came in to
be your partner quickly engages him

(SP observation 1/21/15 observation
section)
Robert Does a nice job
encouraging all students to follow the

school rules and behavior
expectations (SP 2/13/15 Midterm
evaluation section)
Began class setting a positive

and inviting tone (CS observatoin
Students fill out timeout

paper(Student work section)
Students fill out sneaker
paper(Student work section)

Affective objective (Dance unit,
5th grade - LP 1 Lesson plan section)
Collaborates with families, recognizing the

Write up sent home to parents.
significance of native language and culture to
(Miscelenous section)
create and implement strategies for supporting
Talked to students older stisters
student learning and development both at home
on multiple occassions about their
and at school.
behavior and home life(Misclenous
section)
12
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.
Candidates Name:
License:
Date:
Date:

Standard E Meets Professional Responsibilities
Indicators
1.
Evidence
Understands his or her legal and moral

responsibilities.
13
Special considerations all
lesson plans (Lesson plan section)

Use of sneaker paper for
students to remember to bring

sneakers to school (Student work
section)
MA CF Physical Health strand,
National Standards, and safety

considerations cited in al LP (Lesson
plan section)

You kept them on track with
energy and encouragmeent (SP
Enthusiasm is better reflected
2.
Conveys knowledge of and enthusiasm for
in your voice (SP 2/11/15
his/her academic discipline to students.
Better with
enthusiasm+imagining (SP
obeservatoin 2/4/15 observation
section)
You did check in with sneaker
paper/time out paper people(SP

2/11/15 observations section)
3.
Maintains interest in current theory, research,
Use of a variety of resources on
and developments in the academic discipline and
all LPs(Lesson plan section)
exercises judgment in accepting implications or
findings as valid for application in classroom
practice.
He consistently relays safety

considerations to students and
actively listens to feedback given by
college supervisor and cooperatoin
4.
Collaborates with colleagues to improve
practitioner. (SP 2/13/15 Midterm
instruction, assessment, and student
Evaluation section)
achievement.
Attened professional
Development (Miscleanious section)

All Journal
entries/conversations with CS(ournal

Sections)
All observations with feedback
from SP (Observation section)
Beginning to hold more
5.
Works actively to involve parents in their
students accountable by involving
childs academic activities and performance, and
parent. (CS 2/13/15 Midterm
communicates clearly with them.
evaluation section)
Write up of student (2nd grade
2/10/15 Misc section)
6.
Reflects critically upon his or her teaching
experience, identifies areas for further

Reflection section of Lesson
professional development as part of a professional plans (Lesson plan section)

development plan that is linked to grade level,
Reflection of teaching day in
school, and district goals, and is receptive to

Journals (Journal Section)
suggestions for growth.
14
7.
Understands legal and ethical issues as they

Cited all internet and book
apply to responsible and acceptable use of the

resources on all LPs (Lesson plan
Internet and other resources.
section)
Rating:
Explanation of Rating for Standard E Meets

Professional Responsibilities:
Candidates Name:
License:
Date:
Date:
15

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_________

____________
(Supervising Practitioner & College Supervisor collaborate)

assignments. CS determines final grade)
Standard
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
Responsibilities
Final Practicum Grade

(Includes all written
Rating
16
Summary Assessment of Performance (include phrases that could be used in

a letter of recommendation):
Areas of strength:
Areas in need of improvement:
17

Standard (b)2c
Demonstrates adequate knowledge of and approach to the academic content
of lessons.
Physical Education (PreK-8)(5-12)

Evidence FoundEvidence Not Found
License-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?
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)?
knowledge of movement concepts, skill themes, and
sports concepts?
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?
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?
18
Candidates Name:
License:
Date:
Date:
19

PPA Site 1 Elementary

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Candidates Name__Robert Maher_

Pre-service Performance Assessment for

Standard A - Plans Curriculum and Instruction

Draws on content standards of the

Unit plan consisting of unit

Draws on results of formal and informal

Assessments in Rhythm and

Students must write and plan

students within the classroom.

words that the students need to know

Candidates Name__Robert Maher_

All LPs have measureable

objectives in all 3 domatoins including

Plans lessons with clear objectives and

Refences in all Lesson plans

Draws on resources from colleagues,

Projector used to show dance

videos ( Dance unit, 5th grade - LP 1

(Dance unit, 1st grade - LP 1 Lesson

(Dance unit, 5th grade - LP 4 lesson

student engagement approaches that support

Candidates Name__Robert Maher_

Program Supervisor (initial):

Supervising Practitioner (initial):

Explanation of Rating for Standard A - Plans

Candidates Name__Robert Maher_

Pre-service Performance Assessment for

Yeah! A greeeting and stating of

objective-Woohoo! (SP observation

expectations when beginning the lesson.

(CS observation 1/29/15 Observation

students/reviewed routines, objective

demosntrate shapes (CS observatoin

steps excellent (CS observation

formation. (SP 2/11/15 observation

Singing with song Argh like

c. Uses engaging ways to begin a new unit

unit, 5th grade - LP 1 Lesson plan

Candidates Name__Robert Maher_

d. Builds on students prior knowledge and

2. Communicates high standards and

expectations when carrying out the lesson.

a. Uses a balanced approach to teaching skills

Sequencing in dance unit - builds

and concepts of elementary reading and

from more teacher-directed strategies

an activity. (Lesson plan section, 4th

c.Demonstrates an adequate knowledge of and

b. Employs a variety of content-based and

Physical Education license-specific

1. Demonstrates an adequate knowledge of

very good talked about dance as

Use of motor development text

book - cited in LPs(Lesson plan section)

3. Demonstrates an adequate knowledge of

education/kinesiology (e.g., exercise

Candidates Name__Robert Maher_

lesson plans for kindergarten. (Lesson

and proper demonstrations (CS

(Dance unit plan, Unit plan section)

Cardiac Pulmonary Resuscitation (CPR)

d. Employs a variety of reading and writing

Words underneath visuals (Picture

(Dance unit, 4th grade activity 1 - LP 3