quinn mckenna final ppa may 5, 2015

Candidates Name Quinn McKennaPre-service Performance Assessment for Practicum/Practicum EquivalentProfessional 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

IndicatorsEvidence

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]).

-Shape/MA CF Physical Health standards cited in all lesson plans (lesson plan section).

-MA CF strands posted on white board in gymnasium (picture section).(S1.E1.5c)(MA CF 2.1) (S2.E3.5a)(MA CF 2.1) (S3.E2.5)(MA CF 2.7) (S4.E1.4)(MA CF 5.3) (S4.E6.4) (MA CF 5.3) (S1.E12.5)(MA CF 2.2) (S4.E2.5a) (MA CF 2.7) .(S5.M1.8)(MA CF 3.2)

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.

-Modification for 5th grade rock wall unit in Lesson Plan 5th grade did so well that on one panel segment I extended them to a three panel climb 2/23 (lesson plan section).

-Midterm by SP His rock wall lessons provided an opportunity for students with a wide range of abilities to succeed. 2/26 (midterm section).

-CS comment Who can tell me why you should be focusing on your climbing. 3/5 (observation section)

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

-My Pyramid word wall used during all nutrition lessons (picture section) (MyPyramid for Kids Book from SP).

-Easel morning message used for every class (picture section)

-My Favorite things worksheet given to students during nutrition lessons (worksheet section) (MyPyramid for kids Book from SP)

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

-Badminton station posters stating skill cues for each station (picture station) (Mitchell, Stephen).

-Rock wall easel morning message Why is a spotter important (picture section)

-Friendship want advertisement directions posted on easel (picture section) (MyPyramid for kids Book from SP).

5. Plans lessons with clear objectives and relevant measurable outcomes.

-Lesson plans have fully developed objectives covering the psychomotor, cognitive and affective domains (lesson plan section).

-Video observation by ST The objective is to make it through the course without knocking down a noodle. 3/5 (observation section)

6. Draws on resources from colleagues, families, and the community to enhance learning.

-Midterm By SP Has utilized materials consistently from college supervisor and cooperating teacher. 2/26 (midterm section)

-Used SP resource book Comprehensive School Health Education 5th edition by Linda Meeks, Philip Heit, Randy Page (picture section).

-Midterm by CS Comes often to campus to meet with college supervisor for advice, lesson planning, and resources suitable to design the best lesson he can. 2/26 (midterm section).

7. Incorporates appropriate technology and media in lesson planning.

-Used music played via a remote control on a CD system as a start and stop signal for 2/2-2/6 rock wall lessons. (Lesson plan section)

-Used a PowerPoint presentation during friendship lessons in life skills unit 3/9-3/11 (picture section)(Lesson plan section)

-Worksheet Why is Calcium Important was completed by students in response to a calcium DVD viewed in the Nutrition unit (worksheet section).

-Used a PowerPoint, Computer, In-Focus Projector to deliver instruction 4/10 (Lesson plan section)

-Used an online Jeopardy generator during Badminton Lesson. 4/10 (Lesson plan section)

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

-Modification/adjustment included in a basketball lesson plan to address identified needs of a learner on the Autism spectrum as noted in an IEP (lesson plan 1/26-1/30).

-Modified section in lesson plan for rock wall unit responding to the needs identified in a students IEP 2/2-2/6 (lesson plan)

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

-Games of the world rules posted on the gymnasium wall to use as an instructional visual (Picture section)

-Used picture segments of health resource book provided by SP for planning nutrition lesson plans

-Executed a morning message, which is part of responsive classroom using visuals to increase clarity for all learners (picture section) (Badminton Grip: The Best Online Resource for Badminton).

Rating:

2Explanation of Rating for Standard A - Plans Curriculum and Instruction: Quinn uses many resources to plan instruction. Throughout the field experience his tool box has grown through the exposure of using the Responsive Classroom platform. He has explored and incorporated a variety of technological tools as well. Lesson plans could still benefit from increased detail including repeated and reinforced skill cues for physical activities.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.Candidates Name: Quinn McKennaLicense: Field 22: Physical Education

Program Supervisor (initial): Date:

Supervising Practitioner (initial):

Date:

Pre-service Performance Assessment for Practicum/Practicum EquivalentProfessional Standards for Teachers: See 603 CMR 7.08

Standard B Delivers Effective Instruction

IndicatorsEvidence

1. Communicates high standards and expectations when beginning the lesson.

a. Makes learning objectives clear to students.

-Observation by SP Nice job creating welcome message for responsive classroom. 2/4 (observation section).

-Observation by CS Done well during the informing segment of lesson In your groups discuss and identify examples of good behaviors that should be used during class.1/29 (observation section).

b. Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids.

-Midterm by CS Quinn delivered a lively and interactive exchange during the informing segment of the lesson. 2/26 (midterm section).

-Midterm by SP Voice and language is strong and clear. 2/26 (midterm section).

-Observation by SP Use of voice shows marked improvement-your voice carries through the gym now. 2/4 (observation section).

c. Uses engaging ways to begin a new unit of study or lesson.

-Observation by CS Use of an aerobic activity serves to increase cognitive. 2/2 (observation section).

-Observation by SP Nice job creating welcome message for responsive classroom. 2/4 (observation section).

d. Builds on students prior knowledge and experience.

-Midterm by CS Quinn clearly uses a constructivist approach to design and deliver lessons building on learners prior knowledge. 2/26 (midterm section).

-Observation by CS Who can tell me why you should be focusing on your climbing? 3/5 (observation section)

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.

-Word wall used in rock wall unit- Rock wall terms were matched with a purpose to the rock wall climbing (picture section).

-Basketball lesson plan Mr. McKenna will then ask a volunteer to read the responsive classroom question that is written on the board. 1/29 (lesson plan section).

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).

-Midterm by CS Quinn uses guided questions frequently to stimulate learning when instructing his student. 2/26 (observation section).

-Observation by CS Command, guided discovery done well. 3/5 (observation section).

-Observation by CS Where does each group start? 3/5 (observation section) forced learners to think and re-focus on expected behaviors without being directly told by ST

-Observation by CS Reinforced responsive classroom technique 3/26 (observation section)

-Observation by CS Turn & talk technique used to elicit responses related to badminton content before starting lesson. 3/26 (observation 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)Observation by CS Use two hands at all times, thumbs down1/29 (observation section)

-Observation by CS Need to climb or step down from the wall 3/5 (observation section)

Physical Education license-specific questions:1. Demonstrates an adequate knowledge of the principles of health-related fitness and nutrition.-Observation by SP Presentation of foods/nutrition much improved, knowledge on topic has improved significantly. 2/12 (observation section).

-Borrowed source from CS Health Teacher-Teaching Health Concepts and Skills. By Becky Smith (picture section).

2. Uses knowledge of motor development (growth and development) when developing and modifying lessons.-Observation by CS Content of this unit has progressed suitably with respect to age/skill development. 3/5 (observation section).

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).-Observation by SP Much improved in being alert to and encouraging pro social behavior. 2/12 (observation section).

-Skill cues for basketball shot in basketball lesson plans 2/2-2/5 (lesson plan sections) (Hopla, Dave).

4. Demonstrates an adequate knowledge of movement concepts, skill themes, and sports concepts.-Observation by CS Knowledge of basketball is accurate/strong. 1/29 (observation section).

-Lesson plan in basketball unit- psychomotor domain Demonstrate the correct way to dribble a basketball at various levels, with various force and in various body positions during activity. 1/26 (lesson plan section).

5. Demonstrates an adequate knowledge of a range of appropriate play and sports for PreK-12 and the relevant motor skills.-Observations by SP Well done with regards to extensions for Notre Dame passing. 2/4 (observation section).

-Midterm by SP Lessons for physical activity are developmentally appropriate and sequential for optimum learning outcomes. 2/26 (midterm 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.- Rock wall regulations for traverse climb meet state regulations (picture section).

-Observation by CS- received an exemplary for grading point Establishes, promotes and maintains a safe and collaborative learning environment. 3/5 (observation section).

7. Demonstrates an adequate knowledge of adaptations for students with disabilities.-Midterm by CS Quinn explores different strategies for meeting the needs of all learners. 2/26 (midterm section).

-Midterm by SP His rock wall lessons provided an opportunity for students with a wide range of abilities to succeed. 2/26 (midterm section).

8. Refers to appropriate learning standards in the Comprehensive Health Curriculum Framework in developing a lesson.-State frameworks of Massachusetts cited on all lesson plans (lesson plan section).

d. Employs a variety of reading and writing strategies for addressing learning objectives.

-MyPyramid handout completed by students during nutrition unit (worksheet section).

-Rock wall rules handout completed during rock wall unit (worksheet section).

e. Uses questioning to stimulate thinking and encourages all students to respond.-Midterm by CS Quinn uses guided questions frequently to stimulate learning when instructing his student. 2/26 (observation section).

-Observation by CS- in areas of strength section of observation Checked for understanding after giving directions. 2/12 (observation section).

f. Uses instructional technology appropriately.-Used music as a start and stop signal for 2/2-2/6 rock wall lessons. (Lesson plan section)

-Used a PowerPoint for friendship lessons in life skills unit 3/9-3/11 (picture section)(Lesson plan section)

-Worksheet Why is Calcium Important was completed by students based off of a calcium video used in the Nutrition unit (worksheet section).

-Used a PowerPoint, Computer, In-Focus Projector 4/10 (Lesson plan section)

-Used an online Jeopardy generator during Badminton Lesson. 4/10 (Lesson plan section)

g. Uses effective strategies and techniques for making content accessible for English language learners.

-Used responsive classroom language with letter sent home with students- Parents/Guardians (miscellaneous section)

-Nutrition Word wall visuals put up on the wall during Nutrition Unit. 2/9-2/13(Picture section)

-Badminton Striking visuals posted at 4 stations around the gym. 4/6-4/10 (picture section).

-Teacher and students demonstrations used during badminton lesson. 3/30-4/3 (Lesson Plan 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.

-Observation by CS Although ELL evidence isnt clear, you did address a challenge related to someone who was color-blind by differentiating instruction. 2/28 (observation section).

3. Communicates high standards and expectations when extending and completing the lesson.

a. Assigns homework or practice that furthers student learning and checks it.

-MyPyramid worksheet during nutrition lesson was taken home and completed as homework in Mr. McKennas class (worksheet section)(picture section)

-Service worksheet taken home and completed for homework by students. 3/30-4/3 (picture section)

-Bullying worksheet taken home and completed by all 4th and 5th grade classes 4/13-4/17. (picture section)(Second Step Book)

b. Provides regular and frequent feedback to students on their progress.

-Observation by SP Specific feedback has significantly improved. 2/24 (observation section)

-Lesson Plan during basketball unit Mr. McKenna will walk the perimeter giving feedback, and corrective feedback if necessary. 1/29 (lesson plan section)

-Observation by SP Specific feedback made a big difference in the outcomes of student success Put the birdie on your shoulder and extend out. 3/26 (observation section)

c. Provides many and varied opportunities for students to achieve competence.

-Midterm by SP His rock wall lessons provided an opportunity for students with a wide range of abilities to succeed. 2/26 (midterm section)

-Midterm by CS Quinn uses guided questions frequently to stimulate learning when instructing his student. 2/26 (observation section).

-Midterm by CS Quinn calls upon a wide variety of students during instruction. 2/25 (midterm section).

4. Communicates high standards and expectations when evaluating student learning.

a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

-Vegetable Advertisement worksheet completed during nutrition unit (worksheet section)

-Home Run Breakfast worksheet completed during nutrition unit (worksheet section)

-Way to go given to two deserving recipients at the end of each class (Picture section)

-Used an informal badminton skills rubric to assess student progress throughout the unit in the psychomotor domain. 3/30-4/10 (Unit plan section)

-Used a formal teacher checklist to assess student progress throughout the badminton unit in the affective domain. 3/30-4/10 (Unit plan section)

-Reflected upon varying instruction based upon student ability to get through badminton content in lesson 3. 3/30-4/3 (Lesson plan section)

b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.-Fitnessgram fitness activities letter sent home with students (picture section).

-Worksheet Why is Calcium Important was completed by students based off of a calcium video used in the Nutrition unit (worksheet section).

-MyPyramid worksheet during nutrition lesson was taken home and completed as homework in Ms. McNeffs class (worksheet section)(picture section)

--Service worksheet taken home and completed for homework by students. 3/30-4/3 (picture section)

-Placed friendship advertisements up during Open House showing parents that the students accurately knew the components and qualities of friendship. (picture section)

Rating:

3Explanation of Rating for Standard B Delivers Effective Instruction:Quinn has developed strong instructional skills on the floor. He interacts charismatically with the learners and they subsequently respond to his directives well completing tasks safely and with increased proficiency as the units of instruction progressed. His voice and patient demeanor serve to get and maintain the attention of the learners to get the job done. He is continually assessing his teaching and delivery of lessons and makes appropriate changes to constantly improve his skills.

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

Candidates Name: Quinn McKennaLicense: Field 22: Physical Education



Date:


Standard C Manages Classroom Climate and Operation

IndicatorsEvidence

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.

-Physical Education safety rules posted on the wall in gymnasium (picture section)

-Expected Behaviors poster posted on the gymnasium wall (picture section)

-Observation by CS- received an exemplary for grading point Establishes, promotes and maintains a safe and collaborative learning environment. 3/5 (observation section).

-Safety rules and class expectation listed in Jump Bands lesson plan Stay within the boundaries, aware with head up at all times, keep your personal space, dont stretch or pull the bands, dont step on the bands, stay on your feet, listen carefully, follow all Mr. McKenna commands. 5/1 (lesson plan section)

-Badminton lesson plan teacher performance objective Make sure the students stay within the boundaries of their respected court to ensure and maintain student safety during activity time. 3/30 (lesson plan section)

2. Creates a physical environment appropriate to a range of learning activities.

-Midterm by SP Quinn creates a warm nurturing environment while still manufacturing a high level of respect. 2/26 (midterm section).

-Rock wall safety rules worksheet completed by all on first day of rock wall unit (worksheet section)

-Observation by CS Location of instant activity served to use the entire gym space 1/28 (observation section)

-Observation by CS Great use of mats to create nets on opposite side of gym. 4/9 (observation section)

-Observation by SP Safe set up for serving shots (hula hoops). 3/26 (observation section

3. Maintains appropriate standards of behavior, mutual respect, and safety.

-Physical Education safety rules posted on the wall in gymnasium (picture section)

-Observation by CS Done well during the informing segment of lesson In your groups discuss and identify examples of good behaviors that should be used during class.1/29 (observation section).

-Observation by CS Make sure the end of the line is ready to check the noodles 3/5 (observation section)

4. Manages classroom routines and procedures without loss of significant instructional time.

-Midterm by SP Has improved significantly in not losing instructional time. 2/26 (midterm section)

-Misterm by CS He follows consistent management procedures with each class 2/26 (midterm section)

-Observation by CS Once we are quiet we will start again 3/5 (observation section)

-Midterm by CS For the most part Quinn uses consistent classroom management techniques to conduct instructional sessions with his students. 2/26 (midterm section).

-Observation by CS I want you to walk back and walk over without sliding. 3/5 (observation section)

Rating:

2Explanation of Rating for Standard C - Manages Classroom Climate and Operation:Quinn creates an environment where all students feel safe, both emotionally and physically. He is extremely attentive and observant to all aspects of what creates a safe and effective learning environment using parameters of Responsive Classroom to re-direct off-task behavior when it surfaces. His increased use of teacher wait time has served him well to regain the attention of learners to be able to continue a lesson efficiently. At times Quinn needs to remember to scan the venue more often to catch off-task behaviors more quickly to address the undesired conduct that may be unsafe.





Date:


Standard D Promotes Equity

IndicatorsEvidence

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

-Observation by SP Very motivating approach I can do it philosophy is evident. 2/4 (observation section).

-Observation by SP Much improved in being alert to and encouraging pro social behavior. 2/12 (observation section).

-Observation by SP Encourages all students to do their best and to take risks while practicing learning this skill. 3/25 (observation section)

2. Works to promote achievement by all students without exception.

-Midterm by CS Quinn calls on a wide variety of students during instruction. 2/26 (midterm section)

-Midterm by SP Quinn pays attention to all students, regardless of ability, both in physical education and health (nutrition). 2/26 (midterm section).

-Way to go given to two deserving recipients at the end of each class (Picture section)

-Observation by SP Who can tell me how everyone can be successful with this step. 4/29 (observation section)

-Observation by SP Can I hear from someone that I havent heard from yet? 4/29 (observation section)

-Observation by SP Grouping of students reflects equality of both boys and girls. 4/29 (observation section)

-Lesson plan during for Jump Bands unit Each student will get an equal chance to be a jumper and an ender, rotating with their partners after the steps are completed or after a minute. 4/27 (lesson plan 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 are necessary.

-Midterm by SP Quinn pays attention to all students, regardless of ability, both in physical education and health (nutrition). 2/26 (midterm section).

-Modification section in lesson plan for basketball unit based off of an Autism spectrum IEP in lesson plan 1/26-1/30 (lesson plan section).

-Badminton station posters stating skill cues for each station (picture station) (Mitchell, Stephen).

-Badminton Striking visuals posted at 4 stations around the gym. 4/6-4/10 (picture section).

-Adjusted a badminton lesson focused on striking from striking at small dome cones to striking at larger hula-hoops that were significantly more developmentally appropriate. 3/30-4/3 (lesson plan section)

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.

-Beginning of the day Students stand for the Pledge of Allegiance (Picture section)

-Beginning of the day students stand for a moment of silence (picture section)-In the friendship lesson plan students completed a friendship want advertisement Advertisement must be completed in order for them to be hung up for the upcoming open house. 3/13 (lesson plan section). -Promotes respect, empathy and kindness by all students (class room rules) (picture section)-Used a PowerPoint to promote the qualities of good friendship such as respect, compassion, honesty, empathy and care. 3/9-3/13 (miscellaneous section)

-Promotes the three Rs of bullying to the students during the bullying unit (Recognize, report, refuse) (Second Step Book) 4/13-4/17.-Teacher performance objective for the Badminton unit to Encourage the students to show sportsmanship win or lose in their games, and encourage the students to respect their opponents during activity time.

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.-Fitnessgram fitness activities letter sent home with students (picture section). -Friendship lesson plans cognitive domains Identify the qualities (empathy, care, compassion) that they want to have or see in a friend during activity time Create an advertisement that displays a message of what friendship looks like, sounds like and what they see in friendship during activity. 3/9-3/13 (lesson plan section)

-Bullying worksheet taken home and completed with a signature by an adult by all 4th and 5th grade classes 4/13-4/17. (picture section)(Second Step Book

--Service worksheet taken home and completed for homework by students. 3/30-4/3 (picture section)

Rating:

3

Explanation of Rating for Standard D- Promotes Equity: Quinn creates an environment where all students feel worthy and a sense that they all may succeed regardless of academic level, gender or behavior. He exudes fairness and mutual respect and truly wants to reach and involve all learners.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.Candidates Name: Quinn McKennaLicense: Field 22: Physical Education



Date:


Standard E Meets Professional Responsibilities

IndicatorsEvidence

1. Understands his or her legal and moral responsibilities.

-Rock wall regulations for traverse climb meet state regulations (picture section).

-MA CF strands, SHAPE standards and safety expectations cited in all lesson plans (lesson plan section)

-Observation by SP Safety concerns were addressed continually Safe set up for Serving. 3/26 (observation section)

-Discussed the Massachusetts Bullying Law with both 4th and 5th grade classes (picture section)

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

-Midterm by SP Quinn shows enthusiasm for his chosen profession. 2/26 (midterm section)

-Midterm by SP He is punctual and has carried out all his duties to be prepared each day. 2/26 (midterm section)

-Observation by CS Almost like a windshield wiper good content analogy. 3/26 (observation section)

-Observation by CS Content showed matched SPOs. 3/26 (observation section)

-Fitnessgram fitness activities letter sent home with students (picture section).

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

-Uses multiple and varied resources from both supervisors and online websites an all lesson plans (lesson plan section).

-Watched an online PE summit video for professional development and filled out a Reflection on it http://www.youtube.com/watch?v=0zjohP_2h5k . 3/9 (miscellaneous section)

-Teaching a brand new bullying curriculum from 2014 in the bullying unit using Second Step DVDs and books. 4/13-4/17 (lesson plan section)

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

-Midterm by SP Has utilized material from college supervisor and cooperating teacher. 2/26 (midterm section).

-Midterm by CS Comes often to campus to meet with college supervisor for advice, lesson planning, and resources suitable to design the best lesson he can. 2/26 (midterm section).

-Used two second step resource books on bullying from SP for bullying lessons. 4/13-4/17. (Lesson plan section)

-Conducted two triad meetings between CS and SP on 2/26 and 4/16 (midterm section)

5. Works actively to involve parents in their childs academic activities and performance, and communicates clearly with them.

-Sneaker reminders are sent home to students who forget sneakers two straight classes (picture section).

-Friendship want advertisements will be posted for parents to view during open house (picture section).

-Fitnessgram fitness activities letter sent home with students (picture section).

-Parent news letter sent home to all parent via e-mail discussing the related arts at Soule Road. (picture section)

-Bullying worksheet taken home and completed with a signature by an adult by all 4th and 5th grade classes 4/13-4/17. (picture section)(Second Step Book)

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

-Reflection column on all lesson plans is filled out with notes (Lesson Plan section)

-Daily journals completed (journal Section)

-Midterm by CS Quinn is very accepting of constructive feedback and works to implement suggestions. 2/26 (midterm section)

-Midterm by SP He has willingly made changes to his lessons that have significantly improved instructional outcomes.2/26 (midterm section)

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

-Cited all internet resources on lesson plans (lesson plan section)Zerbee, Vicki. Fundamental Skills & Rules in Badminton. http://www.livestrong.com/article/191286-fundamental-skills-rules-in-badminton/ . 2015Shape American National PE Standards. http://www.shapeamerica.org/standards/pe/.American Heart Organization. Jump Band Cards. http://www.heart.org/HEARTORG/General/Jump-Band-Cards_UCM_305611_Article.jsp. 2015Massachusetts Comprehensive Health Curriculum Framework. October, 1999. http://www.doe.mass.edu/frameworks/health/1999/1099.pdf. Pg. 18-24

Rating:

2Explanation of Rating for Standard E Meets Professional Responsibilities: Quinn continues to emerge in this professional standard. He has worked well with members of his supervisory triad responding to constructive criticism making adjustments that have benefitted the quality of the design and delivery of instruction. It is the other aspects of professionalism that Quinn needs to continue to address such as finding that balance between work responsibilities and social/personal life. Getting enough sleep every night is crucial to performing well on the floor and although college life allows for occasional regimens of sleep deprivation, the real world does not. When tired, we all perform at lower levels and are less attentive to detail, get to work a little later than we should, send an email without a necessary attachment, present less-than-stellar written documents, etc.





Date:


Summary Decision for Pre-service Performance Assessment To be completed and agreed upon by both the supervising practitioner and the program supervisorTeacher 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)

StandardRating

Standard A- Plans Curriculum and Instruction 2

Standard B- Delivers Effective Instruction 3

Standard C- Manages Classroom Climate and Operation 2

Standard D- Promotes Equity3

Standard E- Meets Professional Responsibilities 2


Summary Assessment of Performance (include phrases that could be used in a letter of recommendation):Areas of strength:1. Quinn responds well to constructive criticism from both the Supervising Practitioner and College Supervisor. This mindset will serve him well in the future as he enters the teaching profession.2. Quinns style of instructional delivery is welcoming and effective with learners. His voice and mannerisms are effective when he is on the floor.3. Quinn is versatile and can deliver effective instruction over a wide range of content as a result of spending his entire field experience at the elementary level.4. Quinn has an excellent demeanor on the floor when teaching that demonstrates that he cares for his students.5. Quinn uses his available resources well and has visited the college supervisor numerous times on campus throughout this experience to get advice and borrow books, etc. to assist in improved design and delivery of instruction.Areas in need of improvement:1. Quinn needs to increase scanning the teaching venue catching off-task and undesired behaviors more quickly. Simply keeping ones back-to-the-wall will not accomplish this as scanning needs to accompany teacher positioning.2. Quinn needs to pay closer attention to detail in written documents. Lesson plans often lack the degree of detail necessary to provide a clear path to successful instruction. 3. Quinn also needs to be more attentive with respect to professional tasks. When sending an electronic communication that includes an attachment, for example, he needs to make certain that the attachment is indeed attached. During this field experience more work for the College Supervisor has resulted from this lack of attentiveness. 4. Quinn needs to explore more ways to manage personal and professional time finding a balance between the two. Although this improved in the second half of this field experience, a concern still remains that he needs to honor the huge amount of time necessary to design detailed instructional plans and have the physical stamina to deliver lively instruction with enthusiasm. This is challenging when a person does not get enough sleep. At times it appeared Quinn was burning the candle robbing himself of the necessary hours of rest conducive to ones best performance on a subsequent day.5. Although Quinns voice projection is strong, he should continue to explore using more variation during the delivery of instruction.

Pre-service Performance Assessment for Practicum/Practicum EquivalentProfessional Standards for Teachers: See 603 CMR 7.08 Standard (b)2cDemonstrates adequate knowledge of and approach to the academic content of lessons.Physical Education (PreK-8)(5-12)

Evidence FoundEvidence Not FoundLicense-Specific Evaluation Questions

|X||_|Does the candidate demonstrate an adequate knowledge of the principles of health-related fitness and nutrition?

|X||_|Does the candidate use knowledge of motor development (growth and development) when developing and modifying lessons?

|X||_|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)?

|X||_|Does the candidate demonstrate an adequate knowledge of movement concepts, skill themes, and sports concepts?

|X||_|Does the candidate demonstrate an adequate knowledge of a range of appropriate play and sports for PreK-12 and the relevant motor skills?

|X||_|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?

|X||_|Does the candidate demonstrate an adequate knowledge of adaptations for students with disabilities?

|X||_|Does the candidate refer to appropriate learning standards in the Comprehensive Health Curriculum Framework in developing a lesson?




Date:

3

quinn mckenna final ppa may 5, 2015

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