PPA Secondary Practicum

Candidates Name Dylan Sheehan
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]).
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.
Used end of trimester assessment

writing assignment on the choices
the students made for activities
comparing and contrasting all 3
activities (Assessment section)
Used assessment for the chest and

bounce pass in basketball unit
containing the written skill cues;
students were required to write their
score. (Assessment section)
All LPs have measurable objectives

in all 3 domains, including criteria,
condition, content, and behavior
(Lesson Plan section)
Student performance objective
posted on the whiteboard daily
(Miscellaneous section)
4. Identifies prerequisite skills, concepts, and

vocabulary needed for the learning activities
and design lessons that strengthen student
reading and writing skills.

Observation by SP on 11/12/14
Making changes in lesson as day
goes on (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.
5. Plans lessons with clear objectives and relevant

measurable outcomes.
MACF and SHAPE cited on all LPs

Midterm Observation by CS All
state standards are evident in all
lesson plans...MACF and SHAPE cited
on all plans (Midterm section)
6. Draws on resources from colleagues, families, and the

community to enhance learning.
Observation by CS on 11/14/14
Good intro and explanations of
objectives (Observation section)
Journal on 11/13/14 - Had

conversation with CS about attended
Spirit Night soccer game, in which I
engaged with students, families,
teachers, and administrators
(Journal section)
Journal on 11/24/14 - Helped run the
Turkey Trot, an after school event
that raised money and canned
goods for the Westfield food pantry.
(Journal section)
In LP on 11/3/14, used Team Shake
app to create fair teams with equal
skill level and an equal number of
boys and girls. (Lesson plan section)
7. Incorporates appropriate technology and media in lesson

planning.
Journal on 11/18/14 Reviewed IEPs

of all students and made notes for
further reference (Journal section)
Good discussion of [basketball]
history (Observation section)
Midterm Observation by SP Well
planned lessons that provide a solid
foundation for student participation
(Midterm section)
8. Uses information in Individualized Education

Programs (IEPs) to plan strategies for
integrating students with disabilities into
general education classrooms.
9. Uses instructional planning, materials, and student

engagement approaches that support students of diverse
cultural and linguistic backgrounds, strengths, and
challenges.
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:
Program Supervisor (initial):
License:
Supervising Practitioner (initial):
Date:
Date:

Standard B Delivers Effective Instruction
Indicators
Evidence
1. Communicates high standards and expectations when
beginning the lesson.

a. Makes learning objectives clear to students.
When introducing a new game,

clearly wrote out all of the rules in
an organized manner on the
whiteboard in LP on 11/3/14 (Lesson
plan section)
Lesson plan on 12/4/14 - To begin

the basketball unit, taught students
the history of basketball and its
origins. (Lesson plan section)
Observation by SP on 12/4/14 All
students involved, if not dribbling,
doing skill activities (finger flicks,
etc.) (Observation section)
Used pre assessment survey for
basketball unit to determine the
level of knowledge that students
already had. (Assessment section)
b. Communicates clearly in writing, speaking

and through the use of appropriately
designed visual and contextual aids.
c. Uses engaging ways to begin a new unit of

study or lesson.
d. Builds on students prior knowledge and

experience.
carrying out the lesson.

a. Uses a balanced approach to teaching skills and
concepts of elementary reading and writing.
Student performance objective

posted on the whiteboard daily
(Miscellaneous section)
Midterm Observation by CS High
standards and communication with
students expected in all classes
(Midterm section)
Used a basketball passing peer

assessment in which students were
required to read skill cues and report
scores of their classmates
(Assessment section)
Teacher directed with student
decision making (Observation
section)
In all LPs, Students come in and jog,

stretch, and perform an extra
exercise that will be up on the board
in order to improve Fitnessgram
scores. (Lesson plan section)
2. Uses knowledge of motor development

(growth and development) when
developing and modifying lessons.
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).

of movement concepts, skill themes, and
sports concepts.
Defines skill specific cues to break

down motor skills in age appropriate
terms in all LPs (Lesson plan
section)
LP on 11/12/14 - Before teaching
basketball, discussed the who, what,
when, where, why, how of the
invention of basketball. (Lesson plan
section)
LP on 11/19/14 - Before teaching
volleyball, discussed who, what,
when, where, why, how of the
invention of volleyball. (Lesson plan
section)
All LPs during basketball unit broke
down individual skills using simple
skill cues (Unit Plan section)
Good job reinforcing serve & its
importance (Observation section)
Midterm Observation by SP Dylan
has provided evidence that he is
prepared to teach many different
units/activities within a P.E.
curriculum (Midterm 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).
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:
of the principles of health-related fitness
and nutrition.

of a range of appropriate play and sports
for PreK-12 and the relevant motor skills.
Progression through Basketball Unit

(Unit Plan section)
Midterm Observation by SP Dylan
has provided evidence that he is
prepared to teach many different
units/activities within a P.E.
curriculum (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.
Reinforced safety protocols
(Observation section)

of adaptations for students with
disabilities.
8. Refers to appropriate learning standards

in the Comprehensive Health Curriculum
Framework in developing a lesson.
Assigned student helper to assist a
student with needs (Observation
section)
State Frameworks cited on all LPs

Good job of asking questions from
class and reinforcing
objectives/rules (Observation
section)
Verbal questions to students during
drills (Observation section)
In LP on 11/3/14, used Team Shake
app to create fair teams with equal
skill level and an equal number of
boys and girls. (Lesson plan section)
d. Employs a variety of reading and writing

strategies for addressing learning
objectives.
e. Uses questioning to stimulate thinking and

encourages all students to respond.
f.
Uses instructional technology appropriately.
section)
section)
g. Uses effective strategies and techniques for

making content accessible for English
language learners.
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.

Continually points out specific
feedback to numerous students/asks
leading questions to access students
understanding (Observation
section)
Midterm Observation by CS Good

groupings to avoid labeling. Involves
all students and modifies lessons to
ensure success of lesser skilled
students (Midterm section)
Midterm Observation by CS Able

to assess during lessons and adapt
(Midterm section)
Used Pre-test and post-test for the
basketball unit to determine what
the teacher needs to focus more
attention towards (Assessment
section)
Used Pre-test and post-test for the
basketball unit to determine what
the teacher needs to focus more
attention towards and measure
student growth (Assessment
section)
extending and completing the lesson.

a. Assigns homework or practice that furthers student
learning and checks it.
b. Provides regular and frequent feedback to

students on their progress.
c. Provides many and varied opportunities for

students to achieve competence.

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.
b. Translates evaluations of student work into

records that accurately convey the level of
student achievement to students, parents
or guardians, and school personnel.
Rating:
Explanation of Rating for Standard B Delivers

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

Standard C Manages 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.
2. Creates a physical environment appropriate to a range of

learning activities.
3. Maintains appropriate standards of behavior, mutual

respect, and safety.
4. Manages classroom routines and procedures without loss

of significant instructional time.
Continually using positive
statementsfosters creative
thinking & challenging skills
All students are attentive & active
in volleyball game (Observation
section)
Motivating non-athletic players to
work harder (good job)
Fosters creative thinking &
challenging skills (Observation
section)
Observation by SP on 12/4/14 All
students involved, if not dribbling,
doing skill activities (finger flicks,
etc.) (Observation section)
Midterm Observation by SP
Dylans classroom is a physically
and emotionally safe environment
(Midterm section)
Has presence and good class
management skills (Observation
section)
Midterm observation by CS
Ensures safety and addresses
issues immediately (Midterm
section)
Good fields and separation of
students (Observation section)
Has presence and good class
management skills (Observation
section)
Little down time, smooth flow and
transitions (Observation section)
Rating:
Midterm observation by CS
Good management skills lesson
moved smoothly and transitions
are easily done (Midterm section)
Explanation of Rating for Standard C - Manages

Classroom Climate and Operation:
Candidates Name:
License:
Date:
Date:
10

Standard D Promotes Equity
Indicators
Evidence
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.
11
Midterm Observation by SP Well

planned lessons that provide a
solid foundation for student
participation and learning
(Midterm section)
Midterm Observation by SP He
encourages all students to give
their best (Midterm section)
Midterm Observation by CS
Good groupings to avoid labeling.
Involves all students and modifies
lessons to ensure success of lesser
skilled students (Midterm section)
Midterm Observation by SP the
lessons are designed to include all
students and provide a variety of
opportunities for his students to be
successful (Midterm section)
Assigned student helper to assist
a student with needs
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.
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.
Rating:
In lesson plan on 11/12/14,

students took a vote on a rule in a
basketball small-sided game and
were told about democracy and
that is how we choose our
president. (Lesson plan section)
Journal on 11/24/14 - Attended
Spirit Night soccer game, in which
I engaged with students, families,
teachers, and administrators
(Journal section)
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:
12

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

responsibilities.
2. Conveys knowledge of and enthusiasm for his/her

academic discipline to students.
Uses a variety of resources in all LPs

Midterm Observation by CS Attends all

required meetings and is involved with
after-school activities (Midterm section)
All observations with feed back from CS
All observations/conversations with SP
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.
4. Collaborates with colleagues to improve

instruction, assessment, and student achievement.
5. Works actively to involve parents in their childs academic

activities and performance, and communicates clearly with
them.
13
Journal on 11/5/14 - Had conversation

with CS about bringing a walkie talkie
when taking students outside in case of
an emergency (Journal section)
MA CF Physical Health Strand, NASPE
standards, and safety considerations
cited in all LP (Lesson Plan section)
Midterm Observation by CS Attends all
required meetings and is involved with
after-school activities. Plans and lesson
done in a timely manner (Midterm
section)
Journal on 11/13/14 - Attended Spirit

Night where there was communication
with parents about their students (Journal
section)
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.
7. Understands legal and ethical issues as they apply
to responsible and acceptable use of the Internet
and other resources.
Rating:
Reflection column on all LP (Lesson Plan

section)
Reflective writing and conversation with
SP in all daily journal entries (Journal
Section)
Journal on 11/13/14 Had conversation

with CS about bringing a walkie talkie
when taking students outside in case of
an emergency (Journal section)
Cited all internet and book resources on
all LPs (Lesson Plan section)
Explanation of Rating for Standard E Meets

Professional Responsibilities:
Candidates Name:
License:
Date:
Date:
14

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)

assignments. CS determines final grade)
(Includes all written
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
Rating
Summary Assessment of Performance (include phrases that could be used in a letter of recommendation):
Areas of strength:
Areas in need of improvement:

15
16

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

Evidence
Found
Evidence 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?
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?
Candidates Name:
License:
Date:
Date:
17

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Candidates Name Dylan Sheehan

Pre-service Performance Assessment for

Standard A - Plans Curriculum and Instruction

1. Draws on content standards of the relevant curriculum

Used end of trimester assessment

Used assessment for the chest and

All LPs have measurable objectives

4. Identifies prerequisite skills, concepts, and

Used end of trimester assessment

3. Identifies appropriate reading materials, other resources,

5. Plans lessons with clear objectives and relevant

MACF and SHAPE cited on all LPs

Candidates Name Dylan Sheehan

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

Journal on 11/13/14 - Had

7. Incorporates appropriate technology and media in lesson

Journal on 11/18/14 Reviewed IEPs

8. Uses information in Individualized Education

9. Uses instructional planning, materials, and student

Explanation of Rating for Standard A - Plans

Program Supervisor (initial):

Supervising Practitioner (initial):

Candidates Name Dylan Sheehan

Pre-service Performance Assessment for

1. Communicates high standards and expectations when

beginning the lesson.

When introducing a new game,

Lesson plan on 12/4/14 - To begin

b. Communicates clearly in writing, speaking

c. Uses engaging ways to begin a new unit of

d. Builds on students prior knowledge and

2. Communicates high standards and expectations when

carrying out the lesson.

Student performance objective

Used a basketball passing peer

Candidates Name Dylan Sheehan

In all LPs, Students come in and jog,

2. Uses knowledge of motor development

3. Demonstrates an adequate knowledge

4. Demonstrates an adequate knowledge

Defines skill specific cues to break

b. Employs a variety of content-based and

Physical Education license-specific

5. Demonstrates an adequate knowledge

Progression through Basketball Unit

Candidates Name Dylan Sheehan

7. Demonstrates an adequate knowledge

8. Refers to appropriate learning standards

Used end of trimester assessment

d. Employs a variety of reading and writing

e. Uses questioning to stimulate thinking and

Uses instructional technology appropriately.

g. Uses effective strategies and techniques for

h. Demonstrates knowledge of the difference

Candidates Name Dylan Sheehan

3. Communicates high standards and expectations when

Used end of trimester assessment

Midterm Observation by CS Good

Midterm Observation by CS Able

extending and completing the lesson.

b. Provides regular and frequent feedback to

c. Provides many and varied opportunities for

4. Communicates high standards and expectations when