MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only

Please use this assessment in conjunction with the Preservice Performance Assessment (PPA)
Guidelines found in all Springfield College fieldwork handbooks: evaluation questions relating to
standards A-E and license-specific questions per standard B2c below are listed in the guidelines.
[Note: The practicum report is page one of the PPA]
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.
. !dentifies appropriate reading materials, other resources,
and writing activities for promoting further learning by the
full range of students within the classroom.
". !dentifies prerequisite skills, concepts, and vocabulary
needed for the learning activities and design lessons that
strengthen student reading and writing skills.
#. $lans lessons with clear ob%ectives and relevant
measurable outcomes.
&. Draws on resources from colleagues, families, and the
community to enhance learning.
'. !ncorporates appropriate technology and media in lesson
planning.
(. )ses information in !ndividuali*ed Education $rograms
+!E$s, to plan strategies for integrating students with
disabilities into general education classrooms.
-. )ses instructional planning, materials, and student
engagement approaches that support students of diverse
cultural and linguistic backgrounds, strengths, and
challenges.
1. ./ 01 $hysical 2ealth 3trand 4 5/3$E 3tandards cited in all
6$ +6esson $lan section,
1. )nit plan consisting of unit outcomes, nation4 state standards,
content knowledge, assessments, and unit evaluation system of a
winter olympic unit. +unit plan section,
2. /dministered a pre unit assessment for the badminton unit +unit
plan section,
2. 7bservation by 3$ on "829 :/fter observing the class 3eth
changed the type of drill to enhance the skill level of the students:
+7bservation section,
2. 7bservation by 3p on 82;9 :student demo, guided questions,
and formal review of previous learning: +observation section,
. 0reated a handout for the class to read at the beginning of the
unit of <adminton +unit plan section,
. 0reated a handout for the class to read at the beginning of their
rotation of the class rules and e=pectations
+1eedback8miscellaneous section,
". /dministered a pre unit assessment for the badminton unit +unit
plan section,
". 0reated a handout for the class to read at the beginning of the
unit of <adminton +unit plan section,
#. /ll 6$s have measurable ob%ectives in all domains +6esson
plan section,
#. 7bservation by 3p on 82;9 :student and teacher performance
ob%ectives listed: +observation section,
&. /ll %ournal conversations with 03 +%ournal section,
&. /ll feedback and teacher observations +1eedback8.iscellaneous
and observation section,
'. >ournal on 82&9 gym was being used for blood drive so took
students to library to use the computers to research the history of
basketball +%ournal section,
'. 7bservation by 3$ on 82;9 :safe, clean, welcoming, music
playing during competition: +observation section,
(. >ournal on "81"9 ?eviewed !E$ of some students in class with
school special Ed. @eacher Eli*abeth <lumgarten +%ournal section,
-. )sed colorful poster of rules in order to assist students with
learning + picture section,
-. $osted bulletin board of badminton during badminton unit to
help students who are more visual learners+picture section,
atin!"
#
E$%lanation of atin! for Standard A - Plans Curriculum and Instruction
3eth has substantial evidence to support this standard. 2e has done a great %ob creating and writing
curriculum for a very diverse population of urban students. 2e aligns all lesson plans with the standards, rites
clear ob%ectives, uses e=cellent visuals around his gym and during his presentations and has developed reading
and writing strategies to enhance learning. 2e uses technology where and when appropriate to motivate
students. 2e has used !E$s to better understand his students and to meet their needs in his class and has
developed a variety of assessments to measure student performance and to make appropriate ad%ustments in
his classes. !n addition, 3eth has worked very well with staff to help develop appropriate lessons and also to
help him learn the students so he can better know and therefore to better teach.
Page 1
MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Candidate.s (ame" ///Seth Caron/////////////////////////////////0icense" /////////////////////////////
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////////////////
Su%ervisin! Practitioner (si!n)" /////////////////////////////////////////////////////Date" /////////////////////
Standard 1 2 Delivers Effective Instruction
Indicators Evidence
1. 0ommunicates high standards and e=pectations when
beginning the lesson.
a, .akes learning ob%ectives clear to students.
b, 0ommunicates clearly in writing and speaking, and
through the use of appropriately designed visual and
conte=tual aids.
c, )ses engaging ways to begin a new unit of study or
lesson.
d, <uilds on students prior knowledge and e=perience.
2. 0ommunicates high standards and e=pectations when
carrying out the lesson.
a, )ses a balanced approach to teaching skills and concepts
of elementary reading and writing.
b, Employs a variety of content9based and content9oriented
teaching techniques from more teacher9directed
strategies such as direct instruction, practice, and
3ocratic dialogue, to less teacher9directed approaches
such as discussion, problem solving, cooperative
learning, and research pro%ects +among others,.
c, Demonstrates an adequate knowledge of and approach to
the academic content of lessons. Physical Education
license s%ecific content"
1. Demonstrates an adequate knowledge of the principles
of health9related fitness and nutrition.
2. )ses knowledge of motor development +growth and
development, when developing and modifying
lessons.
. Demonstrates an adequate knowledge of the history
and foundations of physical education8kinesiology
+e.g., e=ercise physiology, biomechanics, psycho9
social aspects of play and sport, history of physical
education,.
". Demonstrates an adequate knowledge of movement
concepts, skill themes, and sports concepts.
#. Demonstrates an adequate knowledge of a range of
appropriate play and sports for $reA912 and the
relevant motor skills.
&. Demonstrates knowledge of appropriate physical and
safety limitations, legal standards, tort liability, first
aid and 0ardiac $ulmonary ?esuscitation +0$?, when
conducting a lesson.
'. Demonstrates an adequate knowledge of adaptations
for students with disabilities.
(. ?efers to appropriate learning standards in the
0omprehensive 2ealth 0urriculum 1ramework in
developing a lesson.
d, Employs a variety of reading and writing strategies for
1a. 7bservation by 3$ on 82;9 : e=pectations clearly
communicated with students: +observation section,
1b. )sed colorful poster of rules in order to assist students with
learning + picture section,
1b. 0reated a handout for the class to read at the beginning of
the unit of <adminton +unit plan section,
1c. 3tudents were scheduled to participate in a punt, pass, and
kick contest to start the flag football unit + lesson plan section,
1d. /dministered a pre unit assessment for the badminton unit
+unit plan section,
1d. 7bservation by 3p on 82;9 :student demo, guided
questions, and formal review of previous learning: +observation
section,
2a. 0reated a handout for the class to read at the beginning of
the unit of <adminton +unit plan section,
2a. )sed colorful poster of rules in order to assist students with
learning + picture section,
2b. 7bservation by 3p on 82;9 : teaching strategies varied
depending on what class we were in: +observation section,
2c1. ?eceived a grade of /9 in the class introduction to nutrition
+1eedback8miscellaneous section,
2c1. ?eceived a grade of / in the class fitness for life
+1eedback8miscellaneous section,
2c2. )se of motor development te=t book cited in 6$ 281;81"
2c. ?eceived a grade of < in the class
Ainesiology8<iomechanics +feedback8miscellaneous section,
2c. ?eceived a grade of < in the class physiology of e=ercise
+feedback8miscellaneous section,
2c". ?eceived a grade of /9 in the class movement concepts
+feedback8miscellaneous,
2c#. 7bservation by 3p on 82;9 : content knowledge9 knows
fundamentals of volleyball and progression of instruction:
+observation section,
2c&. 3afety is addressed in all 6$s +lesson plan section,
2c&. ?eceived a grade of $ass in the 1irst aid86ifeguard80$?
class +feedback8miscellaneous section,
2c'. ?eceived a grade of < in the class /daptive physical
education +feedback8miscellaneous section,
2c'. 7bservation by 3$ on "829 :/fter observing the class 3eth
changed the type of drill to enhance the skill level of the
students: +7bservation section,
2c(. 3tate 1rameworks cited on all 6$s +lesson plan section,
2d. 0reated a handout for the class to read at the beginning of
the unit of <adminton +unit plan section,
2d. )sed colorful poster of rules in order to assist students with
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MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
addressing learning ob%ectives.
e, )ses questioning to stimulate thinking and encourages
all students to respond.
f, )ses instructional technology appropriately.
g, )ses effective strategies and techniques for making
content accessible to 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.
. 0ommunicates high standards and e=pectations when
e=tending and completing the lesson.
a, /ssigns homework or practice that furthers student
learning and checks it.
b, $rovides regular and frequent feedback to students on
their progress.
c, $rovides many and varied opportunities for students to
achieve competence.
". 0ommunicates high standards and e=pectations when
evaluating student learning.
a, /ccurately measures student achievement of, and
progress toward, the learning ob%ectives with a variety of
formal and informal assessments, and uses results to plan
further instruction.
b, @ranslates evaluations of student work into records that
accurately convey the level of student achievement to
students, parents or guardians, and school personnel.
learning + picture section,
2d. $osted bulletin board of badminton during badminton unit
to help students who are more visual learners+picture section,
2e. 7bservation by 3p on 82;9 :student demo, guided
questions, and formal review of previous learning: +observation
section,
2f. >ournal on 82&9 gym was being used for blood drive so took
students to library to use the computers to research the history
of basketball +%ournal section,
2f. 7bservation by 3$ on 82;9 :safe, clean, welcoming, music
playing during competition: +observation section,
2g. )sed colorful poster of rules in order to assist students with
learning + picture section,
2g. 7bservation by 3p on 82;9 :student demo, guided
questions, and formal review of previous learning: +observation
section,
2g.7bservation by 03 on 82&9 :e=cellent feedback:
+observation section,
2h. >ournal on "82(9 3tudent was having trouble with the written
assessment, ! gave him the option for me to read the questions
to him, he would answer them and ! would write them down for
him +%ournal section,
a. >ournal on 82#9 assigned written work to students about the
game of volleyball due to the gym being taken over for a blood
drive, each student received a grade on their work. +%ournal
section,
a. >ournal on "82(9 assigned students written assessment in
class about pickle ball +%ournal section,
b. 7bservation by 03 on 82&9 :e=cellent feedback:
+observation section,
b. 7bservation by 3p on "829 : e=cellent feedback and use of
students names: +observation section,
c. 7bservation by 03 on 82&9 : students are engaged with
good skill level: +observation section,
c. $osted bulletin board of badminton during badminton unit to
help students who are more visual learners+picture section,
c. )sed colorful poster of rules in order to assist students with
learning + picture section,
"a. /dministered a pre unit assessment for the badminton unit
in order to plan future lessons +unit plan section,
"a. 7bservation by 3$ on "829 :/fter observing the class 3eth
changed the type of drill to enhance the skill level of the
students: +7bservation section,
"b. 0ertificates of great participation sent home with students to
show parents +picture section,
atin!"
#
E$%lanation of atin! for Standard 1 2 Delivers Effective Instruction
/gain, 3eth has substantial evidence for this standard. 2e has great delivery skills. 2is presentations include
clear ob%ectives, aligned activities that address the needs of all learners and a variety of assessment to measure
learning. 2e has e=cellent energy when teaching, a great presence of command and an e=cellent sense of
humor to motivate his students. 2e provides students with e=cellent skill specific feedback and also lots of
support and encouragement. 2e observes well and tunes in to those having difficulty and provides additional
support and feedback. 3eth uses visuals around his gym and in his teaching very well. .ost importantly, 3eth
has demonstrated e=ceptional patience to manage the high risk child in the urban setting.
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Page 3
MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
Note !ith a rating of " or #, the signatures $elow signify that e%idence was found for all indicators in Standard & and specifically
for all topics listed under &"c, unless otherwise noted (e.g., no opportunity to demonstrate a particular topic'content area).
Candidate.s (ame" ///Seth Caron/////////////////////////////////////0icense" /////////////////////////////
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////////////////
Su%ervisin! Practitioner (si!n)" /////////////////////////////////////////////////////Date" /////////////////////
Standard C 2 Mana!es Classroom Climate and O%eration
Indicators Evidence
1. 0reates and maintains a safe and collaborative learning
environment that values diversity and motivates students
to meet high standards of conduct, effort and
performance.
2. 0reates a physical environment appropriate to a range
of learning activities.
. .aintains appropriate standards of behavior, mutual
respect, and safety.
". .anages classroom routines and procedures without
loss of significant instructional time.
BB#. /voids stereotyping and uses effective strategies to
deal with inappropriate remarks made by others.
1. 7bservation by 3$ on 82;9 :safe, clean, welcoming, music
playing during competition: +observation section,
1. 7bservation by 3$ on 82&9 : encourages safety procedure:
+observation section
2. 7bservation by 03 on 82&9 :space is appropriate for class si*e:
+observation section,
2. .idterm evaluation by 3$9 :outstanding
atmosphere:+observation section,
. 7bservation by 3$ on 82;9 :reacts in the right way and in timely
manner to infractions: +observation section,
. .idterm evaluation by 039 :there essentially is no serious
behavior issues that he cannot manage: +observation section,
". 7bservation by 03 on 82&9 :good time management, kids have
lots of practice and playing time: +observation section,
"..idterm evaluation by 039 : 2e sets clear e=pectations for
behavior and uses good rule and routines or managing his class:
+observation section,
#. 7bservation by 03 on 82&9 :teams are well balanced9
demonstrates good equity: +observation section,
#. .idterm evaluation by 039 :3eth is fair and equitable with all
students regardless of who they are +observation section,
BB@his item does not appear on the ./ $reservice $erformance /ssessment. !t has been added by 3pringfield 0ollege to further
assess the candidates competence in this area.
atin!"
#
E$%lanation of atin! for Standard C 2 Mana!es Classroom Climate and O%eration
3eth has delivered an e=ceptional performance in the area of classroom management. 2e has talent as well as
skill to manage high risk students. 2is classroom is safe for all to participate as he has clear rules routines and
e=pectations for behavior and holds his students accountable. 3eth places a great deal of responsibility on
students by focusing on respect for everyone including himself. / remarkable performance.
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Candidate.s (ame" //Seth Caron////////////////////////////////////////0icense" /////////////////////////////
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////////////////
Su%ervisin! Practitioner (si!n)" /////////////////////////////////////////////////////Date" /////////////////////
Page 4
MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
Standard D 2 Promotes E3uity
Indicators Evidence
1. Encourages all students to believe that effort is a key to
achievement.
2. Corks to promote achievement by all students without
e=ception.
. /ssesses the significance of student differences in home
e=periences, background knowledge, learning skills,
learning pace, and proficiency in the English language for
learning the curriculum at hand and uses professional
%udgment to determine if instructional ad%ustments are
necessary.
". 2elps all students to understand /merican civic culture,
its underlying ideals, founding political principles and
political institutions, and to see themselves as members of a
local, state, national, and international civic community.
#. 0ollaborates with families, recogni*ing the significance
of native language and culture to create and implement
strategies for supporting student learning and development
both at home and at school.
BB&. Deals equitably and responsibly with all learners that
creates a larger community no matter what their race,
ethnicity, level of English language proficiency, gender,
se=ual orientation, religion, socioeconomic class, ability or
needs.
1. 7bservation by 3$ on "829 : student promotes effort:
1. .idterm evaluation by 039 :3eth is fair and equitable with all
students regardless of who they are +observation section,
2. 7bservation by 3$ on "8&9 : encourages 3teven <. to change
and play: +observation section,
2. >ournal on #819 Encouraged a student who constantly refused
to participate to engage in the activity +%ournal section,
. 3pecial consideration section on all 6$s +lesson plan section,
. 7bservation by 3$ on 82;9 :ad%ustments made for less
skilled, repetition, placement: +observation section,
". >ournal on "8119 learning the ways the school handles
problems that occur by helping the student advocate.
". 3tudents are graded on a five point scale, one of which is being
a good community member in class +unit plan section,
#. 0ertificates of great participation sent home with students to
show parents +picture section,
#. $repared a blurb about myself and why ! would like to be a
teacher for the school newsletter that gets sent home with the
students +feedback8miscellaneous section,
&. 7bservation by 3$ on "81"9 :.r. 0aron, by nature of our
student population +many E66, and students with !E$Ds, works
equitably and with responsibility to ensure that all students
regardless of english proficiency, gender, race, se=ual
orientation, religion, socioeconomic class, ethnicity, or ability,
do receive the same educational materials, components, skills,
and instruction with differentiated practices that are evident:
+observation section,
BB@his item does not appear on the ./ $reservice $erformance /ssessment. !t has been added by 3pringfield 0ollege to further
assess the candidates competence in this area.
atin!"
#
E$%lanation of atin! for Standard D 2 Promotes E3uity
3eth has demonstrated equity for all students regardless of who they are. 2e has worked with a very high risk
population and done a great %ob to maintain civility. 2e is quick to interrupt inappropriate behavior and
comments and strives to create better tolerance in everyone.
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Candidate.s (ame" //Seth Caron//////////////////////////////////////0icense" /////////////////////////////
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////////////////
Su%ervisin! Practitioner (si!n)" /////////////////////////////////////////////////////Date" /////////////////////
Standard E 2 Meets Professional es%onsi,ilities
Indicators Evidence
1. )nderstands his or her legal and moral responsibilities.
2. 0onveys knowledge of and enthusiasm for his8her
academic discipline to students.
1. >ournal on "8'9 heard about a possible fight that was going to
happen, being mandated reporters, we relayed the message to
administration.
1. 7bservation by 3$ on 82;9 : positive role model for our
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MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
. .aintains interest in current theory, research, and
developments in the academic discipline and e=ercises
%udgment in accepting implications or findings as valid for
application in classroom practice.
". 0ollaborates with colleagues to improve instruction,
assessment, and student achievement.
#. Corks actively to involve parents in their childs
academic activities and performance, and communicates
clearly with them.
&. ?eflects critically upon his or her teaching e=perience,
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.
'. )nderstands legal and ethical issues as they apply to
responsible and acceptable use of the !nternet and other
resources.
students, dress, language, and demeanor are all positive:
+observation section,
2. 7bservation by 3$ on "8&9 : positive attitude and energy
transfers to students: +observation section,
2. 7bservation by 3$ on 82;9 : displays enthusiasm while
teaching content in drills and competition: + observation section,
. )ses internet and books to assist in planning of all lessons,
cited on each lesson plan +lesson plan section,
. .idterm evaluation by 039 :3eth uses the internet every day
without incident:
". /ll %ournal entries8 conversations with 03 +%ournal section,
". /ll observations with feedback from 03 +observation section,
". /ll observations with feedback from 3$ +observation section,
#. 0ertificates of great participation sent home with students to
show parents +picture section,
#. $repared a blurb about myself and why ! would like to be a
teacher for the school newsletter that gets sent home with the
students +feedback8miscellaneous section,
&. ?eflective writing and conversation with 03 in all daily
%ournal entries +%ournal section,
'. 0ited all internet and book resources on all 6$s +lesson plan
section,
atin!"
#
E$%lanation of atin! for Standard E 2 Meets Professional es%onsi,ilities
3eth has been the ultimate professional throughout this e=perience. 2e has embraced all assignments and
taken on e=tra responsibilities to support the total school program. 2e works well with all students staff and
supervisors. 2e demonstrates outstanding enthusiasm for teaching and has displayed e=cellent energy while
teaching. 2e has been a model student as well as a great model for his own students. 2e has clearly
demonstrated and clear understanding of his legal and moral responsibility and display great care and interest
in and for his students. 3eth has used the internet daily without incident of inappropriate behavior. >ob, very
well done.
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Candidate.s (ame" ///Seth Caron//////////////////////////////////////0icense" /////////////////////////////
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////////////////
Su%ervisin! Practitioner (si!n)" /////////////////////////////////////////////////////Date" /////////////////////
Page 6
MA DOE Preservice Performance Assessment (PPA) for Teacher Candidates Only
Summary Decision for Preservice Performance Assessment
Teacher candidate.s Preservice Performance Assessment in the %racticum or %racticum
e3uivalent meets the Professional Standards for Teachers" 4es ///5///// or (o ////////-
Candidate (si!n)" ////////////////////////////////////////////////MEPID or 0icense6: _____________
Colle!e Su%ervisor (si!n)" ////////////////////////////////////////////////////////Date" //////////
Su%ervisin! Practitioner (si!n)" ////////////////////////////////////////////////////Date" //////////
Standard atin! (from %%- *-7)
(a) Plans Curriculum #
(,) Delivers Effective Instruction #
(c) Mana!es Classroom Climate #
(d) Promotes E3uity #
(e) Meets Professional es%onsi,ilities #
atin! Scale" &'Does (ot Meet the Standard) *'Meets the Standard+ #'E$ceeds the Standard) (A'(ot A%%lica,le-
Teachin! A,ility (8on the floor9) :rade/A; <inal :rade/////////(Includes all =ritten assi!nments- CS
determines final !rade)
Summary Comments (include %hrases that could ,e used in a letter of recommendation)"
Areas of stren!th"
7utstanding talent for teaching
0ares about his students
Ereat classroom management skills
Enthusiastic and passionate about teaching
E=cellent sense of humor
Corks very well with staff and supervisors
Eager to learn
<right and articulate in oral and written work
0oaching potential
?eceptive to constructive criticism
En%oys working in the urban classroom
Areas in need of im%rovement"
3eth only needs e=perience to become a master teacher. 2e is well ahead of his peers at this point in time and in his
development.
The s%onsorin! or!ani>ation should maintain this assessment record as %art of its candidate.s
%ermanent file- Co%ies do not have to ,e sent to the De%artment of Education-
Page 7