Вы находитесь на странице: 1из 6

PHED 239 Module 4: High School

Preservice Performance Assessment (PPA) Assignment


25 points

Due: October 20
th
or October 22
nd


The purpose of this assignment is to familiarize you with the five (5) Massachusetts
professional standards for teacher licensure. Throughout your experience in all four (4)
modules, you will have an opportunity to demonstrate your subject matter knowledge
and effectiveness in teaching by providing evidence for the State Standards - - a test
run for your pre-practicum and practicum experiences.

For this assignment, the student must identify one (1) indicator from four (4) of the
five (5) Standards (A, B, C, D or E). List two (2) pieces of evidence of teacher
effectiveness gathered from your high school module teaching experiences for each
indicator. Evidence (documentation) may include lesson plans, handouts, task sheets,
feedback from observations, reflections, and video. MUST have a variety of evidence!
All evidence must be cited as specifically as possible (e.g., lesson plan date/number,
date/number of reflection, date/number of observation). Be sure to HIGHLIGHT the
actual content you are using as evidence on the documentation. In addition, the student
must justify in just a few sentences how each piece of evidence supported the standard.
Information is completed on the PPA worksheet (one worksheet for each
standard/indicator-see below). Comprise documents and the PPA worksheets in an
evidence binder for verification.













Evidence Binder Format: HARD COPY ONLY!
Comprise evidence in a 3-ring notebook with protector sheets
Title page (name, Preservice Performance Assessment, PHED 239 Module 4:
High School, Dr. Mangano, Springfield College, and date
Table of contents
Organize the evidence in chronological order behind the respective PPA
worksheet for each standard/indicator
Each page should be numbered at the bottom
Cite evidence using word-processing
EXAMPLE:
Standard B Delivers Effective Instruction

Indicator B1a: Communicates high standards and expectations when
beginning the lesson. a). Makes learning objectives clear to students

Evidence: For example - LP #1 (9/17/14) Badminton Forehand Introduction
Section indicate exactly what is stated on your lesson plan to the students in
quotes.

PHED 239
PPA Worksheet


NAME: Ben Morales DATE: October 20, 2014


STANDARD: A: Plans Curriculum and Instruction

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


EVIDENCE: (two)

1. (P) Perform at least 2 successful hits and at least 3 successful fielding techniques
throughout the entire lesson (S1. H1. L2; MA CF #2.17; Activity #Entire Lesson) LP
09/25/14



2. (C) Understand when to use certain strategies such as using the cut off throw
during a game of softball, when asked by the teacher. (S2. H1. L1; MA CF #2.17;
Activity #Closure) LP 09/25/14



DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence covers the psychomotor domain showing an outcome the
students should be able to perform.




2. This piece of evidence covers the cognitive domain, showing a clear objective the
teacher wants the students to learn.









PHED 239
PPA Worksheet


NAME: Ben Morales DATE: October 20, 2014


STANDARD: B: Delivers Effective Instruction

INDICATOR: E: Uses questioning to stimulate thinking and encourages all students to
respond.

EVIDENCE: (two)

1. (C) Describe what kind of strategy worked best in gameplay, when asked by the
teacher. (S2. H1. L1; MA CF #2.17; Activity #Closure) LP2 10/16/2014



2. Video Tape ending of LP2 10/16/2014 Can someone from one team tell me what
was the best strategy to use during gameplay?



DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence focuses on the cognitive domain, showing a question the
teacher wants the students to answer.





2. This piece of evidence shows the closure of the lesson, showing the teacher
requiring students to think.








PHED 239
PPA Worksheet


NAME: Ben Morales DATE: October 20, 2014


STANDARD: C: Manages Classroom Climate and Operation
INDICATOR: 4: Manages classroom routines and procedures without loss of significant
instructional time


EVIDENCE: (two)

1. Observation Sheet from LP3 10/09/14 Good track of time, 1 min, 10 sec



2. Transition organization from LP3 10/09/14 Students jog to teacher and put
nitroballs in the bag.



DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence shows the observation of teacher managing the classroom
time.





2. This piece of evidence shows the teacher planning the classroom management
time.













PHED 239
PPA Worksheet


NAME: Ben Morales DATE: October 19, 2014


STANDARD: E: Meets Professional Responsibilities

INDICATOR: 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.

EVIDENCE: (two)

1. Reflection Summary Assignment 10/16/14 One way it helped me, was with my
creativity in my lesson plans.



2. Daily Reflection Assignment #2 10/2/14 One thing that went well with feedback
was, since there was the constant feedback given to the students, I was able to
complete one of my teacher objectives which was learn 4 students names.



DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence shows the teaching reflecting on how they have grown as
a teacher.





2. This piece of evidence shows how the teacher obtained their goals throughout
the lesson.

Вам также может понравиться