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

1.

2.

Evidence

MA CF Physical Health Strand &

Draws on content standards of the relevant
curriculum frameworks to plan sequential units National standards cited in all LP
(Lesson plan section)
of study, individual lessons, and learning
Unit plan consisting of unit
activities that make learning cumulative and
advance students level of content knowledge. outcomes, national & state standards,
content knowledge, assessments, block
(Specify Curriculum Framework title, learning
standards, and concept and skills used [attach plan, and unit evaluation system of a
lacrosse unit. (Unit plan section)
list if necessary]).

Draws on results of formal and informal

Students answer questions on

assessments as well as knowledge of human

Endurance video(Student work section)
development to identify teaching strategies and
Exit ticket for lacrosse throw and
learning activities appropriate to the specific
catch(Student work section)
discipline, age, level of English language
Incorporating formal and informal

proficiency, and range of cognitive levels being

assessment.(CS midterm evaluationtaught.
midterm evaluation section)

Students write answers to

3.
Identifies appropriate reading materials,
Endurance questions(Student work
other resources, and writing activities for
section)
promoting further learning by the full range of
Students wrote down three things

students within the classroom.

they did for physical activity with
parents over spring break(Student work
section)

4.
Identifies prerequisite skills, concepts, and
Exit ticket used for lacrosse lesson
vocabulary needed for the learning activities
on how to throw and catch.(Student
and design lessons that strengthen student
work Section)
reading and writing skills.
Exit ticket used to talk about

getting open and how to hold a lacrosse

stick(Student Work section)

Candidates Name_Robert Maher

5.

6.

7.

8.

9.

All LPs have measureable

objectives in all 3 domains including

criteria, condition, content, & behavior.
(Lesson plan section)
Objectives clear and measurable

on al lesson plans.(CS midterm

evaluation-midter evlatuation section)

Plans lessons with clear objectives and

relevant measurable outcomes.

Refences in all Lesson plans

(Lesson plan section)

Conversations with College

supervisor(Journal Section)

Draws on resources from colleagues,

families, and the community to enhance
learning.

Incorporates appropriate technology and

media in lesson planning.

Use walking app with

students(Journal 12-Walking Journal

section)
Use of projector and

videos(Running/Endurance unit - LP 2
Lesson plan section)
Use of projector to show handball

video(Handball unit - LP 5 Lesson plan

section)

Uses information in Individualized

Talked about viewing and using

Education Programs (IEPs) to plan strategies for students IEPS in Journal(Jouranl 13-IEP
integrating students with disabilities into
Journal Section)
general education classrooms.

Uses instructional planning, materials, and

student engagement approaches that support
students of diverse cultural and linguistic
backgrounds, strengths, and challenges.

Used demonstrations for skills and

various drills in lacrosse lesson.
(Lacrosse unit-LP 3 -Lesson plan
section)
Used checking for understanding

with ELL after every informing.(Lacrosse

unit-LP 3-Lesson plan section)

Candidates Name_Robert Maher

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.

Candidates Name_Robert Maher

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Standard B Delivers Effective Instruction
Indicators

Evidence

Warm-up activities & games &

skills
all matched to objectives and built
when beginning the lesson.
up to hand-ball game play(SP
Observation 3/31/15 Observation
a. Makes learning objectives clear to students.
section)
Communicates expectations(CS

midterm evaluation-midterm evaluation

section)

Projected voice well.(CS

observation 3/27/15 Observation

b. Communicates clearly in writing, speaking
section)
and through the use of appropriately
Voice is consistantly loud &

designed visual and contextual aids.

clear(SP Observation 3/31/15
Observation Section)
Quick, direct brief skill

breakdown(SP Observation 3/31/15

Observation section)

Brought in own lacrosse

equipement to show students(Lacrosse

unit-LP 2- Lesson plan section)
c. Uses engaging ways to begin a new unit of
Showed video of handball to show
study or lesson.
students it a real sport(Handball unit-LP
5-Lesson plan section)
Was able to show a video of him

playing in college students were very

excited(SP observation 4/15/15observation section)

When reviewing skills from the

day before asked students for key

points about the skill(SP Observation
d. Builds on students prior knowledge and
3/31/15 Observation Section)
experience.
Compared lacrosse throw to

baseball throw (Lacrosse unit-LP 1Lesson plan section)

Sequencing in lacrosse unit
builds in complexity each day (Unit plan
section)
1. Communicates high standards and expectations

Candidates Name_Robert Maher

2. Communicates high standards and expectations

Written HW on
Running/Endurance(Student work
section)
Uses a balanced approach to teaching skills
Lacrosse exit slip(Student work

and concepts of elementary reading and

section)
writing.

when carrying out the lesson.

a.

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

Students active & engaged with

postive self-guided activity(SP
Observation 3/31/15 Observation
Section)

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:

Talked about exercise and how it

affects body(Journal 15-Endurance
Journal Section)
1. Demonstrates an adequate knowledge of
HW assignment

the principles of health-related fitness and

Endurance(Student
work section)
nutrition.
2. Uses knowledge of motor development
(growth and development) when
developing and modifying lessons.

Modifications made between grade

levels(Lesson plan section)
Motor development book used in

references(Lesson plan section)

3. Demonstrates an adequate knowledge of
the history and foundations of physical
Compared lacrosse stick to lever(Lacrosse

education/kinesiology (e.g., exercise

unit-LP 2-Lesson plan section)
physiology, biomechanics, psycho-social
Talked about history of lacrosse(Lacrosse

aspects of play and sport, history of

unit-LP 1-Lesson plan section)
physical education).
4. Demonstrates an adequate knowledge of
movement concepts, skill themes, and
Talked to students about team

sports concepts.
strategies for invasion games(Lacrosse
unit-LP 3-Lesson plan section)
Talked to students about what is

considered open(Lacrosse unit plan-LP

3-Lesson plan section)
5. Demonstrates an adequate knowledge of
a range of appropriate play and sports for
Used yarn ball and wiffle ball
PreK-12 and the relevant motor skills.
instead of lacrosse ball in lacrosse
unit(Lacrosse unit-LP 1-Lesson plan
section)
Modified handball rules(Handball

unit-LP 5-Lesson plan section)

Candidates Name_Robert Maher

6. Demonstrates knowledge of appropriate
physical and safety limitations, legal
standards, tort liability, first aid and
Cardiac Pulmonary Resuscitation (CPR)
when conducting a lesson.

Safety issues discued when

playing defense in lacrosse
lesson(Lacrosse unit-LP 3-Lesson plan
section)
CPR certified(Miscelanious section)

7. Demonstrates an adequate knowledge of

adaptations for students with disabilities.
Student in 5th grade with club foot
allowed to walk during jog at the
beginning of class(Special
considerations-Lesson plan section)
Student in 8th grade has to sit out

or walk due to hip problem(Special

considerations- Lesson plan section)
8. Refers to appropriate learning standards
Discused how running affects
in the Comprehensive Health Curriculum
body(Endurance/running unit-LP 2Framework in developing a lesson.
Lesson plan section)
Endurance HW (Student work

section)
State Frameworks cited on all

LP (Lesson plan section)

d. Employs a variety of reading and writing

strategies for addressing learning
objectives.

Homework sheet sent home to

students(Student work section)
Exit Ticket for lacrosse

unit(Student work section)

Review Q&A-safety: game rules

(CS observation 3/27/15 Obeservation

section)
Stimulate thinking
Strategy:tactics-height of shot-how,
e. Uses questioning to stimulate thinking and
communicate, teamwork. (CS
encourages all students to respond.
observation 3/27/15 Observation
section)
After a keep-away game asked

what skills or things they were doing in

the keep-away game could be useful in
the actual game(SP Observation
3/31/15 Observation Section)
Showed video to students about

running and excercise affecting

body(Running/Endurance unit-LP 2
Lesson plan section)
f. Uses instructional technology appropriately.
Students that were not playing

handball watched video of handball

match(Handball unit-LP 5 Lesson plan
Section)

Candidates Name_Robert Maher

Gave good demosntrations so all

students could understand(SP

g. Uses effective strategies and techniques for Observatoin 3/31/15 Observation
Section)
making content accessible for English
Q & A rules w/ demo - good(CS

language learners.
Observation 4/6/15 Observation
Section)
Clearly and concisely explains

task and skills(CS midterm evaluationmidterm evaluation section)

Used demonstrations for skills and

various drills in lacrosse lesson.

h. Demonstrates knowledge of the difference
(Lacrosse unit-LP 3 -Lesson plan
between social and academic language and
section)
the importance of this difference in
Used checking for understanding

planning, differentiating and delivering

with ELL after every informing.(Lacrosse
effective instruction for English language
unit-LP 3-Lesson plan section)
learners at various levels of English
Gave good demo of cradling for
language proficiency and literacy.

all students but especially for 2 ELL

students.(SP observation 4/15/15Observation section)
Running/Endurance HW sent home

3. Communicates high standards and expectations

to students(Student work section)
when extending and completing the lesson.
Activity sheet sent home over

break(Student Work section)

a. Assigns homework or practice that furthers
student learning and checks it.
Constant Feedback- corrective,
positive, instructional- group &
individual(CS Observation 4/6/15
Observation Section)
Make sure you step toward the

target as you throw(SP Observation

3/31/15 Observation Section)
Did this through general phrases

such as come on keep moving only 30

seconds left and more specific student
feedback such as come on henley keep
moving and good ob keep going
Gary(SP observation 3/30/15
Observation Section)
Circulated around the class

observing skill of throwing/catching &

providing feedback(SP Observation
3/30/15 Observation Section)

b. Provides regular and frequent feedback to

students on their progress.

Candidates Name_Robert Maher

Modified rules supports

c. Provides many and varied opportunities for

teamwork, strategy, skill
students to achieve competence.
development(CS Observation 4/6/15
Observatoin section)

4. Communicates high standards and expectations

when evaluating student learning.
Pre and post mile run(Endurance

unit-LP 2-Lesson plan section)

Lacrosse exit slip(Student work
a. Accurately measures student achievement
section)
of, and progress toward, the learning
objectives with a variety of formal and
informal assessments, and uses results to
plan further instruction.

Students effort during warm up

run
recored
in grade book(Picture
b. Translates evaluations of student work into
section)
records that accurately convey the level of
Graded HW assignment(Student
student achievement to students, parents or
work section)
guardians, and school personnel.
Putting grades into power

teacher(Journal 15)

Rating:

Explanation of Rating for Standard B Delivers

Effective 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:

Candidates Name_Robert Maher

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Standard C Manages Classroom Climate and Operation
Indicators

Evidence

Addressed 2 teams-high

1. Creates and maintains a safe and collaborative

sticking-Ss getting hit (CS
learning environment that values diversity and
observation 3/27/15 Observation
motivates students to meet high standards of
section)
conduct, effort and performance.
holds students accountable(CS

midterm evaluation-midterm
evaluation section)

Equip. Set up:ready (CS

observation 3/27/15 Observation

Section)
2.
Creates a physical environment appropriate
Kept teams from the day

to a range of learning activities.

before, after water break had kids sit
with their teams and put on pinnies,
saved time was effecient(SP
Observation 3/31/15 Observatoin
section)

Asked student to stop walking

behind the net awhere she could trip

3.
Maintains appropriate standards of behavior, on the net(SP Observatoin 3/31/15
Observation Section)
mutual respect, and safety.
JJ were not doing that now Will

sit down JJ where are you suppose to

be?(SP Observation 3/31/15
Observation Section)

10

Candidates Name_Robert Maher

Basketball, Hula hoops, &Jump
rope sout for students to use while
attedance was taken and students
changed.(SP Observation 3/30/15
Observatoin Section)
S active as soon as they arrive

4.
Manages classroom routines and procedures & take attendance (CS observation
without loss of significant instructional time.
3/27/15 Observation Section)
Teams predetermined
distributed sticks effectively(CS
observatoin 3/27/15 Observation
Section)
Warm up routine-shoot around:

then laps(jogging) in preparation for

mile run(CS Observation 4/6/15
Observation section)

Rating:

Explanation of Rating for Standard C - Manages

Classroom Climate and Operation:

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:

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Standard D Promotes Equity
Indicators

Evidence

1. Encourages all students to believe that effort is

Pinpointing S doing well. (CS

observation 3/27/15 Observation
Section)
Encouraged students to keep

moving and running during warm-up

jog.(SP Obsevation 3/30/15
Observatoin Section)

a key to achievement.

11

Candidates Name_Robert Maher

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.

Good you know skill levels to

make teams even(CS Observation

4/6/15 Observation Section)
Encourages all students to give

best effort(CS midterm evaluationmidterm evaluation section)

Treats students fairly and

equitably.(CS midterm evaluationmidterm evaluation section)

Good rapport with

students.(CS midterm evaluationmidterm evaluation section)

Helps all students to understand American

Glad you addressed working

civic culture, its underlying ideals, founding

well with others/teamwork (CS
political principles and political institutions, and to 3/27/15 Observation Section)
see themselves as members of a local, state,
Affective objective(Handball

national, and international civic community.

unit-LP 5-Lesson plan section)

Collaborates with families, recognizing the

Talked to students parent about

significance of native language and culture to

being prepared for gym(Miscelanious
create and implement strategies for supporting
section)
student learning and development both at home
and at school.

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:

Program Supervisor (initial):

License:

Supervising Practitioner (initial):

Date:

Date:

12

Candidates Name_Robert Maher

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Standard E Meets Professional Responsibilities
Indicators

Evidence

Special considerations all

lesson plans (Lesson plan section)
MA CF Physical Health strand,

National Standards, and safety

considerations cited in al LP (Lesson
plan section)
Tornado safety meeting

attended(Miscelanous section)

Voice projection, tone &

2.
Conveys knowledge of and enthusiasm for
confidence is strong like
enthusiasm(CS Observation 4/6/15
his/her academic discipline to students.
Observation Section)
Displays strong enthusiasm for

helping students learn(CS midterm

evaluation-midterm evaluation
section)
Use of a variety of resources on

all LPs(Lesson plan section)

3.
Maintains interest in current theory, research,
He has attended all of our
and developments in the academic discipline and
meetings after school and fits in with
exercises judgment in accepting implications or
all members of the faculty.(SP
findings as valid for application in classroom
midterm evaluation-midterm
practice.
evaluation section)

1.

4.

Understands his or her legal and moral

responsibilities.

All Journal entries/conversations

with CS(ournal Sections)

Collaborates with colleagues to improve
All observations with feedback
instruction, assessment, and student achievement.
from SP (Observation section)

13

Candidates Name_Robert Maher

Endurance HW encouraged

students to complete with their

parents(Endurance unit-LP 2-Lesson
5.
Works actively to involve parents in their
plan section)
childs academic activities and performance, and
Activity sheet sent home over

communicates clearly with them.

break to do activity with
parents(Student work section)
Talked to parent about child

being involved in class(Miscelanous

section)
Reflection section of Lesson

6.
Reflects critically upon his or her teaching
experience, identifies areas for further professional plans (Lesson plan section)
Reflection of teaching day in

development as part of a professional

Journals (Journal Section)
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:

Cited all internet and book

resources on all LPs (Lesson plan
section)

Explanation of Rating for Standard E Meets

Professional Responsibilities:

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:

14

Candidates Name_Robert Maher

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08

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

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

15

Candidates Name_Robert Maher

Summary Assessment of Performance (include phrases that could be used in a

letter of recommendation):

Areas of strength:

Areas in need of improvement:

16

Candidates Name_Robert Maher

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
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:

17

Candidates Name_Robert Maher

Program Supervisor (initial):

Supervising Practitioner (initial):

Date:

Date:

18