Quinn McKenna Final PPA May 5, 2015

Candidates Name Quinn McKenna
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. 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.
Evidence
-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)
-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)
-My Pyramid word wall used during all nutrition lessons
(picture section) (MyPyramid for Kids Book from SP).
3. Identifies appropriate reading materials, other

resources, and writing activities for promoting
further learning by the full range of students within
the classroom.
4. Identifies prerequisite skills, concepts,

and vocabulary needed for the learning
activities and design lessons that
strengthen student reading and writing
skills.
5. Plans lessons with clear objectives and relevant

measurable outcomes.
-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)
-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).
-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)

-Midterm By SP Has utilized materials consistently
from college supervisor and cooperating teacher. 2/26
(midterm section)
6. Draws on resources from colleagues, families, and
the community to enhance learning.
-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).
-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)
7. Incorporates appropriate technology and media in

lesson planning.
-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)
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:
-Used an online Jeopardy generator during Badminton

Lesson. 4/10 (Lesson plan section)
-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)
-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).
Explanation 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.
3
Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidates Name:
Quinn McKenna
License:
Program Supervisor (initial):
Date:
Supervising Practitioner (initial):
Date:
Field 22: Physical Education

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

a. Makes learning objectives clear to students.
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.
Evidence
-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
-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).
-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
-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)
-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).
-Midterm by CS Quinn uses guided questions

frequently to stimulate learning when instructing
his student. 2/26 (observation 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
-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)
Observation by CS Use two hands at all times,
thumbs down1/29 (observation section)
documentation that demonstrates license-specific questions

were used to evaluate candidate knowledge)
-Observation by CS Need to climb or step down

from the wall 3/5 (observation section)
Physical Education license-specific

questions:
-Observation by SP Presentation of foods/nutrition

much improved, knowledge on topic has improved
significantly. 2/12 (observation section).
1. Demonstrates an adequate knowledge

of the principles of health-related fitness
and nutrition.
2. Uses knowledge of motor development
(growth and development) when
developing and modifying lessons.
-Borrowed source from CS Health TeacherTeaching Health Concepts and Skills. By Becky
Smith (picture section).
-Observation by CS Content of this unit has
progressed suitably with respect to age/skill
development. 3/5 (observation section).

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

of movement concepts, skill themes, and
sports concepts.
-Observation by CS Knowledge of basketball is

accurate/strong. 1/29 (observation section).
-Skill cues for basketball shot in basketball lesson

plans 2/2-2/5 (lesson plan sections) (Hopla, Dave).
-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

of a range of appropriate play and sports
for PreK-12 and the relevant motor skills.
6. Demonstrates knowledge of appropriate

physical and safety limitations, legal
standards, tort liability, first aid and
Cardiac Pulmonary Resuscitation (CPR)
when conducting a lesson.
of adaptations for students with
disabilities.
8. Refers to appropriate learning standards

in the Comprehensive Health Curriculum
Framework in developing a lesson.
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.

-Observations by SP Well done with regards to
extensions for Notre Dame passing. 2/4
-Midterm by SP Lessons for physical activity are
developmentally appropriate and sequential for
optimum learning outcomes. 2/26 (midterm
section).
- 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).
-Midterm by CS Quinn explores different
strategies for meeting the needs of all learners.
-Midterm by SP His rock wall lessons provided an
opportunity for students with a wide range of
abilities to succeed. 2/26 (midterm section).
-State frameworks of Massachusetts cited on all
lesson plans (lesson plan section).
-MyPyramid handout completed by students during
nutrition unit (worksheet section).
-Rock wall rules handout completed during rock
wall unit (worksheet section).

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

-Used responsive classroom language with letter
sent home with students- Parents/Guardians
(miscellaneous 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.
extending and completing the lesson.

a. Assigns homework or practice that furthers student
learning and checks it.
-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).
-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).
-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)
-Observation by SP Specific feedback has
significantly improved. 2/24 (observation section)
b. Provides regular and frequent feedback to

students on their progress.
-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
-Midterm by SP His rock wall lessons provided an
opportunity for students with a wide range of
abilities to succeed. 2/26 (midterm section)
c. Provides many and varied opportunities for

students to achieve competence.

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

-Vegetable Advertisement worksheet completed
during nutrition unit (worksheet section)
-Home Run Breakfast worksheet completed
during nutrition unit (worksheet section)
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.
-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)
-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).
b. Translates evaluations of student work into

records that accurately convey the level of
student achievement to students, parents
or guardians, and school personnel.
-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
-Placed friendship advertisements up during Open
House showing parents that the students
accurately knew the components and qualities of
friendship. (picture section)
Rating:
Explanation 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.
Candidates Name:
Quinn McKenna
License: Field
Date:
22: Physical Education

Date:
10

Equivalent
Standard C Manages Classroom Climate and Operation
Indicators
Evidence
-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).
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.
-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)
-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)
2. Creates a physical environment appropriate to a range of

learning activities.
-Observation by CS Location of instant activity

served to use the entire gym space 1/28
-Observation by CS Great use of mats to create
nets on opposite side of gym. 4/9 (observation
section)
3. Maintains appropriate standards of behavior, mutual

respect, and safety.
-Observation by SP Safe set up for serving shots

(hula hoops). 3/26 (observation section
-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
11

-Observation by CS Make sure the end of the
line is ready to check the noodles 3/5
-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)
4. Manages classroom routines and procedures without loss
of significant instructional time.
-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.
-Observation by CS I want you to walk back and
walk over without sliding. 3/5 (observation
section)
Rating:
Explanation 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.
Candidates Name:
Quinn McKenna
License: Field
Date:
Date:
12

Equivalent
Standard D Promotes Equity
Indicators
1. Encourages all students to believe that effort is a key to
achievement.
Evidence
-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
2. Works to promote achievement by all students without

exception.
-Observation by SP Encourages all students to do

their best and to take risks while practicing
learning this skill. 3/25 (observation section)
-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 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
13

(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).
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.
-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)
-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.
-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
14

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
Rating:
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 McKenna
License: Field
Date:
Date:

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

responsibilities.
-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
15

SPOs. 3/26 (observation section)
-Uses multiple and varied resources from both

supervisors and online websites an all lesson plans
-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)
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.
-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)
-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).
4. Collaborates with colleagues to improve

instruction, assessment, and student
achievement.
-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)
-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).
5. Works actively to involve parents in their childs
academic activities and performance, and communicates
clearly with them.

-Parent news letter sent home to all parent via email 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)
16

-Reflection column on all lesson plans is filled out
with notes (Lesson Plan 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:
-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)
-Cited all internet resources on lesson plans (lesson
plan section)
Zerbee, Vicki. Fundamental Skills & Rules in
Badminton.
http://www.livestrong.com/article/191286fundamental-skills-rules-in-badminton/ . 2015
Shape American National PE Standards.
http://www.shapeamerica.org/standards/pe/.
American Heart Organization. Jump Band Cards.
http://www.heart.org/HEARTORG/General/JumpBand-Cards_UCM_305611_Article.jsp. 2015
Massachusetts Comprehensive Health Curriculum
Framework. October, 1999.
http://www.doe.mass.edu/frameworks/health/1999/
1099.pdf. Pg. 18-24
Explanation 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.
Candidates Name:
Quinn McKenna
License: Field
Date:
Date:
17
18

Equivalent
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:
Program Supervisor (sign):
Date:
Supervising Practitioner (sign):
Date:
Teaching Ability (on the floor) Grade_________

____________
(Supervising Practitioner & College Supervisor collaborate)

determines final grade)
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
or License #:
Final Practicum Grade

(Includes all written assignments. CS
Rating
2
3
2
3
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.
19
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.
20

Equivalent
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: Quinn
License: Field
McKenna
Date:
Date:
21

Quinn McKenna Final PPA May 5, 2015

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Candidates Name Quinn McKenna

Pre-service Performance Assessment for Practicum/Practicum

Standard A - Plans Curriculum and Instruction

3. Identifies appropriate reading materials, other

4. Identifies prerequisite skills, concepts,

5. Plans lessons with clear objectives and relevant

-Easel morning message used for every class (picture

Candidates Name Quinn McKenna

-Used SP resource book Comprehensive School Health

7. Incorporates appropriate technology and media in

-Worksheet Why is Calcium Important was completed

8. Uses information in Individualized

9. Uses instructional planning, materials, and student

-Used an online Jeopardy generator during Badminton

Explanation of Rating for Standard A - Plans Curriculum and

Candidates Name Quinn McKenna

Candidates Name Quinn McKenna

Program Supervisor (initial):

Supervising Practitioner (initial):

Field 22: Physical Education

Pre-service Performance Assessment for Practicum/Practicum

beginning the lesson.

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.

Candidates Name Quinn McKenna

-Midterm by CS Quinn uses guided questions

c. Demonstrates an adequate knowledge of and approach

-Observation by CS Command, guided discovery

documentation that demonstrates license-specific questions

-Observation by CS Need to climb or step down

Physical Education license-specific

-Observation by SP Presentation of foods/nutrition

1. Demonstrates an adequate knowledge

3. Demonstrates an adequate knowledge

-Observation by SP Much improved in being alert

4. Demonstrates an adequate knowledge

-Observation by CS Knowledge of basketball is

-Skill cues for basketball shot in basketball lesson

-Lesson plan in basketball unit- psychomotor

5. Demonstrates an adequate knowledge

6. Demonstrates knowledge of appropriate

8. Refers to appropriate learning standards

d. Employs a variety of reading and writing

e. Uses questioning to stimulate thinking and

Candidates Name Quinn McKenna

-Midterm by CS Quinn uses guided questions

Uses instructional technology appropriately.

-Worksheet Why is Calcium Important was

Candidates Name Quinn McKenna

h. Demonstrates knowledge of the difference

3. Communicates high standards and expectations when

extending and completing the lesson.

-Nutrition Word wall visuals put up on the wall

-MyPyramid worksheet during nutrition lesson was

b. Provides regular and frequent feedback to

-Lesson Plan during basketball unit Mr. McKenna

c. Provides many and varied opportunities for

-Midterm by CS Quinn uses guided questions

Candidates Name Quinn McKenna

-Way to go given to two deserving recipients at the

b. Translates evaluations of student work into