Candidates Name Dylan Sheehan

Pre-service Performance Assessment for

Practicum/Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the Pre-service Performance Assessment for
Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the
license-specific questions per standard (b)2c. Candidates must complete the Evidence
column for evaluation by the program supervisor and supervising practitioner.

Standard A - Plans Curriculum and Instruction

Indicators

Evidence

1. Draws on content standards of the relevant

curriculum frameworks to plan sequential
units of study, individual lessons, and
learning activities that make learning
cumulative and advance students level of
content knowledge. (Specify Curriculum
Framework title, learning standards, and
concept and skills used [attach list if
necessary]).
2. Draws on results of formal and informal assessments as
well as knowledge of human development to identify
teaching strategies and learning activities appropriate to
the specific discipline, age, level of English language
proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources,

and writing activities for promoting further learning by
the full range of students within the classroom.

MACF and SHAPE cited on all LPs

(Lesson Plan section Submission 17)
Midterm Observation by SP Sites
state and national standards in
lesson plan (Midterm Section
Submission 1)

Used Pre-test and post-test for the

soccer unit to determine what the
teacher needs to focus more
attention towards (Assessment
section Submission 1)
Observation by CS on 10/9/14
Continually assessing and
adjusting (Observation section
Submission 9)
Word wall during soccer unit
identifies key words to be used
during unit (Miscellaneous section
Submission 10)
Observation by SP on 9/19/14
Used word wall with students to
promote soccer vocabulary
(Observation section Submission 4)
Observation by SP on 9/26/14
Incorporated letter recognition
make me a letter with your rope
that has a curved pathway
(Observation section Submission 6)
Observation by SP on 10/3/14
Warm up game High, Low, Go
incorporated math skills
(Observation section Submission 8)

Candidates Name Dylan Sheehan

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.

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

community to enhance learning.

7. Incorporates appropriate technology and media in lesson

planning.

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.

Observation by SP on 9/19/14
Used word wall with students to
promote soccer vocabulary
(Observation section Submission 4)
Midterm Observation by CS Very
good voice projection appropriate
vocabulary (Midterm section
Submission 2)
All LPs have measurable objectives
in all 3 domains, including criteria,
condition, content, and behavior
(Lesson Plan section Submission 17)
Observation by SP on 9/10
Objective & agenda posted on
whiteboard before students enter
(Observation section Submission 2)
Uses SP resource book Ready-ToUse P.E. Activities for Grades 5-6 by
Joanne M. Landy & Maxwell J. Landy
(Miscellaneous section Submission
11)
Midterm Observation by SP
Attended staff i-serviceInvolved in
school community (Midterm section
Submission 1)
Use music as start and stop signal
LP2 (Lesson Plan section
Submission 1)
In LP 12, used app Team Shake to
create fair teams with an equal
number of boys and girls. (Lesson
Plan section Submission 6)
Observation by CS on 9/25/14
Works with AID to adapt lesson for
student w/ IEP Also lesson is
modified for student in wheelchair
(Observation section Submission 5)
Observation by SP on 10/3/14
Stood between 2 autistic boys to
provide additional assistance
(Observation section Submission 8)
LP3 and LP6 include opportunities
for students to discuss animals seen
at the Big E at different levels to
engage students and help them
make connections between the topic
and their lived experiences (Lesson
Plan section Submission 2 & 3)

Candidates Name Dylan Sheehan

Rating:
3

Explanation of Rating for Standard A - Plans

Curriculum and Instruction:
Mr. Sheehan has demonstrated exceptional skill in the
development of his lesson plans. He has met all State
and local District requirements. His lessons are well
thought out and are age appropriate.

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 Dylan Sheehan

Pre-service Performance Assessment for

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

Evidence

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.

Observation by SP on 9/19/14 Had

students repeat the name of the skill
they were learning (Observation
section Submission 4)
Observation by SP on 9/10
Objective & agenda posted on
whiteboard before students enter
(Observation section Submission 2)
Posts learning objectives on the
whiteboard daily to make learning
objectives clear to students
(Miscellaneous section Submission
8)
All journal conversations with CS
(Journal section Submission 1-4)
Observation by SP on 9/19/14
Used word wall with students to
promote soccer vocabulary
(Observation section Submission 4)
Used pathway and direction cards
with appropriate writing as well as
visual aids (Miscellaneous section
Submission 2)
Observation by SP on 10/2/14
Diagram of the field visual aid to
help you show the important lines of
the field (Observation section
Submission 7)
In order to introduce levels, asked
students about animals at the Big E
and showed pictures of the real
animals (Miscellaneous section
Submission 3)

Observation by SP on 9/10/14 Pre

Assessment Survey (Observation
section Submission 2)
Used pre assessment survey for
soccer unit to determine the level of
knowledge that students already
had. (Assessment section

Candidates Name Dylan Sheehan

Submission 1)

2. Communicates high standards and expectations when

carrying out the lesson.

a. Uses a balanced approach to teaching skills and

concepts of elementary reading and writing.

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).

Observation by SP on 9/19/14
Used word wall with students to
promote soccer vocabulary
(Observation section Submission 4)
Observation by SP on 9/26/14
Incorporated letter recognition
make me a letter with your rope
that has a curved pathway
(Observation section Submission 6)
Observation by SP on 9/10/14
Teaching by invitation asked
students to add cone target if they
were ready [the students] adjusted
for their own difficultly level
(Observation section Submission 2)
Observation by CS on 9/25/14
Teacher directed (Observation
section Submission 5)

c. Demonstrates an adequate knowledge of and approach

to the academic content of lessons. (See attached
documentation that demonstrates license-specific questions
were used to evaluate candidate knowledge)

Observation by SP on 9/19/14
After warm up game talked about
stretching and the importance of
stretching after physical activity
(Observation section Submission 4)

2. Uses knowledge of motor development

(growth and development) when
developing and modifying lessons.

3. Demonstrates an adequate knowledge

of the history and foundations of physical
education/kinesiology (e.g., exercise
physiology, biomechanics, psycho-social
aspects of play and sport, history of
physical education).

Defines specific skill cues to break

down motor skills in age appropriate
terms in all LPs (Lesson Plan section
Submission 1-7)
LP8 and LP13 Students working in
small groups social aspects of play
(Lesson plan section Submission 4
&7)

4. Demonstrates an adequate knowledge

of movement concepts, skill themes, and
sports concepts.

Physical Education license-specific

questions:
1. Demonstrates an adequate knowledge
of the principles of health-related fitness
and nutrition.

LP3 & LP8 for grades 2 and 3

includes personal space, general
space and levels (Lesson Plan
section Submission 2 &4)

Candidates Name Dylan Sheehan

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

Progression through soccer unit (Unit

plan section)

6. Demonstrates knowledge of appropriate

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

Observation by SP on 9/19/14
Reinforced classroom protocols
who can raise their hand to tell me a
safety rule for this game
(Observation section Submission 4)

7. Demonstrates an adequate knowledge

of adaptations for students with
disabilities.

Observation by SP on 9/10/14
Worked with PT specialist to make
adaptions for student in wheelchair
(Observation section Submission 2)
Observation by CS on 10/9/14
Continually assessing and adjusting
evidence of ELL is observed (Child
in Wheel Assist Chair) (Observation
section Submission 9)
Observation by SP on 10/3/14
Stood between 2 autistic boys to
provide additional assistance
(Observation section Submission 8)
State Frameworks cited on all LPs
(Lesson Plan section Submission 17)

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.

Observation by SP on 10/2/14
Used the Turn and Talk technique
to get students discussing the
soccer terms on the word wall. Also
talked about broad or general
terms and had students give
specific term or skill that fit into
each category (Observation section
Submission 7)
Used a fill in assessment on soccer
passing with a word box to promote
reading and writing (Assessment
section Submission 1)
Used an assessment on the different
pathways in which students had to
read the type of pathway and then
draw a line in that pathway
(Assessment section Submission 2)
Observation by CS on 9/12/14
Nice review of skills with Q & A.
Well done good leading questions
of activity (Observation section
Submission 3)
Observation by CS on 9/12/14
Asked questions between activities
with partners (Observation section
Submission 3)

Candidates Name Dylan Sheehan

f.

Uses instructional technology appropriately.

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.

3. Communicates high standards and expectations when

extending and completing the lesson.

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

Use music as start and stop signal

all lessons (Lesson Plan section
Submission 1-7)
In LP 12, used a Team Shake app
that categorizes students into skill
level and gender, and generates
equal teams. (Lesson Plan Section Submission 6)
Used pathway and direction cards
with appropriate writing as well as
visual aids for ELL students that
might not understand the writing.
(Miscellaneous section Submission
2)
Observation by SP on 10/2/14
Used the Turn and Talk technique
to get students discussing the
soccer terms on the word wall. Also
talked about broad or general
terms and had students give
specific term or skill that fit into
each category (Observation section
Submission 7)
Observation by SP on 10/2/14
Used the Turn and Talk technique
to get students discussing the
soccer terms on the word wall. Also
talked about broad or general
terms and had students give
specific term or skill that fit into
each category (Observation section
Submission 7)
Observation by SP on 10/2/14
Diagram of the field visual aid to
help you show the important lines of
the field (Observation section
Submission 7)
Assigned soccer crossword puzzle
for homework as a study guide for
next weeks quiz; used words from
the soccer word wall (Miscellaneous
section Submission 4)

Observation by SP on 9/10/14
Provides broadcast whole class
feedback to keep students on task
(Observation section Submission 2)
Observation by CS on 9/12/14
Great positive & negative
[feedback], good
variations/inflections/positive
(Observation section Submission 3)

Candidates Name Dylan Sheehan

c. Provides many and varied opportunities for

students to achieve competence.

4. Communicates high standards and expectations when

evaluating student learning.
a. Accurately measures student achievement of, and
progress toward, the learning objectives with a variety
of formal and informal assessments, and uses results to
plan further instruction.

b. Translates evaluations of student work into

records that accurately convey the level of
student achievement to students, parents
or guardians, and school personnel.

Observation by CS on 10/9/14
Good corrections with specific
feedback (Inside/Outside of foot)
(Observation section Submission 9)
Midterm Evaluation by SP
Circulates among students to give
individual feedback (Midterm
section Submission 1)
Observation by SP on 9/19/14 Uses
student demonstrations to clarify
directions choice of student is
equitable (Bs & Gs) [Boys and
Girls] (Observation section
Submission 4)
Used Pre-test and post-test for the
soccer unit to determine what the
teacher needs to focus more
attention towards (Assessment
section Submission 1)
Used entry ticket assessment in
order to tell if students knew the
difference between a direct pass and
a lead pass. (Assessment section
Submission 1)
Observation by SP on 9/10/14 Pre
Assessment Survey (Observation
section Submission 2)
Observation by SP on 9/26/14
Concrete informal assessment of
pathways everyone take out you
magic pen and draw a straight
pathway in the air (Observation
section Submission 6)
Journal on 10/3/14 - Attended open
house where there was
communication with parents about
their students (Journal section
Submission 1)
Journal on 10/1/14 - Attended field
trip to Mount Greylock with 4th grade
students; communicated with parent
chaperones as well as with students
(Journal Section Submission 2)
Grading rubric located on the school
website (Miscellaneous section
Submission 12)

Candidates Name Dylan Sheehan

Rating:
3

Explanation of Rating for Standard B Delivers

Effective Instruction:
Mr. Sheehan instructions are clear, concise and
delivered in a manner which resembles the work of a
seasoned professional. His use of pre & post
assessments enhance his lessons and the students
respond accordingly with positive results

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:

10

Candidates Name Dylan Sheehan

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

1. Creates and maintains a safe and collaborative learning

environment that values diversity and motivates students
to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of

learning activities.

3. Maintains appropriate standards of behavior, mutual

respect, and safety.

11

Observation by CS on 9/12/14
all active and on task/age
appropriate, fun (Observation
section Submission 3)
Listening rules posted on the wall
of the gymnasium (eyes watching,
ears listening, voice quiet, body
still) children in the picture are
from all different background and
are both male and female
(Miscellaneous section
Submission 1)
Observation by SP on 9/19/14
Uses student seating chart to
help learn students names
(Observation section Submission
4)
Observation by SP on 10/3/14
Addressed fairness in following
the rules of playing warm up
games (Observation section
Submission 8)
Observation by SP on 9/19/14
Pro-active behavior management
Im still looking for helpers
Looked at class list before students
entered the gym for the students
who were off task last class to
learn their names right away
(Observation section Submission
4)
Observation by SP on 9/4/14
Consistent start and stop
signals clear expectations
reminds students to raise hands,
Show me how we freeze
(Observation Section Submission
1)
Listening rules posted on the wall
of the gymnasium (eyes watching,
ears listening, voice quiet, body
still) children in the picture are
from all different background and
are both male and female
(Miscellaneous section

Candidates Name Dylan Sheehan

4. Manages classroom routines and procedures without loss

of significant instructional time.

Rating:
3

Submission 1)
Observation by SP on 9/19/14
Reinforced classroom protocols
who can raise their hand to tell
me a safety rule for this game
(Observation section Submission
4)
Observation by SP on 9/19/14
Stopped to address safety rules
and tagging safely. If you slide, you
are taking a break for a minute
(Observation section Submission
4)
Equipment set up for soccer
activities in four spots in the gym
(Miscellaneous section
Submission 9)
Observation by CS on 9/12/14
No confusion or chaos// orderly
controlled distribution/ collections
(Observation section Submission
3)
Observation by SP on 9/19/14
Lesson is set up and ready for
students effectively moved cones
during activity to prepare for next
activity this way it does not take
away from students activity time
(Observation section Submission
4)
Observation by CS on 10/9/14
Outstanding smooth transitions
Pre-planning is outstanding
anticipates problems beforehand
(Observation section Submission
9)

Explanation of Rating for Standard C - Manages

Classroom Climate and Operation:
Dylan has excellent classroom management. He is
consistent in his discipline and adjusts his approach to
bring out the best in his students. Fosters equality and
is aware of individual needs. He maintains a safe
atmosphere at all times. Good use of wall boards and
expectations.

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:

Date:

12

Candidates Name Dylan Sheehan

Supervising Practitioner (initial):

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 a key to

achievement.

2. Works to promote achievement by all students without

exception.

13

Observation by SP on 9/10/14
Enthusiastic praise after students
complete a challenge
(Observation section Submission
2)
Midterm Observation by SP
Provides positive learning
environment (Midterm section
Submission 1)
Observation by CS on 10/9/14
Challenging and exciting to
students (Observation section
Submission 9)
Listening rules posted on the wall
of the gymnasium (eyes watching,
ears listening, voice quiet, body
still) children in the picture are
from all different background and
are both male and female,
promoting respect for all
(Miscellaneous section
Submission 1)
Observation by CS on 9/12/14
all active and on task/age
appropriate, fun (Observation
section Submission 3)
Observation by SP on 10/3/14
Stood between 2 autistic boys to
provide additional assistance
(Observation section Submission
8)

Candidates Name Dylan Sheehan

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. Helps all students to understand American civic culture,

its underlying ideals, founding political principles and
political institutions, and to see themselves as members of
a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance

of native language and culture to create and implement
strategies for supporting student learning and
development both at home and at school.

Rating:
3

Observation by SP on 9/10/14
Worked with PT specialist to make
adaptions for student in
wheelchair (Observation section
Submission 2)
Observation by CS on 10/9/14
Continually assessing and
adjusting evidence of ELL is
observed (Observation section
Submission 9)
In LP 10 for grades 2 and 3,
students took a vote on two
different options for a rule in a
warm up game. (Lesson Plan
section Submission 5)
Observation by SP on 10/3/14 Utilized voting so class could pick
between 2 options mentioned
that this is how we pick the
president (Observation section
Submission 8)
Observation by SP on 10/3/14
Addressed fairness in following
the rules of playing warm up
games (Observation section
Submission 8)
Attended open house to meet the
students families (Journal section
Submission 1)
Attended the 4th grade trip to
Mount Greylock and interacted
with both students and parent
chaperones (Journal section
Submission 2, Miscellaneous
section Submission 6)

Explanation of Rating for Standard D- Promotes

Equity:
Adjusts lessons to accommodate all students.
Modifies lessons to meet individual needs and
conforms to IEPs.

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:

14

Candidates Name Dylan Sheehan

Pre-service Performance Assessment for

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

Evidence

1. Understands his or her legal and moral

responsibilities.

2. Conveys knowledge of and enthusiasm for

his/her academic discipline to students.

15

MA CF Physical Health Strand,

NASPE standards, and safety
considerations cited in all LP
(Lesson Plan section Submission
1-7)
Observation by SP on 10/3/14
Stood between 2 autistic boys to
provide additional assistance
(Observation section Submission
8)
Went to a meeting with behavior
specialist in order to discuss a
student on a new behavior plan
(Miscellaneous section
Submission 5)
Observation by SP on 9/10/14
Enthusiastic praise after
students complete a challenge
(Observation section Submission
2)
Observation by CS on 10/9/14
Positive energy upbeat good
voice projection challenging and
exciting for students

Candidates Name Dylan Sheehan

(Observation section Submission
9)

Use of a variety of resources on

all LPs (Lesson Plan section
Submission 1-7)

Uses SP resource book ReadyTo-Use P.E. Activities for Grades 56 by Joanne M. Landy & Maxwell
J. Landy (Miscellaneous section
Submission 11)
All observations with feed back
from CS (Observation section)
All observations/conversations
with SP (Observation section)
Journal on 9/30/14 Had
conversation when I went in to
various classrooms on my prep
periods to see how different
teachers keep their students on
task as well as how the students
act when they are in a classroom
(Journal section Submission 4)
Observation by SP on 10/3/14
Used whisper technique he
learned from another teacher to
keep students attention
(Observation section Submission
8)

3. Maintains interest in current theory, research, and

developments in the academic discipline and exercises
judgment in accepting implications or findings as valid
for application in classroom practice.

4. Collaborates with colleagues to improve

instruction, assessment, and student
achievement.

5. Works actively to involve parents in their childs

academic activities and performance, and communicates
clearly with them.

16

Send sneaker reminders home for

parents if a student forgets theirs
for PE (Miscellaneous Section
Submission 7)
Journal on 10/3/14 - Attended
open house where there was
communication with parents
about their students (Journal
section Submission 1)

Candidates Name Dylan Sheehan

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:
3

Reflection column on all LP

(Lesson Plan section Submission
1-7)
Reflective writing and
conversation with SP in all daily
journal entries (Journal Section
Submission 1-4)
Observation by SP on 9/26/14
Adjustments made in lesson after
reflection Used cones to help
define soccer lines Adjusted the
number of Pirates to be more
similar to a soccer game
(Observation section Submission
6)
Cited all internet and book
resources on all LPs (Lesson Plan
section - Submission 1-7)
Journal on 9/29 - Has conversation
with CS about bringing walkie
talkies when taking the students
outside in case of an emergency
(Journal section Submission 3)

Explanation of Rating for Standard E Meets

Professional Responsibilities:
Mr. Sheehan has attended all meetings and has
completed assignements in a timely manner. Has
attended open house, sent home parental information,
supervised field trips and has assisted Administration
in any capacity required.

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:

17

Candidates Name Dylan Sheehan

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
3
3
3
3
3

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

Summary Assessment of Performance (include phrases that could be used in a letter of recommendation):

Areas of strength:
Mr. Sheehan is an outstanding teacher. His lessons are well designed and appropriate for the age groups he has
taught. Above all other aspects, his classroom management skills are exemplary. He exhibits the skill and
experience of a seasonal professional. He is consistent in his expectations and his objectives are clear and
attainable. He is conscientious and willing to go out of his way to assist. Mr., Sheehan has also shown the
willingness to reach out to other professionals and brainstorm for the benefit of his student.
Areas in need of improvement:
18

Candidates Name Dylan Sheehan

Mr. Sheehan is a well-prepared teacher. His only need is the opportunity to demonstrate his skills. He only lacks
experience and that will come in time. He will be a fine and welcomed addition to any school system or staff.

19

Candidates Name Dylan Sheehan

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:

Program Supervisor (initial):

License:

Supervising Practitioner (initial):

Date:

Date:

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