SPRINGFIELD COLLEGE

MIDTERM EVALUATION FOR TEAClllNG PRACTICUM

Quinn McKenna

Soule Road Elementary School

Student's Name

School

4-5

1126/2015

Grade Level

Date

This evaluation form is to be completed independently at the middle of the practicum by the student, college supervisor and supervising
practitioner. The Preservice Performance Assessment Guidelines should be used to fill out this form. The results of these evaluations should be
discussed in a three-way meeting at the midterm.
Standard A: PLANS CURRICULUM
Strengths (Evidence is clear)

AND INSTRUCTION

THAT MATCH

STATE FRAMEWORKS

1. Massachusetts Comprehensive Health Curriculum Framework (MCHCF) SHAPE America, and

National Association of Sport and Physical Education (NASPE) standards used to design and deliver
lesson plans.
2. Quinn explores different strategies for meeting the needs of all learners. On 2/12/2015 planned a
nutrition lesson focused on content and used Responsive Classroom meeting format at the beginning
-It of the session followed by interactive questioning and answering segment connecting eating patterns
authentically to daily life for the students, and closed with a written worksheet checking for
understanding of the presented content.
Areas in need of improvement

(Lack of evidence)

l. No evidence for level of English language proficiency accommodations

Overall Rating of this Standard:
Standard B: DELIVERS EFFECTIVE
Strengths (Evidence is clear)

1 = Does not meet Standard

2 = Meets standard

3 = Exceeds Standard

INSTRUCTION.

1. Quinn uses guided questions frequently to stimulate learning when instructing his students during
many segments of a lesson. (1/29/2015 and 2/12/2015)
2. Visual aids during lessons potentially increased levels of knowledge in Quinn's lessons.
3. With respect to "Builds on students' prior knowledge and experience", Quinn clearly uses a
constructivist approach to design and deliver lessons building on learner's prior knowledge
4. During opening segment of a basketball lesson, Quinn delivered a lively and interactive exchange
during the informing segment of the session (1/29/2015)
5. Accurate content presented and reinforced in basketball lesson when emphasizing moving into an
open space: "Look at all this open court" (1/29/2015)
6. Use of an aerobic activity before the nutrition lesson serves to increase cognitive levels before sitting
down for an extended period of time (2/12/2015)
7. Encouraged compassionate passes: "Select passes that someone can catch easily" (1/29/2015)
8. "Way to go" awards given when dismissing each class when warranted
Areas in need of improvement

(Lack of evidence)

1. Keep exploring increased ways to address side conversations using increased teacher wait time to
allow those conversations to cease
2. Consider employing music more often when delivering instruction ... possibly during warm-ups or
instant activities
3.
Remember to define the boundaries for all lessons ... do not assume the learners remember
4.
Content reminder in basketball - when teaching catching and throwing be sure to address skill cues
for the catching along with working on passes as this was lacking in the 1/29/2015 lesson
5. Learners need to more aware of the day's intended learning outcomes at beginning and closure
6. More research is needed to dig deeper with the content
7. Need to involve non-participating students in lessons holding them accountable for lesson's content
Overall Rating of this Standard:

White: Supervisor

1 = Does not meet Standard

Yellow: Student

2 = Meets Standard

3 = Exceeds Standard

Pink: Supervising Practitioner