PHED 239 Module 4: High School

Professional Standards for Teachers (PSTs) Assignment

20 points
Due: Monday, March 7th
The purpose of this assignment is to familiarize you with the four (4) Massachusetts
Professional Standards for Teachers (PSTs) and indicators for licensure. Throughout
your experience in all four (4) modules, you will be introduced to the pedagogical and
professional knowledge and skills necessary to be effective as a beginning teacher.
You will have an opportunity to practice these skills in teaching by providing evidence for
the standards and indicators - - a test run for your pre-practicum and practicum
experiences, and the Candidate Assessment of Performance (CAP).
For this assignment, the student must select one (1) indicator from Standard 1 AND
one (1) indicator from Standard 2, and provide two (2) pieces of evidence per
indicator of teacher effectiveness gathered from your high school module teaching
experiences. Evidence (documentation) may include lesson plans, task sheets,
assessments, feedback from observations, reflections, and video. MUST have a variety
of evidence! Cite evidence as specifically as possible (e.g., lesson plan date/number,
date/number of reflection, date/number of observation). Be sure to HIGHLIGHT the
actual content you are using as evidence on the documentation, and place evidence
DIRECTLY behind each worksheet. In addition, the student must justify in just a few
sentences how each piece of evidence supported the standard. Information is
completed on the PSTs worksheet (one worksheet for each standard/indicator-see
below). Comprise documents and the PSTs worksheets in Weebly for verification.
EXAMPLE:
Standard 1 Curriculum, Planning and Assessment standard
Indicator 1a: Curriculum and Planning indicator: Knows the subject matter
well, has a good grasp of child development and how students learn, and
designs effective and rigorous standards-based units of instruction consisting
of well-structured lessons with measurable outcomes
Evidence: (example) LP #1 (10/17/15) SPOs include all 3 domains that are
specific and have measurable objectives.
Weebly Format:
Create separate tab for PSTs worksheets and documented evidence.
Organize the evidence in chronological order behind the respective PSTs
worksheet for each standard/indicator.

PHED 239/639
PPA Worksheet
NAME: Brian Allen

DATE: 3-4-16

STANDARD 1: Curriculum, Planning, and Assessment standard

INDICATOR A: Curriculum and Planning indicator: Knows the subject matter well, has a
good grasp of child development and how students learn, and designs effective and rigorous
standards-based units of instruction consisting of well-structured lessons with measurable
outcomes.

EVIDENCE: (two)
1. Lesson Plans- LP#1 SPOs are defined for all three domains and have specific and
measurable outcomes. (2-3-2016)

2. Exit Slips- LP#1 these exit slips had specific questions geared toward the
understanding of a topspin shot in the game of table tennis. (2-3-2016)

DISCUSSION: (justify how each piece of evidence supported the

standard)
1. Lesson plans can be used to show how the students are supposed to progress over the
course of the unit. These lessons will also have extensions up and down to be used as
needed for the students. This guide will show that your lesson is appropriate for the
students you are teaching.
2. Exit Slips are an easy way to measure the student knowledge that is being retained.
More important than being able to do a skill is know how, why, and when to apply it. Exit
slips can be used for any activity and are useful for grading your students. These slips

will also show that the things youre teaching are appropriate for the age of your
students.

PHED 239/639
PSTs Worksheet

STANDARD 4: Professional Culture standard

INDICATOR Reflection indicator: Demonstrates the capacity to reflect on and improve the
educator's own practice, using informal means as well as meetings with teams and work groups
to gather information, analyze data, examine issues, set meaningful goals, and develop new
approaches in order to improve teaching and learning.
EVIDENCE: (two)
1. Video Recorded lesson- LP#2 this video recorded the entire lesson and
could be watched back to improve your teaching style. (2-10-2016)

2. Reflections- LP# 3 reflection helped to understand the challenges from

the lesson and provided insight into multiple ways to improve teaching
to the students. (2-24-2016)

DISCUSSION: (justify how each piece of evidence supported the

standard)
1. The video helped me see myself teach which cant be done any other
way. Watching yourself teach is an effective way to correct mistakes
you might not notice without a visual. You could also use video
effectively for student progress using apps like coachs eye. Teaching is
as much about body position as it is about your lesson plan. Moving
side to side or standing still might be right in some situations but
distract in others.

2. Reflecting on ones work can allow you to think outside of the moment
and analyze your day more effectively. You might realize you forgot to
make a correction or that the correction you made worked prefect.
Writing things out will help you remember how to use efficient tactics
and limit the errors. The more you reflect on your lessons the more
likely you are to improve and understand which moments call for what
type of modification.