Education Unit The Practicum Experience – The CAP Process

The Goals of This Session Review the goals, purpose, process, and components of the Candidate Assessment of Performance (CAP) 1

The Goals of the CAP Provide candidates with opportunities to demonstrate the knowledge and skills they have gained in preparation. Support candidates’ growth and development through consistent, high quality and targeted feedback and evaluation. In order to provide targeted feedback, we will be using the ESE observation protocol which can be found in Appendix G in your Practicum Handbook. Ensure candidates are ready to make a positive impact with students on day 1. 2

Alignment to the Massachusetts Educator Evaluation Framework Both the Educator Evaluation Framework and the CAP use a 5-step cycle that includes self-assessment, goal setting, plan implementation, formative assessment and a summative evaluation. Indicators, elements, and performance descriptions aligned to the PSTs. Assessing performance using multiple measures, including: o Announced and Unannounced observations o Measure(s) of impact on student learning o Feedback from students through surveys o Candidate Artifacts organized in an evidence binder 3

5-Step Cycle 4

CAP Essential Elements The CAP Rubric uses the same the 5-step cycle, performance descriptors, and performance levels as the MA Educator Evaluation Framework model rubric. Six elements from the MA Educator Evaluation Framework have been identified as essential elements in the CAP. 5 Essential ElementStandard Well-Structured Lessons Standard 1: Curriculum, Planning, and Assessment Adjustments to Practice Meeting Diverse Needs Standard 2: Teaching all Students Safe Learning Environment High Expectations Reflective Practice Standard 4: Professional Culture

The Candidate Assessment of Performance (CAP) Process CAP takes place throughout the practicum. Program supervisors, supervising practitioners, and candidates collect evidence of practice, which informs CAP ratings. CAP ratings are determined using the CAP Rubric at three points in the process: 6 When?Who?Why? Self-Assessment (baseline ratings) Candidate Alone To reflect on pre-practicum coursework performance and prepare for goal setting. Program Supervisor and Supervising Practitioner together To establish a baseline that will inform goal setting. Formative Assessment Program Supervisor and Supervising Practitioner together To provide feedback on interim progress; “no surprises” at the summative evaluation. Summative Assessment Program Supervisor and Supervising Practitioner together To determine whether teacher candidate passes the CAP and is ready to teach.

CAP Performance levels and descriptors page 29 The CAP Rubric uses the exact language of performance descriptors and levels as the MA Model Teacher Rubric. Essential Element Performance Levels Performance Descriptors Dimensions of Readiness Readiness Thresholds 7

CAP Dimensions and Thresholds pages The CAP Rubric unpacks the performance descriptors into 3 dimensions for more targeted feedback to candidates, while recognizing that full proficiency for each element dimension is not the expectation for beginning teachers. 4 Dimension Minimum Threshold Quality – ability to perform the skill, action or behavior as described in the proficient performance descriptor. Proficient* Scope – the scale of the impact to which the skill, action of behavior is demonstrated with quality (is the candidate able to demonstrate quality with all students, only a subset of student, one student, or no students). Needs Improvement Consistency – the frequency that the skill, action or behavior is demonstrated with quality (is the candidate is able to demonstrate quality all the time, sometimes, once, or never). Needs Improvement * Quality is a gatekeeper. Candidates who fail to demonstrate quality at the proficient level should not be rated on scope or consistency at either the formative or the summative meetings. Needs Improvement on quality on any element at the summative meetings will indicate that the candidate is not ready to teach.

Suggested Schedules for Practicum Experiences and Three-Way Meeting Checklist See Appendices A, B, and C in Practicum Handbook *Supervision requires ongoing support and involvement that prepares the candidate to culminate the student teaching experience with a minimum of one full week of take over for a 7-8 week station or a minimum of two full weeks of take over for a week station. 9

CAP Process Step-by-Step 10 Pre-Cycle WHAT  Announced Obs. #1 Pre-Conference: Teacher candidate and the Program Supervisor meet in Pre-Conference for Announced Observation #1. Model Observation Protocol: Pre-Conference Planning Form (Appendix G. page 62)Pre-Conference Planning Form  Announced Obs. #1: The Program Supervisor and the Supervising Practitioner conduct the first observation. Observation Forms (Appendix F, page 48)Observation Forms  Establish Student Impact Rating Scale: The Supervising Practitioner, with support from the Program Supervisor as needed, determines which assessment(s) will be used for measuring teacher candidate impact on student learning. Measuring Candidate Impact on Student Learning (Appendix H, page 67)  Announced Obs. # 1 Calibration: The Program Supervisor and the Supervising Practitioner discuss the evidence collected during the observation and calibrate on the feedback to be provided to the teacher candidate; including initial ratings on the CAP Rubric. Observation Forms (Appendix F, page 48); Model Observation Protocol: After the Observation (Appendix G, page 57)Observation FormsAfter the Observation WHENWithin the first three weeks of the beginning of the practicum

CAP Process/5 Step Cycle 11 Step 1: Self-Assessment WHAT  Complete Self-Assessment: The teacher candidate completes a Self-Assessment. Candidates should be completing the Self-Assessment based on prior experiences in pre-practicum and coursework to assess current skill set. Candidate Self- Assessment Form and Summary Form (Appendix E. page 39).Candidate Self- Assessment Form and Summary Form  Draft Preliminary Goals: The teacher candidate uses information from the Self- Assessment to draft a preliminary professional practice goal. Preliminary Goal- Setting & Plan Development Form (Appendix E, page 43)Preliminary Goal- Setting & Plan Development Form  Share Self-Assessment & Preliminary Goals: The teacher candidate shares the Self-Assessment form and the draft goals with the Supervising Practitioner and the Program Supervisor prior to the first Three-Way Meeting. WHEN Within the first three weeks of the beginning of the practicum. After Announced Observation #1 and before the post-conference and first Three-Way Meeting

CAP Process/5 Step Cycle 12 Step 2: Goal Setting and Plan Development WHAT  First Three-Way Meeting: During the first Three-Way Meeting the Program Supervisor and the Supervising Practitioner:  Conduct a post-conference for Announced Observation #1. Observation Forms (Appendix F, page 48), Model Observation Protocol: Post-Conference Planning Form (Appendix G, page 64))Observation FormsPost-Conference Planning Form  Share baseline ratings of the Six Essential Elements of CAP (Use data from Observation Announced #1 Form and Candidate Self Assessment Form)  Work with the candidate to finalize the goals and outline a plan for implementing those goals. Finalized Goal(s) & Implementation Plan Form (Appendix E, page 44)Finalized Goal(s) & Implementation Plan Form CAP Guidelines, Form and RubricCAP Guidelines, Form and Rubric Section 1 & 3 (Appendix D, page 28), and Three- Way Meeting Checklist (Appendix C, page 23)Three- Way Meeting Checklist WHENWithin 2-5 days after Announced Observation #1

CAP Process/5 Step Cycle More Observations as Needed 13 Step 3: Plan Implementation WHAT  Unannounced Obs. #1: The Supervising Practitioner will conduct Unannounced Observation #1. Observation Forms (Appendix F, page 49)  Unannounced Obs. #1 Post-Conference: The Supervising Practitioner and the teacher candidate will meet for a post-conference after Unannounced Observation #1. Observation Forms (Appendix F). Model Observation Protocol: Post-Conference Planning Form (Appendix G, page 64)Post-Conference Planning Form  Collect Student Feedback: The teacher candidate administers student feedback surveys, using the Model Student Feedback Surveys (Appendix I, page 68)Model Student Feedback Surveys  Announced Obs. #2: Pre-Conference: The teacher candidate and the Program Supervisor hold a Pre- Conference for Announced Observation #2. Model Observation Protocol: Pre-Conference Planning Form (Appendix G, page 62)Pre-Conference Planning Form  Announced Obs. #2: The Program Supervisor will conduct the second Announced Observation #2. Observation Forms (Appendix F, page 50)  Announced Obs. # 2 Calibration: The Program Supervisor and the Supervising Practitioner discuss the evidence collected during the observation and calibrate on the feedback to be provided to the teacher candidate; including initial ratings on the CAP Rubric. Observation Forms (Appendix F); Model Observation Protocol: After the Observation (Appendix G, page 57)Observation FormsAfter the Observation  Announced Obs. #2 Post-Conference: Conduct a post-conference for Announced Observation #2. Observation Forms (Appendix F), Model Observation Protocol: Post-Conference Planning Form (Appendix G, page 64) Post-Conference Planning Form WHEN Unannounced Observation #1: About one-third of the way through the practicum. At least one week after the 1 st Three-Way meeting Administer Student Feedback & Announced Observation #2: Half-way through practicum

CAP Process/5 Step Cycle More Observations as Needed 14 Step 4: Formative Assessment WHAT  Formative Assessment Calibration: The Program Supervisor and the Supervising Practitioner should discuss the evidence collected thus far (including observations and results from student feedback) and calibrate on the feedback to be provided to the teacher candidate; including formative ratings on the CAP Rubric. CAP Guidelines Form and Rubric (Appendix D, page 29-34)  2nd Three-Way Meeting: During the second Three-Way Meeting the Program Supervisor and the Supervising Practitioner:  Share formative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and Rubric (Appendix D, page 29-34)  Revisit candidate goal(s) and plan; adjust accordingly (including potentially modifying the goal, increasing supports, adding additional observations, etc.). Finalized Goal(s) & Implementation Plan Form (Appendix E, page 44)Finalized Goal(s) & Implementation Plan Form  CAP Guidelines, Form and Rubric Section 2 & 3 (Appendix D, page 29-35), Three-Way Meeting Checklist (Appendix C, page 23) WHEN Half-way through practicum. After Announced Observation #2

CAP Process/5 Step Cycle 15 Step 5: Summative Assessment WHAT  Unannounced Obs. #2: The Supervising Practitioner will conduct Unannounced Observation #2. Observation Forms (Appendix F, page 51)  Unannounced Obs. #2 Post-Conference: The Supervising Practitioner and the teacher candidate will meet for a post-conference after Unannounced Observation #2. Program Supervisor is optional for post- conference and observation. Observation Forms (Appendix F, page 51). Model Observation Protocol: Post-Conference Planning Form (Appendix G, page 64) Post-Conference Planning Form  Summative Assessment Calibration: The Program Supervisor and the Supervising Practitioner should discuss the entire body of evidence collected (including observations, results from student feedback, candidate artifacts and measures of student impact) and calibrate on the assessment to be provided to the teacher candidate; including summative ratings on the CAP Rubric. CAP Guidelines, Form and Rubric (Appendix D, page 29-35)  Final Three-Way Meeting: During the final Three-Way Meeting the Program Supervisor and the Supervising Practitioner:  Share summative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and Rubric (Appendix D, page 29-35)  Complete CAP Form with the candidate. CAP Guidelines, Form and Rubric (Appendix D, page 35)  Three-Way Meeting Checklist (Appendix C) WHEN Unannounced Observation #2: About two-thirds of the way through the practicum. At least one-week after the 2 nd Three-Way Meeting Final Three-Way Meeting: Within the final two weeks of the practicum

CAP Process/5 Step Cycle 16 Post-Cycle WHAT  Develop Professional Practice Goal for Entry into the Profession: The teacher candidate will establish a preliminary professional practice goal based on the results of the summative assessment, which can be used to support the transition into his/her first year of employment. Candidate Professional Practice Goals and Implementation Plan for Entry into the Profession Form (Appendix E, page 45)& MA Model Teacher RubricCandidate Professional Practice Goals and Implementation Plan for Entry into the Profession Form WHEN After the Summative Assessment

Categories and Documentation of Evidence Table of Contents Tab 1Documentation of Practicum Hours Tab 2CAP (Candidate Assessment of Performance) Tab 3Candidate Dispositions Assessments – from both practicum supervisors Tab 4All Lesson Plan Rubrics – minimum of 2 Tab 5Observation Forms and Candidate Observation Self-Reflection Forms Tab 6Goal Setting and Plan Development Forms (Self-Assessment, Preliminary, Finalized Professional Practice Goal(s) and Professional Practice Goal(s) for Entry into the Profession) Tab 7Student Feedback Tabulation and Reflection- Tab 8Measure(s) of Student Learning Tabulation and Reflection Tabs 9 + can be organized in one of two ways: Option 1 – organize tabs by artifact type (e.g. Tab 9-Unit Plans; Tab 10-Instructional Materials; Tab 11-TWS; etc. This option must include a tab for Family and Community Engagement. Color code to reference which element the artifact supports) Option 2 – organize tabs by Essential Element (e.g. Tab 9-Well Structured Lessons; Tab 10-Adjustment to Practice; Tab 11-Meeting Diverse Needs; etc. If choosing this option, also include a tab for Family and Community Engagement.) Candidate evidence/artifacts tabs can include: unit and/or lesson plans; examples of student work; instructional materials; Teacher Work Sample, examples of professional development activities; evidence of family and community activities (required); reflection logs, etc. The assessment of candidate readiness through CAP is made using multiple measures: Observations, Measure(s) of Student Learning, Student Feedback, and Candidate Artifacts. The candidate organizes the CAP in an evidence binder as follows: 17

Supervision Documents and Forms Supervising PractitionerProgram SupervisorCandidate Practicum Handbook CAP Forms as appropriate Lesson Plan Rubrics Documentation of Practicum Hours Candidate Disposition 18

Evaluation and Grade Ratings provided in CAP are the calibrated and summative professional judgments of both the Supervising Practitioner and the Program Supervisor. The final grade for practicum is determined by the Program Supervisor in collaboration with the Supervising Practitioner. Practicum grade(s) are based on the overall growth and performance outcomes of the candidate. Please note that ratings earned on practicum assessment forms are not equitable to Fitchburg State University’s grading system. 19

Endorsement for Licensure last pages of the Practicum Handbook Follow the Licensure Instructions precisely as they are written. Include your name on every form, leave no blanks. Submit all forms as specified on the last page of the Practicum Handbook. All original copies. Take Teacher Candidate Exit Survey for Initial Licensure just before submission of Licensure packet (print and include the Thank-you page). Apply and pay for your license and SEI Endorsement through your ELAR account at any time (print and submit Inquiry-Activity Summary page – 4 th link on your ELAR menu). Order official transcript just before submission of Licensure packet. Licensure application packets due no later than May 25,

Resources for assistance and support 21 Education Unit Website Practicum/Licensure >Forms Library Supervising Practitioner Program Supervisor Chair of your Program ESE Professional Standards for Teachers ersGuidelines.docx Jason Miles, Field Placement and Partnership Coordinator at Ann Hogan, Director of Accountability and Licensure at Annette Sullivan, Dean of Education at Resources Support

Questions and Comments 22