Education Unit

1. Education Unit The Practicum Experience – The CAP Process

2. Education Unit • Activator: Scavenger Hunt • Work with a neighbor to complete the activity Welcome!

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

4. 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.

5. 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: • Announced and Unannounced observations • Measure(s) of impact on student learning • Feedback from students through surveys • Candidate Artifacts organized in an evidence binder

6. 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 –page 15.

7. 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:

8. Performance Levels Essential Element Performance Descriptors Dimensions of Readiness Readiness Thresholds CAP Performance levels and descriptors Page 32 The CAP Rubric uses the exact language of performance descriptors and levels as the MA Model Teacher Rubric.

9. CAP Dimensions and Thresholds pages 26-38 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.

10. 5-Step Cycle

11. 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 14-16 week station.

12. CAP Process Step-by-Step

13. CAP Process/5 Step Cycle

14. CAP Process/5 Step Cycle

15. CAP Process/5 Step Cycle

16. CAP Process/5 Step Cycle

17. CAP Process/5 Step Cycle

18. CAP Process/5 Step Cycle

19. Categories of Evidence – 5 major categories (p. 27) Observations; Measure(s) of Student Learning; Student Feedback; Finalized Professional Practice Goal Candidate Artifacts - Teacher candidates will build an Evidence Binder to support the CAP. Tab 1 Documentation of Practicum Hours Tab 2 CAP (Candidate Assessment of Performance) Tab 3 Candidate Dispositions Assessments – from both practicum supervisors Tab 4 All Lesson Plan Rubrics – minimum of 2 Tab 5 Observation Forms and Candidate Observation Self-Reflection Forms Tab 6 Goal Setting and Plan Development Forms Tab 7 Measures of Student Learning Tabulation and Reflection Tab 8 Student Feedback Tabulation and Reflection Tab 9 Family and Community Engagement Artifacts Tab 10 Professional Activities Evidence Tabs 11 and on can be organized in one of two ways. Option 1 –by artifact type (e.g. Tab 9-Unit Plans; Tab 10-Instructional Materials; Tab 11-TWS; etc.) Option 2 –by Essential Element (e.g. Tab 9-Well Structured Lessons; Tab 10-Adjustment to Practice; Tab 11-Meeting Diverse Needs; etc.) Candidate evidence/artifacts tabs can include: unit and/or additional lesson plans; examples of student work; instructional materials; Teacher Work Sample, evidence of professional development activities; evidence of family and community activities (required); reflection logs, etc.

20. Supervision Documents and Forms

21. Assessment and Grading • 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.

22. 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 – 4th link on your ELAR menu). • Order official transcript just before submission of Licensure packet. • Licensure application packets due no later than December 22, 2016.

23. Resources for assistance and support Resources Support

24. Questions and Comments