Education UnitThe Practicum Experience

Session Two

K n ow ledgea ble

Sk i l l fu l

Ca r in g E th i ca l

Education UnitThe Goals of This Session

• Review the sequence and components of the Candidate Assessment of Performance (CAP)

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Education UnitTargeted Feedback

• A key purpose of CAP is to provide teacher candidates with targeted feedback to inform their growth and ensure that candidates meet a threshold of performance expectations. Targeted, detailed feedback requires fine-grained descriptions of educator practice. The detailed descriptors of each element allow teacher candidates and assessors to prioritize specific areas for evidence-gathering, feedback, and assessment.

• 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. 3

Education UnitAlignment with the

Massachusetts Educator Evaluation FrameworkAspects of the MA Educator Evaluation Framework that are evident in CAP include:•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 observationso Evidence of growth in student learningo Feedback from students o Candidate Artifacts

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Education UnitThe CAP Rubric, page 28-35

The CAP Rubric uses the exact language of performance descriptors outlined in the MA Model Teacher Rubric. The major difference between the two rubrics is that the CAP Rubric unpacks the performance descriptors and sets varying thresholds for performance within an element. Candidate performance in an element is assessed across three dimensions: quality, scope, and consistency

Quality: ability to perform the skill, action or behavior as described in the proficient performance descriptor Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with quality Scope: the scale of impact (e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality 4

Education UnitCAP Rubric Graphic, page 29

Essential Element

Performance Levels

Performance Descriptors

Dimensions of Readiness

Readiness Thresholds

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Education UnitReadiness Thresholds

ESE expects candidates to be ready to make a positive impact on day one, which does not necessarily equate to full proficiency. ESE has established minimum thresholds in each dimension of readiness. These are highlighted and noted with an asterisk in the rubric.  Throughout the Rubric, ESE has established consistent thresholds for all elements:  

Quality ProficientConsistency Needs ImprovementScope Needs Improvement

*Candidates are expected to demonstrate proficiency for all elements in the dimension of Quality.

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Education Unit

CAP Process/5 Step Cycle

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Education Unit

CAP Process Step-by-Step

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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)

Announced Obs. #1: The Program Supervisor and the Supervising Practitioner conduct the first observation. Observation Forms (Appendix F, page 48)

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)

WHEN Within the first three weeks of the beginning of the practicum

Education Unit

CAP Process/5 Step Cycle

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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).

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)

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

Education Unit

CAP Process/5 Step Cycle

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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))

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)

CAP Guidelines, Form and Rubric Section 1 & 3 (Appendix D, page 28), and Three-Way Meeting Checklist (Appendix C, page 23)

WHEN Within 2-5 days after Announced Observation #1

Education Unit

CAP Process/5 Step Cycle

• More Observations as Needed 12

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)

Collect Student Feedback: The teacher candidate administers student feedback surveys, using the Model Student Feedback Surveys (Appendix I, page 68)

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)

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)

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)

WHEN

Unannounced Observation #1: About one-third of the way through the practicum. At least one week after the 1st Three-Way meeting Administer Student Feedback & Announced Observation #2: Half-way through practicum

Education Unit

CAP Process/5 Step Cycle

• More Observations as Needed 13

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)

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

Education Unit

CAP Process/5 Step Cycle

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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)

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 2nd Three-Way Meeting Final Three-Way Meeting: Within the final two weeks of the practicum

Education Unit

CAP Process/5 Step Cycle

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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 Rubric

WHEN After the Summative Assessment

Categories and Documentation of Evidence

Table of ContentsTab 1 Documentation of Practicum Hours FormTab 2 CAP (completed Candidate Assessment of Performance) Tab 3 Candidate Dispositions Assessments Tab 4 Lesson Plan Rubrics - allTab 5 Observation Forms, each one followed by the Candidate Reflection FormTab 6 Goal Setting and Plan Development Forms (Self-Assessment, Preliminary,

Finalized Professional Practice Goal(s) and Implementation Plan, Professional Practice Goal(s) and Implementation Plan for Entry into the Profession)Tab 7 Student Feedback Survey ResultsTab 8 Measures of Student LearningTab 9+ Additional Candidate evidence/artifacts tabs can include:

Unit and/or lesson plans Instructional materialsExamples of student workReflection logsTeacher Work SampleFamily and Community Engagement

Professional Activities

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:

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Education UnitSuggested 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.

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Education UnitSupervision Documents and

FormsSupervising Practitioner Program Supervisor Candidate

Practicum Handbook Practicum Handbook Practicum Handbook

CAP Forms as appropriate CAP Forms as appropriate CAP Forms as appropriate

Lesson Plan Rubric Lesson Plan Rubric Documentation of Practicum Hours

Candidate Disposition Candidate Disposition

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Education UnitEvaluation and Grade

•Ratings provided in CAP are the calibrated and summative judgments of both a Supervising Practitioner and a 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

Education UnitResources for assistance and

support

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Education Unit WebsitePracticum/Licensure >Forms Librarywww.fitchburgstate.edu/edunit

• Supervising Practitioner• Program Supervisor• Chair of your Program

ESE Professional Standards for Teachershttp://www.doe.mass.edu/edprep/advisories/TeachersGuidelines.docx

• Jason Miles, Field Placement and Partnership Coordinator at jmiles6@fitchburgstate.edu

• Ann Hogan, Director of Accountability and Licensure at ahogan@fitchburgstate.edu

• Annette Sullivan, Dean of Education at asulli15@fitchburgstate.edu

Resources Support

Education Unit

Questions and Comments

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