Education Unit

The Practicum Experience – The CAP Process

K n ow ledgea ble

Sk i l l fu l

Ca r in g E th i ca l

The Goals of This Session

• Review the goals, purpose, process, and components of the Candidate Assessment of Performance (CAP)

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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.

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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 observationso Measure(s) of impact on student learningo Feedback from students through surveyso Candidate Artifacts organized in an evidence binder

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5-Step Cycle

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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.

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Essential Element StandardWell-Structured Lessons Standard 1: Curriculum, Planning, and

AssessmentAdjustments to Practice

Meeting Diverse Needs

Standard 2: Teaching all StudentsSafe 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:

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When? Who? Why?

Self-Assessment(baseline ratings)

Candidate AloneTo 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

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CAP Dimensions and Thresholds pages 28-35 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.

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Dimension Minimum ThresholdQuality – 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 14-16 week station.

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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

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

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

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)

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

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)

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

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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

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 HoursTab 2 CAP (Candidate Assessment of Performance) Tab 3 Candidate Dispositions Assessments – from both practicum supervisorsTab 4 All Lesson Plan Rubrics – minimum of 2Tab 5 Observation Forms and Candidate Observation Self-Reflection FormsTab 6 Goal Setting and Plan Development Forms (Self-Assessment, Preliminary, Finalized

Professional Practice Goal(s) and Professional Practice Goal(s) for Entry into the Profession)Tab 7 Student Feedback Tabulation and Reflection-www.doe.mass.edu/edeval/feedback/surveys.html Tab 8 Measure(s) of Student Learning Tabulation and ReflectionTabs 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:

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Supervision 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 Rubrics Lesson Plan Rubrics Documentation of Practicum Hours

Candidate Disposition Candidate Disposition

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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.

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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 May 25,

2016.

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Resources 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

Questions and Comments

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