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I n t e r n s h i p H a n d b o o k Simmons College Department of Education

Initial License Internship Handbook Director of MAT Program: Kristin Nelson

2019 – 2020

Simmons College 300 The Fenway, W304

Boston, MA 02115

617-521-2553

Revised 5/19

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Table of Contents

THE INTERNSHIP PROGRAM ........................................................................................................... 3 THE INTERNSHIP PROGRAM: WHAT IS IT? .......................................................................................... 3 ACCEPTANCE INTO THE PROGRAM AND INTERNSHIP PLACEMENT ........................................ 3 SUPERVISING PRACTICIONERS ................................................................................................................. 4 LENGTH OF THE PROGRAM ........................................................................................................................ 4 WEEKLY SCHEDULE ........................................................................................................................................ 4 GENERAL EXPECTATIONS ............................................................................................................................ 5 SIMMONS SUPERVISOR ................................................................................................................................ 5 INTRODUCING THE INTERN ....................................................................................................................... 5 INTERN RESPONSIBILITIES ......................................................................................................................... 6 FIRST SEMESTER: PRE-PRACTICUM ......................................................................................................... 6 SECOND SEMESTER PRACTICUM REQUIREMENTS: .......................................................................... 8

A) ELEMENTARY ......................................................................................................................................................... 8 B) MIDDLE AND HIGH SCHOOL ....................................................................................................................... 8 C) ALL INTERNS .......................................................................................................................................................... 8 THE INTERN AS SUBSTITUTE ............................................................................................................................ 9 INTERN STIPEND ....................................................................................................................................................... 9 ABSENCES ...................................................................................................................................................................... 9 COLLABORATION BETWEEN SIMMONS AND PARTICIPATING COMMUNITIES ................. 9

SUGGESTED SEQUENCE OF PROGRESS: MIDDLE/HIGH SCHOOL – FALL SEMESTER ..... 10 SUGGESTED SEQUENCE OF PROGRESS: ELEMENTARY FALL SEMESTER .............................. 11 PRE-PRACTICUM REQUIREMENTS: FIRST SEMESTER ................................................................... 12 PRACTICUM REQUIREMENTS: SECOND SEMESTER ....................................................................... 13 INDIVIDUAL TIMELINE FOR PRE-PRACTICUM PRODUCTS AND COMPETENCIES (SEPTEMBER – DECEMBER) ....................................................................................................................... 14

INDIVIDUAL TIMELINE FOR PRACTICUM PRODUCTS AND COMPETENCIES (JANUARY – JUNE)……………………………………………………………………………………………………………….17

APPENDIX .............................................................................................................................................. 19 INTERNSHIP PROGRAM FALL SEMESTER REQUIREMENTS ........................................................ 20 INTERNSHIP PROGRAM SPRING SEMESTER REQUIREMENTS .................................................. 21 FOCUSED OBSERVATION REQUIREMENT .......................................................................................... 22 GUIDELINES FOR GRADING ..................................................................................................................... 24 GUIDELINES FOR GRADING FOR THE PRE-PRACTICUM TEACHING EXPERIENCE .......... 26 GUIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE ............................. 28

General Science (Levels: 1-6; 5-8) .......................................................................................................................... 34 Middle School: Humanities (English and History) (Levels: 5-8) .............................................................. 34 Middle School: Mathematics/Science (Levels: 5-8) ........................................................................................ 35

GUIDELINES FOR PRE-PRACTICUM AND PRACTICUM PRODUCTS .............................. 29 DOCUMENTATION OF TEACHING TIME IN THE PRE-PRACTICUM ......................................... 30 SAMPLE – ELEMENTARY – DOCUMENTATION OF TEACHING TIME ....................................... 32 SAMPLE – SECONDARY – DOCUMENTATION OF TEACHING TIME ......................................... 33 DOCUMENTATION OF 100 HOURS OF FULL RESPONSIBILITY…………………………………….....34 DOCUMENTATION OF ENGAGEMENT WITH ENGLISH LANGUAGE LEARNERS…………….35 TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS ............................................................... 36 LESSON PLAN DESIGN ................................................................................................................................ 37

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LESSON PLAN TEMPLATE ........................................................................................................................... 38 CHECKLIST FOR ELEMENTARY SCHOOL UNITS .............................................................................. 40

Unit Creation ................................................................................................................................................................ 40 Unit Presentation ........................................................................................................................................................ 40

CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS ......................................................................... 41 Guidelines For Journals .................................................................................................................................. 42 Targeted Intervention: Behavior .................................................................................................................... 43 GUIDELINES FOR PORTFOLIOS: PRE-PRACTICUM AND PRACTICUM .................................... 44 Measurement of Student Learning………………………………………………………………………………………….46 MEDIA CONSENT FORM ............................................................................................................................. 47 Guidelines for Using Videotape .................................................................................................................... 48 Guidelines for Reflective Response to Videotape ...................................................................................... 50 LICENSURE RECIPROCITY ......................................................................................................................... 51 CAP FORMS AND PROGRAM …………………………….……………………………………………..………………..52 The Candidate Assessment of Performance (CAP)…………………………………………………………………..53 CAP Forms……………………………………………………………………………………………………………………..54-99 Supervision Schedule………………………………………….……………………………………………………….100-104

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THE INTERNSHIP PROGRAM

THE INTERNSHIP PROGRAM: WHAT IS IT?

The Internship Program is an exciting option within our graduate teacher preparation program, and is rapidly becoming the program of choice for most of our graduate students. This is happening for many reasons:

• It provides an extensive, year long, in depth clinical experience under the mentorship of a veteran master teacher.

• It allows the Intern to participate fully in the life of the classroom and school community as a co-teacher.

• It provides the opportunity to team-teach and collaborate with the supervising practitioner.

• It allows time for the supervising practitioner to use his/her "released" time i.e., when the Intern is teaching, to pursue other professional goals and expand his/her professional development.

• It enables Simmons College to establish close collaborative relationships with the participating school communities.

We believe that current practitioners play a vital role in preparing and mentoring our future teachers. The Internship Program puts extensive responsibility for teacher preparation in the hands of veteran teachers.

There can be no more powerful preparation for classroom teaching than total immersion in the classroom under the guidance and support of the classroom teacher and the college supervisor. This collaboration is an integral feature of the Internship Program.

ACCEPTANCE INTO THE PROGRAM AND INTERNSHIP PLACEMENT

Candidates interested in the Internship Program must indicate that on their application which ideally should be received by April 15th. Candidates recommended for the program by Simmons are then interviewed by administrators and/or prospective teachers of the city or town to which the candidate is applying. The school or school district makes the final acceptance decision. Placement within the district is then decided by the designated school officials in consultation with Simmons College.

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SUPERVISING PRACTICIONERS

Supervising practitioners with whom Interns are placed must be familiar with the requirements and expectations of the program, be committed to spending the extra time this program requires, and be willing to allow the Intern to assume increasing responsibilities as the Intern demonstrates appropriate growth. All supervising practitioners must also hold Professional Status and a license in the field and level in which the Intern is preparing. They must also have achieved an evaluation of proficient or higher.

It is our hope that supervising practitioners will:

• Assume mentoring relationships with the Interns.

• Collaborate with the Interns to create shared areas of responsibilities in the classroom and in the school so that the Interns join fully into the life of the school.

• Give the Interns appropriate teaching responsibilities in September that will expand throughout the year.

• Build in regular times each week to conference with the Interns, providing feedback, jointly planning and sharing ideas, and giving support.

• Regard the Intern and themselves as learners.

LENGTH OF THE PROGRAM

The Internship Program provides for a full-time clinical Internship starting when school begins in September and continuing until the end of the school year in June.

WEEKLY SCHEDULE

Interns are to be at their school site five full days a week. In the fall, a half day release is to be

used to visit other classrooms (in other communities as well as their own) until a minimum

of five visits have been made. These five observations are required by the state in order to

fulfill the pre-practicum requirement for licensure. Moreover, because the Interns do one and

only one clinical placement for their internship, it is particularly important that they have the

opportunity to observe a variety of teaching styles, levels, and student populations. At least

two of these observations must be in settings with a diverse learner population.

After each visit the Intern will write up a reflective observation report and submit it to the

Simmons Supervisor (See appendix for copy of guidelines). In some cases, some of the five

visits may be made during the Spring semester.

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GENERAL EXPECTATIONS

Many Interns are taking one course and a seminar each semester. Thus, it is important to

remember that, while Interns are generally expected to keep before and after school hours

similar to those of their supervising practitioners, on certain days they will need to leave in

time to make their late afternoon classes. On other days they should typically not be expected

to stay more than two hours after school. They will also need to be given reasonable teaching

assignments since they will have rigorous course requirements as well as their teaching

responsibilities (see Suggested Time-line).

It is also important to remember that, regardless of whether the Intern began the program in

the spring or summer, the Interns have essentially just begun their training. Some Interns

are taking critical courses concurrently with their internship and are acquiring knowledge and

skills as the semester progresses. Please be patient with them during the fall semester and

remember that, in most cases, they are new to the classroom and are not entering with

extensive school-based experience.

SIMMONS SUPERVISOR

At the start of the program each Intern is assigned a supervisor who will work with the Intern

throughout the year. Supervisors make at least six visits to the school each semester. During

three of these visits the supervisor will coordinate three-way conferences with the supervising

practitioner and Intern each semester. Interns communicate with their supervisors weekly,

and supervisors are available for special visits and meetings should the need arise. Supervisors

also attend a monthly meeting with other supervisors and the Director of Clinical Programs.

Supervisors, in consultation with the supervising practitioners, recommend a grade for the

Interns at the conclusion of each semester.

INTRODUCING THE INTERN

We hope supervising practitioners will introduce their Interns to parents, other faculty, and

students as co-teachers. If possible, Interns should have their own box or folder in the school

office so that they can receive school announcements and information, and be viewed as

members of the faculty and school community.

A letter ahead of time to the parents and faculty might be a helpful way to explain what the

Intern will be doing and a brief explanation of his/her role and the program.

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INTERN RESPONSIBILITIES

It is appropriate for Interns to be progressively assigned the same non-teaching duties as other

teachers: lunchroom; bus duty; study hall; recess. In these cases interns should accompany

their supervising practitioners during their teachers’ assigned duties, but should not assume

these duties on their own, if at all, until the second semester. Interns need time in the

beginning months to focus on their teaching preparation and curriculum development. In

cases of emergencies or unexpected shortages, it is, of course, appropriate to ask an intern to

fill in for an absent teacher. It is also appropriate for Interns to be asked to correct papers and

to copy materials. However, we trust that these extra duties will not exceed a reasonable

number of hours and that Interns will be viewed as co-workers and not "extra pairs of hands."

FIRST SEMESTER: PRE-PRACTICUM

During the Interns' early months it is important for the supervising practitioners to provide

strong supervision and guidance. Interns need to do the following: spend time observing their

supervising practitioners teach; discuss with their teachers how and why they designed their

lessons a particular way; jointly process and evaluate how the lessons went; and discuss what

the next steps will be. Supervising practitioners should articulate as clearly as possible to their

Interns why and how they do what they do. Thus, modeling and explaining good instructional

strategies is the first important step in helping the Interns begin to acquire professional skills.

Ideally, the next phase of the Interns' training would be the opportunity to do joint planning

and co-teaching with their supervising practitioners. Use of the teachers' plans and materials

at this point would be appropriate.

Finally, the Interns should begin to teach whole lessons on their own. Lesson plans should be

shared and discussed ahead of time with their supervising practitioners; the lessons should

be observed by supervising practitioners; and finally, the lesson should be evaluated and

discussed with the Intern. The supervising practitioners should provide constructive feedback

and the opportunity to help the Interns develop their own self-evaluation skills.

At the secondary level, once interns assume responsibilities for the preparation and teaching

of their first classes, they should focus on observing only the two additional classes for which

they will be assuming teaching responsibility, and may be excused from observing other

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classes. They should use their non-teaching or observing periods for lesson preparation,

grading papers, and other professional responsibilities.

Eventually the Interns should be given the opportunity to teach while the supervising

practitioner is out of the classroom so that they can fully develop their classroom skills. This

should occur by the second half of the first semester, or whenever the supervising practitioner,

Intern and supervisor feel the time is right.

During the first semester the Elementary Interns should have the opportunity to teach, at least

for short periods of time, each of the classes that their supervising practitioners teach so that

they have the experience of planning and teaching a variety of curriculum areas and a variety

of levels. It is appropriate at the beginning of the semester to use the supervising practitioner's

plans and materials. (See Pre-practicum Requirements for specific first semester

competencies). Secondary interns should experience teaching only in those classes for which

they will eventually assume teaching responsibilities.

When the Interns are teaching, it is important that the supervising practitioners do not

interrupt or intercede in the class in any way. Rather, the teachers should take notes and

discuss the lessons afterward with the Interns in a post lesson conference. While it can be

frustrating for a supervising practitioner to see a practice or behavior that he/she feels is

inappropriate or needs modification, or to watch a problem in behavior management, the

Interns will learn dramatically from their mistakes and need to see the consequences of their

pedagogical choices. More importantly, intervention by supervising practitioners undermines

the Interns’ confidence and self-esteem, in their own eyes as well as their students. They need

to establish themselves as authority figures worthy of respect, and they need their teachers’

help and cooperation in achieving this status.

By the end of the fall semester, elementary interns should do a take-over week during which

time they plan and teach all lessons and are responsible for all classroom management. Ideally

the supervising practitioner is out of the classroom during this time. Middle and high school

interns should have progressed to the level of teaching three classes a day. High school Interns

should have two different preparations. Middle school Interns may only do one or two

preparations.

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In addition, each intern must: develop and teach a six lesson curriculum unit; complete a

targeted intervention with one student in a behavior area; keep a log of his/her instructional

time; make a video of the Intern teaching a complete lesson; keep a reflective journal that is

shared with his/her supervisor; and begin to develop a professional portfolio. The Cap Self-

Assessment form is completed at the end of the semester. The fall pre-practicum extends to

the end of the school year in December.

SECOND SEMESTER PRACTICUM REQUIREMENTS:

A) ELEMENTARY

By second semester Interns should be taking on substantial planning and teaching

responsibilities and be in charge of the class with the supervising practitioners out of the room

on a regular basis. They should be responsible for planning, classroom management,

curriculum development and evaluation in each of the elementary curriculum areas, and do

another take-over week in the spring. They will plan and carry out a specific unit of learning

in an academic area to document a Measure of Student Learning with a small group or whole

class as well as a second, 12 lesson-plan curriculum unit. (See Practicum Requirements for

specific second semester competencies).

B) MIDDLE AND HIGH SCHOOL

By second semester the Interns should assume full responsibility for at least two classes and

plan and develop their own curriculum materials for them. The supervising practitioners

should be free to leave the class during these periods each day to pursue other professional

responsibilities. As soon as appropriate, usually in January or the beginning of February but

no later than the middle of the second semester, the Interns should have picked up at least

one additional class so that the Interns are teaching three classes a day. High school Interns

should do two preparations. Middle School Interns may do one or two preparations. The

Interns might stay with those same classes for the remainder of the semester. The Intern

might teach those classes for three to four weeks, then return them to the control of the

supervising practitioners, and assume responsibility for new classes. This can be decided by

the supervising practitioners, the supervisors and the Interns. (See Practicum Requirements

for specific second semester competencies).

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C) ALL INTERNS

All Interns must document 100 hours of full responsibility by the conclusion of their practica

and 15 hours of engagement with English Language Learners (see page 35 for documentation

form). World Language Interns do not need to document hours with English Language

Learners.

THE INTERN AS SUBSTITUTE

When the supervising practitioner is absent, the Intern should be used as the substitute

teacher whenever possible. This might not be appropriate during the first few weeks of school.

However, as soon as the supervising practitioner feels the Intern is ready, we hope the Intern

will be allowed to substitute. Again, this helps to establish the Intern as a co-teacher, and

provides valuable teaching experience.

If the school would like to use Interns as substitutes in classrooms other than their supervising

practitioners', the Interns should be paid, but this should not occur so often that it interferes

with the continuity of the Interns' progress in their internship sites.

INTERN STIPEND

Most Elementary Interns are paid a stipend of $10,000 - $12,000 by the school system in

which they are teaching. Most Interns receive their stipend in monthly payments.

ABSENCES

Absences for health reasons or personal matters will be handled on an individual basis by the

Intern and his/her supervising practitioner and the Simmons Supervisor. Interns should

inform their supervisors of all absences.

COLLABORATION BETWEEN SIMMONS AND PARTICIPATING COMMUNITIES

Through the Internship Program Simmons hopes to establish close partnerships with the

participating schools. Supervising practitioners receive Simmons vouchers each semester.

Simmons also issues professional development points to supervising practitioners at their

request.

We believe the Internship is an idea whose time has definitely come, and we welcome your

participation in our program and any suggestions you may have for ways to improve our model

or to modify it to meet your particular school's culture and needs.

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SUGGESTED SEQUENCE OF PROGRESS: MIDDLE/HIGH SCHOOL – FALL SEMESTER

TIME LINES*

Suggested/ Anticipated/ Actual

Observe Supervising Practitioner -Teacher articulates rationale -Joint discussions post lessons

Joint/Team Teaching with Supervising Practitioner

-Use Teacher's plans and materials -Joint planning and developing of materials

Intern Teaches Solo Lesson

-Use teacher's plans and materials -Teacher in room

Intern Teaches Series of Consecutive Lessons in One Class (3-5)

-Intern or teacher's plans/materials -Teacher in room

Intern Takes Over One Course

-Gradual transition from teacher to Intern planning and materials -Gradual transition of teacher in room to leaving room

Intern Picks Up Second Class (same preparation)

-Gradual transition of teacher in room to leaving room

Intern Picks Up Third Class (two preparations for High school Interns) (is now doing three classes a day)

-Initially observed by teacher -Gradual transition out of classroom

This may differ with students in schools with block scheduling. *Intern, Supervisor, and Supervising Practitioner should assign anticipated dates of completion, and then indicate the actual date of completion as each step is achieved.

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SUGGESTED SEQUENCE OF PROGRESS: ELEMENTARY FALL SEMESTER

TIME LINES Suggested/Anticipated/Actual

Observe Supervising Practitioner -Teacher articulates rationale -Joint discussions post lessons

Joint/Team Teaching with Supervising Practitioner -Use teacher's plans and materials -Joint planning and developing of materials

Intern Teaches Solo Lesson -Use teacher's plans and materials -Teacher in room

Intern Teaches Series of Consecutive Lessons in One Class (3-5) -Intern or teacher's plans/materials -Teacher in room -Gradual transition from teacher to Intern planning and materials development -Gradual transition of teacher in room to leaving room

Suggested Plan for Assumption of Responsibilities for the fall semester (Elementary) I Curriculum/Teaching-Learning A. Individual or small group work 1. Listen to child read 2. Conduct writing conferences 3. Provide help with assignments 4. Lead reading or math group B. Run structured whole class activities 1. Read aloud 2. Lead class discussion 3. Opening exercises 4. Teach a math, science, or social studies lesson C. Take charge of specific curriculum areas on on-going basis 1. Reading group 2. Existing curriculum unit 3. Develop, plan and implement original curriculum units II Management

A. Assist in classroom 1. Cleanup 2. Attendance 3. Homework check B. Manage transitions 1. Recess; lunch; home 2. From one activity or period to another 3. Passage through hallways and lining up C. Take over 1. Two to three consecutive periods 2. One half day 3. Whole day 4. Several consecutive days

5. Whole week * Intern, Supervisor, and Supervising Practitioner should assign anticipated dates of completion, and then indicate the actual date of completion as each step is achieved.

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PRE-PRACTICUM REQUIREMENTS: FIRST SEMESTER

During the fall semester the Interns complete their pre-practicum. The requirements for this are as follows: 1. Begin the development of a professional portfolio consisting of significant lesson plans, original curriculum materials, and sample student products, each entry accompanied by a reflective statement. 2. Keep a weekly journal, which is shared and discussed with supervisors on a regular basis. 3. Develop and teach a curriculum unit (minimum of six lesson plans). 4. Attend and/or participate in parent conferences. 5. Attend faculty meetings. 6. Elementary Interns should plan and teach lessons in all curriculum areas and have experience running whole class as well as small group activities. 7. Elementary Interns should have one take-over week during which time they are responsible for all planning, teaching, and classroom management. 8. Middle and High School Interns should have at least three weeks during which they are teaching three classes a day. High School Interns need to do two different preparations. 9. Plan and implement one target intervention in a behavior area with one learner. 10. Self-Evaluation at conclusion of pre-practicum: All pre-practicum products will be reviewed and discussed with the supervising practitioner and supervisor. Final products will be shown to supervising practitioners and submitted to supervisors. The CAP Self-Assessment and the Preliminary goal setting and Plan Development forms will be completed. 11. Interns keep a weekly log to document that they have completed a minimum of 135 hours of instructional time. 12. Interns will make a videotape of themselves teaching a complete lesson. 13. Interns will make five focused observations of other classrooms. 14. Interns must be recommended to advance to the practicum and this must be documented through the Simmons Pre-Practicum Report form.

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PRACTICUM REQUIREMENTS: SECOND SEMESTER Continuing Requirements: 1. Portfolio with reflective statement 2. Journal 3. Parent Conferences 4. Faculty meetings 5. Elementary: Assume substantial teaching and classroom management responsibilities for significant time periods. An additional take-over week. 6. Middle/High: continue at three classes a day, with two preparations for High School Interns. 7. Curriculum Unit-original -New subject area from first semester unit -Minimum of 12 lessons 8. Self Evaluation: done on CAP Implementation Plan: Post Cycle. 9. Video of complete lesson to be shared only with Supervisor Additional Requirement:

• Measurement of Student Learning • Log Documenting 100 Hours of Full Responsibility • Log Documenting Engagement with ELL students • See additional CAP forms in CAP section

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INDIVIDUAL TIMELINE FOR PRE-PRACTICUM PRODUCTS AND COMPETENCIES (SEPTEMBER – DECEMBER)

GOAL DATE ACTUAL DATE Select unit topic

Identify learner and topic area for Targeted Intervention: Behavior

Rationale, goals, first three lesson plans for unit

Entry level, baseline for learner

Objectives and teaching plans for learner

Draft for remaining unit lesson plans

Implement Targeted Intervention (allow at least four weeks to run)

Mid/High: pick up first class

Begin teaching unit

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GOAL DATE ACTUAL DATE Elementary: teaching at least half the day

Videotape

Five focused observations

Submit journal to Supervisor weekly

Mid/High: At least one preparation/two classes

Complete unit

Complete Targeted Intervention

Elementary: take over week

Middle/High: Begin three classes (allow at least three weeks). Two preparations for High School Interns

Complete portfolio

Self- evaluation: CAP Self-Assessment

Final date to get products to supervisor

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GOAL DATE ACTUAL DATE Parent conference(s)

Faculty meeting(s)

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INDIVIDUAL TIMELINE FOR PRACTICUM PRODUCTS AND COMPETENCIES (JANUARY – JUNE) GOAL DATE ACTUAL DATE Select unit topic

Identify Curriculum Unit for Measure of Student Learning

Rationale, goals, first three lesson plans for unit

Draft for remaining unit lesson plans

Objectives and teaching plan Measure of Student Learning

Begin teaching unit

Video tape

Implement Measure of Student Learning

Submit journal to Supervisor weekly

Complete unit

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GOAL DATE ACTUAL DATE Complete Measure of Student Learning

Elementary: take-over week Middle/High: Three classes a day for at least three weeks

Complete portfolio

Final date to get products to supervisor

Parent conferences

Faculty meetings

Last day of Internship

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APPENDIX

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INTERNSHIP PROGRAM

FALL SEMESTER REQUIREMENTS

• 1 videotape – one lesson

• 5 focused observations

• 1 Targeted Intervention: Behavior

• Curriculum Unit – 6 lesson plans

• Log of Instructional Time

• Reflective Journal (2-3 entries a week)

• Take-over week (Elementary)

• Three classes a day (Mid/High). Two preparations for High School Interns

• Portfolio (work in progress)

• Self-evaluation: Cap Self-Assessment Form

• Parent conferences

• Faculty meetings

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PRACTICUM REQUIREMENTS Fall or Spring

Please see the section on the CAP Program and Forms

Simmons and CAP Requirements: 1. CAP Self-Assessment done prior to the beginning of the practicum; 2. CAP Preliminary Goal Setting and Plan Development done after the CAP Self-

Assessment and updated several weeks later in Finalized Goal and Implementation Plan;

3. Portfolio; 4. 12 Lesson Plan Curriculum Unit; 5. Weekly Journal to Supervisors; 6. Measurement of Student Learning;

a. This is a CAP requirement (see the Finalized Goal and Implementation Plan, bottom of the page);

b. This is a targeted academic plan with a small group or whole class; 7. One Targeted Intervention Plan in a behavior area, either with one learner or a small

group; -Dual license interns do this during the spring SPED practicum;

8. Student Surveys (CAP requirement) done prior to the mid-way Formative Assessment: a. Teacher Candidates can choose the mini, short or long form; b. Teacher Candidates can modify the forms; c. Teacher Candidate completes a Reflection after analyzing the surveys;

9. Formative Assessment at mid-point of practicum; 10. Take-over week (Elementary); Three classes/two preparations for final three weeks

(Middle/High) 11. Documentation of 100 hours of full responsibility; 12. Documentation of 15 hours of engagement with ELL students (Documented Pre-

practicum hours can be counted for this as well); 13. One Video tape of a lesson; 14. Attending Parent Conferences and Faculty Meetings; 15. Summative Assessment done at the end of the practicum; 16. CAP Preliminary Goal Setting and Plan Development (Post Cycle) Form done at the

end of the practicum to set goals for the first year of teaching; a. Dual license students do the Simmons Self-Assessment and Goals for the SPED

practicum at the end of the Elementary practicum; b. Dual license students do the Simmons Final Self-Assessment for the SPED

practicum at the end of the SPED practicum.

Additional CAP form: The Candidate Self-Reflection Form is done by the teacher candidate after each formal observation by the supervising practitioner or the Simmons supervisor. The Supervising Practitioner does three formal observations: One announced done jointly with the program supervisor, and two unannounced. The Program Supervisor does six visits, four observations, all announced.

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FOCUSED OBSERVATION REQUIREMENT All Interns are required to complete 5 focused observations. One observation can be completed at the school site and the remaining 4 must be done in other schools. Students in suburban settings should plan on at least 2 urban observations. Students in urban settings will complete at least 2 observations at suburban sites. Focused Observations require a minimum of 3 hours of observing classroom instruction. For secondary interns this translates into observation of a minimum of 2 class preparations (the majority should be in their subject area field or level). Elementary interns should plan on seeing morning or afternoon sessions where the core subjects (reading, math, science, and social studies) are scheduled. Elementary interns are strongly encouraged to see a range of subjects and levels, 1-6. Secondary interns have the option of shadowing a student for the entire day and writing up their impressions in lieu of one observation. WHAT IS A FOCUSED OBSERVATION? All observations will be documented with a 2-3 page, double-spaced, reflection. Students should choose from the list below and read the appropriate chapter in The Skillful Teacher by Jon Saphier when applicable. Using the knowledge base as a beginning focus, students will reflect on what they see, integrating the reading with specific data and observations. TOPICS The Skillful Teacher Management

Chapter 2 Attention Page # 13 3 Momentum 29 4 Space 47 5 Time 61 6 Routines 85 7 Disc 103

Instruction

Chapter 8 Clarity Page # 293 Motivation

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Chapter 11 Expectations Page # 343 12 Classroom Climate 355

OTHER TOPICS

• Questioning • Teacher talk vs. Student talk • How the subject being taught relates to the Frameworks • Gender differences • Diversity

When possible, support your observations/conclusions with specific references to the reading. These 5 Focused Observations are due in the fall and should be submitted to the intern supervisor.

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GUIDELINES FOR GRADING

Pre-Practicum

Receives Degree Recommended for Practicum Goes on to Practicum

A

X

X

X

A-

X

X

X

B+

X

X

X

B

X

X

X

With reservations

B-

X

1.) Interns: Repeat pre-practicum in the spring 2.) Practicum Candidates: option to repeat practicum in the fall

Practicum

Receives Degree Recommended for Initial License

A

X

X

A-

X

X

B+

X

X

B

X

X With reservations

B-

X

- Not recommended - Options reviewed on individual basis by department

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GRADING GUIDELINES

Grading is an imprecise process. The rubric on the following pages identifies the main

components of classroom performance on which each intern will be evaluated. It is certainly

possible for an individual to excel in one area and be less proficient in another. Supervisors

will need to consider the overall level of performance in order to recommend a final grade.

There are also certain aspects of professional behavior that cannot be easily quantified such as

professional behavior, ability to work well with colleagues and teachers, on-time completion

of assignments, ability to receive and apply constructive feedback and suggestions, and

demonstration of responsibility, good judgment, and maturity. These qualities will also be

considered in the final grade.

Because the seminar which accompanies the internship each semester is a pass/fail course,

attendance and participation in these seminars in crucial. Unexcused absences may impact

on the grade for the pre-practicum or practicum. Excessive absences will result in failure of

the seminar.

Ideally, supervisors and supervising practitioners will provide on-going feedback, identifying

areas of strength as well as those areas that need more growth and improvement. At the end

of each semester interns should have a clear sense of how their performance is being evaluated

and what their grades will be.

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GUIDELINES FOR GRADING FOR THE PRE-PRACTICUM TEACHING EXPERIENCE A A- B+ B B- Teaching Readiness

Excellent preparation – knowledge, demonstration of teaching skills. Absolutely ready to assume responsibility for own classroom at provisional certification level.

Ready to assume responsibility for own classroom at provisional certification level.

May need more time in terms of readiness to assume full responsibility for own classroom at advanced provision-al level, but are recommended for clinical experience.

Advised to pursue a position as an aide, teaching ass’t or a heavily supervised position.

May wish to continue in education, but not ready to have class of their own.

Teaching Competence

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Shows promise of becoming a master teacher.

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning.

Has demonstrated substantial personal growth & significant improvement during the semester. Promises to be a sound teacher with appropriate support & supervision during her first year.

Shows potential to be a competent teacher, but needs more supervised teaching experience.

Still requires considerable supervision and feedback both in terms of the effectiveness of his/her own lessons & the degree to which his/her objectives are achieved.

Creativity with Methodology & Materials

Uses a wide variety of methods & materials. Utilizes school community resources. Shows creativity and imagination in planning & delivery of lessons.

Lessons are complete & satisfactory, but lack the creativity & imagination of the A student.

Show some of the behaviors of the A/A- students, but not as many or as consistently. Might model him/herself after the cooperating teacher without demonstrating much personal creativity.

Relies heavily on prepared curriculum materials & directions from cooperating teacher and supervisor.

Does not show a high degree of creativity or resourcefulness in planning lessons and using materials

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Subject Matter Knowledge

Has such an excellent grasp of the cognitive organization of subject matter that s/he can sequence learning tasks appropriately for all students.

Demonstrates in-depth mastery of appropriate subject matter.

Displays adequate mastery of subject matter.

Needs to be more secure in subject matter.

Needs help in planning lessons that address content & skills correctly.

Classroom Management

Possesses secure management skills w/clear control. Takes initiative in assuming resp. Anticipates needs & responds before problems arise.

Has appropriate control over the classroom and is able to maintain it while using a variety of approaches in meeting lesson objectives.

Is showing improvement, but not yet secure. Occasionally has difficulties with whole class control or individual student management.

Does not demonstrate initiative in assuming classroom responsibility & anticipating problems before they begin. Has some difficulty keeping children focussed & on-task.

Demonstrates inconsistent classroom management and often depends on the support of the classroom teacher.

Self-Reflection & Evaluation

Demonstrates strong self-evaluation skills, can identify the strengths & weaknesses of his/her own lessons & are able to suggest a variety of corrective steps.

Possesses appropriate self-evaluation skills, similar to the A student.

Needs to develop more self-evalua-tion skills through feedback and self-reflection; He/she is eager to improve and is able to incorporate feedback & advice into teaching.

Needs to develop appropriate self-reflection skills. He/she tried to incorporated feedback into lesson and teaching.

Is not able to evaluate own teaching and lesson designs accurately. Requires much guidance and supervision in evaluating him/herself.

Professional Responsibility & Development

Final products are of excellent quality, on time & require little or no revision. Demonstrates an understanding of the importance of prof. development.

Meets deadlines on time. Products are of good quality & show thought and development. They may require some revision and editing.

Meets most deadlines on time. Products are usually complete, but may need more in-depth thought & proofreading.

Required products are occasionally late & may not show sufficient development & care in writing and presentation.

Completes final products, but several rewrites may be necessary to achieve satisfactory quality.

Recommendation Recommended strongly for the practicum.

Recommended for the practicum.

Recommended for the practicum.

Recommended for the practicum with reservations.

Not recommended for the practicum at this time.

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GUIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE

A A- B+ B Teaching Readiness

Unquestionably ready to assume responsibility for own classroom.

Same as for A. Ready to assume responsibility for own classroom, but would benefit from additional supervision & support.

Advised to pursue a position as an aide, teaching ass’t or a closely supervised position.

Teaching competence

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Shows promise of becoming a master teacher.

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Will be an excellent teacher.

Competent in all teaching activities, but relies on or needs cooperating teaching and supervisor for some direction.

Shows competence in many teaching/management areas. Is showing progress. Needs more time.

Creativity with Methodology & Materials

Uses a wide variety of methods & materials. Utilizes school community resources. Shows creativity & imagination in planning & delivery of lessons.

Designs complete and satisfactory lessons. Is developing own personal teaching style and is becoming more creative in lesson design.

Lessons are complete & satisfactory, but may lack the creativity & imagination of the A/A- student.

Relies heavily on prepared curriculum materials & directions from cooperating teacher and supervisor.

Subject Matter Knowledge

Demonstrates clear mastery of appropriate subject matter.

Same as for A. Demonstrates competence. Needs to research subject areas more.

Insecure in one or more subject areas. Needs to research & study subject areas.

Classroom Management

Possesses secure management skills w/clear control. Takes initiative in assuming responsibility. Anticipates needs & responds before problems arise. Has a clear sense of interpersonal and group dynamics & fosters a constructive community atmosphere.

Has appropriate control over the classroom and can maintain it while using a variety of approaches in meeting lessons objectives. His/her control of the classroom fosters trust and respect.

Is showing improvement, but not yet secure. Occasionally has difficulties with whole class control or individual student management.

Does not demonstrate initiative in assuming classroom responsibility & anticipating problems before they begin. Can have difficulty keeping children focused & on-task.

Self-Reflection & Evaluation

Consistently improves teaching practice through self-reflection.

Possesses appropriate self-evaluation skills.

Needs to improve self-evaluation skills through feedback and self-reflection.

Needs to develop appropriate self-reflection skills. Needs to seek & act on feedback.

Professional Responsibility & Development

All final products are of excellent quality, on time & require li8ttle or no revision. Demonstrates an understanding of the importance of professional development.

Meets all deadlines on time. Products are of good quality & show thought and development. They may or may not require some revision & editing.

Meets most deadlines on time. Products are usually complete, but may need more in-depth thought & proofreading.

Required products are occasionally late & do not show sufficient development & care in writing and presentation.

Recommendation Recommended strongly for Initial License.

Recommended for Initial License.

Recommended for Initial License.

Recommended with reservation for Initial License.

NOTE: If student falls into B- category, he/she is not to be recommended for Initial license at this time.

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GUIDELINES FOR PRE-PRACTICUM AND PRACTICUM

PRODUCTS

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DOCUMENTATION OF TEACHING TIME IN THE PRE-PRACTICUM

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field _____________________ Level__________________________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

*The expectation is that a minimum of 135 hours will be documented. The total number of hours in the fourteen-week practicum is 420. Student signature :___________________Please print name____________________ Students please keep a copy for your records.

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Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER


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SAMPLE – ELEMENTARY – DOCUMENTATION OF TEACHING TIME

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field ____ELEMENTARY___ Level_______1-6_______________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

12/5-9

• Reading group each day (45 minutes)

• Math each day (45 Minutes) • Science three days (one

hour each)

3.75 3.75 3.00 total: 10.5


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SAMPLE – SECONDARY – DOCUMENTATION OF TEACHING TIME

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field ____HISTORY________ Level_____8-12_________________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

12/5-9

• Three 50 minute classes each day

• One 50 minute study hall each day

12.5


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Documentation 100 Hours Of Full Responsibility

Full responsibility is defined in the following way: The intern/student teacher plans and teaches a lesson, taking full responsibility for instruction and classroom management. The supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be small group as well as whole class. Full responsibility extends to supervisory activities as well, such as overseeing transitions, recess, and other activities where the intern/student teacher is fully in charge and responsible for the class.

Time Date Description of Activity

Student’s signature :___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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Documentation of Engagement with English Language Learners

Engagement with English Language Learners can be described as, but not limited to, the following activities: Creating instructional materials that support students with diverse cultural and linguistic backgrounds; using appropriately designed visual and contextual aids when communicating with English Language Learners; using effective strategies and techniques for making content accessible to English Language Learners; differentiating instruction to accommodate learners who are at various levels of English language proficiency and literacy; collaborating with families to create strategies for supporting student learning both at home and at school. Please note that not all of these might be addressed in the practicum, and that some of these activities might be done through observation of your supervising practitioner. You are in the process of developing your skills and the expectation is that you will be demonstrating them at the level of an emerging teacher.

Time Date Description of Activity

Student’s signature :___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS

1. What are the student entry-level skills and understandings necessary for this lesson? How will these be assessed?

2. How does this lesson build on/connect with previous lessons?

3. What will students understand/be able to do at the end of the lesson, and how will they demonstrate their new skills or understanding?

4. What Massachusetts Curriculum Frameworks will be addressed?

5. How will the lesson be introduced?

6. How will I make the objectives of the lesson and the criteria for success clear to the students?

7. What will the key questions, activities and assignments be?

8. How will I check for student understanding during the lesson?

9. How will I differentiate instruction during the lesson for low as well as high performing students,

and accommodate to different learning styles?

10. How will I evaluate the lesson?

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LESSON PLAN DESIGN

General Goal: Relevant Curriculum Frameworks/Common Core Standards: Behavioral Objective (What will students be able to do at the end of the lesson?): Introductory Activity (How will you grab the children’s interest and get them involved?): Basic Teaching Steps:

• Materials • Time estimate for each segment • Differentiated instruction

o For lower performing students o For higher performing students o For ELL learners o Accommodations for learners with special needs

Wrap-up Activity (How will you conclude the lesson?): Evaluation Procedure (How you know your objectives have been met):

• Informal assessment • Formal assessment

Plan for subsequent lessons (to be completed after the lesson has been taught):

• Areas that need to be re-taught or reviewed • Lessons that build on this lesson’s learning

Reflection and ideas for revision:

See Lesson Plan Template on the following page.

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LESSON PLAN TEMPLATE

Lesson: Date:

General Goal: Objectives:

MA Frameworks/Common Core Standards: Materials:

Essential Question:

Connection (to previous lessons and/or other content areas):

Introduction:

Teaching Procedure:

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Wrap Up:

Differentiation:

Assessment:

Extension of the Lesson:

Reflection:

Plan for Subsequent Lessons:

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CHECKLIST FOR ELEMENTARY SCHOOL UNITS

Unit Creation • Read the Massachusetts Curriculum Frameworks and any district learning expectations for your

topic. Identify for yourself important ideas, skills, concepts, and content. Name these in your overall unit rationale and then, where appropriate, in each lesson. It is usually appropriate for an elementary school unit to be interdisciplinary and to integrate many subject areas.

• Assess your students as prior to knowledge. Analyze this assessment by individual student and the class as a whole.

• Plan your overall rationale for the unit. Be sure you can justify each of your goals and objectives. Frame one or two enduring ideas into essential questions and then unit questions.

• Research the content for your unit. Be sure all your information is correct and your understanding is robust.

• Develop anticipated outcomes that match the Massachusetts Curriculum Frameworks, district learning expectations, current student knowledge and needs, and your rationale. These need to include both what students will be doing and what they will be learning.

• Create an introductory activity that engages students in the overall unit goals. • Create a sequential series of lessons based on your anticipated outcomes. Lessons ought to build on

each other in a coherent way. Each lesson needs to address unit goals and objectives. Be sure your lessons are appropriately differentiated to meet the needs of each student in the classroom. Be sure you are addressing the range of learning styles and needs. Include cooperative, independent, and whole class lessons.

• Build on current available units if appropriate. Make modifications as needed for your goals and your students.

• Build in formative assessment to help you understand what the students are learning and what issues or problems are arising. Be sure to uncover and address misunderstandings along the way.

• Conclude with a lesson that pulls together the entire unit for the students. • Create a final assessment that informs you both about individual student understanding and about

how well each of your goals was met.

Unit Presentation • Have student work samples from each lesson. Be sure to have sample work from a variety of

student levels and styles. Include photos where applicable. • Write a reflection for each lesson that both evaluates student learning and that evaluates the lesson

overall. Include suggestions for modifications for future teaching of this unit. • Include a full bibliography that credits all written resources as well as all help from individuals in

your school community.

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CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS

Did I include?

• Statement of rationale for the unit, general goals, and a description of the students and context in

which the unit will be taught.

• Course syllabus for unit containing:

o Reading assignments

o Major student projects

o Other major assignments

• Selected lesson plans (an overview of all lesson plans and four plans in detail)

o Should contain lesson objectives, teaching procedures, homework assignments, and

methods of evaluation

o Adaptations for learners with special needs and/or limited English proficiency

o A lesson plan using small cooperative learning groups

• Attach examples of teaching materials

o Handouts, quizzes, exams (6-8)

o Sample student products (4-5)

• Evaluations of unit

o Student evaluation tools

o Evidence of student assessment other than paper and pencil assignment

o Teacher assessment of unit as taught

o Recommendations/Modifications

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Guidelines For Journals

Journals are a highly personal way of reflecting on your practicum and pre-practicum experience. The

purpose of the journal is to provide a useful method of recording your thoughts, questions, and, possibly,

concerns in a way that enables your supervisor to be helpful and which provides a rich record of your progress

as you grow and evolve.

There is no "right" way to write a journal. The following are guidelines that, hopefully, will provide a flexible

structure so that you can find the mode and style that works best for you:

• Journal entries should be made at least once a week. Some may find making two or three entries a week more useful.

• Jot down ideas you have thought about or activities you have seen or read about that you would like to try at some future date.

• Confine your entries to pedagogical issues. It should not be a daily account of what you did and observed.

• Try to make connections between what you have learned or are learning in your courses and what you are seeing/doing/learning in your classroom.

• Describe at least one thing each week that went well. Analyze what you learned from that. • Keep an ongoing record of good teaching strategies you have observed.

Your supervisor is most interested in your reactions and thoughts and in learning about ways in which

he/she can be most helpful and supportive.

Decide with your supervisor at the beginning of the semester how you are going to use your journal.

E.g. - How often you will make entries - The format that will work best for you - How you will submit the journal to your supervisor and his/her mode of response to it.

This is a process that should feel useful and comfortable to you. We believe you will come to appreciate the

benefits of journal writing and continue to use this process as you become a life-long learner.

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Targeted Intervention: Behavior

1. Learner Description: a. First name and age b. Grade c. Previous special services and/or grade repetitions if any

2. Educational Setting:

a. Classroom size and population b. Classroom structure/organization

3. Target: Specific Observable Behavior

4. Entry Level or Baseline Data:

a. Procedure used in obtaining baseline/ entry level b. Current level of skill or behavior

5. Goals:

a. Social 1) Reasonable reduction of non productive behavior 2) Replacement with positive alternative

b. Academic 1) Realistic goals for development of skills 2) Sequence of skills paired with time of attainment

6. Development of Plan: a. Consider causes of behavior or academic challenge b. Identify on how to build on student’s strengths c. Consider use of effective reinforcers and eventual thinning of reinforcers d. Specific teaching steps

7. System of Measuring and Recording Progress:

a. Daily data b. Graphs of data (optional) c. Consider self monitoring and recording of data

8. Results:

a. Number of sessions and length of program (beginning and ending dates) b. Goals mastered c. Data that demonstrates progress

9. Discussion:

a. Evaluation of student’s progress and effectiveness of program b. Recommendations

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GUIDELINES FOR PORTFOLIOS

Suggested Components: 1. Table of Contents 2. Letter for the Reader 3. Resume 4. Philosophy of Education 5. Letters of Reference 6. MTEL Scores or Copy of License Number 7. Evidence for the Six Essential Elements

The Six Essential Elements: 1. Structured Lesson Plans:

a. A copy of the student’s best lesson plan (additional exemplary plans can be included); b. A reflective statement on why this serves as an exemplary model; c. For MAT students: the 12-lesson plan curriculum unit could go here;

2. Adjustment to Practice:

a. A lesson plan and an analysis of the data assessing what the students learned; b. A re-do lesson based on that data; c. A reflective statement about the process; d. For MAT students: the positive behavior plans could go here;

3. Meeting Diverse Needs:

a. A lesson plan that highlights how instruction was differentiated to meet the diverse needs of the students (special needs; ELL; different learning levels;)

b. The instructional materials for the lesson attached; c. A reflective statement about the process; d. For Dual License and SPED candidate: The six lesson plans that specify accommodations and

modifications for learners with special needs;

4. Safe Learning Environment: A statements which contains the following information: a. A description of the rules, routines and procedures used in the classroom which contribute to a safe

learning environment; b. A description of the class culture and the range of responses to inappropriate behavior by the

students; c. A description of any structured programs such as Morning Circle or the Responsive Classroom; d. Any photographs of the classroom and other artifacts that reflect the class learning environment e.g.

the daily schedule and goals for learning for the day; e. Any other procedures that are used to make the students feel safe and encourage taking risks;

5. High Expectations

a. A lesson plan with a challenging topic or complex topic, and an explanation as to how instruction would support all students in reaching the goal;

b. Samples of first draft of a writing product by a student and the subsequent revisions until the student reached the expected level of competency;

c. Examples of students charting their own progress and assessing their current skill level vs. the final goal of a particular learning task;

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d. For MAT and Dual License Students: Positive Behavior Plans in academic and behavioral areas;

6. Reflective Practice a. A reflective statement in response to various forms of feedback:

1) From the supervising practitioner (written feedback attached); 2) From the program supervisor (with written feedback attached); 3) The Self Reflection Forms which are done after each formally observed lessons; 4) From the discussion after each Three-Way Meeting; 5) From viewing their video; 6) Samples of any journal entries that reflect on practice;

b. Any written statements from the supervising practitioner or program supervisor acknowledging the teacher candidate’s incorporation of feedback in subsequent lessons;

c. Any peer observations that were done and a reflective statement on what was observed; d. The candidate’s Self-Assessment Form that is completed by the third week of the practicum and

shared during the first three-way meeting after the first observation by both the supervising practitioner and the program supervisor;

e. The Preliminary Goal-Setting and Plan Development; f. The Candidate Professional Practice Goal(s)and Implementation Plan; g. Feedback from the Student Surveys;

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MEASUREMENT OF STUDENT LEARNING For the General Education Practicum

Teacher Candidates, with the guidance of their supervising practitioners, will identify a unit of learning for which they will assume responsibility. This unit of learning should be integral to the required curriculum, consist of a minimum of four to five lessons, and be taught over a period of time that allows for reflection and adjustment. It can be done with the whole class or a smaller group. This unit of learning might be the curriculum unit that teacher candidates develop. The following steps should be followed:

1. A clear goal for the learning outcome should be identified in measurable and observable terms; (SMART Goals: Specific and strategic; measurable; action oriented; rigorous and results focused; timed and tracked)

2. Baseline or entry level data should be taken prior to beginning the unit so that the prior knowledge and/or skill level of the students can be determined;

3. Data should be taken throughout the teaching so that progress can be assessed and adjustments to instruction can be made if appropriate. The methods of assessment should align with the methods of pre-assessment.

4. The final data should be taken to see if the learning goal has been met. a. Analyze the data in a way that is meaningful through the use of charts, graphs, or a narrative. b. Pull apart the data to determine whether there are some students who might need additional

instruction (For example disaggregate for race, gender, language ability, those on IEPs and 504s, and other categories unique to your classroom)

5. A reflection should be written summarizing the program and addressing the success or refinement needs. This reflection should include the following elements: a. Did you meet your learning goal? Why or why not? b. What follow-up would you do for students who did not reach the expected level of achievement? c. What would you do differently to get 100% of the students learning the material? d. What other strategies might you use that might make your unit of study more effective? e. How did you link this unit of study to the IEP goals (For dual license and moderate special

needs teacher candidates);

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MEDIA CONSENT FORM

Simmons College Department of Education

Media Consent Form (to be used in the absence of a site-based consent form)

I have been informed that sound recordings and/or videotape footage of my child may be used as part of a training module for teachers or student teachers serving school aged learners. I understand that my child’s name will not be used, nor will any other information that may identify my child be revealed. I understand that the videotape will be used for instructional purposes only, and the Department and the student will not release the videotape to the public. The tape will be erased by the student at the conclusion of the assignment. Name of Learner: Signature of Parent/Guardian: Date: School Name: Street Address: Town: State: Zip: School Telephone: Name of Supervising Practitioner: Signature of Supervising Practitioner: Date: Name of Student Teacher or Intern: Signature of Student Teacher or Intern: Date:

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Guidelines for Using Videotape Before doing your video, check with your cooperating teacher as to school policy and procedure, and what permission forms you may need. You may be asked to send a letter home to parents explaining what you will be doing and why. Emphasize that this is for your own professional development, and will only be viewed by you, and possibly your supervisor, cooperating teacher, and seminar members. It is your responsibility to make the technical arrangements for the video taping session. See if your school has equipment that you may use. If not, check with your supervisor. Many of them have video recorders and will be willing to assist. You can also sign out video equipment form the Simmons Media Center. 1. Plan your taping session for the first half of the semester. It is advisable to run the camera blank the day before you actually want to tape so that the students will get used to the camera and it will be less of a distraction. Tape a whole class lesson or several lessons. Then go back and select a 10-15 minute segment you want to use. Editing equipment is available in the media center if you want to edit out portions of the tape you don’t want to use.

• The earlier you start this process, the more opportunity you have to benefit from this experience.

• After viewing your first tape, you may find you want to continue this process with additional tapes. Leave yourself enough time to do this.

2. Try to select a teaching event that you really want to observe (e.g., A whole class lesson; a reading group discussion; giving directions; etc)

3. You may want to watch the tape the first time by yourself, with your cooperating teacher, or with someone else. Students tend to be overly critical of themselves, especially if it’s the first time they’ve seen themselves on tape, and watching it with someone else sometimes reduces the impulse to focus on the negative. Make the experience as easy as possible for yourself.

• If you know ahead of time some specific behaviors you want to look at, focus on those.

• If you have no preconceived behaviors on which you want to focus, see what strikes you as noteworthy, looking for areas of strength as well as areas of need. Make a list of both.

• Identify one or two areas to which you want to give priority over the next few weeks.

• Describe the skill(s) on which you want to work.

• Generate several possible strategies for improving performance in these areas.

4. During the pre-practicum semester you have a choice of how to share your tape with your supervisor. • You may arrange to view the tape with your supervisor (after viewing it yourself) and discuss it.

• You may write a reflective response to the tape after viewing it yourself and give the response and

the tape to your supervisor. See following guidelines for reflective response.

• Discuss what you have learned with your supervisor. Viewing the tape with your supervisor can also be very helpful.

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Make sure you and your supervisor agree on the priorities for future attention. Discuss how your supervisor can help you in his/her data taking.

5. Prepare a brief summary of this process to share in your seminar:

• What you learned

• Your plan for improvement

6. Think about sharing your video in seminar:

1. Set the scene/context.

2. Prepare the group for areas to which you want them to attend.

3. You may ask the group to take data on specific behaviors, such as:

• positive responses

• repeating students’ comments

• specific mannerisms or verbal utterances

• kinds of questions

• use of blackboard

• movement around the classroom

• being consistent in directions and requests

• Equity: Are you attending more to one child or group of children than to others? Are they all participating equally?

4. See what fresh observations the group can contribute.

This process can feel very scary and intimidating at first. However, it is a powerful learning experience and one that should become a life-long tool. After your initial nervousness, the more you do this the more your comfort level will increase as you gain experience observing yourself, reflecting on your practice, and developing your own self-evaluation skills.

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Guidelines for Reflective Response to Videotape

1. What behavior are you focusing on? What is currently puzzling you in your practice? 2. What is the data on the tape that helps you look at and analyze your behavior? 3. Did you see anything that surprised you? What did you notice about yourself or your students that you hadn’t noticed before? 4. What did you learn from watching this tape? 5. What questions do you now have and to what do you want to pay more attention in your teachings? (Two or three priority areas)

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LICENSURE RECIPROCITY

NASDTEC States signed with Interstate Agreement

Teachers (T), Administrators (A), Support Personnel (S) (The following states currently participate in the 2005-2010 agreement.)

Alabama...............T-A-S Nebraska..............T-A Alaska..................T-A-S Nevada.................T-A Arizona................T-A New Hampshire...T-S Arkansas..............T New Jersey...........T California.............T New Mexico........T-A Colorado..............T-A New York............T-A-S Connecticut..........T-S North Carolina.....T-A-S Delaware..............T-A North Dakota.......T District of Columbia .T-A-S Ohio.....................T Florida.................T-S Oklahoma.............T-A-S Georgia................T-A Oregon.................T-A-S Guam...................T-S Pennsylvania........T Hawaii.................T Rhode Island........T-A-S Idaho....................T-A South Carolina.....T-A-S Illinois..................T Tennessee.............T-A-S Indiana.................T-A-S Texas....................T-A Kansas.................T Utah.....................T-A-S Kentucky.............T Vermont...............T Louisiana.............T Virginia................T-A-S Maine...................T-S Washington..........T-A-S Maryland.............T-A-S West Virginia.......T-A-S Michigan..............T Wyoming.............T-A-S Mississippi...........T-A-S Montana...............T

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CAP PROGRAM AND FORMS

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THE CANDIDATE ASSESSMENT OF PERFORMANCE (CAP)

Current Terminology:

• Cooperating teachers are known as Supervising Practitioners. • College supervisors are known as Program Supervisors. • Student teachers are known as Teacher Candidates.

The CAP:

• This is the form now used to assess the teacher candidates’ progress. • It consists of Six Essential Elements:

1. Well Structured Lessons 2. Adjustment to Practice 3. Meeting Diverse Needs 4. Safe Learning Environment 5. High Expectations 6. Reflective Practice

• The teacher candidate is evaluated on these elements at the mid-point during the Formative Assessment, and at the end of the practicum during the Summative Assessment.

• A Rubric is provided to determine the degree to which the teacher candidate has met each elements. The ratings are:

Unsatisfactory Needs Improvement Proficient Exemplary

• Each element will also be evaluated on Quality, Consistency, and Scope, and evidence will be provided to support the ratings.

Supervising Practitioner Requirements:

• Three formal observations: One announced and two unannounced. • Observation Forms to be completed after each formal observation. • First three-way meeting at the beginning of the practicum. • Formative Assessment of the CAP at the Mid-Point (second three-way meeting). • Summative Assessment of the CAP at the conclusion of the practicum (third three-way meeting). • Assist the teacher candidate in identifying a curriculum area and a group of students to document the

Measure of Student Learning. Teach Candidate Forms:

• CAP Self-Assessment prior to the start of the practicum. • The Preliminary Goal Setting and Plan Development at the start of the practicum (based on the Self-

Assessment). • The Finalized Goal and Implementation Plan: After the first few weeks and first observation. • The Preliminary Goal and Plan Development: Post Cycle at the end of the practicum with goals for the first

year of teaching. • Self Reflection Forms after each formal observation.

http://internal.simmons.edu/students/ssw/for-education-students/forms-and-resources

http://internal.simmons.edu/students/ssw/for-education-students/forms-and-resources

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CAP FORMS

1. The CAP

2. CAP Glossary of Terms

3. Four sources of Evidence for the CAP

4. Observation Forms for Supervising Practitioners and Program Supervisors

5. Teacher Candidate Forms

6. Optional Forms for Supervising Practitioners and

Program Supervisors provided as resources

7. Student Surveys

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Candidate Assessment of Performance Form

Section 1: General Information (to be completed by the Candidate and the Program Supervisor)

Candidate Information

First Name: Last Name:

Street Address:

City/Town: State: Zip:

MEPID #:

Massachusetts license number(if applicable):

Program Information

Sponsoring Organization:

Program Area & Grade Level:

Have any components of the approved program been waived? 603 CMR 7.03(1)(b)

Yes No

Practicum Information

Practicum

Practicum Equivalent

Practicum/Equivalent Course Number: Credit hours:

Practicum/Equivalent Seminar Course Title:

Practicum/Equivalent Site: Grade Level(s) of Students:

Supervising Practitioner Information (to be completed by the Program Supervisor)

Name:

School District: Position:

License Field(s): MEPID or License #

# of years experience under license:

Initial

Professional

To the best of my knowledge (per the Supervising Practitioner’s Principal/Evaluator), the Supervising Practitioner has received a summative evaluation rating of proficient or higher in his most recent evaluation.

Yes

No

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Name: Date:

Candidate Assessment of Performance Form

Section 2: Total Hours and Signatures

Three-Way Meetings

1st Three-Way Meeting Date:

Candidate

Supervising Practitioner

Program Supervisor

2nd Three-Way Meeting Date:

Candidate


Program Supervisor

Final Three-Way Meeting Date:

Candidate


Program Supervisor

Total Number of Practicum Hours: Number of hours assumed full responsibility in the role:

Based on the candidate’s performance as measured on the CAP Rubric, we have

determined this candidate to be: Ready to Teach

Not Yet Ready

Supervising Practitioner Date:

Program Supervisor Date:

Mediator (if necessary see: 603 CMR 7.04(4)) Date:

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Formative Assessment Form

Name: Date:

I.A.4: Well-Structured Lessons

I-A-4. Well-Structured Lessons

Unsatisfactory Needs Improvement Proficient Exemplary Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.

Quality * Scope * Consistency * Evidence:

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I.B.2: Adjustment to Practice

I-B-2. Adjustment to Practice

Unsatisfactory Needs Improvement Proficient Exemplary Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.


59

II.A.3: Meeting Diverse Needs

II-A-3. Meeting Diverse Needs


Uses limited and/or inappropriate practices to accommodate differences.

May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences.

Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.


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II.B.1: Safe Learning Environment

II-B-1. Safe Learning Environment


Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.

May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.

Quality *

Scope * Consistency * Evidence:

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II.D.2: High Expectations

II-D-2. High Expectations


Gives up on some students or communicates that some cannot master challenging material.

May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability.

Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.

Quality *


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IV.A.1: Reflective Practice

IV-A-1. Reflective Practice


Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

Quality *


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Formative Assessment – Calibration

Summary of Ratings

Element Quality Scope Consistency Readiness Thresholds Met? (Y/N)

1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse Needs 2.B.1: Safe Learning Environment

2.D.2: High Expectations

4.A.1: Reflective Practice

Reinforcement Area

1.A.4: Well Structured Lessons

2.B.1 Safe Learning Environment

1.B.2: Adjustments to Practice

2.D.2 High Expectations

2.A.3: Meeting Diverse Needs

4.A.1 Reflective Practice

Refinement Area







Suggestions for Candidate

64

Summative Assessment Form


I-A-4. Well-Structured Lessons






Name: Date:

65


I-B-2. Adjustment to Practice






66




Uses limited and/or inappropriate practices to accommodate differences.





67




Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.





68


II-D-2. High Expectations


Gives up on some students or communicates that some cannot master challenging material.




Quality *


69




Demonstrates limited reflection on practice and/or use of insights gained to improve practice.




Quality *


70

Summative Assessment – Calibration Summary of Ratings

Element Quality Scope Consistency Readiness Thresholds Met? (Y/N)

1.A.4: Well-Structured Lessons

1.B.2: Adjustment to Practice


2.B.1: Safe Learning Environment



71

CAP GLOSSARY

CAP: Candidate Assessment of Performance TC: The teacher candidate (the student teacher) Essential Elements: The six standards on which the teacher candidate is evaluated during the practicum PSTs: Professional Standards for Teachers SP: Supervising Practitioner (the classroom teachers) PS: Program Supervisor (the Simmons College supervisor) Quality: The level of performance by the teacher candidate, i.e. Needs Improvement; Proficient; Exceeds Expectations Scope: The setting in which the teacher candidate is able to demonstrate proficiency: The whole class; small groups; one-to-one Consistency: How often is the teacher candidate able to perform at the proficient level? Reinforcements: Areas of the teacher candidate’s strengths Refinements: Areas in which the teacher candidate needs to improve Impact/Evidence of Learning: Documentation that students have learned the objectives of the lesson Formative Evaluation: The evaluation of the teacher candidate at the half-way point in the practicum Summative Evaluation: The evaluation of the teacher candidate at the conclusion of the practicum Student Surveys: Surveys given to the teacher candidate’s students half way through the practicum to get feedback on the teacher candidate’s performance. Three levels: P-2; 3-5; 6-12. Long and short forms SMART Goals or objectives: -Specific and Strategic -Measureable -Action oriented -Rigorous, Realistic, and Results focused -Timed and Tracked

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EVIDENCE FOR PRACTICUM STANDARDS

SOURCES OF EVIDENCE:

1. Observations by Supervising Practitioner and Supervisor a. SP (Supervising Practitioner) does one formal announced

observation and two formal unannounced observations. The PS (Program Supervisor) does four announced observations.

b. SPs and PSs actively collect evidence during the observations and then synthesize the key evidence to provide focused feedback to the Teacher Candidate (TC).

c. SPs and PSs must not interfere or influence the TC’s lesson. 2. Impact/Measure of Student Learning

a. TC develops a student learning goal (in consultation with SP and PS). b. Assessments for measuring a TC’s impact on student learning will

be finalized during the first three-way meeting. c. The SP will identify at least one measure of student growth, learning,

or achievement that assesses a meaningful sample of the content the TC is responsible for teaching.

d. The SP will set clear expectations for how and when the measure will be administered and scored. (Measuring Candidate Impact on Student Learning)

3. Student Feedback Surveys (administered half-way through the practicum) a. Grade levels: K-2; 3-5; 6-12; b. Long Forms, Short Forms, and Mini Forms c. Used only for the Formative Assessment

4. Artifacts - Student work samples - Lesson Plans containing differentiated instructions - Curriculum Units and Materials - Video/audio recordings - Quizzes and Tests - Homework assignments - Rubrics for evaluating student work - Notes on formal and informal discussions - Behavior Plans and behavior data - Reflection logs

5. Progress toward the Teacher Candidate’s Professional Practice Goal(s)

73

OBSERVATION FORM FOR SUPERVISING PRACTICIONERS AND

PROGRAM SUPERVISORS

74

CAP Observation Form

Focused Feedback

Reinforcement Area/Action: (strengths)

Refinement Area/Action: (areas for improvement)

Name: Date:

Observation #: ___ Type (Announced/Unannounced):

Observed By:

Focus Elements:

1.A.4: Well Structured Lessons (#1 Announced, #1 Unannounced)

2.B.1 Safe Learning Environment ( #1 Unannounced)

1.B.2: Adjustments to Practice (#2 Announced, #2 Unannounced)

2.D.2 High Expectations (#1 Announced)

2.A.3: Meeting Diverse Needs (#2 Announced)


Date of Lesson: Time (start/end):

Content Topic/Lesson Objective:

Whole Group

Small Group

One-on-One

Other

Active Evidence Collection occurred during the observation and is synthesized and categorized below.

Element Evidence

1.A.4

1.B.2

2.A.3

2.B.1

2.D.2

4.A.1

75

TEACHER CANDIDATE FORMS

• Timeline for Forms • Candidate Self-Assessment Form • Candidate Preliminary Goal Setting and Plan

Development Forms -Preliminary -Final -Post Cycle

• Candidate Self Reflection Form

76

TIMELINE FOR STUDENT FORMS WITH THE CAP

1. Candidate Self-Assessment Form a. This form should be filled out prior to the start of the practicum and reflect the

candidate’s readiness to begin the practicum. The assessment should be based on the candidate’s experience in course work, pre-practicum experiences, and any other related experience the candidate has had up to this point.

b. This form should be shared with the Supervising Practitioner and Program Supervisor during the first weeks of the practicum.

c. The intent of this form is to encourage self-reflection on the part of the candidates and heighten their awareness of the skills they will need to master and demonstrate in the practicum.

d. At the beginning of the practicum, it is perfectly appropriate to indicate “Needs Improvement” in many, if not all of the areas. This is not an evaluation of the candidate’s final performance, and they should be encouraged to be honest about their self-assessment.

2. Preliminary Goal Setting and Plan Development

a. Candidate’s professional practice goals should be derived from the Self-Assessment Form, and target specific areas they identified as opportunities for growth. Candidates will complete the Preliminary Goal Setting and Plan Development Form.

b. Goals should be finalized after the first joint observation during the Three-Way Meeting that follows, in consultation with the Supervising Practitioner and the Simmons Program Supervisor. Candidates will fill out the Finalized Goal and Implementation Plan

c. The Goals set should follow the S.M.A.R.T. goals characteristics; 1) S: Specific and Strategic 2) M: Measurable 3) A: Action Oriented 4) R: Rigorous, Realistic, and Results Focused (the 3 Rs) 5) T: Timed and Tracked

d. At the conclusion of the practicum Candidates will fill out the Preliminary Goal Setting and Plan Development: Post Cycle form. This will be the teacher candidate’s professional goal(s) for the first year of teaching.

3. Candidate Self Reflection Form

a. This form should be used after each formally announced and unannounced observation.

b. The intent is for the candidate to reflect on the lesson and identify what, in their opinion, went well, and what they might do differently if they could teach the lesson again.

c. The candidates should support these reflections with evidence. d. Ideally, candidates should engage in this kind of reflection after each lesson that they

teach, but the form will just be required for the formal observations.

Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; 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; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with quality.

77

Candidate Self-Assessment Form Directions: Independently, reflect on your performance in each dimension of an element. Use the performance descriptors from the CAP Rubric to help ground your assessment. Consider the following in rating your current level of performance (as applicable):

• Skills acquired in coursework • Experiences in pre-practicum • Targeted feedback you have received about your

practice

• Evidence of impact with students • Reflection on performance in Announced

Observation #

This form is optional; Sponsoring Organizations and assessors may adopt or adapt.

Name: Date:


I-A-4. Well-

Structured Lessons





Quality Scope Consistency


I-B-2. Adjustment to

Practice







78



Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences.







Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.






79


II-D-2. High

Expectations

Unsatisfactory Needs Improvement Proficient Exemplary Gives up on some students or communicates that some cannot master challenging material.







Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited reflection on practice and/or use of insights gained to improve practice.





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Self-Assessment Summary Sheet Directions: In the table below, please record your self-assessment rating for each element. Use the following key: Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U)

Name: Date:

Self-Assessment Summary Element Quality Scope Consistency 1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse Needs 2.B.1: Safe Learning Environment 2.D.2: High Expectations 4.A.1: Reflective Practice

Based on your Self-Assessment, briefly summarize your areas of strength and high-priority areas for growth.

Area(s) of Strength Evidence/Rationale Element/Dimension

Area(s) for Growth Evidence/Rationale Element/Dimension

Please share your Self-Assessment as well as the Goal Setting & Plan Development Forms with your Program Supervisor and Supervising Practitioner at least three days in advance of the initial Three-Way Meeting, or earlier upon request.

81

Candidate: Preliminary Goal-Setting & Plan Development Form This form is optional; Sponsoring Organizations and assessors may adopt or adapt. Please note that the supervisor section should be customized to candidate’s specific situation.

Name: Date:

Prompt: Identify/Clarify a Focus or Goal Topic (Essential Element, See Self-Assessment Form)

Strategic Prompt: Why is this topic/focus area important?

Objective:

Specific, Rigorous, Results-Focused Prompt: What skills, knowledge, or practice will I acquire or develop through achieving this goal?

Realistic, Timed Prompt: When will I achieve this goal?

Action-Oriented, Tracked Prompt: How will I demonstrate progress toward this goal? (Include potential sources of evidence demonstrating goal progress)

Measured Prompt: How will I know the goal has been achieved?

Draft Professional Practice Goal:

What actions will you take to achieve the goal? What actions/supports/resources will you need from your Program Supervisor and Supervising Practitioner?

• •

82

Model Observation Protocol: Candidate Self-Reflection Form Directions: Following an announced or an unannounced observation, please use the form below to reflect on the lesson. Submit the form to your Supervising Practitioner/Program Supervisor within 24 hours of the observation.

Observation Details

Date: Time (start/end):

Content Topic/ Lesson Objective:

Type of Observation: Observed by:

Announced

Unannounced


Program Supervisor

Reflection Prompt: What do you think went particularly well? How did this strength impact your students’ learning?

Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How would this have impacted your students’ learning?

Essential Element Evidence: Where possible, provide one piece of evidence that you believe demonstrates your performance relative to the Quality, Consistency or Scope of each element.






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Finalized Goal & Implementation Plan Form

Name: Date: Goal: Based on the candidate’s self-assessment and feedback from the Program Supervisor and Supervising Practitioner, the candidate has set the following S.M.A.R.T professional practice goal:

Implementation Plan: In support of attaining the goal(s), the candidate, Program Supervisor and Supervising Practitioner agree on the following actions (add more rows as needed):

Action Related Evidence/Artifact(s)

Supports/Resources from

Timeline/Frequency

Measure of Student Learning: In addition to attaining the professional practice goal, the candidate will also be assessed based in part on their impact on student learning. The Supervising Practitioner, in coordination with the Program Supervisor, has set the following measure(s) of student learning.

Measure of Student Learning Impact Rating Parameters High

Moderate

Low

CAP Professional Practice Goal

Essential Elements


Additional element(s):

84

Preliminary Goal-Setting & Plan Development Form

Name: Date:

Prompt: Identify/Clarify a Focus or Goal Topic (Essential Element, See Self-Assessment Form)

Strategic Prompt: Why is this topic/focus area important?

Objective:

Specific, Rigorous, Results-Focused Prompt: What skills, knowledge, or practice will I acquire or develop through achieving this goal?

Realistic, Timed Prompt: When will I achieve this goal?

Action-Oriented, Tracked Prompt: How will I demonstrate progress toward this goal? (Include potential sources of evidence demonstrating goal progress)

Measured Prompt: How will I know the goal has been achieved?

Draft Professional Practice Goal:

What actions will you take to achieve the goal? What actions/supports/resources will you need from your evaluator?

• •

85

OPTIONAL FORMS PROVIDED AS RESOURCES FOR THE SUPERVISING PRACTIONER AND THE

PROGRAM SUPERVISOR

• Pre-Observation Planning Form • Post Observation Planning Form

• Three-Way Meetings Form

86

Model Observation Protocol: Pre-Conference Planning Form

Observation Details



Whole Group

Small Group

One-on-One

Other

Element(s) to be Observed (circle) Comments







Refinement areas previously identified

Questions to ask in pre-conference

87

Model Observation Protocol: Post-Conference Planning Form

Observation Details



Refinement Area #1







Self-Reflection Question(s) to prompt candidate

Evidence from Observation

Recommended Action

Potential Resources/Guided Practice/Training to support

Refinement Area #2







Self-Reflection Question(s) to prompt candidate


Recommended Action

Potential Resources/Guided Practice/Training to support

88

Reinforcement Area #1








Recommended Action

Reinforcement Area #2








Recommended Action

Upcoming Steps in the CAP Process • Type of Next Observation: • Focus of Next Observation: • Date/topic of next Three-Way Meeting: • Other:

89

Three-Way Meeting Checklist The Three-Way Meeting Checklist supports Program Supervisors and Supervising Practitioners in executing Three-Way Meetings. This resource is optional; Sponsoring Organizations may adopt or adapt. The Checklist should be adapted to the specific supervisory setup for the Candidate.

Before During 45- 60 min After

TC

� Complete Self-Assessment & Goal-Setting Forms Share with PS/SP � Conduct a Post-Conference for

Announced Obs. #1

� Share baseline assessment

� Finalize professional practice goal

� Agree on implementation plan

� Sign-off at conclusion of meeting

� Share goals and plan with practicum seminar instructor

SP a

nd P

S

� Calibrate feedback from Announced Obs. #1

� Review Candidate Self-Assessment & Goal-Setting Forms

� Prepare to share baseline assessment on CAP Rubric

� Act on commitments made in implementation plan

Form

s

Required: � Observation Form: Announced

Observation #1

Recommended: • Model Observation Protocol: Post-

Conference Planning Form • Candidate Self-Assessment & Goal

Setting Form • Baseline Assessment Form

Required: � Observation Form: Announced

Observation #1 � CAP Form Recommended: � Finalized Goal(s) & Implementation

Plan Form

Recommended: � Finalized Goal(s) & Implementation

Plan Form

NOTES:

90

STUDENT SURVEYS

-K-2 Discussion Prompts and Item Key -Grades 3-5 Mini Form and Item Key -Grades 6-12 Mini Form and Item Key -Reflection on Student Feedback Surveys

© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”

91

Overview The K – 2 discussion prompts represent a subset of items that were piloted with students in Kindergarten, first, and second grades during the ESE Model Pilot Survey Project. These items are intended to serve as discussion prompts for early elementary teachers to use with their students to collect feedback about their practice.

The following items may be used by teachers in a conversational setting with individual students or small groups of students. They are listed in no particular order. A teacher may choose to use them in any way that he/she and his/her evaluator deem helpful. Teachers may want to record notes as students respond.

K-2 Discussion Prompts

1. Students help each other to learn.

2. When asked, I can talk about what I am learning.

3. When I am stuck, my teacher wants me to try again before she or he helps me.

4. I have to explain my thinking when I write, answer questions and talk about my work.

5. When my teacher is talking, he or she asks us if we understand.

6. After I talk to my teacher, I know how to make my work better.

Instructions for Administering Districts should work with their K – 2 teachers to determine the best way to administer the discussion prompts – whether it is soliciting responses from individual students, small groups of students, or a full class. If a teacher or school wants to preserve student confidentiality in the solicitation of verbal feedback, another staff member familiar to the students may engage them in responses to these discussion prompts. However, steps must be taken to ensure that younger students are clear about the subject (their teacher) of the discussion.

It is important to make students feel comfortable responding to the discussion prompts. Prior to beginning the discussion, classroom teachers or proctors should inform students of its purpose. Communicate to students that they are having this discussion to help their teacher learn how they feel about being a student their (the teacher’s) class. The reason for the discussion is to help their teacher make their class even better. Students should be assured that there are no right or wrong answers, and that they should answer honestly.

Students in Grades K – 2 will require guidance and support when engaging in discussion about the prompts. The classroom teacher or survey proctor may clarify or rephrase words if a student does not understand.

© 2014 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.”

92

Grades K – 2 ESE Model Discussion Prompts: ITEM KEY

The following table provides a crosswalk between discussion prompts and the Standards and Indicators of Effective Teaching Practice. You may sort the table differently by selecting it and finding the Sort function in the Table Layout tab.

I.A: Curriculum & Planning I.B: Assessment I. C: Analysis

II. B: Learning Environment II.D: Expect

Standard/

Item

II.B 1. Students help each other to learn II.D 2. When asked, I can talk about what I am learning. II.B 3. When I am stuck, my teacher wants me to try again before she or he helps

I.A 4. I have to explain my thinking when I write, answer questions and talk about my work.

I.B 5. When my teacher is talking, he or she asks if we understand.

I.C 6. After I talk to my teacher, I know how to make my work better.

http://www.doe.mass.edu/lawsregs/603cmr35.html?section=03



Recommended

93

99

REFLECTION ON STUDENT FEEDBACK SURVEYS SIMMONS COLLEGE FORM

All surveys and instructions for administering them can be found on the following website, second page: www.doe.mass.edu/edprep/cap/resources.html

1. Summary of the data:

2. Analysis of the data:

3. How this feedback will inform my practice

Recommended

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SUPERVISION SCHEDULE

101

FALL PRE-PRACTICUM SUPERVISION SCHEDULE

Week #1: First Three-way meeting: Review all Simmons and CAP requirements. Become familiar with supervising practioner’s classroom and curriculum. Week #3: First supervisor observation: -Pre-observation conference one/two days before via phone; -Post-observation conference same day or that evening by phone; Week # 6: Second observation (with pre-observation and post- observation conferences) Week #8 or #9: Third observation; -Second Three-way conference: Informal formative assessment. Identify clear strengths and any areas of concern. Week #11 or #12: Fourth observation (with pre-observation and post-observation conference) Week #14: Fifth observation (with pre-observation and post-observation conference) Week # 16 or 17: Sixth observation;

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-Third Three-way Conference. Review the CAP forms and Spring Supervision Schedule. -Simmons Pre-Practicum Report Form filled out -Teacher Candidate reviews the CAP Self-Assessment

form and the first Preliminary Goals form. Candidate is told to complete both forms and bring them to the first three-way in January.

internship handbook - simmons university€¦ · internship handbook simmons college department of...

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