1. Candidate Assessment of Performance CAP The Evidence Binder

2. Goals for today Review of the 6 essential elements, their link to the PSTs, and their proficiency indicators Generate ideas on artifacts to include to support competency on the elements Format of the evidence binder – creating a roadmap and articulating the effects of your work

3. Building the Evidence Binder Things to remember The first 8 tabs are prescribed components for your licensure packet and are required tasks of the CAP experience. Practicum Handbook page 27 Tab 1Documentation of Practicum Hours Form Tab 2CAP (completed Candidate Assessment of Performance) Tab 3Candidate Dispositions Assessments Tab 4Lesson Plan Rubrics – all Tab 5Observation Forms, each one followed by the Candidate Reflection Form Tab 6Goal Setting and Plan Development Forms Tab 7Student Feedback Survey Tabulation and Reflection Tab 8Measures of Student Learning Tabulation and Reflection

4. Building the Evidence Binder Things to know… The remaining 9+ tabs are self-chosen artifacts that further support your competency on the essential elements. Artifacts included in Tabs 9+ should not duplicate items in Tabs 1-8 Your supervisors have access to that evidence. These tabs are additional supporting documents. You will be asked to submit your Evidence Binder for review prior to your formative and summative meeting, and bring it with you to the 3-way meetings. There is no minimum or maximum number of artifacts required. Check with your supervisor to see if s/he has a preference. Your selected artifacts will tell your story. No two binders will look the same. You should have at least two for the formative meeting and three for the summative meeting.

5. Building the Evidence Binder Two options… Option 1 - Organize tabs by artifact type Sample of Artifacts include: Additional Lesson PlansUnit Plans Examples of Student Work Instructional Materials Professional Development Activities*TWS Family and Community Engagement*Reflection Logs Tab 9 – Lesson and Unit Plans Tab 10 – Instructional Materials Tab 11 – Meeting Diverse Needs Etc. * These must have a tab and artifacts in the Evidence Binder.

6. Building the Evidence Binder Two options… Option 1 - Organize tabs by Essential Element Sample of Artifacts include: -Additional Lesson Plans-Unit Plans -Examples of Student Work -Instructional Materials -Professional Development Activities*-TWS -Family and Community Engagement*-Reflection Logs Tab 9 – Well-Structured Lesson Plans Tab 10 – Adjustment to Practice Tab 11 – Examples of Student Work Etc. * These must have a tab and artifacts in the Evidence Binder.

7. Building the Evidence Binder Creating the Roadmap Create a Table of Contents that directs you and your supervisors to which tab your evidence for the particular element can be found. Evidence for the an element may be contained in more than one tab. See sample Table of Contents Consider color coding each essential element so your supervisors can find it quickly (e.g. High expectations indicators can be noted with a blue post-it or highlighter)

8. Building the Evidence Binder

9. Selecting Artifacts – 2 sources for ideas Start with the Lesson Plan Rubric Use the Lesson Plan Rubric as a guide to writing your Lesson Plans. Use the Proficient and Exemplary descriptors on the Lesson Plan Rubric to guide your selection of artifacts created as a result of your lesson planning to support your competency on the 6 Essential Elements. Results of lesson planning are instructional materials, student work, student reflections, supervisor communication, etc., as well as artifacts suggested on the sample Table of Contents.

11. Selecting Artifacts continued Use the crosswalk of PSTs, Indicators, and Proficiency Descriptors as prompts to guide artifact selection page 15 of the Practicum Handbook and below

12. 6 Essential Elements Well-Structured Lessons Curriculum and Planning □ Knows subject matter well □ Good grasp of child development and how students learn □ Designs effective and rigorous standards-based instruction SEI □ Approaches support students of diverse cultural and linguistic backgrounds, strengths and challenges □ challenging, measurable objectives □ appropriate student engagement strategies, pacing, and sequence □ appropriate activities and materials □ appropriate resources and technologies □ appropriate and group ing Standard 1 Indicators Proficient CAP Descriptor

13. 6 Essential Elements Adjustment to Practice Assessment □ Uses variety of informal and formal methods of assessment to measure student learning, growth, and understanding that develops differentiated and enhanced learning experiences, and improve future instruction □ Organizes and analyzes results from a variety of assessments □ determines progress toward intended outcomes □ uses these findings to adjust practice □ uses these findings to identify and/or implement appropriate differentiated interventions and enhancements Standard 1 Indicators Proficient CAP Descriptor

14. 6 Essential Elements Meeting Diverse Needs Instruction □ Uses instructional practices that reflect high expectations regarding content and quality of effort and work, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Cultural Proficiency □ Actively create and maintains an environment where students' diverse backgrounds, identities, strengths, and challenges are respected. Expectations □ Plans and implements lessons that set clear and high expectations and make knowledge accessible for all students. SEI □ Uses effective strategies and techniques for making content accessible to ELLs. □ Creates and maintains a safe collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort, and performance. □ 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 language learners. Standard 2 Indicators Proficient CAP Descriptor

15. 6 Essential Elements Safe Learning Environment Learning Environment □ Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning. Cultural Proficiency □ Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, challenges are respected. Classroom Management □ Employs a variety of classroom management strategies to monitor, modify, and motivate positive student behavior and to establish/maintain consistent routines and procedures. □ Uses rituals, routines, and appropriate responses □ Creates and maintains a safe physical and intellectual environment where students take academic risks □ Most behaviors that interfere with learning are prevented Standard 2 Indicators Proficient CAP Descriptor

16. 6 Essential Elements High Expectations Instruction □ Uses instructional practices that reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Expectations □ Plans and implements lessons that set clear and high expectations and make knowledge accessible for all students. □ Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Standard 2 Indicators Proficient CAP Descriptor

17. 6 Essential Elements Reflective Practice Reflection □ Demonstrates the capacity to reflect on and improve the educator's own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning Professional Responsibilities □ Is ethical and reliable, and meets routine responsibilities consistently □ Regularly reflects on the effectiveness of lessons, units, and interactions with students □ Reflects with both individually and with colleagues □ Uses insights gained to improve practice and student learning. Standard 4 Indicators Proficient CAP Descriptor

18. Building the Evidence Binder Things to know…continued Your supervisors will be looking to see how your selected artifacts support your competency on the element you have selected to include in your Evidence Binder. You must be ready to articulate how the evidence demonstrates your competency level on the element you reference. If you are not sure how the artifact demonstrates competency, don’t include it. One artifact can demonstrate multiple element indicators – create a “roadmap” with color indicators to show where, on your artifact, you are demonstrating the element. Remember to select artifacts with the 3 dimensions in mind: quality, scope, and consistency

19. Articulating your Competency An example ____________________ demonstrate my competency in (These instructional materials) _______________. I ________________________________ (e.g. Meeting Diverse Needs) (e.g. provided these sensory/graphic/interactive supports) which resulted in ________________________. (specific learning outcome, skill, behavior)

20. Your questions …