1. The Practicum Experience – The CAP Process
Education Unit
The Practicum Experience – The CAP Process

2. Activator: Scavenger Hunt
Education Unit
Activator: Scavenger Hunt
Work with a neighbor to complete the activity
PSTs15, activity
Introductions
5 min.
Welcome!

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

4. The Goals of the CAP
Provide candidates with opportunities to demonstrate the knowledge and skills they have gained in preparation.
Support candidates’ growth and development through consistent, high quality and targeted feedback and evaluation. In order to provide targeted feedback, we will be using the ESE observation protocol which can be found in Appendix G in your Practicum Handbook.
Ensure candidates are ready to make a positive impact with students on day 1.
Jason
1 min

5. Alignment to the Massachusetts Educator Evaluation Framework
Both the Educator Evaluation Framework and the CAP use a 5-step cycle that includes self-assessment, goal setting, plan implementation, formative assessment and a summative evaluation.
Indicators, elements, and performance descriptions aligned to the PSTs.
Assessing performance using multiple measures, including:
Announced and Unannounced observations
Measure(s) of impact on student learning
Feedback from students through surveys
Candidate Artifacts organized in an evidence binder
Jason
2 min.

6. CAP Essential Elements
The CAP Rubric uses the same the 5-step cycle, performance descriptors, and performance levels as the MA Educator Evaluation Framework model rubric. Six elements from the MA Educator Evaluation Framework have been identified as essential elements in the CAP –page 15.
Essential Element
Standard
Well-Structured Lessons
Standard 1: Curriculum, Planning, and Assessment
Adjustments to Practice
Meeting Diverse Needs
Standard 2: Teaching all Students
Safe Learning Environment
High Expectations
Reflective Practice
Standard 4: Professional Culture
Jason
2 min.

7. CAP Process CAP takes place throughout the practicum.
Program supervisors, supervising practitioners, and candidates collect evidence of practice, which informs CAP ratings.
CAP ratings are determined using the CAP Rubric at three points in the process:
When?
Who?
Why?
Self-Assessment/Baseline Ratings
Candidate Alone
To reflect on pre-practicum coursework performance and prepare for goal setting.
Program Supervisor and Supervising Practitioner together
To establish a baseline that will inform goal setting.
Formative Assessment
To provide feedback on interim progress; “no surprises” at the summative evaluation.
Summative Assessment
To determine whether teacher candidate passes the CAP and is ready to teach.
Jason
2 min.

8. CAP Performance levels and descriptors
Page 32
The CAP Rubric uses the exact language of performance descriptors and levels as the MA Model Teacher Rubric.
Essential Element
Performance Levels
Performance Descriptors
Dimensions of Readiness
Readiness Thresholds
Jason
2 min. pull out the rubric and hand them out.

9. CAP Dimensions and Thresholds pages 26-38
The CAP Rubric unpacks the performance descriptors into 3 dimensions for more targeted feedback to candidates, while recognizing that full proficiency for each element dimension is not the expectation for beginning teachers.
Dimension
Minimum Threshold
Quality – ability to perform the skill, action or behavior as described in the proficient performance descriptor.
Proficient*
Scope – the scale of the impact to which the skill, action of behavior is demonstrated with quality (is the candidate able to demonstrate quality with all students, only a subset of student, one student, or no students).
Needs Improvement
Consistency – the frequency that the skill, action or behavior is demonstrated with quality (is the candidate is able to demonstrate quality all the time, sometimes, once, or never).
*Quality is a gatekeeper. Candidates who fail to demonstrate quality at the proficient level should not be rated on scope or consistency at either the formative or the summative meetings. Needs Improvement on quality on any element at the summative meetings will indicate that the candidate is not ready to teach.
Jason
2 min.

10. 5-Step Cycle
Jason
2 min.

11. See Appendices A, B, and C in Practicum Handbook
Suggested Schedules for Practicum Experiences and Three-Way Meeting Checklist
See Appendices A, B, and C in Practicum Handbook
*Supervision requires ongoing support and involvement that prepares the candidate to culminate the student teaching experience with a minimum of one full week of take over for a 7-8 week station or a minimum of two full weeks of take over for a week station.
Jason
2 min. hand out schedules

12. CAP Process Step-by-Step
Pre-Cycle - Within the first three weeks of the beginning of the practicum
WHAT
Teacher Candidate Submits a lesson plan to the Program Supervisor and Supervising Practitioner 3 days before the scheduled Announced Observation #1.
Announced Obs. #1 Pre-Conference: Teacher Candidate and the Program Supervisor meet in Pre-Conference for Announced Observation #1. Model Observation Protocol: Pre- Conference Planning Form (Appendix G. page 61)
Announced Obs. #1: The Program Supervisor and the Supervising Practitioner conduct the first observation focusing on practice related to Well-Structured Lessons and High Expectations. Observation Forms (Appendix F, page 51)
Announced Obs. # 1 Calibration: The Program Supervisor and the Supervising Practitioner discuss the evidence collected during the observation and calibrate on the feedback to be provided to the teacher candidate. Observation Forms (Appendix F, page 51); Model Observation Protocol: After the Observation (Appendix G, page 56)
Establish Measure of Candidate Impact on Student Learning: The Supervising Practitioner, with support from the Program Supervisor as needed, determines which assessment(s) will be used for measuring Teacher Candidate impact on student learning. Measuring Candidate Impact on Student Learning (Appendix H, page 66)
Ann – 3 min. 3 min. discussion, 3 min. for questions

13. CAP Process/5 Step Cycle
Step 1: Self-Assessment –Within the first three weeks of the beginning of the practicum. After Announced Observation #1 and before the post-conference and first Three-Way Meeting
WHAT
Teacher Candidate completes the Observation Self Reflection Form, (Appendix F, p 52).
Complete Self-Assessment: The Teacher Candidate completes a Self-Assessment Candidates should be completing the Self-Assessment based on prior experiences in pre- practicum and coursework as well as Announced Observation #1. Candidate Self-Assessment Form and Summary Form (Appendix E. page 42).
Draft Preliminary Goals: The Teacher Candidate uses information from the Self-Assessment to draft a preliminary professional practice goal. Preliminary Goal-Setting & Plan Development Form (Appendix E, page 46)
Share Self-Assessment & Preliminary Goals: The Teacher Candidate shares the Self-Assessment form and the draft goals form with the Supervising Practitioner and the Program Supervisor prior to the first Three-Way Meeting.
Complete Baseline Assessment: the Program Supervisor and Supervising Practitioner complete the Baseline Assessment Form for the Teacher Candidate based on Announced Observation #1, observed interactions with students, the self-assessment and preliminary goal(s), and other sources of evidence (Appendix D, page 29)
Ann, 3 min. to review, 3 min. for discussion, 3 min. for questions

14. CAP Process/5 Step Cycle
Step 2: Goal Setting and Plan Development – After the Announced Observation #1
WHAT
First Three-Way Meeting: During the first Three-Way Meeting the Program Supervisor and the Supervising Practitioner:
Conduct a post-conference for Announced Observation #1. Observation Forms (Appendix F, page 51), Model Observation Protocol: Post-Conference Planning Form (Appendix G, page 63))
Share baseline Assessment Form with the Teacher Candidate.
Measure of Impact of Candidate on Student Learning Finalized.
Work with the candidate to finalize the goals and outline a plan for implementing those goals. Finalized Goal(s) & Implementation Plan Form (Appendix E, page 47)
CAP Guidelines, Form and Rubric Section 1 & 3 (Appendix D, page 31), and Three-Way Meeting Checklist (Appendix C, page 23)
Ann, 3 min, 3 min. for discussion, 3 min. for questions

15. CAP Process/5 Step Cycle
Step 3: Plan Implementation – At least one week after the 1st Three-Way Meeting, conduct Unannounced Observation #1. Half-way through the practicum but prior to the 2nd Three-Way Meeting, conduct Announced Observation #2 and Administer Student Feedback Surveys.
WHAT
The Teacher Candidate collects evidence related to his/her performance on the six essential elements.
Unannounced Obs. #1: Supervising Practitioner conducts unannounced observation #1 focusing on Well-Structured Lessons and Safe-Learning Environment, Candidate completes the Observation Self-Reflection, Supervising Practitioner conducts a Post-Conference with Teacher Candidate: Observation Forms (Appendix F, page 49), Candidate Self Reflection Form (Appendix F, page 52 ), Post-Conference Planning Form (Appendix G, page 63)
Announced Obs. #2, Teacher Candidate submits lesson plan to supervisors, Pre-Conference, Observation focusing on Adjustment to Practice and Meeting Diverse Needs, Post-Conference: Pre- Conference Planning Form (Appendix G, page 61), Observation Forms (Appendix F, page 49, Post- Conference Planning Form (Appendix G, page 63)
Supervising Practitioner and/or Program Supervisor conduct more observations as needed.
Collect Student Feedback: The Teacher Candidate or Supervising Practitioner administers student feedback surveys, using the Model Student Feedback Surveys (Appendix I, page 68)
Jason, 3 min. 3 min. for discussion, 3 min. for questions

16. CAP Process/5 Step Cycle
Step 4: Formative Assessment – Half-Way through practicum, after Announced Observation #2
WHAT
Formative Assessment Calibration: The Program Supervisor and the Supervising Practitioner should discuss the evidence collected thus far (including observations and results from student feedback) and calibrate on the feedback to be provided to the Teacher Candidate; including formative ratings on the CAP Rubric. CAP Guidelines Form and Rubric (Appendix D, page 31-38)
2nd Three-Way Meeting: During the second Three-Way Meeting the Program Supervisor and the Supervising Practitioner:
Share formative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and Rubric (Appendix D, page 31-38)
Revisit Candidate goal(s) and plan; adjust accordingly (including potentially modifying the goal, increasing supports, adding additional observations, etc.). Finalized Goal(s) & Implementation Plan Form (Appendix E, page 47)
CAP Guidelines, Form and Rubric Section 2 & 3 (Appendix D, page 31-38), Three-Way Meeting Checklist (Appendix C, page 23)
Jason, 3 min. 3 min for discussion, 3 min. for questions

17. CAP Process/5 Step Cycle
Step 5: Summative Assessment –About two-thirds of the way through the practicum, conduct Unannounced Observation #2. The final Three-Way Meeting occurs within the last two weeks of the practicum.
WHAT
Unannounced Obs. #2: Supervising Practitioner conducts unannounced observation focusing on Adjustment to Practice, Candidate completes the Observation Self-Reflection, Supervising Practitioner conducts a Post-Conference with Teacher Candidate: Observation Forms (Appendix F, page 49), Candidate Self Reflection Form (Appendix F, page ), Post-Conference Planning Form (Appendix G, page 63)
Supervising Practitioner and/or Program Supervisor conduct more observations as needed.
Summative Assessment Calibration: The Program Supervisor and the Supervising Practitioner should discuss the entire body of evidence collected (including observations, results from student feedback, candidate artifacts and measures of student impact) and calibrate on the assessment to be provided to the Teacher Candidate; including summative ratings on the CAP Rubric. CAP Guidelines, Form and Rubric (Appendix D, page 31-38)
Final Three-Way Meeting: During the final Three-Way Meeting the Program Supervisor and the Supervising Practitioner:
Share summative ratings on the CAP Rubric and discuss. CAP Guidelines, Form and Rubric (Appendix D , page 31-38)
Complete CAP Form with the candidate. CAP Guidelines, Form and Rubric (Appendix D, page 31-38) 
Three-Way Meeting Checklist (Appendix C, page 23)
Jason, 3 min. 3min for discussion, 3 min. for questions

18. CAP Process/5 Step Cycle
Post-Cycle – After the Summative Assessment
WHAT
Develop Professional Practice Goal for Entry into the Profession: The Teacher Candidate will establish a professional practice goal based on the results of the summative assessment, which can be used to support the transition into his/her first year of employment. Candidate Professional Practice Goals and Implementation Plan for Entry into the Profession Form (Appendix E, page 48)& MA Model Teacher Rubric
Jason, 2 min.

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

20. Supervision Documents and Forms
Supervising Practitioner
Program Supervisor
Candidate
Practicum Handbook
CAP Forms as appropriate
Lesson Plan Rubrics
Documentation of Practicum Hours
Candidate Disposition
Ann, 1 min. refer to the doc of hours form.

21. Assessment and Grading
Ratings provided in CAP are the calibrated and summative professional judgments of both the Supervising Practitioner and the Program Supervisor.
The final grade for practicum is determined by the Program Supervisor in collaboration with the Supervising Practitioner.
Practicum grade(s) are based on the overall growth and performance outcomes of the candidate.
Please note that ratings earned on practicum assessment forms are not equitable to Fitchburg State University’s grading system.
Ann, 1 min.

22. Endorsement for Licensure
last pages of the Practicum Handbook
Follow the Licensure Instructions precisely as they are written.
Include your name on every form, leave no blanks.
Submit all forms as specified on the last page of the Practicum Handbook. All original copies.
Take Teacher Candidate Exit Survey for Initial Licensure just before submission of Licensure packet (print and include the Thank-you page).
Apply and pay for your license and SEI Endorsement through your ELAR account at any time (print and submit Inquiry-Activity Summary page – 4th link on your ELAR menu).
Order official transcript just before submission of Licensure packet.
Licensure application packets due no later than December 22, 2016.
Ann, 5 min.

23. Resources for assistance and support
Education Unit Website
Practicum/Licensure >Forms Library
Supervising Practitioner
Program Supervisor
Chair of your Program
ESE Professional Standards for Teachers
Jason Miles, Field Placement and Partnership Coordinator at
Ann Hogan, Director of Accountability and Licensure at
Bruno Hicks, Dean of Education at
Jason, 1 min.

24. Questions and Comments