Education Unit

1. Education Unit The Practicum Experience Session Two

2. Education Unit The Goals of This Session • Review the sequence and components of the Candidate Assessment of Performance (CAP)

3. Education Unit Targeted Feedback • A key purpose of CAP is to provide teacher candidates with targeted feedback to inform their growth and ensure that candidates meet a threshold of performance expectations. Targeted, detailed feedback requires fine-grained descriptions of educator practice. The detailed descriptors of each element allow teacher candidates and assessors to prioritize specific areas for evidence-gathering, feedback, and assessment. • In order to provide targeted feedback, we will be using the ESE observation protocol which can be found in Appendix G in your Practicum Handbook.

4. Education Unit Alignment with the Massachusetts Educator Evaluation Framework • Aspects of the MA Educator Evaluation Framework that are evident in CAP include: • A 5-step cycle that includes self-assessment, goal setting, plan implementation, formative assessment and a summative evaluation. • Indicators, elements, and performance descriptions aligned to the PSTs. • Assessing performance using multiple measures, including: • Announced and unannounced observations • Evidence of growth in student learning • Feedback from students • Candidate Artifacts

5. Education Unit The CAP Rubric, page 28-35 The CAP Rubric uses the exact language of performance descriptors outlined in the MA Model Teacher Rubric. The major difference between the two rubrics is that the CAP Rubric unpacks the performance descriptors and sets varying thresholds for performance within an element. Candidate performance in an element is assessed across three dimensions: quality, scope, and consistency Quality: ability to perform the skill, action or behavior as described in the proficient performance descriptor Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with quality Scope: the scale of impact (e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality

6. Education Unit Performance Levels Essential Element Performance Descriptors Dimensions of Readiness Readiness Thresholds CAP Rubric Graphic, page 29

7. Education Unit Readiness Thresholds ESE expects candidates to be ready to make a positive impact on day one, which does not necessarily equate to full proficiency. ESE has established minimum thresholds in each dimension of readiness. These are highlighted and noted with an asterisk in the rubric. Throughout the Rubric, ESE has established consistent thresholds for all elements: Quality  Proficient Consistency  Needs Improvement Scope  Needs Improvement *Candidates are expected to demonstrate proficiency for all elements in the dimension of Quality.

8. Education Unit CAP Process/5 Step Cycle

9. Education Unit CAP Process Step-by-Step

10. Education Unit CAP Process/5 Step Cycle

11. Education Unit CAP Process/5 Step Cycle

12. Education Unit CAP Process/5 Step Cycle • More Observations as Needed

13. Education Unit CAP Process/5 Step Cycle • More Observations as Needed

14. Education Unit CAP Process/5 Step Cycle

15. Education Unit CAP Process/5 Step Cycle

16. Categories and Documentation of Evidence The assessment of candidate readiness through CAP is made using multiple measures: Observations, Measure(s) of Student Learning, Student Feedback, and Candidate Artifacts. The candidate organizes the CAP in an evidence binder as follows: • Table of Contents • Tab 1 Documentation of Practicum Hours Form • Tab 2 CAP (completed Candidate Assessment of Performance) • Tab 3 Candidate Dispositions Assessments • Tab 4 Lesson Plan Rubrics - all • Tab 5 Observation Forms, each one followed by the Candidate Reflection Form • Tab 6 Goal Setting and Plan Development Forms (Self-Assessment, Preliminary, Finalized Professional Practice Goal(s) and Implementation Plan, Professional Practice Goal(s) and Implementation Plan for Entry into the Profession) • Tab 7 Student Feedback Survey Results • Tab 8 Measures of Student Learning • Tab 9+ Additional Candidate evidence/artifacts tabs can include: • Unit and/or lesson plans • Instructional materials • Examples of student work • Reflection logs • Teacher Work Sample • Family and Community Engagement • Professional Activities

17. Education Unit Suggested Schedules for Practicum Experiences and Three-Way Meeting Checklist – See Appendices A,B, and C in Practicum Handbook *Supervision requires ongoing support and involvement that prepares the candidate to culminate the student teaching experience with a minimum of one full week of take over for a 7-8 week station or a minimum of two full weeks of take over for a 14-16 week station.

18. Education Unit Supervision Documents and Forms

19. Education Unit • Evaluation and Grade • Ratings provided in CAP are the calibrated and summative judgments of both a Supervising Practitioner and a Program Supervisor. • The final grade for practicum is determined by the Program Supervisor in collaboration with the Supervising Practitioner. • Practicum grade(s) are based on the overall growth and performance outcomes of the candidate. • Please note that ratings earned on practicum assessment forms are not equitable to Fitchburg State University’s • grading system.

20. Education Unit Resources for assistance and support Resources Support

21. Education Unit Questions and Comments