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Practicum Handbook 2017-2018
The Teacher Education Program (TEP) prepares undergraduate students to
become highly effective, reflective, justice-seeking educators in an
urban setting.
Welcome to the student teaching practicum, the capstone experience of the Teacher Education Program! During this practicum experience, students will continue to develop their identities as educators. They will sharpen instructional practices, develop classroom management strategies, and implement standards-based curricula that drive student learning. Throughout the practicum, they will revisit and engage with their previous coursework and experiences as they grow as teachers and meet the Massachusetts Professional Standards for Teachers. The meaningful practical experiences will be grounded in reflective practices, as students challenge their assumptions and engage with the complexities of teaching and learning. Upon successful completion of the semester, they will be confident, reflective educators, prepared for licensure. This handbook is designed to serve as a resource for teacher candidates, Supervising Practitioners, and Program Supervisors. It outlines policies, procedures, expectations, timelines, and practicum requirements. It also includes sample documents and forms for supervision and evaluation.
Table of Contents General Information.................................................................................................. 1
Contact Information ..................................................................................................................... 1 Partner Schools ............................................................................................................................. 2 Semester Overview ....................................................................................................................... 3 Practicum Policies ......................................................................................................................... 4 Roles and Responsibilities............................................................................................................. 7
Candidate Assessment of Performance (CAP) ............................................................ 8 Overview ....................................................................................................................................... 8
Candidate Self-Assessment and Goal-Setting............................................................................. 15 Measures of Student Learning .................................................................................................... 16 Formal Observations ................................................................................................................... 17 Three-Way Meetings .................................................................................................................. 21 Licensure + Next Steps ................................................................................................................ 24
Sample Documents ..................................................................................................26 CAP Form and Rubric .................................................................................................................. 27
Candidate Self-Assessment Summary Form ............................................................................... 35 Finalized Goal and Implementation Plan Form .......................................................................... 37 Pre-Observation Reflection ........................................................................................................ 38 Post-Observation Reflection ....................................................................................................... 39 Post-Conference Planning Form (optional) ................................................................................ 40
Observation Form: Announced Observation 1 ........................................................................... 41 Observation Form: Unannounced Observation 1 ...................................................................... 42 Observation Form: Announced Observation 2 ........................................................................... 43 Observation Form: Unannounced Observation 2 ...................................................................... 44
ESE Model Student Feedback Survey (short form) ..................................................................... 45 Lesson Plan Template ................................................................................................................. 47 Paperwork Checklist ................................................................................................................... 49
Appendix A: Co-Teaching Resources ....................................................................................................... 50 Appendix B: School-Specific Information .............................................................................................. 52
1
General Information Contact Information
Holy Cross (Education Department) Mary Beth Cashman Director, TEP [email protected] 508.793.3802 (office) 508.612.7359 (cell)
Megan Ober Field Placement Coordinator [email protected] 508.793.3831 (office) 508.868.5744 (cell)
Kate Riley Administrative Assistant 508.793.3556 (office)
Teacher Candidates and Supervisors Student Supervising Practitioner Program Supervisor
Caroline Galvinhill* Mathematics 5-8 [email protected]
Bree Hannen* Burncoat Middle School [email protected]
Kate Milkosky* [email protected]
Emma O’Leary English 8-12 [email protected]
Mike Thibodeau Burncoat High School [email protected]
Maryellen Paquette [email protected]
Stefani Raymond History 5-8 [email protected]
Darren Trotto Burncoat Middle School [email protected]
Kelly Benastad [email protected]
Margot Reed English 8-12 [email protected]
Michele Fulk Sullivan Middle School [email protected] Steve Bousquet Sullivan Middle School [email protected]
Kate Milkosky [email protected]
Kathleen Schlegel Spanish 5-12 [email protected]
Amy Chacharone Burncoat Middle School [email protected]
Dianne Cummings [email protected]
Allyn Waller Latin/Classics 5-12 [email protected]
Jocelyn Demuth Marlborough Middle School [email protected]
Kathryn Edmunds [email protected]
Victoria Zamarra Mathematics 8-12 [email protected]
Heather Farrington Burncoat High School [email protected]
Kate Milkosky [email protected]
*Ninth Semester Teacher Candidate/Supervising Practitioner/Program Supervisor
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Schools See Appendix B for school-specific information including schedules, school maps, parking, and sign-in processes, etc. Burncoat High School 179 Burncoat Street Worcester, MA 01606 508.799.3300 Burncoat Middle School 135 Burncoat Street Worcester, MA 01606 508.799.3390 Sullivan Middle School 140 Apricot Street Worcester, MA 01603 508.799.3350 Marlborough Middle School 25 Union Street Marlborough, MA 01752 508.460.3502
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Semester Overview – Spring 2018
Class 1 Class 2 Class 3
Week 1 Jan 22-26
▪ Teacher candidate observes instruction / planning and begins to take on an active role
▪ Teacher candidate is oriented to a duty, if appropriate ▪ Teacher candidate and Supervising Practitioner review scope and
sequence
Phase 1 Phase 1 Phase 1
Week 2 Jan 29-Feb 2
▪ Teacher candidate takes on lead instructional role in first class, if appropriate, and has an active role in the other two classes
▪ Announced Obs #1 ▪ Candidate Self-Assessment due Friday
Phase 2 Phase 1 Phase 1
Week 3 Feb 5-9
▪ First Three-Way Meeting Phase 2 Phase 1 Phase 1
Week 4 Feb 12-16
▪ Teacher candidate takes on lead instructional role in second class, if appropriate
Phase 2 Phase 2 Phase 1
FEBRUARY BREAK
Weeks 5-6 Feb 26-Mar 9
▪ Unannounced Obs #1 Phase 2 Phase 2 Phase 1
Week 7 Mar 12-16
▪ Distribute surveys (bring to practicum on Mar 22) Phase 2 Phase 2 Phase 1
Week 8 Mar 19-23
▪ By this time, teacher candidate has taken on lead instructional role in three classes per day
▪ Announced Obs #2 Phase 2 Phase 2 Phase 2
Week 9 Mar 26-29
(No school Mar. 30)
▪ Second Three-Way Meeting ▪ Full take-over week (optional) Phase 2 Phase 2 Phase 2
Week 10 Apr 2-6
▪ Full take-over week ▪ Unannounced Obs #2?
Phase 2 Phase 2 Phase 2
Week 11 Apr 9-13
▪ Full take-over week ▪ Unannounced Obs #2?
Phase 2 Phase 2 Phase 2
APRIL BREAK
Weeks 12-13 Apr 23-May 4
▪ Distribute surveys again ▪ Extra observation(s), if needed ▪ Academic Conference – April 26-29
Phase 3 Phase 3 Phase 3
Final steps ▪ Final Three-Way Meeting / Professional Goal due
4
Phases of Planning and Roles
Phase 1 Phase 2 Phase 3
Ori
g. M
od
el SP has primary planning and
instructional responsibility
- SP determines content to be taught and informs TC of his/her role in a given
lesson
TC has primary planning and instructional responsibility
- SP determines content to be taught - TC plans lessons, with input/feedback from SP
SP supports TC and provides specific feedback
SP takes back primary planning and instructional
responsibility
Co
-Tea
chin
g M
od
el SP is the instructional lead
- SP determines content to be taught
and leads co-planning sessions - TC contributes ideas and plans parts
of lesson as determined during co-planning
- SP decides what co-strategy to use, with input from TC
TC is the instructional lead - SP determines content to be taught
- TC leads co-planning sessions - SP contributes ideas and plans parts of lesson as
determined during co-planning - TC decides what co-strategy to use, with input from SP
- SP supports TC in their adoption of role of instructional leader and provides specific feedback
SP slowly takes back the lead instructional role
5
Practicum Policies The Holy Cross Education Department has established the following teaching responsibilities and policies for the teacher candidates. They are based upon Holy Cross policy, state laws, and professional standards.
Teaching Responsibilities The teacher candidate should assume full responsibility for three classes by the end of the practicum semester, totaling at least 100 hours. This includes planning, teaching and evaluating lessons, assessing student learning, meeting with faculty, engaging with families, and all other related aspects of teaching. The Program Supervisor, Supervising Practitioner, and the teacher candidate should work together to determine the order for assuming the responsibility for teaching classes, gradually increasing responsibility. Such decisions will consider the teacher candidate’s readiness, class schedules, and student learning. Typically, the candidate should transition into a lead instructional role in the first class by the second week at the site school, in the second class by the fourth week, and in the third class no later than the eighth week. However, classes may be assumed on a faster timeline if the team believes it is appropriate. During the weeks leading up to full responsibility, the teacher candidate should play an integral role in each of the three classrooms (e.g. leading small groups or parts of lessons or supporting students) so that they play an active role in student learning. By the end of the eighth week of student teaching, the teacher candidate should be the instructional lead for three classes daily. Such responsibility can incorporate co-teaching models, but must include at least two full take-over weeks. Some resources for co-teaching models are included in Appendix A. (Note: At the middle school level, the Supervising Practitioner must remain in the classroom at all times, regardless of candidate responsibility.)
Additional Responsibilities In addition to assuming full responsibility for three classes per day, students are expected to participate as professional members of the school community. They should take on a duty period (as appropriate), attend all faculty and departmental and/or team meetings, participate in school events, and offer weekly extra help sessions. Teacher candidates should also take advantage of the many resources in their schools, especially their colleagues. Observation is a crucial element of developing teacher expertise. More specifically, new teachers need opportunities to observe and discuss expertise, as Robert Marzano outlines in Effective Supervision: Supporting the Art and Science of Teaching. Opportunities to observe and discuss effective practice will certainly occur in the classroom of the Supervising Practitioner, but teacher candidates should also be encouraged to observe other expert teachers in the department and school.
Supervision Supervision and evaluation are essential components of a teacher candidate’s effectiveness and growth. It is the expectation of the Teacher Education Program that the Supervising Practitioner continues to provide constructive feedback on the teacher candidate’s performance on a daily basis.
Daily check-ins The teacher candidate is expected to check in with his/her Supervising Practitioner daily. These meetings typically involve a reflection on the day’s successes and struggles, plans for upcoming lessons or units, brainstorming, or collaboration. These check-ins and meetings are extremely important in the growth and development of the teacher candidate. Some pairs utilize a journal for these check-ins. They should include specific feedback about the student’s strengths and challenges in the classroom, using the Essential Elements as a guide.
Weekly planning session Throughout the semester, the teacher candidate and the Supervising Practitioner are expected to engage in collaborative planning. These sessions can be scheduled during the school day or after school, but should occur at the same time every week. Depending on the lesson or unit, the Supervising Practitioner or the teacher candidate may take a lead role in the planning session. It is important that teacher candidates have opportunities to be in that lead role, particularly as they assume greater responsibility in a given classroom. All teacher candidate plans must be reviewed and approved by the Supervising Practitioner prior to the actual teaching of the lesson.
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Teacher candidates are also expected to communicate with their Program Supervisor on a regular basis. This can occur in person, on the telephone, or via email, depending on the preferences of the pair. These conversations should capture the joys, struggles, and questions of the week and may discuss upcoming lessons and units.
Practicum Calendar The practicum requires students to be present in their site school for the full day for the entire semester. The calendar for student teaching is determined by the TEP Director to be consistent with the established college calendar and the calendar of the practicum site. Teacher candidates adhere to the vacation/holidays scheduled by the school district, not those scheduled by Holy Cross.
Attendance Teacher candidates must observe attendance regulations established by the practicum site. They must report at the same time as do teachers employed in the school and remain on site during the school day and after classes as long as is required by the school. The teacher candidate is expected to “sign in” using the visitors log in the main office each day. In case of illness or emergency, the teacher candidate must contact their Supervising Practitioner by 6:00 a.m. and contact the TEP Director and Program Supervisor by email. Teacher candidates suffering from contagious illnesses are expected to use good judgment to prevent spreading such illnesses to others and to follow school policies for reporting contagious illnesses. Teacher candidates may miss no more than 3 days. Additional absences or medical related absences beyond three days may need to be made up at the end of the semester, as determined by the TEP Director. All absences must be accurately logged in the teacher candidate’s time log. If a teacher candidate must request a day off for reasons related to a personal or professional issue, the request must be approved by the TEP Director. It is the teacher candidate’s responsibility to notify the Supervising Practitioner and Program Supervisor about the request.
Appearance The teacher candidate must dress professionally at all times, including footwear. Use “business casual” as a guide. If you have a question about appropriate attire, ask the TEP Director or your Supervising Practitioner.
Transportation Teacher candidates are responsible for their own transportation to and from the practicum school site. Under no circumstances is a teacher candidate to provide transportation for any student enrolled at the site school.
Substitute Teaching Teacher candidates may apply to become day-by-day substitute teachers through the practicum site. If the Supervising Practitioner is absent, the teacher candidate may be asked to work as a formal day-by-day substitute at the school. It is appropriate for the teacher candidate to say no if he or she does not feel comfortable in that role. Teacher candidates cannot be paid or be held legally responsible for students outside of a formal substitute teaching arrangement. Substituting is recognized by DESE only if the class is in the subject and age level of the teaching license.
Tutoring A teacher candidate may not tutor any student in his/her class for reimbursement.
School Site Handbooks The teacher candidate is responsible for obtaining, reading, understanding, and complying with relevant policies written in the practicum site’s faculty and student handbooks. Special attention should be given to policies involving emergency procedures.
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Relationships with Placement Site Personnel Teacher candidates are guests at their placement sites. Holy Cross teacher candidates should develop and sustain professional relationships with school site personnel. In no manner should relationships develop beyond this degree, due to ethical questions that may arise. Such relationships could cause termination of the student teaching privileges.
Relationships with Students A professional relationship must be established and sustained between a teacher candidate and WPS students. Teacher candidates should refrain from comments concerning “student life” (i.e. parties, dating, and other social activities at Holy Cross). Teacher candidates should never invite school site students to campus unless it pertains to an approved academic or sporting event at Holy Cross. In the case of planning a field trip for school site students, teacher candidates should inquire through their Supervising Practitioner about policy and regulations. School site students will gravitate towards Holy Cross students because of their age. It is important to be friendly but teacher candidates must remember their role as a teacher. A teacher is not a qualified counselor and must maintain appropriate boundaries.
Mandated Reporting In the event that a teacher candidate suspects abuse and/or neglect, he or she must immediately notify the building principal and the TEP Director.
Bullying As of May 4, 2010, Governor Deval Patrick signed into law “An Act Relative to Bullying in Schools.” As a result of this new law, the Worcester Public Schools was required to develop a district plan, which was approved by the school committee on December 16, 2010. This plan is designed to prevent, intervene and respond to incidents of bullying, cyber-bullying and retaliation. The WPS has a strict code of conduct that includes anti-bullying expectations. We will not tolerate any unlawful or disruptive behavior, including any form of bullying, cyber-bullying or retaliation in the Worcester Public Schools buildings, on school grounds, or in school-related activities. The district has a reporting form which must be used in the event of a suspected bullying incident. The entire policy can be found at www.preventbullying.worcesterschools.org.
Curtailment of Student Teaching Privilege A teacher candidate will be removed from a placement if the teacher candidate violates one or more policies of the College of the Holy Cross, the Teacher Education Program, or the school site. A candidate may also be removed from a placement due to unsatisfactory progress. If a placement is terminated, the Director of the Teacher Education Program will review student teaching eligibility. All decisions will be made based on the best interest of the teacher candidate, the school, the Supervising Practitioner, and the students in the classroom. Students who are terminated from a placement because of behavior that is grossly unprofessional or harmful to others will lose their student teaching privileges immediately.
Academic Honesty The college's academic honesty policy (see the College Catalog) applies to all materials turned in during the practicum semester, including reports of hours at school sites, authorizing signatures, and descriptions of activities. Please contact the TEP Director with any questions about how the academic honesty policy applies to specific documents.
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Roles and Responsibilities Student teaching is a four-way partnership between the teacher candidate, the Supervising Practitioner, the Program Supervisor, and the Education Department at Holy Cross. Holy Cross recognizes the huge importance of this partnership and the roles involved in preparing exceptional professional educators. The expectations include, but are not limited to, the following:
The teacher candidate is expected to…
The Supervising Practitioner is expected to…
The Program Supervisor is expected to…
• complete all requirements and adhere to all policies outlined in the handbook and syllabus
• communicate with the Supervising Practitioner on a daily basis to reflect on teaching practices, set goals, and plan for future lessons
• take risks and try new methods
• communicate with the Program Supervisor on a regular basis to discuss progress, review goals, share concerns, seek advice, and share artifacts as evidence for CAP
• attend three three-way meetings with the Supervising Practitioner and Program Supervisor to discuss progress in CAP’s Essential Elements
• adequately complete and submit all ESE and Holy Cross forms and submit them to the Education Department in a timely manner
• orient the teacher candidate to the school and district
• provide a work area for the teacher candidate
• model effective teaching practices and classroom management
• communicate with the teacher candidate on a daily basis to provide constructive feedback, set goals, and assist in planning
• encourage and support the teacher in taking risks and trying new methods
• participate in formal observations of the candidate, as outlined in the handbook
• attend three three-way meetings with the teacher candidate and Program Supervisor to discuss progress in CAP’s Essential Elements
• confer with the Program Supervisor to support the growth of the teacher candidate
• contact the Director with any concerns regarding the teacher candidate's behavior or performance
• adequately complete and submit all ESE and Holy Cross forms and submit them to the Education Department in a timely manner
• communicate with the teacher candidate on a regular basis to discuss progress, review goals, share concerns, and offer feedback
• participate in formal observations of the candidate, as outlined in the handbook
• provide focused, constructive feedback to the candidate, aligned to CAP’s Essential Elements
• schedule, facilitate, and document three three-way meetings with the Supervising Practitioner and teacher candidate to discuss progress in CAP’s Essential Elements
• confer with the Supervising Practitioner to support the growth of the teacher candidate
• communicate with the Director on a regular basis to provide updates on the teacher candidate
• adequately complete and submit all ESE and Holy Cross forms and submit them to the Education Department in a timely manner
The Placement Coordinator and TEP Director are expected to…
• provide support and respond to issues and concerns related to any aspect of the practicum experience
• ensure quality and consistency across the CAP 5-step cycle
• plan, facilitate, and assess the seminar
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Candidate Assessment of Performance (CAP)
Overview In June 2015, the Massachusetts Department of Elementary and Secondary Education (ESE) released the guidelines for the Candidate Assessment of Performance (CAP), a new performance assessment to assess the overall readiness of teacher candidates. CAP is the culminating assessment required for program completion. By aligning expectations with the Massachusetts Educator Evaluation Framework, it creates an intentional bridge from training to practice. Through CAP, we are able to ensure that teacher candidates have the skills and knowledge necessary to be effective teachers in Massachusetts. This section outlines the components of CAP and provides information and resources to support all members of the practicum teams—teacher candidates, Supervising Practitioners, and Program Supervisors—throughout the semester. Much of the information comes directly from the Guidelines for the Candidate Assessment of Performance, which can be accessed for additional information.
Goals The goals of CAP are:
• To ensure teacher candidates are ready to make impact with students day one;
• To measure teacher candidates’ practice on key indicators as outlined in the Guidelines for the Professional Standards for Teachers (PSTs); and
• To support teachers in improving their practice based on targeted feedback and performance evaluations.
CAP’s Six Essential Elements CAP assesses candidate performance on six elements. Elements were deemed essential if:
• The absence of a teacher’s competency in the skill was likely to put students at risk; and
• The element could serve as an umbrella for skills outlined in other elements, in most cases other elements were pre-requisite skills to those outlined in the essential element.
The following were selected as Essential Elements:
Standard Element Proficient Descriptor*
1: Curriculum, Planning and Assessment
1.A.4: Well-Structured Lessons
Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
1.B.2: Adjustment to Practice
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.
2: Teaching All Students
2.A.3: Meeting Diverse Needs
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.
2.B.1: Safe Learning Environment
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.
2.D.2: High Expectations Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.
4: Professional Culture
4.A.1: Reflective 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.
*Proficient Descriptor is included here to provide a sense of the expectation outlined in the element. Specifics about the expectations of demonstrated competency for preparation candidates is outlined further in the Rubric Overview section below.
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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. The detailed descriptors of each element allow teacher candidates and assessors to prioritize specific areas for evidence-gathering, feedback, and assessment.
CAP Rubric Overview As is the case with the MA Model Teacher Rubric, the CAP Rubric is designed to help candidates and assessors:
1) develop a consistent, shared understanding of what performance looks like in practice, 2) develop a common terminology and structure to organize evidence, and 3) make informed professional judgments about performance ratings.
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. Below is a graphic illustrating the main features of the CAP Rubric.
Assessors rate a teacher candidate on the Quality, Scope and Consistency of their practice on the six essential elements. Considering performance across the three dimensions differentiates expectations for the teacher candidates. Assessors and candidates should consider the following explanations in rating performance in each dimension:
• 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
The rubric sets an expectation for teacher candidates to meet a minimum threshold in exhibiting Quality, Scope and Consistency on a particular element. These are highlighted and noted with a star in the rubric. As you can see from both the bold line in the CAP Rubric itself as well as from the dimension explanations above, achieving the threshold in Quality is a precursor to be rated for Consistency and Scope. In this way, the Quality rating serves as a gatekeeper. Throughout the Rubric, ESE has established consistent thresholds for all elements: Quality Proficient Consistency Needs Improvement Scope Needs Improvement
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One-Page CAP Rubric
Unsatisfactory Needs Improvement Proficient Exemplary
I-A-4. Well-Structured Lessons 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.
I-B-2. Adjustment to Practice 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.
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.
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.
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.
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.
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CAP 5-Step Cycle Practicum teams engage in a 5-step cycle over the course of the practicum experience. The primary goal of the CAP 5-Step Cycle is to assess candidate readiness.
F2F = Face-to-Face P = Phone/Skype E = Email/Online Platform
When How Who Resources (pg) Documentation (pg)
Pre
-Cyc
le
Announced Obs 1 Pre-Conference
Team discusses upcoming observation
Before Announced Obs 1
F2F P E
TC SP PS “Formal Observations”
(17-20) (TC) Pre-Observation
Reflection (38)
Announced Obs 1 SP and PS conduct
observation Week 2 F2F TC SP PS
“Formal Observations” (17-20)
Announced Obs 1 Calibration
PS and SP discuss evidence and calibrate
on feedback to be provided to TC,
including initial ratings on CAP Rubric
Announced Obs 1 (to be shared with
TC when complete)
F2F P E
SP PS
“Formal Observations” (17-20)
CAP Rubric (10)
(SP+PS) Observation Form: Announced Obs 1 (41, ONLINE)
(TC) Post-Observation
Reflection (39)
Student Impact Rating Scale
SP determines which assessment(s) will be
used for measuring TC impact on student
learning
Prior to First Three-Way
Meeting N/A SP
“Measures of Student Learning” (16)
(Will be documented during First Three-
Way Meeting)
Step
1:
Self
-
Ass
essm
ent
Self-Assessment TC completes a self-
assessment based on prior experiences in pre-practicum and
coursework
After Announced Obs 1 (to be
shared with SP and PS by Fri, Feb
3)
N/A TC
“Candidate Self-Assessment and Goal-
Setting” (15)
CAP Rubric (10)
(TC) Self-Assessment Rubric and Self-
Assessment Form (35-36, ONLINE)
Step
2:
Go
al S
etti
ng
and
Pla
n D
ev First Three-Way
Meeting Team meets to discuss
baseline ratings, finalize goals, and
outline a plan
Week 3 F2F TC SP PS “Three-Way
Meetings” (21-23)
(PS) Finalized Goal and Implementation
Plan Form (37)
(PS) Verification of meeting (ONLINE)
Step
3:
Pla
n Im
ple
men
tati
on
Unannounced Obs 1 SP conducts observation
Sometime during weeks 5-6
F2F TC SP “Formal Observations”
(17-20)
Unannounced Obs 1 Post-Conference
TC and SP meet for post-conference after time for independent
reflection
After Unnanounced
Obs 1, following time for
independent reflection
F2F TC SP “Formal Observations”
(17-20)
(SP) Observation Form: Unannounced Obs 1 (42, ONLINE)
(TC) Post-Observation
Reflection (39)
Student Feedback TC administers official
student feedback surveys
Week 7 N/A TC ESE Model Student
Feedback Survey (45-46)
(Will be analyzed during seminar)
Pre-CycleStep 1:
Self-Assessment
Step 2:
Goal-Setting and Plan Development
Step 3:
Plan Implementation
Step 4:
Formative Assessment
Step 5:
Summative Assessment
13
Announced Obs 2 Pre-Conference
TC and PS discuss upcoming observation
Before Announced Obs 2
F2F P E
TC PS “Formal Observations”
(17-20) (TC) Pre-Observation
Reflection (38)
Announced Obs 2 PS conducts observation
Week 8 F2F TC PS “Formal Observations”
(17-20)
Announced Obs 2 Post-Conference
TC and PS meet for post-conference after time for independent
reflection
After Announced Obs 2, following
time for independent
reflection
F2F P E
TC PS
“Formal Observations” (17-20)
CAP Rubric (10)
(PS) Observation Form: Announced Obs 2 (43, ONLINE)
(TC) Post-Observation
Reflection (39)
Step
4:
Form
ativ
e A
sses
smen
t
Formative Assessment Calibration
PS and SP discuss evidence collected to date and calibrate on
feedback to be provided to TC,
including formative ratings on CAP Rubric
After Announced Obs 2, before Second Three-Way Meeting
F2F P E
SP PS CAP Rubric (10) (SP+PS) Formative Assessment (28-33,
ONLINE)
Second Three-Way Meeting
Team meets to discuss formative ratings and
revisit/adjust goals and plan
Week 9 F2F TC SP PS “Three-Way
Meetings” (21-23) (PS) Verification of meeting (ONLINE)
Step
5:
Sum
mat
ive
Ass
essm
ent
Unannounced Obs 2 SP and PS conduct
observation
Sometime during weeks 10-11
F2F TC SP PS “Formal Observations”
(17-20)
Unannounced Obs 2 Post-Conference
Team meets for post-conference after time
for independent reflection
After Unnanounced
Obs 2, following
time for independent
reflection
F2F TC SP PS “Formal Observations”
(17-20)
(SP+PS) Observation Form: Unannounced Obs 2 (44, ONLINE)
(TC) Post-Observation
Reflection (39)
Summative Assessment Calibration
PS and SP discuss all evidence and calibrate
on assessment to be provided to TC,
including summative ratings on CAP Rubric
Before Final Three-Way
Meeting
F2F P E
SP PS (SP+PS) Summative Assessment (27-34,
ONLINE)
Final Three-Way Mtg Team meets to share
summative ratings; TC will establish a
preliminary professional practice goal for year 1, based
on summative assessment
Week of May 8 F2F TC SP PS “Three-Way
Meetings” (21-23)
(PS) Verification of meeting (ONLINE)
(PS) CAP Summary
Page (34)
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Categories of Evidence The assessment of candidate readiness through CAP is made using multiple measures. There are four major categories of evidence required in CAP: observations, impact on student learning, student feedback, and candidate artifacts.
Observations Teacher candidates are observed in at least two announced and two unannounced observations during the practicum. Program Supervisors and Supervising Practitioners actively collect evidence during the observation and then synthesize the key evidence to provide focused feedback to candidates. Each observation is documented using the Observation Forms. Measure of Student Learning Working together with the Program Supervisor and Supervising Practitioner, candidates will be expected to develop a student learning goal. Assessment(s) for measuring a teacher candidate’s impact on student learning will be finalized during the first Three-Way Meeting, as outlined in “Measures of Student Learning” (page 16.) Student Feedback Feedback from students plays a key role in teaching and learning in the Commonwealth and can be a critical source of evidence in understanding candidate performance. Student feedback must be collected using model ESE Student Feedback Surveys. Candidate Artifacts Additional artifacts may be submitted as evidence to support the assessment of candidates. These artifacts will include assignments from the practicum seminar and will be uploaded directly to the candidate file.
Evidence Requirements for Each Essential Element CAP has been designed to generate and collect evidence for each of the essential elements. Each component of the process has been developed to strategically support the assessors and candidates in providing sufficient evidence that the thresholds for each element are being met. The table below outlines the types of evidence that are, at a minimum, required to be used in assessing each element. As you can see, each element has at least two required sources of evidence. Evidence collection is not limited to the minimum requirements.
The Summative Assessment Program Supervisors and Supervising Practitioners are responsible for conducting a summative assessment with each candidate at the conclusion of CAP. Program Supervisors and Supervising Practitioners jointly determine the overall ratings based on their collective professional judgment and a thorough examination of evidence. There are no numbers or percentages that dictate ratings on elements or the summative readiness determination for an individual candidate. This approach to assessment is modeled on the underlying tenets of the Educator Evaluation Framework. Consider the following excerpt from educator evaluation guidance on the Summative Performance Rating:
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The role of evidence and professional judgment in the determination of ratings on performance Standards and an overall Summative Performance Rating is paramount in this process. Formulaic or numerical processes that calculate outcome ratings and preclude the application of professional judgment are inconsistent with the letter and the spirit of the evaluation framework.
This same line of thinking is applied to decision-making in CAP. The figure below illustrates the entire process by which an assessor determines a Summative Performance Rating. Based on evidence from four distinct categories of evidence, the assessor applies his/her professional judgment to (1) an evaluation of the candidate’s practice within each of the six essential elements, and (2) an assessment of the degree to which the candidate met his/her professional practice goal(s).
Grading The student teaching practicum (Educ 320) is a 3-unit graded course. The final grade will be determined jointly by the Supervising Practitioner and the Program Supervisor using guidance provided by the TEP Director.
The seminar (Educ 330) is a 1-unit graded course. Grading policies are outlined in the course syllabus.
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Candidate Self-Assessment and Goal-Setting
The Candidate Assessment of Performance (CAP) positions candidates to play a lead role in maximizing their practicum experiences through the inclusion of self-assessment and goal-setting activities. With support from the Program Supervisor and Supervising Practitioner, the candidate evaluates his/her practice and develops a professional practice goal that will help guide action steps, resources/support and feedback throughout the 5-Step Cycle.
Self-Assessment In conducting the Self-Assessment, candidates are asked to consider their prior experiences and generate an authentic assessment of where their strengths lie and where there are areas in need of improvement. Analysis of prior and existing practice is grounded in the CAP Rubric. Candidates should reflect on the following in completing the Self-Assessment:
• Skills acquired in coursework
• Experiences in pre-practicum
• Targeted feedback they have received about their practice
• Evidence of impact with students
• Reflection on performance in Announced Observation #1 In the Self-Assessment, as in the CAP Rubric, candidates are asked to consider aspects of their knowledge and skill across three dimensions: Quality, Consistency, and Scope (as defined in the CAP rubric.) By considering performance across these dimensions, candidates are able to identify discrete and specific areas of strength and areas for growth. The self-assessment form does not, however, include the thresholds present in the CAP Rubric to ensure that the inclusion of the established expectations for performance do not unintentionally hinder candidates’ ability to provide an authentic assessment of his/her performance.
Goal-Setting & Plan Development Candidates are required to draft a professional practice goal as part of the Candidate Assessment of Performance (CAP). Professional practice goals are driven by the needs of the individual educator in relation to the four Professional Standards for Teachers (PSTs). Professional practice goals should be closely aligned to the CAP Rubric and support the learning and development of the candidate, with the intent of helping him/her improve his/her practice. Unlike in the Educator Evaluation Framework, candidates are not required to draft a student learning goal while engaging in CAP as this is measure is set for them by the Supervising Practitioner. Through the goal-setting form, candidates are guided to craft a S.M.A.R.T goal, consistent with practices expected of educators under the Educator Evaluation Framework. The S.M.A.R.T goal framework is useful in helping individual create effective goals and action plans. Key characteristics of S.M.A.R.T goals are:
• S = Specific and Strategic – Goals should be specific so that at the end of the evaluation cycle educators and evaluators can determine whether they have been achieved. Goals should also be strategic, i.e., serve an important purpose for students, the school, and/or the district.
• M = Measurable – Goals should be measurable so that progress toward a goal can be evaluated and managed.
• A = Action Oriented – Goals have active, not passive verbs. The action steps attached to the goals indicate who is doing what.
• R = Rigorous, Realistic, and Results Focused (the 3 Rs) – Goals should make clear what will be different as a result of achieving the goal. A goal needs to describe a realistic yet ambitious result. It needs to stretch the educator, team, school, or district toward improvement, but it should not be out of reach.
• T = Timed and Tracked – A goal needs to have a final deadline, as well as interim deadlines by when key actions will be completed and benchmarks will be achieved. Tracking the progress on both action steps and outcome benchmarks is important, as they help educators know whether they are on track to achieve the goal, and give educators information they need to make midcourse corrections.
Candidates’ professional practice goals should be derived from the Self-Assessment, and target specific areas they identified as opportunities for growth. Goals will be finalized during the first Three-Way Meeting.
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Measures of Student Learning
Guidance for Measuring Candidate Impact on Student Learning The Supervising Practitioner should identify at least one measure of student learning, growth, or achievement that assesses a meaningful sample of the content the teacher candidate is primarily responsible for teaching. The Supervising Practitioner will set clear expectations for how and when the measure will be administered and scored. In addition, relying on his/her professional experience with the identified measure(s) and his/her understanding of the specific learning context, the Supervising Practitioner will set parameters for a range of expected learning, growth, or achievement (see ESE’s Implementation Brief on Scoring and Parameter Setting for more information about this process). Student outcomes below that range will be considered lower than expected and outcomes above that range will be considered higher than expected. For example, if the teacher candidate is responsible for teaching a math unit, the Supervising Practitioner may choose the end of unit assessment as the measure of student learning to include in the CAP. If over the past four units the average end-of-unit assessment scores were 84, 89, 81, and 83, the Supervising Practitioner may determine that a class average between 80 and 90 represents expected achievement, less than 80 represents lower than expected achievement and more than 90 represents higher than expected achievement. The candidate will administer the identified measure(s) of student learning, growth, or achievement. Administration does not need to occur at the end of the practicum, but rather at the instructionally appropriate time during the practicum. After the measure is scored, the candidate should analyze the results and compare them to the parameters set by the Supervising Practitioner. Did all students achieve the expected outcomes? If not, were there patterns in performance that might indicate why some students made higher or lower than expected gains? The experience of administering, scoring, and analyzing a measure of student learning, growth, or achievement is a crucial component of CAP. It is an essential skill of every effective teacher to be able to draw conclusions about his/her practice from student outcome data. Therefore, it is important to gauge a candidate’s aptitude to develop this skill. It is important to note that a measure of student learning, growth, or achievement is not a complete measure of a candidate’s impact on student learning. In the educator evaluation framework, multiple measures over multiple years are used to inform conclusions about educator impact. Given the abbreviated classroom experience associated with CAP, it is impossible to generate enough data to draw a conclusion about the candidate’s impact on student learning. It is possible, however, to assess the candidate’s ability to reflect on student outcomes and make connections to his/her practice.
Wherever possible, measures of student growth should be used. As stated in Technical Guide B, “Student growth scores provide greater insight into student learning than is possible through the sole use of single-point-in-time student achievement measures. This is because students do not enter a classroom with the same level of knowledge, skills, and readiness. Achievement scores provide valuable feedback to educators about student attainment against standards, but taken by themselves may not be a sufficient reflection of student progress.” Growth measures allow students of all abilities an opportunity to demonstrate how much they have learned and in many ways provide a fuller picture of the impact of instruction.
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Formal Observations Observations are one of the most critical sources of evidence collected by assessors in the Candidate Assessment of Performance (CAP). The protocol and forms that follow are designed to support candidates and assessors in engaging in observations that:
1) Collect and document evidence of performance for the six Essential Elements 2) Provide focused, actionable feedback to candidates about their performance
Under CAP, assessors are required to conduct a minimum of four observations: two announced and two unannounced. Program Supervisors and Supervising Practitioners are encouraged to conduct additional observations. It is the expectation that each (announced and unannounced) observation include:
• Active evidence collection during the observation (see below for more information)
• Analysis and synthesis of the evidence by the Program Supervisor/Supervising Practitioner following the observations, linking evidence to the six essential elements and identifying strengths and areas for improvement
• Self-reflection by the candidate
• Targeted feedback to the candidate that will improve his/her practice Announced observations must also include:
• Review of candidate’s lesson materials (e.g., plan, assessment goals, relevant student artifacts) by Program Supervisor/ Supervising Practitioner in advance
• Conversation prior to the observation about goals for the lesson and areas of focus for evidence collection and feedback (driven by candidate’s goals and Essential Elements)
Observation protocol Before the Observation (announced observations only)
• The teacher candidate and observer(s) schedule a time for the observation and a debrief meeting. The debrief meeting can occur face-to-face, on the phone, or using a video chat. (If it is scheduled on the same day as the observation, there must be at least 20 minutes built in for independent reflection time for the candidate and observer(s).)
• The teacher candidate sends the Pre-Observation Reflection and lesson plan to the observer(s) at least 24 hours before the scheduled observation.
• The observer(s) conduct a quick pre-conference, either face-to-face or electronically. The pre-conference can be an important opportunity to build rapport with the teacher candidate, establish a coaching relationship, and begin to collect evidence for the upcoming observation. If the observation is being conducted jointly between the Program Supervisor and Supervising Practitioner, the preparation should also be coordinated to ensure that the two observers have a unified focus and set of expectations for the observation. A sample agenda of a pre-conference is outlined below.
Note: It is important to note that this observation is part of an assessment. To this end, observers should be cautious prior to the lesson to not dramatically influence or alter the candidate’s plan. Observers should refrain from providing substantial feedback on the lesson plan prior to the observation. Reviewing the lesson plan and materials in advance serves only to better position the observers in collecting focused evidence and providing quality feedback after the observation.
During the Observation
• The observer(s) actively collect evidence. Active evidence collection should capture both teacher and student behavior/actions. Active evidence collection does not include making judgments or inferences during the observation; this occurs after when the assessors is analyzing and synthesizing the evidence. Evidence should reflect exactly what happens in the classroom. Evidence collected should include a balance of both summary statements as well as direct quotes.
• There are various tools assessors may use to collect evidence during the lesson. This could include scripting, videotaping, audio-recording, or using other commercially available applications that aid in observing specific classroom interactions. The Teacher Education Program recommends using scripting or (confidential) video.
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Note: Evidence collected during the observation is solely to aid the assessor in identifying trends and selecting illustrative examples of aspects of performance. It is not designed to be shared directly with the candidate nor is it collected.
After the Observation
• The teacher candidate completes a Post-Observation Reflection
• The observer(s) review the evidence collected during the lesson and begin to fill in the evidence chart located in the appropriate Observation Form. When categorizing evidence, observer(s) should consider the following:
o Not every piece of evidence collected during the observation needs to be sorted into the evidence chart. o Evidence may demonstrate that one or more of the dimensions (Quality, Consistency, Scope) of an
element are being met OR that performance is not yet at the expected threshold. o It is recommended that you consult the CAP Rubric when categorizing evidence. o Evidence statements should not simply reiterate or restate the performance descriptors present in the
CAP Rubric; the evidence should explain what happened in the observation that shows/does not show that a skill has been demonstrated.
o You might consider “tagging” evidence that gets included in the Observation Forms by dimension (quality, scope, consistency) so that it can easily be referred to when making summative judgments.
• The observer(s) identify areas of strength and areas for improvement, tied directly to the six essential elements. In reflecting on the analysis of the evidence, assessors should select one to two (but no more than three) reinforcement and refinement areas. Observers are encouraged to select the reinforcement and refinement areas that are most likely to improve candidate practice and have a positive impact on student learning. The refinement/reinforcement objectives can focus on the Quality, Consistency or Scope dimension of an element. However, assessors should not set refinement or reinforcement goals around Consistency or Scope until the candidate has successfully met the Quality threshold.
• The observer(s) facilitate a post-conference with the teacher candidate, following adequate time for the previous two steps. The primary purpose of the post-conference is to provide candidates feedback about their performance during the observation. A sample agenda of a post-conference is outlined below.
• The observer(s) finalize feedback in the Observation Form and have a follow-up conversation or meeting with the teacher candidate, if necessary.
Note: For observations that are conducted jointly, the Program Supervisor and Supervising Practitioner should calibrate on the evidence categorized as well as the identification of areas for reinforcement/refinement. This must be done prior to meeting with the candidate to ensure that the candidate receives consistent, calibrated feedback about their performance.
Final Steps
• The teacher candidate uploads all completed documents to their portfolio: o Pre-Observation Reflection (for announced observations only) o Lesson Plan (for announced observations only) o Post-Observation Reflection o Observation Form(s)
Sample pre-conference A pre-conference should include the following: an introduction, a discussion based on the review of lesson materials, and a summary of next steps. Pre-conference Introduction (2 min) The introduction helps to set the tone and purpose of the pre-conference. While it may appear overly formal it can be valuable in establishing routines that help to keep the conversation focused and brief. Below is an example of one approach to the introduction of a pre-conference:
• Greeting: “Thanks for taking the time to meet with me. I’m really looking forward to coming into your class on _________”
• Time: “This discussion should take us about 20 minutes”
• Set Purpose: “The purpose of our conversation is for you to help me to know what I can expect to see happen during the observation and for you to know what things I am specifically looking for.”
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Discussion of the Lesson (15 min) Following the brief introduction, the assessor should transition quickly into probing further on the candidate’s intentions and plans for the lesson being observed. It is most productive when the assessor has reviewed the lesson plan prior to this conversation and can ask specific, probing questions about the lesson. The candidate should be doing the majority of the talking during this portion of the pre-conference. The assessors should be capturing notes on the conversation. Below is an example of one approach to the discussion about the lesson:
• Reference review of materials: “I reviewed the materials you sent me in advance and think I have a clear sense of the lesson but was hoping you could elaborate on a few points to be sure I understand your plan.”
• Ask any questions you may have, guided by the focus elements of the observation. Pre-conference Closure (3 min) Assessors should leave time at the end of the conference to summarize any takeaways from the conversation as well as align expectations for the upcoming observation. Below is an example of one approach to pre-conference closure:
• Revisit prior feedback: “After our second observation, we agreed that you would work to [fill in] so I will be looking for evidence of that in the upcoming observation.”
• Review the focus Essential Elements: “Also, because this is the third observation, I will also be collecting evidence specifically for element 1.B. 2.”
• Summarize takeaways from the conversation: “Based on what you shared with me during our conversation, it sounds like you are also looking for feedback on your transitions so I will be sure to make note of those as well.”
Sample post-conference A post-conference should include the following: an introduction, a discussion of reinforcement/refinement areas, and a summary of next steps. Post-conference Introduction (5 min) The introduction helps to set the tone and purpose of the post-conference. While it may appear overly formal it can be valuable in establishing routines that help to keep the conversation focused and brief. Below is an example of one approach to the introduction of a post-conference:
• Greeting: “Thanks for taking the time to meet with me. I’m really looking forward to our discussion on the lesson I was able to see in action. ”
• Time: “This discussion should take us about 30 minutes”
• Set Purpose: “The purpose of our conversation is for us to identify both strengths and areas of improvement in your practice”
• Probe for self-reflection: “What are your thoughts about how the students responded to the lesson?” OR if the candidate already completed the self-reflection form, “I saw from your reflection that…”
Discussion of Reinforcement/Refinement Areas (20 min) The discussion about strengths and areas for improvement should begin with outlining the areas of reinforcement and then transition to the areas of refinement. The assessor should provide specific examples from the observation as evidence of the area of refinement or reinforcement. Below is an example of one approach to the discussion:
• Share areas of Reinforcement: o Provide evidence from observation: “There were several instances throughout the lesson where you
asked a variety of questions to check for student understanding. For example, after showing the pictograph you…”
o State impact on students: “In doing so, students were required to justify their thinking and it allowed you to quickly identify misconceptions in students understanding.”
o Provide recommended action: “Continue to…”
• Share areas of Refinement: o Ask self-reflection question: Ask a specific question to prompt the teacher to talk about what you want
him or her to improve. Utilize a question that includes specific language from the rubric, which can lead the teacher to reflect on the indicator you have identified as his/her area of refinement as it relates to the lesson. Example: “When developing lessons, how do you decide on the pacing of the lesson so sufficient time is allocated for each segment?”
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o Share evidence from observation: “You mentioned earlier that you wanted students to be able to work in groups and then report their findings. However, there was not sufficient time for this to occur during the lesson. According to the observation log, the first 6 minutes was spent organizing materials and transiting students; the next 23 minutes was spent with you modeling the objective at the board with some questions and answer time built in.”
o Provide concrete suggestions for how to improve: “As you modeled how to analyze a pictograph, students could have worked with their group members to answer your questions prior to your providing the answer, then they could have reported to the class their findings. This would have still allowed you to model, but would have also allowed students to work together to analyze the pictograph. Students who may not have required this review could have worked independently in a group to analyze their own pictograph while the rest of the class participated in your modeling. This would have also allowed you to differentiate the pacing of the lesson to provide for students who progress at different learning rates. This lesson could also have been segmented into two different lessons.”
o Provide recommended action: “Moving forward…” o Share resource/support: “As you work to further refine this skill, I think it might be helpful if you go and
observe Mrs. Blank in 3rd grade who is highly-skilled in this area. I’ve already spoken with her and she has agreed to an observation and debrief next week.”
Post-conference Closure (5 min) Evaluators should leave time at the end of the conference to summarize any takeaways from the conversation. Below is an example of one approach to post-conference closure:
• Share Observation Form: “I’ve categorized the evidence from observation as well as recorded the reinforcement and refinement areas and actions here” (Alternatively, you may have the candidate fill in the refinement/reinforcement goals based on the discussion. Evaluators should, however, be sure that it is an accurate reflection of the intended objectives for refinement/reinforcement.)
• Leave time for questions: “Do you have any other questions?”
• Confirm next steps in process: “The next formal observation will be unannounced and conducted by your Supervising Practitioner. Because it is the second observation she will be focusing evidence collection on the refinement goals we discussed today as well as essential elements 1.A.4 and 2.B.1.”
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Three-Way Meetings There must be three three-way conferences during the practicum semester. These meetings are an opportunity to discuss progress, offer feedback, set goals, and review upcoming deadlines. They should be honest and reflective, with the goal of empowering the teacher candidate and sustaining a professional community of support. The Program Supervisor is responsible for facilitating the meetings. An outline of each meeting is included below and should be reviewed by each person prior to the meeting, as specific documents and signatures are due at that time. Additional items should be added to respond to the needs of the teacher candidate.
Introductory Meeting
Documents: - Practicum Handbook (all)
▪ Set a date/time for Announced Observation #1 and First Three-Way Meeting. ▪ Set a schedule for taking on teaching responsibilities.
Which class will be taken on first? What is the ideal timeline for taking on the second and third classes? What are the titles and levels of the courses?
▪ Discuss the transition to full teaching responsibility.
What will those transitions look like in terms of planning and teaching for each class? Will the teacher candidate’s role vary across the three classes? (It is expected that the teacher candidate will play an active role in all three classes from the beginning of the semester.)
▪ (If co-teaching) Review the documents in the handbook section on co-teaching.
What elements of co-teaching do you plan to incorporate into your teaching partnership during the first half of the semester? What looks exciting? What challenges do you anticipate?
▪ Share contact information and establish expectations around communication.
What / when is the preferred mode of communication (e.g. phone, email, text)? ▪ Address additional questions/concerns/topics.
First Three-Way Meeting Before: - Teacher candidate completes the Candidate Self-Assessment and Goal-Setting Form and
shares it with the team - Supervising Practitioner and Program Supervisor discuss evidence and calibrate on feedback to be provided to teacher candidate, including initial ratings on CAP Rubric
Documents: - Practicum Handbook (all)
- Observation Form: Announced Observation #1 (completed by sup prac + prog sup) - Candidate Self-Assessment and Goal-Setting Form (completed by candidate) - Finalized Goal & Implementation Plan Form (completed at meeting) - CAP Form and Rubric Sec 1 (completed to extent possible at meeting)
Sec 3 (signed at meeting)
▪ Check-in with candidate. How have the first few weeks been going? What has been most exciting? What have been the biggest surprises and/or challenges? Is there anything the teacher candidate needs?
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▪ Clarify the expectations for lesson planning. Holy Cross has an established lesson plan format that must be used for all formal observations. What are the expectations of the Supervising Practitioner and/or school in terms of daily and/or weekly lesson planning?
▪ Summarize structured feedback and baseline ratings from Announced Observation #1. ▪ Complete the Finalized Goal & Implementation Plan Form, to be submitted to the candidate file.
The student will have completed and shared the Candidate Self-Assessment and Goal-Setting Form prior to the meeting. In addition, the Supervising Practitioner will have identified a measure of student impact rating scale to be used to measure candidate impact on student learning. These will be finalized and documented.
▪ Address additional questions/concerns/topics. ▪ Sign and date the CAP Form and Rubric (Section 3, 1st Three-Way Meeting.)
Second Three-Way Meeting
Before: - Candidate administers the Student Feedback Surveys and shares results - Supervising Practitioner and Program Supervisor review all available evidence (including observations, student feedback, measures of student learning, reflections, etc.) - Supervising Practitioner and Program Supervisor individually assess candidate performance using the CAP Rubric, then calibrate formative assessment ratings on the CAP Form and Rubric (Section 2, Formative Assessment)
Documents: - Practicum Handbook (all)
- CAP Form and Rubric Sec 2, Summative Assessment (completed by sup prac + prog sup) Sec 3 (signed at meeting)
- Revised Goal & Implementation Form (completed at meeting, if necessary)
▪ Revisit planning and feedback structures. What are they? Are they working? What is working well? What can improve? Have you tried one or more of the co-teaching models? If so, how did it go? Are there elements of co-teaching that you plan to incorporate into your teaching partnership moving forward?
▪ Share and discuss formative ratings.* ▪ Revisit candidate goals and implementation plan; adjust accordingly.
How do formative ratings and candidate reflections align to the implementation plan? If necessary, the goal can be modified, supports can be increased, and/or additional focused observations can be added.
▪ Address additional questions/concerns/topics. ▪ Sign and date the CAP Form and Rubric (Section 3, 2nd Three-Way Meeting.)
* Any major concerns about performance or professional conduct should be expressed in writing and brought to the attention of the Director. This includes any concern that the student needs additional support or more time in student teaching.
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Final Three-Way Meeting Before: - Candidate ensures all evidence is uploaded and shared with team
- Supervising Practitioner and Program Supervisor review all available evidence - Supervising Practitioner and Program Supervisor individually assess candidate performance using the CAP Rubric, then calibrate summative assessment ratings on the CAP Form and Rubric (Section 2, Summative Assessment)
Documents: - Practicum Handbook (all)
- CAP Form and Rubric Sec 1 (finalized at meeting) Sec 2, Summative Assessment (completed by sup prac + prog sup) Sec 3 (completed and signed at meeting)
▪ Share and discuss summative ratings.**
How has the teacher candidate progressed in terms of the CAP essential elements? ▪ Address additional questions/concerns/topics. ▪ Finalize, sign, and date the CAP Form and Rubric (Section 1 and Section 3.) ▪ Identify any outstanding documents that need to be submitted.
** The final meeting should provide a fair, honest, and compassionate assessment of the practicum experience. Strengths and areas for growth should be shared openly and discussed professionally, grounded in evidence. Given the expectations of ongoing communication, there should not be surprises.
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Licensure + Next Steps Students in the Teacher Education Program complete a Massachusetts state-approved educator preparation program.
Endorsement To complete the TEP and receive endorsement for an initial license in Massachusetts, students must:
• Complete all required TEP coursework, including the practicum semester.
• Complete all major requirements in the major of the license sought.
• Maintain an overall GPA of 3.0 or higher.
• Maintain a GPA of 3.0 or higher in the major of the license sought.
• Earn at least a B in all required TEP courses.
• Fulfill all state Subject Matter Knowledge (SMK) requirements, with appropriate advising from the faculty liaison in their major.
• Complete and document at least 80 pre-practicum hours, approved through the Placement Coordinator.
• Pass the Massachusetts Tests for Educator Licensure (MTEL) for both Communication and Literacy Skills and the appropriate subject matter.
• Submit all necessary documents with the appropriate signatures. An explanation must be documented if any of these requirements are not satisfied.
Applying for a Massachusetts license Once you have an ELAR profile, you can apply for licensure in Massachusetts by logging into your ELAR account and selecting “Apply for a new license, or advance to the next level license.”
1. By completing all TEP requirements, you are eligible for an Initial license for the subject and level in which you did your student teaching (e.g. Mathematics 5-8 if you did your student teaching at the middle school level, or History 8-12 if you did your student teaching at the high school level). Foreign languages are eligible for a 5-12 license. Complete the form and click “add…”.
2. The next page will ask you which “Path” you completed to qualify for that license. Select the appropriate path. (You completed an approved program.)
3. You can apply for any add-on licenses for which you are qualified (e.g. History 5-8 if you did your student teaching at the high school.) If you suspect you might be eligible for an add-on, read the DESE requirements and/or check with the TEP Director. Add-on licenses are typically completed as “an additional Massachusetts license at a new level.” However, since your primary license will not be approved until after graduation, that option will not show up for you until that time. Therefore, should wait until you get your primary license before you apply for the add-on. If you need it sooner than that, you may need to call the licensure office to push it through.
4. Complete the process, including payment.
5. Important! Before you leave this site, save or print out the last page for your records, the page that has a receipt number. This may be your only record of the transaction.
Final Steps Within five days after your Holy Cross graduation, the Director of the Teacher Education Program will enter your information/endorsement to the Massachusetts Department of Elementary and Secondary Education (DESE) and submit your official final transcript. This is the formal endorsement that you have completed the program. You can check the status of your licensure on ELAR.
Reciprocity Massachusetts participates with every state and the District of Columbia through the National Association of State
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Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement. The Interstate Agreement makes it possible for an educator who completed a state approved program and/or who holds a license in one state to earn a comparable license in another state. However, the Interstate Agreement does NOT mean that you can work in another state under your Massachusetts license. Each state will require you to obtain that state’s unique educator license and meet state licensure requirements. The process typically includes applying for the particular state educator license, passing applicable state tests, and submitting evidence that you completed a state approved educator preparation program (your final transcript). If you are planning to teach in another state and need paperwork filled out for licensure in that state, please give or mail the forms to be completed to Admin Assistant, Education Department, College of the Holy Cross, 1 College Street, Worcester MA, 01610. To expedite, send a self-addressed stamped envelope along with the form(s). If you request transcripts from the Registrar’s Office, be sure to request your FINAL transcript, as that is the only one that will include your endorsement.
TEP Alumni Network We have a robust network of TEP graduates who are educators in various types of schools across the country. We hope that our graduates will stay connected to the TEP by sending professional updates, job opportunities, and ideas or resources for our current students. Be sure we have your updated contact information so that we can be in touch!
27
Sample Documents CAP Form and Rubric ............................................................... 27
Candidate Self-Assessment Summary Form ............................ 35 Finalized Goal and Implementation Plan Form ........................ 37 Pre-Observation Reflection ...................................................... 38 Post-Observation Reflection .................................................... 39 Post-Conference Planning Form (optional).............................. 40
Observation Form: Announced Observation 1 ........................ 41 Observation Form: Unannounced Observation 1 .................... 42 Observation Form: Announced Observation 2 ........................ 43 Observation Form: Unannounced Observation 2 .................... 44
ESE Model Student Feedback Survey (short form) .................. 45 Lesson Plan Template............................................................... 47 Paperwork Checklist ................................................................. 49
28
CAP Form and Rubric
Candidate Assessment of Performance Form and Rubric
Section 1: General Information (to be completed by the Candidate)
Candidate Information
First Name: Last Name:
Street Address:
City/Town: State: Zip:
MEPID #:
Massachusetts license number(if applicable):
Program Information
Sponsoring Organization: College of the Holy Cross
Program Area & Grade Level:
Have any components of the approved program been waived? 603 CMR 7.03(1)(b)
Yes No
Practicum Information x
Practicum
Practicum Equivalent
Practicum/Equivalent Course Number: Educ 320 Credit hours: 12
Practicum/Equivalent Seminar Course Title:
Practicum – Middle and Secondary School Teaching
Practicum/Equivalent Site: Grade Level(s) of Students:
Total Number of Practicum Hours: Number of hours assumed full responsibility in the role:
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
CAP Form and Rubric (continued)
29
Section 2: CAP Rubric (to be completed by the Program Supervisor and Supervising Practitioner )
I.A.4: Well-Structure 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.
Formative Assessment Quality *
Scope *
Consistency * Evidence:
Summative Assessment Quality *
Scope *
Consistency *
Evidence:
CAP Form and Rubric (continued)
30
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.
Formative Assessment Quality *
Scope *
Consistency * Evidence:
Summative Assessment Quality *
Scope *
Consistency * Evidence:
CAP Form and Rubric (continued)
31
II.A.3: Meeting Diverse Needs
II-A-3. Meeting Diverse Needs
Unsatisfactory Needs Improvement Proficient Exemplary 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.
Formative Assessment Quality *
Scope *
Consistency * Evidence:
Summative Assessment Quality *
Scope * Consistency *
Evidence:
CAP Form and Rubric (continued)
32
II.B.1: Safe Learning Environment
II-B-1. Safe Learning Environment
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.
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.
Formative Assessment
Quality *
Scope *
Consistency * Evidence:
Summative Assessment
Quality *
Scope *
Consistency * Evidence:
CAP Form and Rubric (continued)
33
II.D.2: High Expectations
II-D-2. High Expectations
Unsatisfactory Needs Improvement Proficient Exemplary
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.
Formative Assessment
Quality *
Scope *
Consistency *
Evidence:
Summative Assessment
Quality *
Scope *
Consistency * Evidence:
CAP Form and Rubric (continued)
34
IV.A.1: Reflective Practice
IV-A-1. Reflective Practice
Unsatisfactory Needs Improvement Proficient Exemplary
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.
Formative Assessment
Quality *
Scope *
Consistency *
Evidence:
Summative Assessment
Quality *
Scope *
Consistency * Evidence:
CAP Form and Rubric (continued)
35
Candidate Assessment of Performance Form and Rubric
Section 3: Summary and Signatures
Three-Way Meetings
1st Three-Way Meeting Date:
Candidate
Supervising Practitioner
Program Supervisor
2nd Three-Way Meeting Date:
Candidate
Supervising Practitioner
Program Supervisor
Final Three-Way Meeting Date:
Candidate
Supervising Practitioner
Program Supervisor
Summary Ratings
Element Quality Consistency Scope Readiness Thresholds Met?
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 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:
Draft Professional Practice Goal (for Year 1):
36
Candidate Self-Assessment Summary Form
Name: Date:
Directions: In the table below, please record the rating for each element. Use the following key: Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U)
Self-Assessment Summary
Element Quality Consistency Scope
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
Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; 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
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 Summary 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.
Candidate Self-Assessment Summary Form (continued)
37
Preliminary Goal-Setting & Plan Development
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?
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?
• •
38
Finalized Goal and Implementation Plan Form
Name: Date:
Goal(s): Based on the candidate’s self-assessment and the baseline ratings determined by the Program Supervisor and Supervising Practitioner, the candidate has set the following S.M.A.R.T goal(s):
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 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 measures of student learning. Measure of Student Learning Impact Rating Parameters
High
Moderate
Low
CAP Professional Practice Goal(s)
Essential Element
39
Pre-Observation Reflection
Observation Details
Candidate Name:
Date: Time (start/end): Location:
Content Topic/ Lesson Objective:
Type of Observation: Observed by:
Announced
Unannounced
Supervising Practitioner
Program Supervisor
Reflection Prompt: Provide a context for the lesson. What do observers need to know in order to understand what students will be learning and doing? (For example: What type of instruction/activities preceded this lesson? How does it “fit” in the sequence of learning for this class? How will it support powerful learning for these students at this moment?)
Reflection Prompt: What are the learning outcomes for this lesson? What do you want the students to know and/or be able to do?
Reflection Prompt: Look at the essential elements that are the focus areas for this observation. Identify specific aspects of this lesson and/or your practice that you like to understand better related to those elements. What can the observers look, listen, or ask for in order to support that understanding?
Reflection Prompt: Is there anything else you would like to tell me before the observation?
40
Post-Observation Reflection
Observation Details
Candidate Name:
Date: Time (start/end): Location:
Content Topic/ Lesson Objective:
Type of Observation: Observed by:
Announced
Unannounced
Supervising Practitioner
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.
1.A.4: Well-Structured Lessons
1.B.2: Adjustments to Practice
2.A.3: Meeting Diverse Needs
2.B.1: Safe Learning Environment
2.D.2: High Expectations
41
Post-Conference Planning Form (optional)
Observation Details
Date: Time (start/end):
Content Topic/Lesson Objective:
Refinement Area #1
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
Self-Reflection Question(s) to prompt candidate
Evidence from Observation
Recommended Action
Potential Resources/Guided Practice/Training to support
Refinement Area #2
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
Self-Reflection Question(s) to prompt candidate
Evidence from Observation
Recommended Action
Potential Resources/Guided Practice/Training to support
42
Observation Form: Announced Observation 1
Pre-Observation Conference
Observation Details
Date: 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
Focused Feedback
Reinforcement Area/Action: (strengths)
Refinement Area/Action: (areas for improvement)
What: Observation # 1 How: Announced
Who: Program Supervisor & Supervising Practitioner
Focus Elements: 1.A.4 Well-Structured Lessons; 2.D.2 High Expectations
Note: As this is the first observation, assessors should attempt to collect evidence for all elements in order to provide a baseline for future observations
43
Observation Form: Unannounced Observation 1
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
Focused Feedback
Reinforcement Area/Action: (strengths)
Refinement Area/Action: (areas for improvement)
Observation Details
Date: Time (start/end):
Content Topic/Lesson Objective:
Whole Group
Small Group
One-on-One
Other
What: Observation # 1 How: Unannounced
Who: Supervising Practitioner
Focus Elements: 1.A.4: Well Structured Lessons; 2.B.1: Safe Learning Environment
44
Observation Form: Announced Observation 2
Pre-Observation Conference
Observation Details
Date: 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
Focused Feedback
Reinforcement Area/Action: (strengths)
Refinement Area/Action: (areas for improvement)
What: Observation # 2 How: Announced
Who: Program Supervisor
Focus Elements: 1.B.2: Adjustments to Practice; 2.A.3: Meeting Diverse Needs
45
Observation Form: Unannounced Observation 2
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
Focused Feedback
Reinforcement Area/Action: (strengths)
Refinement Area/Action: (areas for improvement)
What: Observation # 2 How: Unannounced
Who: Supervising Practitioner & Program Supervisor
Focus Elements: 1.B.2: Adjustment to Practice & Others as identified during the Formative Assessment
Observation Details
Date: Time (start/end):
Content Topic/Lesson Objective:
Whole Group
Small Group
One-on-One
Other
46
ESE Model Student Feedback Survey (short form) Name of teacher: _________________________________________ Date: ______________________
Directions: Read each statement and then choose one answer choice that you think fits best. There
are no right or wrong answers. Your teacher will use your class’s responses to better understand what
it’s like to be a student in this class. Your teacher will not see your individual answers.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
1. My teacher demonstrates that mistakes are a
part of learning. ○ ○ ○ ○
2. My teacher asks us to summarize what we have
learned in a lesson. ○ ○ ○ ○
3. Students push each other to do better work in this
class. ○ ○ ○ ○
4. My teacher asks me to improve my work when
he or she knows I can do better. ○ ○ ○ ○
5. My teacher uses open-ended questions that
enable me to think of multiple possible answers. ○ ○ ○ ○
6. Examples of excellent work are provided by my
teacher so I understand what is expected of me. ○ ○ ○ ○
7. In this class, students review each other's work
and provide each other with helpful advice on how to improve.
○ ○ ○ ○
8. When asked, I can explain what I am learning
and why. ○ ○ ○ ○
9. After I get feedback from my teacher, I know
how to make my work better. ○ ○ ○ ○
10. The work in this class is challenging but not too
difficult for me. ○ ○ ○ ○
11. During our lessons, I am asked to apply what I
know to new types of challenging problems or
tasks.
○ ○ ○ ○
12. In this class, other students take the time to listen
to my ideas. ○ ○ ○ ○
13. When material in this subject is confusing, my
teacher knows how to break it down so I can
understand.
○ ○ ○ ○
14. In my class, my teacher is interested in my well-
being beyond just my class work. ○ ○ ○ ○
ESE Model Student Feedback Survey (short form) (continued)
47
Strongly
Agree
Agree
Disagree
Strongly
Disagree
15. If we finish our work early in class, my teacher has
us do more challenging work. ○ ○ ○ ○
16. My teacher asks me to rate my understanding of
what we have learned in class. ○ ○ ○ ○
17. I use evidence to explain my thinking when I
write, present my work, and answer questions. ○ ○ ○ ○
18. In this class, students work together to help each
other learn difficult content. ○ ○ ○ ○
19. My teacher helps us identify our strengths and
shows us how to use them to help us learn. ○ ○ ○ ○
20. In this class, students are asked to teach other
classmates a part or whole lesson. ○ ○ ○ ○
21. Our class stays on task and does not waste time. ○ ○ ○ ○
22. During a lesson, my teacher is quick to change
how he or she teaches if the class does not understand (e.g., switch from using written
explanations to using diagrams).
○ ○ ○ ○
23. My teacher encourages us to accept different
points of view when they are expressed in class. ○ ○ ○ ○
24. I can show my learning in many ways (e.g.,
writing, graphs, pictures) in this class. ○ ○ ○ ○
25. In this class, students are allowed to work on
assignments that interest them personally. ○ ○ ○ ○
OPTIONAL: If you have any additional feedback for your teacher, please share it here.
© 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.”
48
Lesson Plan Template
HOLY CROSS LESSON PLAN FORMAT
Date Teacher Class Period
Unit Topic Lesson Topic
Rationale
How does today’s lesson fit into the big picture of this unit and/or this course?
Standards Addressed List curricular, teaching and evaluation strands to be addressed in the lesson.
Use the Massachusetts Curriculum Frameworks and relevant district and/or national standards.
Expected Student Outcomes
Instructional Objective Students will know and be able to:
What will the students be able to do and understand – and to what level – by the end of this lesson? These should be specific, measurable, and connected to the standards.
Language Objective What language, relating to the lesson and lesson content, will students know and learn by the end of this lesson? How will they demonstrate that knowledge?
Vocabulary What vocabulary do students need to know for this lesson?
Evaluation of Learning
What specific, tangible evidence will demonstrate that students have met the goals and objectives of today’s lesson? What evidence will you collect? Will it be formal or informal? What will be the assessment criteria and what form will it take? Address both instructional and language objectives.
Methodology
Outline all learning activities/pacing for the entire lesson – a road map of the time to be spent in class. All parts of this should ‘fit’ together to form a coherent learning experience.
▪ How do you plan to start and capture the students’ attention and prepare them to focus on this lesson?
▪ Describe the steps you will take or activities you and the students will use in order for them to achieve the set objectives.
▪ How do you plan to close or ‘wrap up’ the lesson?
Activity (time) STUDENT is doing TEACHER is doing
Lesson Plan Format (continued)
49
Meeting the Needs of All Learners
Strategies used during the lesson, considering differing achievement levels, learning styles, multiple intelligences, and language backgrounds of individual students: List all that apply and add any others.
Adjust Grouping Formats
Oral, Pointing, Signed Responses Give Additional Examples
Write Homework List
Give Daily Progress Report
Use of Braille or Large Print
Give Student Copy of Directions
Provide an Alternate Reading Level for a Reading
Extend Time of Selected Work
Reread Directions Use Assistive Devices to Respond
Post visual picture or schedule
Give Verbal Reminders
Use of Interpreter
Use Page Markers
Give More Frequent Breaks
Handout Hard Copy of Board Notes Word Processor/Computer
Seating Near Advanced Students
Use Graphic Organizer
Pair Students
Choose one example from the list and explain in detail the differentiation.
Classroom Management What behavioral needs/issues do you anticipate during this lesson? What strategies and/or classroom routines will you use to support appropriate behavior?
Materials What materials are required for this lesson? Attach any resources, worksheets, or materials to be used.
50
Paperwork Checklist
✓
Online Platform?
To Complete To Submit to TEP Director
(by end of semester)
Announced Observation #1 Pre-Observation Reflection No TC TC
Observation Form Yes PS + SP
(calibrated box)
Post-Observation Reflection No TC TC
Self-Assessment Rubric + Form Yes TC
Finalized Goal and Implementation Plan Form
No PS PS
Unannounced Observation #1
Observation Form Yes SP
Post-Observation Reflection No TC TC
Formative Assessment Yes PS + SP
(calibrated box)
Announced Observation #2
Pre-Observation Reflection No TC TC
Observation Form Yes PS
Post-Observation Reflection No TC TC
Unannounced Observation #2
Observation Form Yes PS + SP
(calibrated box)
Post-Observation Reflection No TC TC
Summative Assessment Yes PS + SP
(calibrated box)
CAP Summary Page No PS PS
File labels: [student initials] [document title][author initials]
Examples: MK Obs2A Form MBRC CF Obs1U Post CF
51
Appendix A: Co-Teaching Resources
All resources in this section have been reproduced or adapted: Copyright 2012, The Academy for Co-Teaching and Collaboration at St. Cloud State University
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
Overview In co-teaching, the pair (teacher candidate and Supervising Practitioner) are encouraged to co-plan and quickly incorporate the co-teaching strategies into their classroom practice, providing more opportunities for the students to engage with both adults in the classroom. The Supervising Practitioner remains engaged, using the strategies to support student learning and engagement. The co-teaching pair collaborates throughout the experience, with leadership in responsibility and decision-making shifting over time to the teacher candidate. Ultimately, the teacher candidate assumes leadership in all aspects of the classroom, including directing the activities of the cooperating teacher and other adults working with the students. It is also important that the teacher candidate has opportunities to solo teach.
Co-Teaching Strategies
Strategy Definition/Example
One Teach, One Observe
One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors.
One Teach, One Assist
An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments.
Station Teaching The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations.
Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio.
Supplemental Teaching
This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated.
Alternative (Differentiated)
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.
Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.
co-teaching (n): two teachers working together with groups of students – sharing the planning, organization, delivery and assessment of instruction, and physical space – with
both teachers actively involved and engaged in all aspects of instruction.
52
Co-Planning The two key pieces in this co-teaching model are attitude and co-planning. Supervising Practitioners and teacher candidates must believe that they are partners in the educational process and teachers in the classroom. Furthermore, Supervising Practitioners and teacher candidates must view each other as integral members of an instructional team. The crux of a successful co-teaching partnership is the co-planning that takes place prior to instruction. During weekly co-planning time, Mentor Teachers and Residents decide which co-teaching strategy to use and identify the parts of the lesson that they will plan individually. At the beginning of the year, Supervising Practitioners take the lead in co-planning. As the year progresses, the candidates assume increased responsibility in co-planning activities. In “10 Tips for Using Co-Planning Time More Effectively,” Murawski (2012) recommends:
▪ Establish a regular time to plan collaboratively. ▪ Save rapport building for another time. ▪ Determine roles and responsibilities. ▪ Divide and conquer! ▪ Use a planning structure, such as the What/How/Who approach.
By the end of the co-planning session, each co-teacher has a sense of their next steps in preparing for the upcoming lesson. Pairs must figure out an approach that works for their planning styles and strengths. Some suggestions include:
▪ Try a basic template to guide the planning, then adjust it to meet the team needs ▪ Set up a Google Doc so that both co-teachers can view the planning materials in real time ▪ Utilize the individual and collective strengths of the pair (e.g., organization, creativity, etc.)
Below is an example of a simple template that might be useful for some pairs.
Class
Standard(s)
Lesson objective(s)
Essential question(s)
Key vocabulary
Co-teaching approach
SP TC Considerations
Beginning of lesson
Middle of lesson
End of lesson
53
Appendix B: School-Specific Information – (Bell Schedules)
