Practicum Handbook S20 - College of the Holy Cross

Practicum Handbook 2020

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.

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 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 Elena Aricprete English

[email protected]

James Moore Burncoat High School

[email protected] Lauren Suprenant Burncoat High School

[email protected]

Maryellen Paquette [email protected]

Ty Bramer Mathematics

[email protected]

Yayra Perkins Sullivan Middle School

[email protected]

Steve Bousquet Sullivan Middle School

[email protected] Hiram Gandia Spanish

[email protected]

Alfred Leon South High Community School

[email protected]

Dianne Cummings [email protected]

Victoria Roy Mathematics

[email protected]

Tracy Pobieglo Burncoat Middle School

[email protected]

Kate Milkosky [email protected]

Roxana Ruiz Religious Studies

[email protected]

Pam Mason Notre Dame Academy

[email protected] Christine Valentine Notre Dame Academy

[email protected] Ann French Notre Dame Academy

[email protected]

Kathryn Edmunds [email protected]

Carley Stebbins Mathematics

[email protected]

Heather Farrington Burncoat High School

[email protected]

Kate Milkosky [email protected]

School Information Burncoat High School 179 Burncoat Street Worcester, MA 01606 508.799.3300 Burncoat Middle School 135 Burncoat Street Worcester, MA 01606 508.799.3390

Notre Dame Academy 425 Salisbury Street Worcester, MA 01609 508.757.6200 South High Community School 170 Apricot Street Worcester, MA 01603 508.799.3325 Sullivan Middle School 140 Apricot Street Worcester, MA 01603 508.799.3350

Bell Schedules

Sullivan Middle School

South High School Bell Schedule

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Semester Overview – Spring 2020

Class 1 Class 2 Class 3

Week 1 January 22-25

(No school January 21 for MLK Day)

§ 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. 28-Feb. 1

§ Teacher candidate takes on lead instructional role in first class, if appropriate, and has an active role in the other two classes Phase 2 Phase 1 Phase 1

Week 3 February 4-8

§ Candidate Self-Assessment due Friday, February 7 § Announced Obs #1 (BOTH SP & PS)

Well Structured Lessons & High Expectations § First Three-Way Meeting (if not already completed)


Week 4 February 11-15 (No school February

18-22 for School Vacation)

§ Teacher candidate takes on lead instructional role in second class, if appropriate


Weeks 5-6 February 25-

March 8

§ Unannounced Obs #1 (JUST SP) Well Structured Lessons & Safe Learning Environment Phase 2 Phase 2 Phase 1

Week 7 March 11-15

§ Distribute surveys (bring to Seminar on Thursday, March 19) Phase 2 Phase 2 Phase 1

Week 8 March 18-22

§ By this time, teacher candidate has taken on lead instructional role in three classes per day

§ Announced Obs #2 (JUST PS) Adjustment to Practice & Meeting Diverse Needs


Week 9 March 25-29

§ Formative Assessment (Completed by PS and SP) § Second Three-Way Meeting § Full take-over week (optional)


Week 10 April 1-5

§ Full take-over week § Unannounced Obs #2 (BOTH SP & PS)

Adjustment to Practice and Your Choice! Phase 2 Phase 2 Phase 2

Weeks 11-12 April 8-26

(No school April 15-19 for School

Vacation)

§ Full take-over week § Unannounced Obs #2 if not already completed (BOTH SP & PS)

Adjustment to Practice and Your Choice! § Summative Assessment (Completed by PS and SP)


Week 13 April 29-May 3

§ Distribute surveys again (optional) § Extra observation(s), if needed § Final Three-Way Meeting / Professional Goal due


Phases of Planning and Roles


Ori

g.

Mo

del

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 if determined

appropriate by the SP and

PS

Co

-Te

ach

ing

Mo

de

l

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 - By the end of this phase, (exact timing determined by

the SP and PS) TC must plan and execute lessons/unit for at least 2 weeks with input/feedback from SP

- SP supports TC and provides specific feedback

SP slowly takes back the

lead instructional role if

determined appropriate by

the SP and PS

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 of direct instruction. This includes planning, teaching and evaluating lessons, assessing student learning, meeting with faculty, engaging with families, and all other related aspects of teaching. Students are responsible for spending at least 300 hours total in the school throughout the semester. 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 where the TC is responsible for the planning and executing of all lessons with minimal support from the SP. 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.

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, and TCs should be fully aware of these protocols in the event they are in the classroom by themselves.

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 Worcester Public Schools developed a district plan in order to follow the 2010 law “An Act Relative to Bullying in Schools.” 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. ALICE Training Violence in schools and school shootings have impelled educational institutions to reevaluate their active shooter protocols and procedures. The WPS and HC have adopted the ALICE training model. As such, all student teachers will be trained in ALICE by Holy Cross Public Safety at the end of January. It remains imperative that Teacher Candidates review emergency protocols and procedures with their Supervising Practitioners as they may be building/classroom specific. 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. 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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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…

• participate in early field-based experiences & coursework

• 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

• be available and open to additional observations if needed (determined by SP & PS)

• submit all lesson plans to SP for review or co-plan with SP before teaching them

• provide lesson plans to PS and/or SP ahead of announced observations or at any other point if requested by PS or SP

• administer student feedback surveys • demonstrate competency at all

readiness threshold levels • adequately complete and submit all

ESE and Holy Cross forms and submit them to the Education Department in a timely manner

• provide feedback to HC about experience in the TEP

• 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

• participate in at least three formal observations of the candidate, as outlined in the handbook

• actively collect evidence during observations, synthesize & analyze evidence, and provide focused, constructive feedback to the TC

• confer with the Program Supervisor to support the growth of the teacher candidate and determine whether additional observations are necessary

• contact the Director with any concerns regarding the teacher candidate's behavior or performance

• adequately complete and submit all ESE and Holy Cross forms, calibrate evidence with PS, and submit them to the Education Department and/or on the CAP Online Platform in a timely manner

• communicate with the teacher candidate on a regular basis to discuss progress, review goals, share concerns, and offer high quality feedback

• participate in at least two formal observations of the candidate, as outlined in the handbook

• actively collect evidence during observations, synthesize & analyze evidence, and 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 and document evidence of candidate readiness for licensure

• communicate with the Director on a regular basis to provide updates on the teacher candidate and determine whether additional observations are necessary

• adequately complete and submit all ESE and Holy Cross forms, calibrate evidence with SP and submit them to the Education Department and/or on the CAP Online Platform 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

Candidate Assessment of Performance (CAP) 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. The information comes directly from the CAP Handbook 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 & 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.

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 à Proficient Consistency à Needs Improvement Scope à Needs Improvement **However, if a TC receives 2 or more Needs Improvement ratings (in any dimension) on the Formative Assessment, they may be required to undergo additional observations or provide additional documentation (i.e. full lesson plans) at the discretion of the SP and PS.**

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.

CandidateAssessmentofPerformance

CAP Required vs Recommended Forms & Resources ThefollowingtableoutlineswhichformsarerequiredforCAPversusthosethatarerecommended:Required Forms Recommended Forms & Resources

• CAP Form • CAP Observation Form (for all required

observations) • Student Feedback Instruments • Formative Assessment Form • Summative Assessment Form

• Candidate Self-Assessment Form & Goal-Setting Form

• Preliminary Goal-Setting and Plan Development Form

• Finalized Goal & Implementation Plan Form • Baseline Assessment Form • Pre-Conference Planning Form Candidate Self-

Reflection Form • Post-Conference Planning Form • Three-Way Meeting Checklists • Measuring Candidate Impact on Student Learning

(Guidance) • Model Observation Protocol (Guidance)

AllrequiredformsshouldberetainedonfileattheSponsoringOrganization.Otherforms,particularlythoseintherecommendedsection,mayalsobeusefulindemonstratingcertaincriteriaaremetduringanupcomingESEreview.RefertotheCandidateRecordRetentionadvisoryformoreinformation.

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CAP 5-Step Cycle

ModelObservationProtocol:Pre-ConferencePlanningFormRecommended

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Model Observation Protocol: Pre-Conference Planning Form ObservationDetails

Date: Time(start/end):

ContentTopic/LessonObjective:

WholeGroup

SmallGroup

One-on-One

Other

Element(s)tobeObserved(circle)

Comments

1.A.4:Well-StructuredLessons

1.B.2:AdjustmentstoPractice

2.A.3:MeetingDiverseNeeds

2.B.1:SafeLearningEnvironment

2.D.2:HighExpectations

4.A.1:ReflectivePractice

Refinementareaspreviouslyidentified

Questionstoaskinpre-conference

ModelObservationProtocol:CandidateSelf-ReflectionFormRecommended

Model Observation Protocol: Candidate Self-Reflection Form Directions:Followinganannouncedoranunannouncedobservation,pleaseusetheformbelowtoreflectonthelesson.SubmittheformtoyourSupervisingPractitioner/ProgramSupervisorwithin24hoursoftheobservation.

ObservationDetails



TypeofObservation: Observedby:

Announced

Unannounced

SupervisingPractitioner

ProgramSupervisor

ReflectionPrompt:Whatdoyouthinkwentparticularlywell?Howdidthisstrengthimpactyourstudents’learning?

ReflectionPrompt:Ifyoucouldteachthislessonagain,isthereanythingyouwoulddodifferently?Howwouldthishaveimpactedyourstudents’learning?

EssentialElementEvidence:Wherepossible,provideonepieceofevidencethatyoubelievedemonstratesyourperformancerelativetotheQuality,ConsistencyorScopeofeachelement.

1.A.4:Well-StructuredLessons



2.B.1:SafeLearningEnvironment

2.D.2:HighExpectations

CAP:Step1(Self-Assessment)

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Model Observation Protocol: Post-Conference Planning Form ObservationDetails



RefinementArea#1

1.A.4:WellStructuredLessons

2.B.1SafeLearningEnvironment


2.D.2HighExpectations


4.A.1ReflectivePractice

Self-ReflectionQuestion(s)topromptcandidate

EvidencefromObservation

RecommendedAction

PotentialResources/GuidedPractice/Trainingtosupport

RefinementArea#2







Self-ReflectionQuestion(s)topromptcandidate


RecommendedAction

PotentialResources/GuidedPractice/Trainingtosupport


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ReinforcementArea#1








RecommendedAction

ReinforcementArea#2








RecommendedAction

UpcomingStepsintheCAPProcess

• TypeofNextObservation:• FocusofNextObservation:• Date/topicofnextThree-WayMeeting:• Other:


17

Goal-Setting & Plan Development

AftercompletingtheSelf-Assessment,candidatesdraftoneprofessionalpracticegoal.ProfessionalpracticegoalsaredrivenbytheneedsoftheindividualeducatorinrelationtothefourProfessionalStandardsforTeachers(PSTs),assurfacedthroughtheself-assessment.ProfessionalpracticegoalsarethereforecloselyalignedtotheCAPRubricandsupportthelearninganddevelopmentofthecandidate,withtheintentofhelpinghim/herimprovehis/herpractice.1Theprofessionalpracticegoalisarequiredsourceofevidencefor4.A.1ReflectivePractice,aswellasatleastoneotheressentialelementwhichiscollectivelydeterminedbythecandidate,SupervisingPractitioner,andProgramSupervisor.

ThePreliminaryGoal-Setting&PlanDevelopmentFormguidesthecandidatetocraftaS.M.A.R.Tgoal,consistentwithpracticesexpectedofeducatorsundertheEducatorEvaluationFramework.TheS.M.A.R.Tgoalframeworkisusefulinhelpingindividualcreateeffectivegoalsandactionplans.KeycharacteristicsofS.M.A.R.Tgoalsare:

S=SpecificandStrategic–Goalsshouldbespecificsothatattheendoftheevaluationcycleeducatorsandevaluatorscandeterminewhethertheyhavebeenachieved.Goalsshouldalsobestrategic,i.e.,serveanimportantpurposeforstudents,theschool,and/orthedistrict.

M=Measurable–Goalsshouldbemeasurablesothatprogresstowardagoalcanbeevaluatedandmanaged.

A=ActionOriented–Goalshaveactive,notpassiveverbs.Theactionstepsattachedtothegoalsindicatewhoisdoingwhat.

R=Rigorous,Realistic,andResultsFocused(the3Rs)–Goalsshouldmakeclearwhatwillbedifferentasaresultofachievingthegoal.Agoalneedstodescribearealisticyetambitiousresult.Itneedstostretchtheeducator,team,school,ordistricttowardimprovement,butitshouldnotbeoutofreach.

T=TimedandTracked–Agoalneedstohaveafinaldeadline,aswellasinterimdeadlinesbywhenkeyactionswillbecompletedandbenchmarkswillbeachieved.Trackingtheprogressonbothactionstepsandoutcomebenchmarksisimportant,astheyhelpeducatorsknowwhethertheyareontracktoachievethegoal,andgiveeducatorsinformationtheyneedtomakemidcoursecorrections.

Becauseacandidate’sprofessionalpracticesgoalemergesdirectlyfromtheSelf-Assessment,thegoalwilltargetspecificareasidentifiedasopportunitiesforgrowth.GoalsarefinalizedduringthefirstThree-WayMeeting.

1UnlikeintheEducatorEvaluationFramework,candidatesarenotrequiredtodevelopastudentlearninggoalwhileengaginginCAP.TheSupervisingPractitionerwillidentifyameasureofstudentlearningforcandidateuseasanotherpieceofevidence.

ModelObservationProtocol:Post-ConferencePlanningForm RecommendedForm

Three-WayMeetingChecklist(Meeting#1) RecommendedForm

Three-Way Meeting Checklist Three-WayMeeting#1(OccursafterAnnouncedObservation#1).

Before During

45-60min After

TC � CompleteSelf-Assessment&

Goal-SettingFormsàSharewithPS/SP

� ConductaPost-ConferenceforAnnouncedObs.#1

� Sharebaselineassessment

� Finalizeprofessionalpracticegoal

� Agreeonimplementationplan

� Sign-offatconclusionofmeeting

� Sharegoalsandplanwithpracticumseminarinstructor

SPandPS

� CalibratefeedbackfromAnnouncedObs.#1

� ReviewCandidateSelf-Assessment&Goal-SettingForms

� PreparetosharebaselineassessmentonCAPRubric

� Actoncommitmentsmadeinimplementationplan

Form

s

Required:� ObservationForm:Announced

Observation#1

Recommended:• ModelObservationProtocol:Post-

ConferencePlanningForm• CandidateSelf-Assessment&Goal

SettingForm• BaselineAssessmentForm

Required:� ObservationForm:Announced

Observation#1� CAPFormRecommended:� FinalizedGoal(s)&Implementation

PlanForm

Recommended:� FinalizedGoal(s)&Implementation

PlanForm

NOTES:

CAP:FinalizedGoalandImplementationPlanRecommendedForm

Guidance for Measuring Candidate Impact on Student Learning ThisguidanceoutlineshowSupervisingPractitionersshouldidentifystudentlearningmeasuresandsetparametersforimpact.Thisresourceisforreferenceonly.

TheSupervisingPractitionershouldidentifyatleastonemeasureofstudentlearning,growth,orachievementthatassessesameaningfulsampleofthecontenttheTeacherCandidateisprimarilyresponsibleforteaching.TheSupervisingPractitionerwillsetclearexpectationsforhowandwhenthemeasurewillbeadministeredandscored.Inaddition,relyingonhis/herprofessionalexperiencewiththeidentifiedmeasure(s)andhis/herunderstandingofthespecificlearningcontext,theSupervisingPractitionerwillsetparametersforarangeofexpectedlearning,growth,orachievement(seeESE’sImplementationBriefonSettingParametersforExpectedGrowthformoreinformationaboutthisprocess).Studentoutcomesbelowthatrangewillbeconsideredlowerthanexpectedandoutcomesabovethatrangewillbeconsideredhigherthanexpected.

Forexample,iftheTeacherCandidateisresponsibleforteachingamathunit,theSupervisingPractitionermaychoosetheendofunitassessmentasthemeasureofstudentlearningtoincludeintheCAP.Ifoverthepastfourunitstheaverageend-of-unitassessmentscoreswere84,89,81,and83,theSupervisingPractitionermaydeterminethataclassaveragebetween80and90representsexpectedachievement,lessthan80representslowerthanexpectedachievementandmorethan90representshigherthanexpectedachievement.

Thecandidatewilladministertheidentifiedmeasure(s)ofstudentlearning,growth,orachievement.Administrationdoesnotneedtooccurattheendofthepracticum,butratherattheinstructionallyappropriatetimeduringthepracticum.Afterthemeasureisscored,thecandidateshouldanalyzetheresultsandcomparethemtotheparameterssetbytheSupervisingPractitioner.Didallstudentsachievetheexpectedoutcomes?Ifnot,weretherepatternsinperformancethatmightindicatewhysomestudentsmadehigherorlowerthanexpectedgains?

Theexperienceofadministering,scoring,andanalyzingameasureofstudentlearning,growth,orachievementisacrucialcomponentofCAP.Itisanessentialskillofeveryeffectiveteachertobeabletodrawconclusionsabouthis/herpracticefromstudentoutcomedata.Therefore,itisimportanttogaugeacandidate’saptitudetodevelopthisskill.Itisimportanttonotethatameasureofstudentlearning,growth,orachievementisnotacompletemeasureofacandidate’simpactonstudentlearning.Intheeducatorevaluationframework,multiplemeasuresovermultipleyearsareusedtoinformconclusionsabouteducatorimpact.GiventheabbreviatedclassroomexperienceassociatedwithCAP,itisimpossibletogenerateenoughdatatodrawaconclusionaboutthecandidate’simpactonstudentlearning.Itispossible,however,toassessthecandidate’sabilitytoreflectonstudentoutcomesandmakeconnectionstohis/herpractice.

Whereverpossible,measuresofstudentgrowthshouldbeused.AsstatedinTechnicalGuideB,“Studentgrowthscoresprovidegreaterinsightintostudentlearningthanispossiblethroughthesoleuseofsingle-point-in-timestudentachievementmeasures.Thisisbecausestudentsdonotenteraclassroomwiththesamelevelofknowledge,skills,andreadiness.Achievementscoresprovidevaluablefeedbacktoeducatorsaboutstudentattainmentagainststandards,buttakenbythemselvesmaynotbeasufficientreflectionofstudentprogress.”Growthmeasuresallowstudentsofallabilitiesanopportunitytodemonstratehowmuchtheyhavelearnedandinmanywaysprovideafullerpictureoftheimpactofinstruction.

CAPStep3:PlanImplementation

AudioDeepDive:MeasureofStudent

Learning

Deep Dive: CAP’s 5 Categories of Evidence There are five major categories of evidence required in CAP: observations, measure(s) of student learning, student feedback, progress toward a candidate’s professional practice goal, and candidate artifacts. In addition to these required categories of evidence, SOs may identify other sources of evidence or more narrowly specify the evidence required in each category.

1. Observations (Elements 1.A.4, 1.B.2, 2.A.3, 2.B.1, 2.D.2) ObservationsprovidetheSupervisingPractitionerandProgramSupervisorwiththeopportunitytocollectevidenceofaTeacherCandidate’spracticeinfiveoftheSixEssentialElements,andtoprovidetargeted,timelyfeedbackthatbothreinforcespromisingpracticeandrecommendsadditionalactionsorskilldevelopment.Program Supervisors and Supervising Practitioners actively collect evidence during a minimum of four observations and then synthesize the key evidence to provide focused feedback to candidates.

2. MeasureofStudentLearning(Elements1.A.4,1.B.2,2.A.3,4.1.A) AmeasureofstudentlearningalignedtoameaningfulsampleofcontentforwhichtheTeacherCandidatehasresponsibilityallowsthecandidate,SupervisingPractitioner,andProgramSupervisortoidentify(1)theextenttowhichthecandidate’spracticeishavinganimpactonstudentlearning,and(2)thecandidate’sabilitytoreflectonandadjustpracticeaccordingly.Becausethemeasureofstudentlearningservesasaprimarysourceofevidencefortheelement1.B.2:AdjustmentstoPractice,themeasureshouldbeonethatyieldsenoughinformationaboutstudentlearningthatacandidatecandrawreasonableconclusionsabouttheimpactofhis/herpracticeonlearningoutcomes.Thisreflectionbythecandidate,andsubsequent

changesinoradjustmentstopractice,isasifnotmoreimportantevidenceinCAPthanthelearningoutcomesthemselves.

Inadditiontoidentifyingatleastoneconcreteandpurposefulmeasureofstudentlearning,growth,orachievementforusebythe

TeacherCandidate,theSupervisingPractitioneralsosetsparametersforarangeofexpectedlearning,growth,orachievement.SeeStep1’sGuidanceonMeasuringStudentImpactandESE’sImplementationBriefonScoringandParameterSettingformoreinformationabouthowtoincorporateevidenceofimpactonstudentlearningintotheassessmentofcandidatereadiness.

3. StudentFeedback(Elements2.B.1,2.D.2,4.A.1) Feedback from students plays a key role in teaching and learning in the Commonwealth and is therefore a critical source of evidence in understanding candidate performance. Candidates should plan on collectingstudentfeedbackusingtheCAPModelStudentFeedbackSurveys(developedforGrades3-5and6-12)orESE’sK-2DiscussionPrompts(GradesK-2)atatimeduringthepracticumthatallowsstudentstoprovidethecandidatewithmeaningful,informedfeedback,whilereservingenoughtimeafterwardsforthecandidatetoreflectonthefeedbackandadjustpracticeaccordingly.TheCAPModelStudentFeedbackSurveysincludestandardandminiforms,allofwhichtargetpracticerelatedtotheSixEssentialElements.

4. Professional Practice Goal (4.A.1, one additional element) Acandidate’sprofessionalpracticegoalreflectstheneedsoftheindividualcandidateassurfacedthroughtheself-assessment,andevidencerelatedtothegoalshouldcommunicaterelevantactivitiesandprogresstowardgoalattainment.Thismakesiteasytotrack,support,andassessgoalprogressthroughoutthepracticum.

Formoresupportsandresourcesingoaldevelopmentrelatedevidencecollection,referbacktoStep2resourcesandsupports.

5. Candidate Artifacts (4.A.1) Teacher Candidates are encouraged to share artifacts of practice throughout the CAP 5-Step Cycle as additional sources of evidence to support their assessment. These artifacts may include, but are not limited to:

• unit and/or lesson plans • examples of students’ work • behavior plans/ behavior data

• audio/video recordings • reflection logs

CAPStep3:PlanImplementation

Candidate artifacts may further demonstrate practice related to a specific element, provide additional information related other evidence (such as student feedback, or an unannounced observation), or simply demonstrate new or innovative work with students.SincecandidateartifactsdirectlyinformpracticeassociatedwithEssentialElement4.A.1(ReflectivePractice),theobjectiveshouldalwaysbetodemonstratemeaningfulreflectionandadjustmentstopractice.

Evidence Requirements for Each Essential Element

CAP is designed to make evidence collection a natural and meaningful component of the entire assessment, while ensuring that specific and sufficient types of evidence inform each of the Six Essential Elements. The table below outlines the types of evidence that are, at a minimum, required to be used in assessing practice related to each element. Evidence collection is not limited to the minimum requirements. Evidence Required for each Essential Element

Whendonewell,thecollectionandanalysisofevidenceisavaluableprocessforcandidatestoreflectonandmonitortheirownperformanceandprogress,andforSupervisingPractitionersandProgramSupervisorstoestablishacomprehensiveandinformedassessmentofcandidatereadiness.

CAPStep5:SummativeAssessment

Deep Dive: Professional Judgment & Readiness Thresholds ThefigurebelowillustratestheentireprocessbywhichSupervisingPractitionersandProgramSupervisorsdeterminesummativeassessmentratings.Incorporatingevidencefromfivedistinctcategoriesofevidence,theyapplytheirprofessionaljudgmenttoanevaluationofthecandidate’spracticewithineachoftheSixEssentialElements,assesswhetherthecandidatehasmetthereadinessthresholdsundereachelement,anddeterminefinalsummativeassessmentratings.

Withitsemphasisonprofessionaljudgment,theMassachusettsapproachtoeducatorevaluationandpreparationassessmentallowsevaluatorstoberesponsivetolocalcontextorindividualneeds,emphasizetrendsandpatternsofpracticeratherthanrelyonindividualdatapoints,andbettertargetfeedbackandresourcestoindividualeducators.

Thatsaid,acandidatemustreceiveaminimumratingofProficientinQualityandminimumratingsofNeedsImprovementinConsistencyandScopeforeachelement.AratingofProficiencyinQualityeffectivelyservesasagatekeeperforeachelement,ensuringthatacandidatecandemonstratethefundamentalskill,evenifhe/shestillneedstoimprovetheconsistencyofdelivery,orthescopeofimpact.CandidatesmustmeetthesereadinessthresholdsforallSixEssentialElementstopassCAP.

TheSummativeAssessmentFormshouldbecompletedbytheSupervisingPractitionerandProgramSupervisor,thetwoofwhomshouldcalibratetheirratingsandfeedbackpriortoprovidingsummativeratingstothecandidate.

ThisSummativeAssessmentFormisrequiredandmustberetainedonfileattheSponsoringOrganizatio

CAP:SummativeAssessmentFormRequired

CandidateAssessmentofPerformance(CAP)Handbook

Three-Way Meeting Checklist

Three-WayMeeting#3(Occursinfinaltwoweeksofpracticum,afterUnannouncedObservation#2).

Before During30-45min After

TC

� Shareevidenceofperformanceincluding,butnotlimitedto:candidateartifacts,measuresofstudentlearning,studentfeedback

� Sharesummativeassessmentratingsanddiscuss

� Sign-offatconclusionofmeeting

� Draftaprofessionalpracticegoaltouseduringfirst(ornext)yearofemployment

SPandPS

� Reviewallavailableevidence

� IndividuallyassesscandidateperformanceusingtheCAPRubricbycompletingtheSummativeAssessment

� Calibratesummativeassessmentratings

� Ensurealldocumentsareretainedincandidatefiles

� Submitsummativeassessmentdata

Form

s

Required:� SummativeAssessmentForm

Required:� CAPForm� SummativeAssessmentForm


ESE Model Observation Protocol: Candidate Assessment of Performance (CAP) TheModelObservationProtocolisprovidedasaresourceandsuggestedframeworkforthepre-observation,observation,andpost-observationprocess.

TheModelObservationProtocolguidesSupervisingPractitionersandProgramSupervisorsthrougheachstepoftheobservationandfeedbackcycle,including:

BeforetheObservation DuringtheObservation AftertheObservation

• Preparingforthepre-conference

• Conductingthepre-conference

• Activelycollectingevidence

• Analyzingtheevidence

• Identifyingareasfor

reinforcement/refinement

• Preparingforthepost-

conference

• Conductingthepost-

conference

Implementationofeachstepwillvarydependingonthetypeobservation(announcedvs.unannounced)andwhetheroneorbothsupervisorsareparticipating.Thesupervisorwillusethisoragivenprotocol,theCAPRubric,andtheCAPObservationFormtosuccessfullycompleteeachobservation.

Before the Observation Beforeeachannouncedobservation,thecandidateandsupervisor(s)meetforapre-conference.Thepre-conferenceisanimportantopportunitytobuildrapportwiththeTeacherCandidate,establishacoachingrelationship,andbegintocollectevidencefortheupcomingobservation.

PreparingforthePre-Conference

Beginbygatheringandreviewingevidence,including:• Lessonplan• Lessonmaterials(e.g.,assessment,handouts,etc.)• Priorobservationsandfeedbackprovidedtocandidate

Reviewthelessonplanandassociatedmaterialsforevidenceofthefocuselementsandgenerateasetofquestionstoguidethepre-conference.ThePre-ConferencePlanningFormcansupportthisplanning.IftheobservationisbeingconductedjointlybetweentheProgramSupervisorandSupervisingPractitioner,thepreparationshouldalsobecoordinatedtoensurethatthetwoobservershaveaunifiedfocusandsetofexpectationsfortheobservation.

Thesupervisorshouldpreparequestionsthatarelikelyto:

1) Generateevidencerelativetothefocuselement(s);2) Clarifyaspectsoftheplannedlessonbasedonareviewofthelessonplanandmaterials;3) Promptthecandidatetoreflectonandrefinetheplannedlesson;and4) Confirmfocusareasfortheobservationbasedoncandidategoalsandareasforgrowth

SamplePre-ConferenceQuestions


I.A.4Well-StructuredLessons

• Whatdoyouexpectstudentstoknowandbeabletodobytheendofthelesson?

• Tellmeabouthowyouhavestructuredthelessoninordertomeetyourobjective(s).

• Howisthislessonconnectedtostudents’previouslearning?

• Whatstrategieswillyouusetoengagestudentsinthelesson?

• Howdoyouknowthatyourlessonisappropriatelychallengingforyourstudents?

I.B.2AdjustmentstoPractice

• Howwillyoucheckforstudentunderstandingthroughoutthelesson?Whatadjustmentscanyoumakebasedonthosechecksforunderstanding?

• Whatstudentmisunderstandingsdoyouanticipateandhowcanyoupreparetomitigatethem?

• Howwillyouassessstudentlearningattheendofthelesson?Howwillyouusethatassessmentdatatoinformyournextsteps?

II.A.3MeetingDiverseNeeds

• Howwillyouensurethatallstudentshavethebackgroundinformation,skills,orknowledgetheyneedtobereadytomasterthisobjective?

• Whatinclusivepracticeshaveyouintegratedintoyourlessontoaccommodatediverselearningneeds,abilities,interests,andlevelsofreadiness?

II.B.1SafeLearningEnvironment

• Tellmeabouttheroutinesandproceduresthatyouwilluseduringthislesson.

• Howwillyourespondtoorpreventanystudentbehaviorsthatcouldinterferewithlearning?

• WhatshouldIlookforasevidenceofasafelearningenvironment?

II.D.2HighExpectations

• Whataresomewaysthatyouwillbereinforcingagrowthmindsetforyourstudents?

• WhatshouldIlookforasevidenceofhighexpectationsinyourclassroom?

IV.A.1ReflectivePractice

• Tellmeaboutanychallengesorspecificareasoftherubricthatyouarecurrentlyworkingtostrengthen.

• Inadditiontothefocuselements,arethereotherareasofyourpracticeonwhichyouwouldlikemetoprovidefeedback?

ConductingthePre-conference

Ideally,thepre-conferenceoccursonetotwodayspriortotheobservationandlastsbetween15-20minutes.Apre-conferenceshouldincludethefollowing:anintroduction,adiscussionbasedonthereviewoflessonmaterials,andasummaryofnextsteps.

Pre-conferenceIntroduction(2min)Theintroductionhelpstosetthetoneandpurposeofthepre-conference.Whileitmayappearoverlyformalitcanbevaluableinestablishingroutinesthathelptokeeptheconversationfocusedandbrief.Belowisanexampleofoneapproachtotheintroductionofapre-conference:


• Greeting:“Thanksfortakingthetimetomeetwithme.I’mreallylookingforwardtocomingintoyourclasson_________”

• Time:“Thisdiscussionshouldtakeusabout20minutes”• SetPurpose:“ThepurposeofourconversationisforyoutohelpmetoknowwhatIcanexpecttosee

happenduringtheobservationandforyoutoknowwhatthingsIamspecificallylookingfor.”

DiscussionoftheLesson(15min)Followingthebriefintroduction,thesupervisorshouldtransitionquicklyintoadiscussionofthecandidate’sgoalsandplansforthelessonbeingobserved.Itismostproductivewhenthesupervisorhasreviewedthelessonplanpriortothisconversationandcanaskspecific,probingquestionsaboutthelessonandexpectedstudentlearning.Thecandidateshoulddothemajorityofthetalkingduringthisportionofthepre-conference.Thesupervisorsshouldbecapturingnotesontheconversation.Belowisanexampleofoneapproachtothediscussion:

• Referencereviewofmaterials:“IreviewedthematerialsyousentmeinadvanceandthinkIhaveaclearsenseofthelessonbutwashopingyoucouldelaborateonafewpointstobesureIunderstandyourplan.”

• Askquestions:Seepre-conferencepreparationsectionforexamples.

Pre-conferenceClosure(3min)Supervisorsshouldleavetimeattheendoftheconferencetosummarizeanytakeawaysfromtheconversationaswellasalignexpectationsfortheupcomingobservation.Belowisanexampleofoneapproachtopre-conferenceclosure:

• Revisitpriorfeedback:“Afteroursecondobservation,weagreedthatyouwouldworkto[fillin]soIwillbelookingforevidenceofthatintheupcomingobservation.”

• Reviewthefocuselements:“Also,becausethisisthethirdobservation,Iwillalsobecollectingevidencespecificallyforelement1.B.2,whichmeansthatIwillbelookingforwaysthatyouareassessingstudentlearningthroughoutandattheendofthelessonandmakingadjustmentstoyourpracticebasedonthatinformation.”

• Summarizetakeawaysfromtheconversation:“Basedonwhatyousharedwithmeduringourconversation,itsoundslikeyouarealsolookingforfeedbackonyourtransitionssoIwillbesuretomakenoteofthoseaswell.”


During the Observation ActivelyCollectingEvidence

Theprimarygoalofthesupervisorduringtheobservationistoactivelycollectevidence.Activeevidencecollectionshouldcapturebothteacherandstudentbehavior/actions.Thesupervisordoesnotincludemakejudgmentsorinferencesduringtheobservation;thisoccursafterwhenthesupervisorisanalyzingandsynthesizingtheevidence.Instead,theevidenceshouldreflectexactlywhathappensintheclassroom,includingbothsummarystatementsanddirectquotes.

Therearevarioustoolssupervisorsmayusetocollectevidenceduringthelesson.Thiscouldincludescripting,videotaping,audio-recording,orusingothercommerciallyavailableapplicationsthataidinobservingspecificclassroominteractions.

TheCAPObservationFormisnotdesignedtobethetoolusedtocollectevidenceduringtheobservation.Instead,itisdesignedtosharewiththecandidatethemostrelevantandsalientexamplesofevidencerelatedtothefocuselement(s)(seeAnalyzingandCategorizingEvidence).Thefullbodyofevidencecollectedduringtheobservationisusedtoaidthesupervisorinidentifyingtrendsandselectingillustrativeexamplesofaspectsofperformance.ItisnotdesignedtobeshareddirectlywiththecandidatenorisitcollectedbyESE.Individualprovidersmay,however,decidetocollectthisinformationfromsupervisorsfortrainingordocumentationpurposes.

After the Observation

Afteranobservation,supervisorsreviewevidencecollected,begintoanalyzeitasameasureofcandidateperformanceandthenstrategicallyplanforapost-conferenceinwhichcandidatesareprovidedwithtargetedfeedback.

SponsoringOrganizationsmayalsoconsiderhavingthecandidatesubmitawrittenreflectiontothesupervisor(s)priortothepost-conference.SeetheCandidateSelf-ReflectionForm.Ifaddingthisstep,supervisorsshouldplantocompletetheiranalysispriortoreviewingthecandidateself-reflection.

Analyzing&CategorizingtheEvidence

Followingtheobservation,thesupervisorsshouldreviewtheevidencecollectedduringthelessonandbegintoorganizeitbyelementtofillintheevidencechartontheCAPObservationForm.Whencategorizingevidence,supervisorsshouldconsiderthefollowing:

ConsiderationsforCategorizingEvidence

• NoteverypieceofevidencefromtheobservationneedstobesortedintotheevidencetableintheCAPObservationForm.

• ItisrecommendedthatyouconsulttheCAPRubricwhencategorizingevidence,butevidentiarystatementsshouldnotsimplyreiterateorrestatetheperformancedescriptors;theevidentiarystatementshouldexplainwhathappenedintheobservationthatshows/doesnotshowthataskillhasbeendemonstrated.

• Evidencemaydemonstratethatoneormoreofthedimensions(Quality,Consistency,Scope)ofanelementarebeingmetORthatperformanceisnotyetattheexpectedthreshold.Supervisorsmightconsider“tagging”evidencethatgetsincludedinthe


ObservationFormsbydimension(Quality,Scope,Consistency)sothatitcaneasilybereferredtowhenmakingsummativejudgments.

Forobservationsthatareconductedjointly,theProgramSupervisorandSupervisingPractitionershouldcalibrateonthecategorizationofevidenceontheCAPObservationFormaswellastheidentificationofareasforreinforcementandrefinement.Thismustbedonepriortomeetingwiththecandidatetoensurethatthecandidatereceivesconsistent,calibratedfeedbackabouttheirperformance.

IdentifyingReinforcementandRefinementAreas

Supervisorsareaskedtoidentifyareasofstrengthandareasforimprovementforthecandidate.Thisdoesnotprecludethecandidatefromself-identifyingareasaswell.AreasofreinforcementandrefinementshouldbetieddirectlytotheelementsoftheCAPrubric.

• Reinforcement(Strengths):Thearea(s)ofreinforcementshouldidentifythecandidate’sinstructionalstrengthinawaythatencouragesthecontinuationofeffectivepracticesinthefuture.Thearea(s)ofreinforcementshouldbedeeprootedinevidencethatdemonstratessuccessfulpositiveimpactonstudentlearning.

• Refinement(AreasforImprovement):Thearea(s)ofrefinementshouldidentifytheareasinneedofinstructionalimprovement,aswellasspecificsupportsyouarepreparedtoprovide.

Inreflectingontheanalysisoftheevidence,supervisorsshouldselectonetotwo(butnomorethanthree)reinforcementandrefinementareas.Supervisorsareencouragedtoselectthereinforcementandrefinementareasthataremostlikelytoimprovecandidatepracticeandhaveapositiveimpactonstudentlearning.

TherefinementandreinforcementareascanfocusontheQuality,ConsistencyorScopedimensionofanelement.However,supervisorsshouldnotsetrefinementorreinforcementgoalsaroundConsistencyorScopeuntilthecandidatehassuccessfullymettheQualitythreshold.

Onceyouhaveidentifiedtheareasofrefinement/reinforcementfilltheminatthebottomoftheCAPObservationForm.

ConsiderationsforIdentifyingReinforcementandRefinementAreas

• Choosereinforcementandrefinementareasforwhichyouhavesufficientandspecificevidencefromthelesson.

• PrioritizebasedonwhichareashavethegreatestpotentialimpactonstudentachievementandonotherareasoftheCAPrubric.

• Makesurethatthereinforcementisnotdirectlyrelatedtotherefinement.Itisimportantthatcandidatesseetheirareaofstrengthasseparatefromtheirareaneedingimprovement.

• Selectrefinementtopicsaroundwhichyouarepreparedtoprovidespecificsupport.Thereisnothingworsethantellingateachertheyneedtoaltertheirpracticeandthennotbeingabletoprovidespecificexamplesforhowthiscanbedone.

• Understandthecandidate’scapacitywhenidentifyinganareaofrefinement.Wheredoesthecandidatehavethemostpotentialforgrowth?

• Reinforcementsshouldbeonlytostrengthenthecandidate’sperformance.Donothedge


thispartofthepost-conferencewithqualifyingstatementssuchas“itcouldhavebeenevenbetterif,”or“nexttimeyoucouldalsodo…”Teachersneedtohearwhattheyareeffectiveat,andhaveitbeleftatthat.

• Whendevelopingthepost-conferenceplan,consideridentifyingtheareaofrefinementfirst.Thiswillensurethatthereinforcementandrefinementdonotoverlap.

PreparingforthePost-Conference

Theprimarypurposeofthepost-conferenceistoprovidecandidateswithfeedbackabouttheirperformanceduringtheobservation.

Toprepareforthepost-conference,supervisorswillgatherandreviewavailableevidence,including:

• LessonPlan&Pre-ConferencePlanningForm• NotesfromPre-Conference• ObservationFormthatcontainscategorizedevidence• CandidateSelf-ReflectionForm(ifrequired)• Evidenceofstudentlearning(e.g.assessmentdata,exittickets,studentwork)

SupervisorscanusethePost-ConferencePlanningFormtoorganizetheirfeedbackonreinforcementandrefinementareas,prepareguidingquestions,andplanfortargetedsupportsforthecandidate.

ConductingthePost-Conference

Ideally,thepost-conferenceoccursonetotwodaysaftertheobservationandlastsbetween20-30minutes.Post-conferencesshouldnotoccurimmediatelyafterthelessonasthisdoesnotallowforsufficienttimeforthesupervisorstosynthesizeandcalibrateonevidenceandfeedbackorforthecandidatetoadequatelyreflect.

Apost-conferenceshouldincludethefollowing:anintroduction,adiscussionofreinforcementandrefinementareas,andasummaryofnextsteps.

Post-conferenceIntroduction(5min)

Theintroductionhelpstosetthetoneandpurposeofthepost-conference.Whileitmayappearoverlyformalitcanbevaluableinestablishingroutinesthathelptokeeptheconversationfocusedandbrief.Belowisanexampleofoneapproachtotheintroductionofapost-conference:

• Greeting:“Thanksfortakingthetimetomeetwithme.I’mreallylookingforwardtoourdiscussiononthelessonIwasabletoseeinaction.”

• Time:“Thisdiscussionshouldtakeusabout30minutes”

• SetPurpose:“Thepurposeofourconversationisforustoidentifybothstrengthsandareasofimprovementinyourpractice”

• Probeforself-reflection:“Whatareyourthoughtsabouthowthestudentsrespondedtothelesson?”ORifthecandidatealreadycompletedtheself-reflectionform,“Isawfromyourreflectionthat…”

DiscussionofReinforcement/RefinementAreas(20min)


Thediscussionaboutstrengthsandareasforimprovementshouldbeginwithoutliningtheareasofreinforcementandthentransitiontotheareasofrefinement.Thesupervisorshouldprovidespecificexamplesfromtheobservationasevidenceoftheareaofrefinementorreinforcement.Belowisanexampleofoneapproachtothediscussion:

• ShareareasofReinforcement:

o Provideevidencefromobservation:“Therewereseveralinstancesthroughoutthelessonwhereyouaskedavarietyofquestionstocheckforstudentunderstanding.Forexample,aftershowingthepictographyou…”

o Stateimpactonstudents:“Indoingso,studentswererequiredtojustifytheirthinkinganditallowedyoutoquicklyidentifymisconceptionsinstudentsunderstanding.”

o Providerecommendedaction:“Continueto…”

• ShareareasofRefinement:

o Askself-reflectionquestion:Askaspecificquestiontoprompttheteachertotalkaboutwhatyouwanthimorhertoimprove.Utilizeaquestionthatincludesspecificlanguagefromtherubric,whichcanleadtheteachertoreflectontheindicatoryouhaveidentifiedashis/herareaofrefinementasitrelatestothelesson.Example:“Whendevelopinglessons,howdoyoudecideonthepacingofthelessonsosufficienttimeisallocatedforeachsegment?”

o Shareevidencefromobservation:“Youmentionedearlierthatyouwantedstudentstobeabletoworkingroupsandthenreporttheirfindings.However,therewasnotsufficienttimeforthistooccurduringthelesson.Accordingtotheobservationlog,thefirst6minuteswasspentorganizingmaterialsandtransitingstudents;thenext23minuteswasspentwithyoumodelingtheobjectiveattheboardwithsomequestionsandanswertimebuiltin.”

o Provideconcretesuggestionsforhowtoimprove:“Asyoumodeledhowtoanalyzeapictograph,studentscouldhaveworkedwiththeirgroupmemberstoansweryourquestionspriortoyourprovidingtheanswer,thentheycouldhavereportedtotheclasstheirfindings.Thiswouldhavestillallowedyoutomodel,butwouldhavealsoallowedstudentstoworktogethertoanalyzethepictograph.Studentswhomaynothaverequiredthisreviewcouldhaveworkedindependentlyinagrouptoanalyzetheirownpictographwhiletherestoftheclassparticipatedinyourmodeling.Thiswouldhavealsoallowedyoutodifferentiatethepacingofthelessontoprovideforstudentswhoprogressatdifferentlearningrates.Thislessoncouldalsohavebeensegmentedintotwodifferentlessons.”

o Providerecommendedaction:“Movingforward…”

o Shareresource/support:“Asyouworktofurtherrefinethisskill,IthinkitmightbehelpfulifyougoandobserveMrs.Blankin3rdgradewhoishighly-skilledinthisarea.I’vealreadyspokenwithherandshehasagreedtoanobservationanddebriefnextweek.”

Post-conferenceClosure(5min)

Supervisorsshouldleavetimeattheendoftheconferencetosummarizeanytakeawaysfromtheconversation.Belowisanexampleofoneapproachtopost-conferenceclosure:

• ShareObservationForm:“I’vecategorizedtheevidencefromobservationaswellasrecordedthereinforcementandrefinementareasandactionshere…”


• Leavetimeforquestions:“Doyouhaveanyotherquestions?”

• Confirmnextstepsinprocess:“ThenextformalobservationwillbeunannouncedandconductedbyyourSupervisingPractitioner.Becauseitisthesecondobservationshewillbefocusingevidencecollectionontherefinementareaswediscussedtodayaswellasessentialelements1.A.4and2.B.1.”


13-14WEEKSCHEDULE

•AnnouncedObs.#1:pre-conference&observation

•SelectMeasureofStudentImpact

Weeks1-2

•TCcompletesself-assessmentanddraftsgoal•TCtakesleadinclass•SPandPScompletebaselineassessment

Weeks2-3 •Three-WayMeeting#1

•FinalizeProfessionalPracticeGoalandImplementationPlan

Weeks3-4

•UnannounedObs.#1andpost-conference

•EvidenceCollection•TCtakesleadin2classes

Week4 •AnnouncedObs.#2

•EvidenceCollection

Week5

•FormativeAssessment

•Three-WayMeeting#2

Week6

•CollectStudentFeedback•EvidenceCollection•AdditionalObservation(s)asneeded•TCtakesleadin3classes

Weeks7-8•UnannouncedObs.#2&post-conference• Implementstudentlearningassessment•EvidenceCollection

Weeks10-11

•SPandPSanalyzeevidence&calibratesummativeassessmentratings•Additionalobservation/sasneeded(if2NIratings)

Week12• FinalThree-WayMeeting&SummativeAssessment•Post-CycleGoalDevelopment

Weeks13-14(?)

Additional Training & Implementation Support Resources Thefollowingadditionalresourcesareavailableonline.

CAPOverviewWebinarPowerPointCAPOverviewWebinarVideo

Ø ThegoalsofCAP

Ø The6EssentialElementsofCAP

Ø The5-StepCycle

Ø CollectingEvidence

Ø TheCAPRubric

Workshop:UsingtheRubricThisworkshopisintendedtohelporganizationsbuildsupervisorcapacityfordeliveringhigh-quality,targeted,and

actionablefeedbackthatisgroundedineffectivelyapplyingtherubrictotheevidencecollectedthroughouta

practicum.Theworkshopalsocontainsactivitiesdesignedtohelpsupportcalibrationconversationsamong

supervisors.MaterialsincludeaPowerPoint,Facilitator’sGuide,andHandoutsPacket.

Workshop:ConductingObservationsandProvidingMeaningfulFeedbackThisworkshopisintendedtohelporganizationsbuildsupervisorcapacityfordeliveringhigh-quality,targeted,and

actionablefeedbackthatisgroundedinevidencecollectedduringobservationsandalignedtotheCAPelements.The

workshopalsocontainsactivitiesdesignedtohelpsupportcalibrationconversationsamongsupervisors.Materials

includeaPowerPoint,Facilitator’sGuide,andHandoutsPacket.

ContinuetovisitourCAPResourcespageforupdatedresourcesandtrainingmaterials.

** 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.

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 Chemistry 8-12 if you did your student teaching at the high school level). Foreign languages, English, and History 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 & you completed an SEI Endorsement course.) There are many paths to choose from. If you’re not sure which one, don’t panic. Even if you select the wrong one, ESE will figure it out!

3. You can apply for any add-on licenses for which you are qualified (e.g. Mathematics 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 ESE 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 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 tou

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)

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.”

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)

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.

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):twoteachersworkingtogetherwithgroupsofstudents–sharingtheplanning,organization,deliveryandassessmentofinstruction,andphysicalspace–with

bothteachersactivelyinvolvedandengagedinallaspectsofinstruction.

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

Documents

Practicum Handbook S20 - College of the Holy Cross