mat practicum handbook 2016 2017 revoct16€¦ · • educ 156: schools in an era of change (4...

P r a c t i c u m H a n d b o o k Simmons College Department of Education

Initial License Practicum Handbook Director of Clinical Programs: Helen Guttentag

2016 – 2017

Simmons College 300 The Fenway, W304

Boston, MA 02115

617-521-2553

revised 11/16

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Table of Contents THE INITIAL LICENSURE PROGRAM………………………………………………………………………………….……………… 3 INTRODUCTION………………………………………………………………………………………………………….……….……………….3 UNDERGRADUATE PROGRAM………….………………………………………………………………………………….……………..4 DUNN SCHOLARS……………………………………………………………………………………………………………….….…………….5 GRADUATE PROGRAM……………………………………………………………………………………………….……….……………….5 THE PRACTICUM………………………………………………………………………………………………………………….……………..7 DESCRIPTION OF SIMMONS COLLEGE PRACTICUM…………………………………..….……………..………………….7 Curriculum Design………………………………………….…………………………………………….…………………….…………………7 Teaching Competence……………………………………………………………………………..……………………………………………...7 Professional Growth and Development……………………………………………………………………..……………………………..9 THE STUDENT TEACHER AS SUBSTITUTE……………………………………………..…………………………………………..10 ROLE OF SUPERVISOR……………………………………………………………………………..…………………………………………..10 INFORMATION FOR THE SUPERVISING PRACTITIONER………………..…………………………………………………11 INFORMATION FOR THE STUDENT TEACHER……………………….…………………………………………….…………..14 APPENDIX………………………………………………………………………………………………………………………………….………..16 CHECKLIST OF PRACTICUM PRODUCTS AND COMPETENCIES…………………………………………….………..17 TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS……………………………………………..……………………18 LESSON PLAN DESIGN……………………………………………………………………………………………………………..………….19 LESSON PLAN TEMPLATE……………………………………………………………………………………………………………………20 CHECKLIST FOR ELEMENTARY SCHOOL UNITS……………………………………………………………………………….22 CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS……………………………………………………………………………24 Guidelines For Journals…………………………………………………………………………………………………………………………25 Positive Behavior Plan……………………………………………………………………………………………………………………………26 Guidelines for Portfolios………………………………………………………………………………………………………………………..27 Media Consent Form……………………………………………………………………………………………………………………………..28 Guidelines for Using Videotape…………………………………………………………………………………………………………….30 Guidelines for Reflective Response to Videotape………………………………………………….………………………………….33 Individual Timeline for Practicum Products and Competencies……………………………………….………………………34 Grading Guidelines……………………………………………………………………………………………………………………………….36 GUIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE……………..……………………….37 Licensure Reciprocity…………………………………………………………………………………………………………………………….38 Documentation 100 Hours Of Full Responsibility……………………………………………….………………………………….39 Documentation of Engagement with English Language Learners…………………………………………………………….40 CAP PROGRAM AND FORMS……………………………………………………………………………..……………………………….41-87 SUPERVISION SCHEDULE…..............................................................................................................................89-91 Subject Matter Fields……………………………………………………………………………………………………………………………..92-99 THE DUAL LICENSURE MAT/DUNN SCHOLAR PROGRAM………………………………………………………..….…100 ELEMENTARY EDUCATION PRACTICUM REQUIREMENTS FOR DUAL LICENSURE STUDENTS.…..102 SECONDARY EDUCATION PRACTICUM REQUIREMENTS FOR DUAL LICENSURE STUDENTS………103 DESCRIPTION OF SPECIAL EDUCATION PRACTICUM REQUIREMENTS…………………….………..…………104

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THE INITIAL LICENSURE PROGRAM

INTRODUCTION

Simmons College has designed its Elementary, Middle, and High School Teacher Preparation Program to prepare graduates to teach in general education classrooms in which students with special needs and English Language Learners (ELL) have been included. At the conclusion of this program, candidates who have passed the Massachusetts Tests for Educator Licensure (MTEL) Tests will be eligible to apply for their initial licenses. This program has been designed to comply with federal special education law, I.D.E.A, with the Massachusetts Special Education regulations, and with Massachusetts Teacher Licensure Licensing requirements effective October 1, 2001. The competencies for the initial license are in the appendix of this handbook. It is also important to note the following:

• Recommendation for licensing is based on demonstration of competency, not upon completion of course work or a practicum.

• The supervising practitioner and college supervisor must both attest in writing that the student teacher has met each of the standards. In the case of a disagreement, a third party is asked to arbitrate.

• While the state requires a 150 clock hour practicum for the initial license for Middle/High and 5-12 levels, the Simmons program requires a full semester of clinical work (a minimum of 14 weeks/420 hours).

• The licensing levels for which Simmons prepares general education candidates are as follows:

Elementary Teacher 1-6

Subject Area Middle School 5-8

Subject Area High School 8-12

French and Spanish 5-12

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• Every teacher must be prepared to teach basic skills in reading, math, and communication as they relate to the teacher’s subject area.

• All teachers must be prepared to include, when appropriate, English Language Learners and children with special needs in their classrooms.

• Supervising practitioners must have at least three full years of experience under an appropriate Initial or Professional license, and have received an evaluation of proficient or higher.

UNDERGRADUATE PROGRAM The Undergraduate Teacher Preparation Program for Middle and High School has three stages. First, all education concentrators complete a sequence of two courses called the Common Core. These courses provide introduction to the cultural foundations of education, the role of the school in American society, curriculum development, assessment, and the teaching-learning process. Students learn some of the initial skills needed to work with students with special needs and English Language Learners who have been included in the general classroom. During the Common Core, each student has two field placements in schools, as observer and/or teacher’s aide. The purpose of these initial field placements is to give each student a chance to learn about the culture of schools, to test her commitment to teaching, and to decide upon an area of teaching specialization. The courses in the Common Core are:

• EDUC 156: Schools in an Era of Change (4 credits) • GEDUC 460: Teaching Strategies in the Inclusive Classroom (4 credits)

Ordinarily, students complete the Common Core by the end of the first semester junior year, and then go on to the second stage of the program, the specialized professional courses in methods, materials, and curriculum. Each such course has a fieldwork component as well as in-class work, so that theory and practice are closely aligned and learned at a more complex level than in the Common Core. The professional courses in the Middle and High School levels are as follows:

• GEDUC 420: Teaching for Content Area Literacy or an elective

• GEDUC 455: Issues in Teaching and Learning for Middle and High School Teachers (fall, senior year)

• Field Specific Methods Course (fall, senior year) • TESL 417: Sheltered English Instruction

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Concurrent with the Common Core and with the specialized professional preparation, students also take those courses in the humanities, sciences, and social sciences necessary for their teaching specialization and for their general liberal education. All students will pass a minimum mathematics competency test administered by the Math Department, demonstrate competence in a modern language, and complete the all-college requirement in writing. Students preparing for a subject matter license at the Middle or High School level will complete a major in that area. Each student works closely with one faculty advisor who helps to ensure that she has those pre-practicum course work and fieldwork experiences necessary to be prepared for the practicum. Each advisor works closely with the Director of Clinical Programs to find an appropriate practicum placement for each student. Students must complete a minimum of 75 hours of pre-practicum fieldwork prior to beginning the practicum.

DUNN SCHOLARS

Students preparing for the Elementary license must follow the Dunn Scholars Program. Middle and High school students may also choose this option instead of the four-year program. Dunn Scholars take some, but not all of their Education courses at the undergraduate level. They major in a liberal arts area and complete all other college requirements for their Baccalaureate degree. They complete the rest of their Education courses during the summer following their graduation and then do a year-long internship during their fifth year. At the conclusion of the fifth year students are eligible for their initial licenses and a Master’s in the Art of Teaching (MAT) degree.

GRADUATE PROGRAM The program at the graduate level differs from the undergraduate program in the following ways:

• Graduate students should enter the program with subject matter competency from their undergraduate liberal arts education. If any of the subject matter is not met at this time, students may be asked to take course work beyond the 36-credit minimum or use the required subject matter elective to fulfill the requirement. Other ways of meeting subject matter competence may be planned with the student’s advisor.

• Elementary students typically take the Reading (GEDUC 464) and Math (GEDUC 467) curriculum courses in the summer or fall, along with GEDUC 460. Each student takes an additional course, a recommended elective, to fulfill subject matter competence.

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• Middle and High School students take one methods course in their subject matter; one course that addresses issues and topics common to all Middle and High School classes (GEDUC 455); GEDUC 460; and an elective.

Graduate students take three additional courses either during the summer preceding the start of the fall semester, the summer following the spring practicum semester, or the spring semester concurrent with their practicum. These courses are:

• TESL 417: Sheltered English Instruction

• GEDUC 445: Educational Psychology (all students) • GEDUC 461: Science, Social Studies and the Arts for the Elementary

Classroom (Elementary) or GEDUC 420: Teaching for Content Area Literacy (Middle/High) or an elective

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THE PRACTICUM The practicum for all levels is a minimum of 14 weeks and a minimum of 420 hours. The practicum is the culmination of the initial license preparation program: the students now demonstrate the competencies necessary for licensing. Through the pre-practica, students will have had initial experience with these competencies. Before an undergraduate student may be recommended for the practicum she must have a minimum 3.0 grade point average and demonstrate competency in all the requirements of courses in the Common Core and the professional sequence. A graduate student must have an overall GPA of 3.0 and demonstrate the same competencies. All students must also achieve passing scores on the Communication and Literacy sections of the Massachusetts Tests for Educator Licensure (MTEL) before being admitted to the practicum. Additional tests are required of Elementary and Middle and High School students before entering the practicum. Undergraduates register for a 12-credit practicum. Graduate students register for a 4-credit practicum.

DESCRIPTION OF SIMMONS COLLEGE PRACTICUM The competencies to be demonstrated during the practicum fall into three general areas: curriculum design; teaching competence; and professional growth and development.

Curriculum Design: To demonstrate their knowledge of curriculum design and development, students must show competence in designing daily lesson plans, a curriculum unit, and two individual intervention programs, one in a basic academic skills area, and one in a behavioral area. These last products are implemented and described in writing and known as “Positive Behavior Plans.” Students develop a portfolio of key lesson plans, curriculum materials, and sample learner products. Students demonstrate knowledge of their subject matter by teaching appropriate portions of all curriculum areas within their own teaching fields (See the Appendix for specific areas of subject matter for each licensing field).

Teaching Competence: Students demonstrate teaching competence by teaching individual, small group, and whole class lessons, and by steadily increasing their classroom management responsibilities. Students also demonstrate their teaching competence through the planning and

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implementing of their Positive Behavior Plans. In these products, the students identify two learners in the classroom, one of whom is below grade level in one of the basic skills areas, and a second learner who needs help in some behavioral area. In each case the student must: take entry level or baseline data; set reasonable goals based on these data to be achieved over a four week period; plan a teaching/learning procedure appropriate to the learner’s developmental level and learning style; develop a measurement system to record the learner’s progress; implement the program; record data; and summarize and evaluate the program at its conclusion. Students steadily increase their level of responsibility in the classroom until they demonstrate full responsibilities of the role for a substantial period of time. For Elementary student teachers this requires a take-over week, usually undertaken during the last or next to the last week of the practicum, during which time the student teacher is responsible for all planning, teaching, and classroom management, and functions as much as possible in the role of the classroom teacher. For the Middle and High School student teacher this requires working up to the point where they are teaching three classes a day, for a minimum of three weeks. Usually student teachers at this level pick up a first class after they have observed for two or three weeks. High School student teachers need to do two preparations. Middle School student teachers may do one or two preparations. Once Middle/High school student teachers assume responsibilities for the preparation and teaching of their first classes, they should focus on observing only the two additional classes for which they will be assuming teaching responsibility, and may be excused from observing other classes. They should use their non-teaching or observing periods for lesson preparation, grading papers, and other professional responsibilities. Students make a videotape of their teaching a complete lesson early in the semester and share their reflections with their supervisors. In order to help each student progress in a timely manner they are provided with a time-line which lists all of the competencies that must be completed during the semester. Students set their own target dates for beginning and completing each competency. Students confer with their supervising practitioners and supervisors in developing and modifying their plans as needed. (See Appendix for time-line).

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It is appropriate for student teachers to be progressively assigned the same non-teaching duties as other teachers: lunchroom; bus duty; study hall; recess. In these cases student teachers should accompany their supervising teachers during their teachers’ assigned duties, but should not assume these duties on their own, if at all, until the latter part of the semester. Student teachers need time in the beginning months to focus on their teaching preparation and curriculum development. In cases of emergencies or unexpected shortages, it is, of course, appropriate to ask a student teacher to fill in for an absent teacher. It is also appropriate for student teachers to be asked to correct papers and to copy materials. However, we trust that these extra duties will not exceed a reasonable number of hours and that student teachers will be viewed as co-workers and not “extra pairs of hands.”

Professional Growth and Development: Student teachers are required to attend and, if possible, participate in at least one faculty meeting and one parent conference, and are encouraged to attend and participate in many more. Student teachers also keep a journal in which they are asked to reflect, at least on a weekly basis if not more often, on their growth as professionals, questions that their observations and experiences have raised, and their on-going goals. Student teachers are expected to attend professional development workshops whenever possible, to keep the same before and after school hours as their supervising practitioners, and to be responsible about notifying the school if they need to be late or absent due to illness or personal problems. Student teachers must also notify their Simmons supervisors whenever they are absent. Absences for health or personal matters will be handled on an individual basis by the student teacher, the Supervising Practitioner, and the Simmons Supervisor. Students who miss a significant number of days may be asked to spend additional time in the classroom.

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THE STUDENT TEACHER AS SUBSTITUTE When the supervising practitioner is absent, the student teacher may be asked to serve as a substitute in that teacher’s classroom. This might not be appropriate during the first few weeks of the practicum. However, as soon as the supervising practitioner feels the student teacher is ready, it is hoped that the student teacher will be allowed to substitute. Serving as a substitute helps establish the student teacher’s authority and provides valuable teaching experience. When possible, the student teacher should be paid if they are the only substitute in the classroom. Readiness to serve as a substitute should be determined by the supervising practitioner, the supervisor, and the student teacher. Use of student teachers should, of course, be approved by the building principal and be in compliance with specific town or city regulations.

ROLE OF SUPERVISOR The supervisor is the primary liaison between Simmons College and the student teacher. She/he makes at least six visits during the practicum. During four of those visits, the supervisor observes the student teacher actively teaching, holds a post-observation conference with the student teacher, and informally communicates with the supervising practitioner, allowing for a mutual exchange of ideas and a sharing of current concerns and expectations. After each formally observed lesson the student teacher will complete a Self-Reflection Form (see page 7). During the post-observation conference, the supervisor provides constructive feedback and suggestions concerning the lesson observed, and works with the student teachers in developing their self-evaluation skills. The supervisor will also look at the student teacher’s journal, lesson plans, teaching materials, and products, and will assess how well the student teacher is implementing his/her field-based competencies. The student teacher may also raise any issues about which she/he might be concerned. At the beginning, mid-point, and the end of the practicum, the supervisor holds a three-way conference with the supervising practitioner and the student teacher. During these conferences, objectives and mutual expectations are discussed, current progress and performance are evaluated, and areas of strengths and those needing improvement are identified (see Three-Way Form on page 66). A final Candidate Assessment of Performance (CAP) Form (page 37) is signed by all three participants at the conclusion of the last three-way conference.

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If, at any time during the semester, the student teacher is not making appropriate progress towards meeting the stated competencies, the supervisor, with the advice of the supervising practitioner and the Director of Clinical Programs, will be responsible for devising a plan to help the student improve his/her performance. Students who are still unable to make sufficient progress toward meeting the state standards will not be recommended for licensure. The student teacher communicates with the supervisor each week, enabling the supervisor to maintain frequent contact with each student. All supervisors attend monthly supervisors’ meetings. During these meetings, students’ progress is discussed, areas of concern are raised, and strategies for improving the supervisory staff’s professional skills are shared. At the conclusion of the practicum, each supervisor must coordinate the final evaluation of his/her student teachers with their supervising practitioners. The supervisor must document that the student teacher has satisfactorily fulfilled his/her practicum competencies and demonstrated all state standards, submit a final grade for the student teacher, and write a final report on the student’s overall performance. These evaluations become a permanent part of the student teacher’s file, along with the state Candidate Assessment of Performance (CAP) Form.

INFORMATION FOR THE SUPERVISING PRACTITIONER As a supervising practitioner you will play a major role in helping your student teacher fulfill his/her many responsibilities and demonstrate competency. You will serve as your student teacher’s primary role model and mentor. We appreciate the commitment in time and energy that this entails, and we thank you in advance for your willingness to contribute to our program and the teaching profession in this vital way. We hope you will observe your student teacher daily, and will regularly provide constructive feedback on his/her performance. Time should be set aside several times a week, if not on a daily basis, to plan lessons and schedules, to evaluate the work of your student teacher, and to share with him/her the rationale underlining your own choices in behavior management and instructional strategies. The more you can articulate your own philosophy and instructional decisions, the more your student teacher will benefit from observing you and

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working with you. It is very important to build in time for this critical exchange of ideas, and to provide your student teacher with the opportunity to ask questions and process the day’s events. One of the most difficult things for many classroom teachers is to “give up” their classrooms to their student teachers. Naturally, student teachers should not be given teaching responsibilities until they are ready to take them on, and each student teacher will get to these points at a slightly different rate. But it is important to remember that your student teacher is working toward assuming substantial responsibility in his/her role, and we hope you will support this process and allow your student to “walk in your shoes” as soon as you feel he/she is ready. The Simmons supervisor will make at least six visits to your classroom and will want to communicate with you informally each time, as well as meet with you three times during the semester for your three-way conferences. We hope you will work closely with your student teacher’s supervisor, ask questions and share any concerns that you might have. If, at any point, recommendation for licensing for your student teacher is in doubt, we urge you to raise this early on, no later than the fourth week of the practicum if possible. Often, once concerns are identified and a plan for improvement is put into place, the student teacher is able to demonstrate sufficient progress so that licensing can be recommended. But we need to be alert to any potential problems so that we can respond to them in a timely and supportive manner. At the end of the semester you will be asked to sign the Candidate Assessment of Performance (CAP) Form for the practicum attesting to the degree to which you believe your student teacher has demonstrated competence, and you will be asked to confer with the Simmons supervisor in recommending a grade for the practicum, although the final decision for grading is made by the supervisor (See the Standards Checksheets and Guidelines for Grading in the Appendix). At the conclusion of the practicum a two-credit voucher will be issued in your name to your school or district. In cases where there are two supervising practitioners, a two-credit voucher will be issued to each teacher. The voucher can be used for study in most programs and departments at Simmons College. Upon request, Simmons will issue 20 professional development points (PDPs) to teachers at the conclusion of the practicum. It is obvious that no outside sources, neither the new standards nor the college supervisor, can introduce, explain, or pre-determine the complex issues that you and your student

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teacher will actually face every day. There are many ways of learning and practicing the various skills connected with student teaching, from lunchroom duty to student-faculty committees, to parent-teacher nights, to classroom film selection, and you will know best how to introduce your student to most of these experiences. While student teachers should not be viewed merely as “another pair of hands” it is certainly appropriate for them to do lunchroom, recess, bus, and study hall duty, and to help with copying and grading papers. These duties should be balanced with teaching and preparation time. We hope this is a rewarding experience for you, and that your student teacher will make a contribution to your classroom and your school.

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INFORMATION FOR THE STUDENT TEACHER The practicum is the culminating experience of your teaching preparation. You will be applying many ideas and skills you have learned in your pre-practica, and learning many new strategies and techniques. This will be a growth experience, designed to bring you to the point where you are ready to assume the responsibility of a first year teacher. There will be many people assisting and supporting you in this experience. Of primary importance is your supervising practitioner. She/he is an experienced teacher who has made the commitment to prepare a future colleague. Your relationship with your supervising practitioner is critical to the success of your student teaching. Earn her/his respect by demonstrating professional behavior at all times, and by being prepared to meet on a daily basis to plan, evaluate your performance, and generate teaching materials. Your practicum time extends to before and after school hours. Please work with your supervising practitioner to schedule adequate planning time, and to be available for faculty meetings, in-service workshops, and parent conferences whenever appropriate. If you have not yet met the school principal, be sure to introduce yourself to him/her on the first day of student teaching. You are a guest in her/his building, and should strive to be regarded as a professional. Try to meet other school faculty as well, and become an involved member of the school staff. Your supervisor will also play an important role in your student teaching experience. She/he will make frequent visits to your classroom, where she/he will observe you teach, and hold a conference with you after each observation. The conference provides an opportunity to evaluate your performance and to discuss current experiences, issues, and concerns. You are expected to communicate with your supervisor on a weekly basis to describe your progress, plan for his/her visits, and discuss any problems which might arise. Your supervisor is there to help you in every way possible to have a successful student teaching experience. You will also have an opportunity to share and discuss common experiences with other student teachers at the weekly seminar. The seminar is designed as an additional support system to help you meet the practicum requirements as well as serve as a forum for discussion of issues and concerns. While this is a pass/fail course, attendance and participation are an essential part of your experience. Poor attendance and participation may result in failure of the seminar and may impact on your practicum grade.

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Always remember that you have a strong network of support in the many people involved in your student teaching: your supervising practitioner, your supervisor, your fellow student teachers, the Director of Clinical Programs, and the members of the Education Department faculty.

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APPENDIX

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CHECKLIST OF PRACTICUM PRODUCTS AND COMPETENCIES

PRODUCTS 1. Portfolio

a. Lesson Plans

b. Teaching materials

c. Learner products

d. Other (Philosophy of teaching, resume; photographs; etc.)

e. Organized around the Six Essential Elements

2. Curriculum Unit

a. 12 lessons

b. Reference Massachusetts Curriculum Frameworks/Common Core

3. Journal

4. Positive Behavior Plans

a. Learner #1 (Academic)

b. Learner #2 (Social Skill)

5. CAP Professional Practice Goals: Post Cycle

COMPETENCIES/ACTIVITIES 1. Parent Conferences

2. Faculty Meetings

3. All curriculum areas taught (Elementary)

4. Whole class as well as a small group lessons taught (Elementary)

5. Full responsibility for planning and teaching for one week of the practicum (Elementary)

6. Eventual responsibility for three classes a day (Middle/High School) for at least three

weeks. High School student teachers do two preparations. Middle School student

teachers may do one or two.

7. Documentation of 100 hours of full responsibility

8. Documentation of Engagement with English Language Learners (not applicable to World

Language student teachers)

9. One video tape of classroom teaching to be shared with the Supervisor 10. Administration and Analysis of Student Feedback Surveys (at midpoint of practicum)

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TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS

1. What are the student entry-level skills and understandings necessary for this lesson? How will these be assessed?

2. How does this lesson build on/connect with previous lessons?

3. What will students understand/be able to do at the end of the lesson, and how will they demonstrate their new skills or understanding?

4. What Massachusetts Curriculum Frameworks will be addressed?

5. How will the lesson be introduced?

6. How will I make the objectives of the lesson and the criteria for success clear to the

students?

7. What will the key questions, activities and assignments be?

8. How will I check for student understanding during the lesson?

9. How will I differentiate instruction during the lesson for low as well as high performing students, and accommodate to different learning styles?

10. How will I evaluate the lesson?

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LESSON PLAN DESIGN

General Goal: Relevant Curriculum Frameworks: Behavioral Objective (What will students be able to do at the end of the lesson?): Introductory Activity (How will you grab the children’s interest and get them involved?): Basic Teaching Steps:

• Materials • Time estimate for each segment • Differentiated instruction

o For lower performing students o For higher performing students o For ELL learners o Accommodations for learners with special needs

Wrap-up Activity (How will you conclude the lesson?): Evaluation Procedure (How you know your objectives have been met):

• Informal assessment • Formal assessment

Plan for subsequent lessons (to be completed after the lesson has been taught):

• Areas that need to be re-taught or reviewed • Lessons that build on this lesson’s learning

Reflection and ideas for revision: See Lesson Plan Template on the following pages for suggested format.

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LESSON PLAN TEMPLATE

Lesson: Date: General Goal: Objectives:

MA Frameworks/Common Core Standards: Materials:

Essential Question:

Connection (to previous lessons and/or other content areas):

Introduction:

Teaching Procedure:

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Wrap Up:

Differentiation:

Assessment:

Extension of the Lesson:

Reflection:

Plan for Subsequent Lessons:

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CHECKLIST FOR ELEMENTARY SCHOOL UNITS

Unit Creation • Read the Massachusetts Curriculum Frameworks and any district learning

expectations for your topic. Identify for yourself important ideas, skills, concepts, and content. Name these in your overall unit rationale and then, where appropriate, in each lesson. It is usually appropriate for an elementary school unit to be interdisciplinary and to integrate many subject areas.

• Assess your students as prior to knowledge. Analyze this assessment by individual student and the class as a whole.

• Plan your overall rationale for the unit. Be sure you can justify each of your goals and objectives. Frame one or two enduring ideas into essential questions and then unit questions.

• Research the content for your unit. Be sure all your information is correct and your understanding is robust.

• Develop anticipated outcomes that match the Massachusetts Curriculum Frameworks, district learning expectations, current student knowledge and needs, and your rationale. These need to include both what students will be doing and what they will be learning.

• Create an introductory activity that engages students in the overall unit goals.

• Create a sequential series of lessons based on your anticipated outcomes. Lessons ought to build on each other in a coherent way. Each lesson needs to address unit goals and objectives. Be sure your lessons are appropriately differentiated to meet the needs of each student in the classroom. Be sure you are addressing the range of learning styles and needs. Include cooperative, independent, and whole class lessons.

• Build on current available units if appropriate. Make modifications as needed for your goals and your students.

• Build in formative assessment to help you understand what the students are learning and what issues or problems are arising. Be sure to uncover and address misunderstandings along the way.

• Conclude with a lesson that pulls together the entire unit for the students.

• Create a final assessment that informs you both about individual student understanding and about how well each of your goals was met.

Unit Presentation • Have student work samples from each lesson. Be sure to have sample work from a

variety of student levels and styles. Include photos where applicable.

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• Write a reflection for each lesson that both evaluates student learning and that evaluates the lesson overall. Include suggestions for modifications for future teaching of this unit.

• Include a full bibliography that credits all written resources as well as all help from individuals in your school community.

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CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS

Did I include?

• Statement of rationale for the unit, general goals, and a description of the students

and context in which the unit will be taught.

• Course syllabus for unit containing:

o Reading assignments

o Major student projects

o Other major assignments

• Selected lesson plans (an overview of all lesson plans and four plans in detail)

o Should contain lesson objectives, teaching procedures, homework

assignments, and methods of evaluation

o Adaptations for learners with special needs and/or limited English proficiency

o A lesson plan using small cooperative learning groups

• Attach examples of teaching materials

o Handouts, quizzes, exams (6-8)

o Sample student products (4-5)

• Evaluations of unit

o Student evaluation tools

o Evidence of student assessment other than paper and pencil assignment

o Teacher assessment of unit as taught

o Recommendations/Modifications

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Guidelines For Journals

Journals are a highly personal way of reflecting on your practicum and pre-practicum

experience. The purpose of the journal is to provide a useful method of recording your

thoughts, questions, and, possibly, concerns in a way that enables your supervisor to be

helpful and which provides a rich record of your progress as you grow and evolve.

There is no "right" way to write a journal. The following are guidelines that, hopefully, will

provide a flexible structure so that you can find the mode and style that works best for you:

• Journal entries should be made at least once a week. Some may find making two or three entries a week more useful.

• Jot down ideas you have thought about or activities you have seen or read about that you would like to try at some future date.

• Confine your entries to pedagogical issues. It should not be a daily account of what you did and observed.

• Try to make connections between what you have learned or are learning in your courses and what you are seeing/doing/learning in your classroom.

• Describe at least one thing each week that went well. Analyze what you learned from that.

• Keep an ongoing record of good teaching strategies you have observed.

Your supervisor is most interested in your reactions and thoughts and in learning about

ways in which he/she can be most helpful and supportive.

Decide with your supervisor at the beginning of the semester how you are going to use your

journal.

E.g. - How often you will make entries - The format that will work best for you - How you will submit the journal to your supervisor and his/her mode of response to it.

This is a process that should feel useful and comfortable to you. We believe you will come to

appreciate the benefits of journal writing and continue to use this process as you become a

life-long learner.

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Positive Behavior Plan

1. Learner Description: a. First name and age b. Grade c. Previous special services and/or grade repetitions if any

2. Educational Setting:

a. Classroom size and population b. Classroom structure/organization

3. Target: Specific Observable Behavior

4. Entry Level or Baseline Data:

a. Procedure used in obtaining baseline/ entry level b. Current level of skill or behavior

5. Goals:

a. Social 1) Reasonable reduction of non productive behavior 2) Replacement with positive alternative

b. Academic 1) Realistic goals for development of skills 2) Sequence of skills paired with time of attainment

6. Development of Plan: a. Consider causes of behavior or academic challenge b. Identify on how to build on student’s strengths c. Consider use of effective reinforcers and eventual thinning of reinforcers d. Specific teaching steps

7. System of Measuring and Recording Progress:

a. Daily data b. Graphs of data (optional) c. Consider self monitoring and recording of data

8. Results:

a. Number of sessions and length of program (beginning and ending dates) b. Goals mastered c. Data that demonstrates progress

9. Discussion:

a. Evaluation of student’s progress and effectiveness of program b. Recommendations

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GUIDELINES FOR PORTFOLIOS

Suggested Components: 1. Table of Contents 2. Letter for the Reader 3. Resume 4. Philosophy of Education 5. Letters of Reference 6. MTEL Scores or Copy of License Number 7. Evidence for the Six Essential Elements

The Six Essential Elements: 1. Structured Lesson Plans:

a. A copy of the student’s best lesson plan (additional exemplary plans can be included);

b. A reflective statement on why this serves as an exemplary model; c. For MAT students: the 12-lesson plan curriculum unit could go here;

2. Adjustment to Practice:

a. A lesson plan and an analysis of the data assessing what the students learned; b. A re-do lesson based on that data; c. A reflective statement about the process; d. For MAT students: the positive behavior plans could go here;

3. Meeting Diverse Needs:

a. A lesson plan that highlights how instruction was differentiated to meet the diverse needs of the students (special needs; ELL; different learning levels;)

b. The instructional materials for the lesson attached; c. A reflective statement about the process; d. For Dual License and SPED candidate: The six lesson plans that specify

accommodations and modifications for learners with special needs;

4. Safe Learning Environment: A statements which contains the following information: a. A description of the rules, routines and procedures used in the classroom which

contribute to a safe learning environment; b. A description of the class culture and the range of responses to inappropriate

behavior by the students; c. A description of any structured programs such as Morning Circle or the

Responsive Classroom; d. Any photographs of the classroom and other artifacts that reflect the class

learning environment e.g. the daily schedule and goals for learning for the day; e. Any other procedures that are used to make the students feel safe and encourage

taking risks;

5. High Expectations

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a. A lesson plan with a challenging topic or complex topic, and an explanation as to how instruction would support all students in reaching the goal;

b. Samples of first draft of a writing product by a student and the subsequent revisions until the student reached the expected level of competency;

c. Examples of students charting their own progress and assessing their current skill level vs. the final goal of a particular learning task;

d. For MAT and Dual License Students: Positive Behavior Plans in academic and behavioral areas;

6. Reflective Practice

a. A reflective statement in response to various forms of feedback: 1) From the supervising practitioner (written feedback attached); 2) From the program supervisor (with written feedback attached); 3) The Self Reflection Forms which are done after each formally observed

lessons; 4) From the discussion after each Three-Way Meeting; 5) From viewing their video; 6) Samples of any journal entries that reflect on practice;

b. Any written statements from the supervising practitioner or program supervisor acknowledging the teacher candidate’s incorporation of feedback in subsequent lessons;

c. Any peer observations that were done and a reflective statement on what was observed;

d. The candidate’s Self-Assessment Form that is completed by the third week of the practicum and shared during the first three-way meeting after the first observation by both the supervising practitioner and the program supervisor;

e. The Preliminary Goal-Setting and Plan Development; f. The Candidate Professional Practice Goal(s)and Implementation Plan; g. Feedback from the Student Surveys;

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Media Consent Form Simmons College

Department of Education Media Consent Form

(to be used in the absence of a site-based consent form)

I have been informed that sound recordings and/or videotape footage of my child may be used as part of a training module for teachers or student teachers serving school aged learners. I understand that my child’s name will not be used, nor will any other information that may identify my child be revealed. I understand that the videotape will be used for instructional purposes only, and the Department and the student will not release the videotape to the public. The tape will be erased by the student at the conclusion of the assignment.

Name of Learner:___________________________________________________________________ Signature of Parent/Guardian:_____________________________________Date:__________ School Name:_______________________________________________________ Street Address:___________________________________________________ Town:____________________________State:_____________________Zip:___________ School Telephone:___________________________________________________ Name of Supervising Practitioner:______________________________________________ Signature of Supervising Practitioner:____________________________Date:____________ Name of Student Teacher or Intern:_______________________________ Signature of Student Teacher or Intern:_______________________________________Date:__________________

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Guidelines for Using Videotape Before doing your video, check with your supervising practitioner as to school policy and procedure, and what permission forms you may need. You may be asked to send a letter home to parents explaining what you will be doing and why. Emphasize that this is for your own professional development, and will only be viewed by you, and possibly your supervisor, supervising practitioner, and seminar members. It is your responsibility to make the technical arrangements for the video taping session. See if your school has equipment that you may use. If not, check with your supervisor. Many of them have video recorders and will be willing to assist. You can also sign out video equipment form the Simmons Media Center. 1. Plan your taping session for the first half of the semester. It is advisable to run the camera blank the day before you actually want to tape so that the students will get used to the camera and it will be less of a distraction. Tape a whole class lesson or several lessons. Then go back and select a 10-15 minute segment you want to use. Editing equipment is available in the media center if you want to edit out portions of the tape you don’t want to use.

• The earlier you start this process, the more opportunity you have to benefit from this experience.

• After viewing your first tape, you may find you want to continue this process with additional tapes. Leave yourself enough time to do this.

2. Try to select a teaching event that you really want to observe (e.g., A whole class lesson; a reading group discussion; giving directions; etc)

3. You may want to watch the tape the first time by yourself, with your supervising practitioner, or with someone else. Students tend to be overly critical of themselves, especially if it’s the first time they’ve seen themselves on tape, and watching it with someone else sometimes reduces the impulse to focus on the negative. Make the experience as easy as possible for yourself.

• If you know ahead of time some specific behaviors you want to look at, focus on those.

• If you have no preconceived behaviors on which you want to focus, see what strikes you as noteworthy, looking for areas of strength as well as areas of need. Make a list of both.

• Identify one or two areas to which you want to give priority over the next few weeks.

• Describe the skill(s) on which you want to work.

• Generate several possible strategies for improving performance in these areas.

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4. During the practicum semester you have a choice of how to share your tape with your supervisor.

• You may arrange to view the tape with your supervisor (after viewing it yourself) and discuss it.

• You may write a reflective response to the tape after viewing it yourself and give the response and the tape to your supervisor. See following guidelines for reflective response.

• Discuss what you have learned with your supervisor.

Viewing the tape with your supervisor can also be very helpful. Make sure you and your supervisor agree on the priorities for future attention. Discuss how your supervisor can help you in his/her data taking.

5. Prepare a brief summary of this process to share in your seminar:

• What you learned

• Your plan for improvement

6. Think about sharing your video in seminar:

1. Set the scene/context.

2. Prepare the group for areas to which you want them to attend.

3. You may ask the group to take data on specific behaviors, such as:

• positive responses

• repeating students’ comments

• specific mannerisms or verbal utterances

• kinds of questions

• use of blackboard

• movement around the classroom

• being consistent in directions and requests

• Equity: Are you attending more to one child or group of children than to others? Are they all participating equally?

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4. See what fresh observations the group can contribute.

This process can feel very scary and intimidating at first. However, it is a powerful learning experience and one that should become a life-long tool. After your initial nervousness, the more you do this the more your comfort level will increase as you gain experience observing yourself, reflecting on your practice, and developing your own self-evaluation skills.

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Guidelines for Reflective Response to Videotape

1. What behavior are you focusing on? What is currently puzzling you in your practice? 2. What is the data on the tape that helps you look at and analyze your behavior? 3. Did you see anything that surprised you? What did you notice about yourself or your students that you hadn’t noticed before? 4. What did you learn from watching this tape? 5. What questions do you now have and to what do you want to pay more attention in your teachings? (Two or three priority areas)

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Individual Timeline for Practicum Products and Competencies

GOAL DATE ACTUAL DATE Select unit topic

Identify learners and topic area for two Positive Behavior Plan

Rationale, goals, first three lesson plans for unit

Entry level/baseline for learner

Goals and teaching plans for learners

Draft for remaining unit lesson plans

Implement Behavior Plan (allow at least four weeks to run)

Mid/High: pick up first class

Begin teaching unit

Elementary: teaching at least half the day

Video tape

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GOAL DATE ACTUAL DATE Submit journal to Supervisor (at least six times)

Mid/High: at least one preparation/two classes

Complete unit

Complete Positive Behavior Plans

Elementary: take-over week

Mid/High: Begin three classes (allow at least three weeks). Two preparations for High School student teachers.

Complete portfolio

Self-evaluation (final journal entry)

Final date to get products to supervisor

Parent conferences

Faculty meetings

Log of hours

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Grading Guidelines

Grading is an imprecise process. The rubric on the following pages identifies the main components of classroom performance on which each intern will be evaluated. It is certainly possible for an individual to excel in one area and be less proficient in another. Supervisors will need to consider the overall level of performance in order to recommend a final grade. There are also certain aspects of professional behavior that cannot be easily quantified such as professional behavior, ability to work well with colleagues and teachers, on-time completion of assignments, ability to receive and apply constructive feedback and suggestions, and demonstration of responsibility, good judgment, and maturity. These qualities will also be considered in the final grade. Because the seminar which accompanies the internship each semester is a pass/fail course, attendance and participation in these seminars in crucial. Unexcused absences may impact on the grade for the pre-practicum or practicum. Excessive absences will result in failure of the seminar. Ideally, supervisors and supervising practitioners will provide on-going feedback, identifying areas of strength as well as those areas that need more growth and improvement. At the end of the semester student teachers should have a clear sense of how their performance is being evaluated and what their grades will be.

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GUIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE

A A- B+ B Teaching Readiness

Unquestionably ready to assume responsibility for own classroom.

Same as for A. Ready to assume responsibility for own classroom, but would benefit from additional supervision & support.

Advised to pursue a position as an aide, teaching ass’t or a closely supervised position.

Teaching competence

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Shows promise of becoming a master teacher.

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Will be an excellent teacher.

Competent in all teaching activities, but relies on or needs cooperating teaching and supervisor for some direction.

Shows competence in many teaching/management areas. Is showing progress. Needs more time.

Creativity with Methodology & Materials

Uses a wide variety of methods & materials. Utilizes school community resources. Shows creativity & imagination in planning & delivery of lessons.

Designs complete and satisfactory lessons. Is developing own personal teaching style and is becoming more creative in lesson design.

Lessons are complete & satisfactory, but may lack the creativity & imagination of the A/A- student.

Relies heavily on prepared curriculum materials & directions from cooperating teacher and supervisor.

Subject Matter Knowledge

Demonstrates clear mastery of appropriate subject matter.

Same as for A. Demonstrates competence. Needs to research subject areas more.

Insecure in one or more subject areas. Needs to research & study subject areas.

Classroom Management

Possesses secure management skills w/clear control. Takes initiative in assuming responsibility. Anticipates needs & responds before problems arise. Has a clear sense of interpersonal and group dynamics & fosters a constructive community atmosphere.

Has appropriate control over the classroom and can maintain it while using a variety of approaches in meeting lessons objectives. His/her control of the classroom fosters trust and respect.

Is showing improvement, but not yet secure. Occasionally has difficulties with whole class control or individual student management.

Does not demonstrate initiative in assuming classroom responsibility & anticipating problems before they begin. Can have difficulty keeping children focused & on-task.

Self-Reflection & Evaluation

Consistently improves teaching practice through self-reflection.

Possesses appropriate self-evaluation skills.

Needs to improve self-evaluation skills through feedback and self-reflection.

Needs to develop appropriate self-reflection skills. Needs to seek & act on feedback.

Professional Responsibility & Development

All final products are of excellent quality, on time & require li8ttle or no revision. Demonstrates an understanding of the importance of professional development.

Meets all deadlines on time. Products are of good quality & show thought and development. They may or may not require some revision & editing.

Meets most deadlines on time. Products are usually complete, but may need more in-depth thought & proofreading.

Required products are occasionally late & do not show sufficient development & care in writing and presentation.

Recommendation Recommended strongly for Initial License.

Recommended for Initial License.

Recommended for Initial License.

Recommended with reservation for Initial License.

NOTE: If student falls into B- category, he/she is not to be recommended for Initial license at this time.

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Licensure Reciprocity

NASDTEC States signed with Interstate Agreement

Teachers (T), Administrators (A), Support Personnel (S) (The following states currently participate in the 2005-2010 agreement.)

Alabama...............T-A-S Nebraska..............T-A Alaska..................T-A-S Nevada.................T-A Arizona................T-A New Hampshire...T-S Arkansas..............T New Jersey...........T California.............T New Mexico........T-A Colorado..............T-A New York............T-A-S Connecticut..........T-S North Carolina.....T-A-S Delaware..............T-A North Dakota.......T District of Columbia .T-A-S Ohio.....................T Florida.................T-S Oklahoma.............T-A-S Georgia................T-A Oregon.................T-A-S Guam...................T-S Pennsylvania........T Hawaii.................T Rhode Island........T-A-S Idaho....................T-A South Carolina.....T-A-S Illinois..................T Tennessee.............T-A-S Indiana.................T-A-S Texas....................T-A Kansas.................T Utah.....................T-A-S Kentucky.............T Vermont...............T Louisiana.............T Virginia................T-A-S Maine...................T-S Washington..........T-A-S Maryland.............T-A-S West Virginia.......T-A-S Michigan..............T Wyoming.............T-A-S Mississippi...........T-A-S Montana...............T

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Documentation100HoursOfFullResponsibility

Fullresponsibilityisdefinedinthefollowingway:Theintern/studentteacherplansandteachesalesson,takingfullresponsibilityforinstructionandclassroommanagement.Thesupervisingpractitionermaybeintheroom,butdoesnotinterveneinthelesson.Lessonsmaybesmallgroupaswellaswholeclass.Fullresponsibilityextendstosupervisoryactivitiesaswell,suchasoverseeingtransitions,recess,andotheractivitieswheretheintern/studentteacherisfullyinchargeandresponsiblefortheclass.

Time Date DescriptionofActivity

Student’s signature:___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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DocumentationofEngagementwithEnglishLanguageLearners

EngagementwithEnglishLanguageLearnerscanbedescribedas,butnotlimitedto,thefollowingactivities:Creatinginstructionalmaterialsthatsupportstudentswithdiverseculturalandlinguisticbackgrounds;usingappropriatelydesignedvisualandcontextualaidswhencommunicatingwithEnglishLanguageLearners;usingeffectivestrategiesandtechniquesformakingcontentaccessibletoEnglishLanguageLearners;differentiatinginstructiontoaccommodatelearnerswhoareatvariouslevelsofEnglishlanguageproficiencyandliteracy;collaboratingwithfamiliestocreatestrategiesforsupportingstudentlearningbothathomeandatschool.Pleasenotethatnotallofthesemightbeaddressedinthepracticum,andthatsomeoftheseactivitiesmightbedonethroughobservationofyoursupervisingpractitioner.Youareintheprocessofdevelopingyourskillsandtheexpectationisthatyouwillbedemonstratingthematthelevelofanemergingteacher.

Time Date DescriptionofActivity

Student’s signature:___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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CAP PROGRAM AND FORMS

42

THE CAP PROGRAM FOR THE Fall 2016 SEMESTER

Simmons will be implementing the new CAP form and the supervision protocol developed by the Massachusetts Department of Elementary and Secondary Education (DESE), which was announced on June 30, 2015 and updated June 30, 2016. The CAP (Candidate Assessment of Performance) will be used in place of the PPA (Pre-service Performance Assessment). The CAP focuses on six Essential Elements and provides a rubric to determine the degree to which the Teacher Candidate has met each element or standard. The Teacher Candidates will be assessed at the midpoint of the practicum when a Formative Assessment will be determined by the Supervising Practitioners and the Program Supervisors, and at the conclusion of the practicum when a Summative Assessment will be determined. The Teacher Candidates will be rated on the quality, scope and consistency of their performance, and evidence will be provided to document the ratings. Supervising Practitioners are required to do three formal observations: one announced and two unannounced. The Simmons Program Supervisors will do four formal observations, all announced. Forms for each of these observations are provided in the Handbook and are available on line. DESE has also provided optional planning forms for pre-observation conferences, post observations conferences, and the three Three-Way Meetings, to be used by the Supervising Practitioners and Program Supervisors as models and resources, as needed. There are additional forms for the Teacher Candidates:

1. The Candidate Self Assessment Form, to be completed prior to the start of the practicum and re-visited after the first joint observation by the Supervising Practitioner and the Program Supervisor;

2. The Candidate Self Reflection Form, to be completed by the Teacher Candidate after each formal observation;

3. The Preliminary Goal Setting Form, to be completed after the Self Assessment 4. The final Preliminary Goal Setting Form – reviewed and possibly updated after the 1st

observation 5. The Candidate Goals and Implementation Plan, to be completed after the practicum is

completed and in preparation for their first year of teaching. All forms are included in this Handbook and can be accessed on line through the following link: http://internal.simmons.edu/students/ssw/for-education-students/forms-and-resources

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CAP FORMS

1. The CAP

2. CAP Glossary of Terms

3. Five sources of Evidence for the CAP

4. Observation Forms for Supervising Practitioners and Program Supervisors

5. Teacher Candidate Forms

6. Optional Forms for Supervising Practitioners and

Program Supervisors provided as resources

7. Student Surveys

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Candidate Assessment of Performance Form

Section 1: General Information (to be completed by the Candidate and the Program Supervisor)

Candidate Information

First Name: Last Name:

Street Address:

City/Town: State: Zip:

MEPID #:

Massachusetts license number(if applicable):

Program Information

Sponsoring Organization:

Program Area & Grade Level:

Have any components of the approved program been waived? 603 CMR 7.03(1)(b)

Yes No

Practicum Information

Practicum

Practicum Equivalent

Practicum/Equivalent Course Number: Credit hours:

Practicum/Equivalent Seminar Course Title:

Practicum/Equivalent Site: Grade Level(s) of Students:

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

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Name: Date:

Candidate Assessment of Performance Form

Section 2: Total Hours and Signatures

Three-Way Meetings

1st Three-Way Meeting Date:

Candidate

Supervising Practitioner

Program Supervisor

2nd Three-Way Meeting Date:

Candidate


Program Supervisor

Final Three-Way Meeting Date:

Candidate


Program Supervisor

Total Number of Practicum Hours: Number of hours assumed full responsibility in the role:

Basedonthecandidate’sperformanceasmeasuredontheCAPRubric,wehavedeterminedthiscandidatetobe:

ReadytoTeach

NotYetReady

Supervising Practitioner Date:

Program Supervisor Date:

Mediator (if necessary see: 603 CMR 7.04(4)) Date:

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FormativeAssessmentForm

Name: Date:

I.A.4: Well-Structured Lessons

I-A-4.Well-StructuredLessons

Unsatisfactory Needs Improvement Proficient Exemplary Developslessonswithinappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,and/orgroupingfortheintendedoutcomeorforthestudentsintheclass.

Developslessonswithonlysomeelementsofappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,andgrouping.

Developswell-structuredlessonswithchallenging,measurableobjectivesandappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,technologies,andgrouping.

Developswell-structuredandhighlyengaginglessonswithchallenging,measurableobjectivesandappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,technologies,andgroupingtoattendtoeverystudent’sneeds.Isabletomodelthiselement.

Quality * Scope * Consistency * Evidence:

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I.B.2: Adjustment to Practice

I-B-2.AdjustmenttoPractice

Unsatisfactory Needs Improvement Proficient Exemplary Makesfewadjustmentstopracticebasedonformalandinformalassessments.

Mayorganizeandanalyzesomeassessmentresultsbutonlyoccasionallyadjustspracticeormodifiesfutureinstructionbasedonthefindings.

Organizesandanalyzesresultsfromavarietyofassessmentstodetermineprogresstowardintendedoutcomesandusesthesefindingstoadjustpracticeandidentifyand/orimplementappropriatedifferentiatedinterventionsandenhancementsforstudents.

Organizesandanalyzesresultsfromacomprehensivesystemofassessmentstodetermineprogresstowardintendedoutcomesandfrequentlyusesthesefindingstoadjustpracticeandidentifyand/orimplementappropriatedifferentiatedinterventionsandenhancementsforindividualsandgroupsofstudentsandappropriatemodificationsoflessonsandunits.Isabletomodelthiselement.


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II.A.3: Meeting Diverse Needs

II-A-3.MeetingDiverseNeeds

Unsatisfactory Needs Improvement Proficient Exemplary

Useslimitedand/orinappropriatepracticestoaccommodatedifferences.

Mayusesomeappropriatepracticestoaccommodatedifferences,butfailstoaddressanadequaterangeofdifferences.

Usesappropriatepractices,includingtieredinstructionandscaffolds,toaccommodatedifferencesinlearningstyles,needs,interests,andlevelsofreadiness,includingthoseofstudentswithdisabilitiesandEnglishlearners.

Usesavariedrepertoireofpracticestocreatestructuredopportunitiesforeachstudenttomeetorexceedstatestandards/localcurriculumandbehavioralexpectations.Isabletomodelthiselement.


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II.B.1: Safe Learning Environment

II-B-1.SafeLearningEnvironment

Unsatisfactory NeedsImprovement Proficient Exemplary

Maintainsaphysicalenvironmentthatisunsafeordoesnotsupportstudentlearning.Usesinappropriateorineffectiverituals,routines,and/orresponsestoreinforcepositivebehaviororrespondtobehaviorsthatinterferewithstudents’learning.

Maycreateandmaintainasafephysicalenvironmentbutinconsistentlymaintainsrituals,routines,andresponsesneededtopreventand/orstopbehaviorsthatinterferewithallstudents’learning.

Usesrituals,routines,andappropriateresponsesthatcreateandmaintainasafephysicalandintellectualenvironmentwherestudentstakeacademicrisksandmostbehaviorsthatinterferewithlearningareprevented.

Usesrituals,routines,andproactiveresponsesthatcreateandmaintainasafephysicalandintellectualenvironmentwherestudentstakeacademicrisksandplayanactiverole—individuallyandcollectively—inpreventingbehaviorsthatinterferewithlearning.Isabletomodelthiselement.

Quality *

Scope * Consistency * Evidence:

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II.D.2: High Expectations

II-D-2.HighExpectations


Givesuponsomestudentsorcommunicatesthatsomecannotmasterchallengingmaterial.

Maytellstudentsthatthesubjectorassignmentischallengingandthattheyneedtoworkhardbutdoeslittletocounteractstudentmisconceptionsaboutinnateability.

Effectivelymodelsandreinforceswaysthatstudentscanmasterchallengingmaterialthrougheffectiveeffort,ratherthanhavingtodependoninnateability.

Effectivelymodelsandreinforceswaysthatstudentscanconsistentlymasterchallengingmaterialthrougheffectiveeffort.Successfullychallengesstudents’misconceptionsaboutinnateability.Isabletomodelthiselement.


51

IV.A.1: Reflective Practice

IV-A-1.ReflectivePractice


Demonstrateslimitedreflectiononpracticeand/oruseofinsightsgainedtoimprovepractice.

Mayreflectontheeffectivenessoflessons/unitsandinteractionswithstudentsbutnotwithcolleaguesand/orrarelyusesinsightstoimprovepractice.

Regularlyreflectsontheeffectivenessoflessons,units,andinteractionswithstudents,bothindividuallyandwithcolleagues,andusesinsightsgainedtoimprovepracticeandstudentlearning.

Regularlyreflectsontheeffectivenessoflessons,units,andinteractionswithstudents,bothindividuallyandwithcolleagues;andusesandshareswithcolleagues,insightsgainedtoimprovepracticeandstudentlearning.Isabletomodelthiselement.

Quality *


52

Formative Assessment – Calibration Summary of Ratings

Element Quality Scope Consistency Readiness Thresholds Met? (Y/N)

1.A.4:Well-StructuredLessons 1.B.2:AdjustmenttoPractice 2.A.3:MeetingDiverseNeeds 2.B.1:SafeLearningEnvironment

2.D.2:HighExpectations

4.A.1:ReflectivePractice

Reinforcement Area

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

Refinement Area







Suggestions for Candidate

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SummativeAssessmentForm


I-A-4.Well-StructuredLessons

Unsatisfactory Needs Improvement Proficient Exemplary Developslessonswithinappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,and/orgroupingfortheintendedoutcomeorforthestudentsintheclass.

Developslessonswithonlysomeelementsofappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,andgrouping.

Developswell-structuredlessonswithchallenging,measurableobjectivesandappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,technologies,andgrouping.

Developswell-structuredandhighlyengaginglessonswithchallenging,measurableobjectivesandappropriatestudentengagementstrategies,pacing,sequence,activities,materials,resources,technologies,andgroupingtoattendtoeverystudent’sneeds.Isabletomodelthiselement.


Name: Date:

54


I-B-2.AdjustmenttoPractice

Unsatisfactory Needs Improvement Proficient Exemplary Makesfewadjustmentstopracticebasedonformalandinformalassessments.

Mayorganizeandanalyzesomeassessmentresultsbutonlyoccasionallyadjustspracticeormodifiesfutureinstructionbasedonthefindings.

Organizesandanalyzesresultsfromavarietyofassessmentstodetermineprogresstowardintendedoutcomesandusesthesefindingstoadjustpracticeandidentifyand/orimplementappropriatedifferentiatedinterventionsandenhancementsforstudents.

Organizesandanalyzesresultsfromacomprehensivesystemofassessmentstodetermineprogresstowardintendedoutcomesandfrequentlyusesthesefindingstoadjustpracticeandidentifyand/orimplementappropriatedifferentiatedinterventionsandenhancementsforindividualsandgroupsofstudentsandappropriatemodificationsoflessonsandunits.Isabletomodelthiselement.


55


II-A-3.MeetingDiverseNeeds

Unsatisfactory Needs Improvement Proficient Exemplary

Useslimitedand/orinappropriatepracticestoaccommodatedifferences.

Mayusesomeappropriatepracticestoaccommodatedifferences,butfailstoaddressanadequaterangeofdifferences.

Usesappropriatepractices,includingtieredinstructionandscaffolds,toaccommodatedifferencesinlearningstyles,needs,interests,andlevelsofreadiness,includingthoseofstudentswithdisabilitiesandEnglishlearners.

Usesavariedrepertoireofpracticestocreatestructuredopportunitiesforeachstudenttomeetorexceedstatestandards/localcurriculumandbehavioralexpectations.Isabletomodelthiselement.


56


II-B-1.SafeLearningEnvironment


Maintainsaphysicalenvironmentthatisunsafeordoesnotsupportstudentlearning.Usesinappropriateorineffectiverituals,routines,and/orresponsestoreinforcepositivebehaviororrespondtobehaviorsthatinterferewithstudents’learning.

Maycreateandmaintainasafephysicalenvironmentbutinconsistentlymaintainsrituals,routines,andresponsesneededtopreventand/orstopbehaviorsthatinterferewithallstudents’learning.

Usesrituals,routines,andappropriateresponsesthatcreateandmaintainasafephysicalandintellectualenvironmentwherestudentstakeacademicrisksandmostbehaviorsthatinterferewithlearningareprevented.

Usesrituals,routines,andproactiveresponsesthatcreateandmaintainasafephysicalandintellectualenvironmentwherestudentstakeacademicrisksandplayanactiverole—individuallyandcollectively—inpreventingbehaviorsthatinterferewithlearning.Isabletomodelthiselement.


57


II-D-2.HighExpectations


Givesuponsomestudentsorcommunicatesthatsomecannotmasterchallengingmaterial.

Maytellstudentsthatthesubjectorassignmentischallengingandthattheyneedtoworkhardbutdoeslittletocounteractstudentmisconceptionsaboutinnateability.

Effectivelymodelsandreinforceswaysthatstudentscanmasterchallengingmaterialthrougheffectiveeffort,ratherthanhavingtodependoninnateability.

Effectivelymodelsandreinforceswaysthatstudentscanconsistentlymasterchallengingmaterialthrougheffectiveeffort.Successfullychallengesstudents’misconceptionsaboutinnateability.Isabletomodelthiselement.


58


IV-A-1.ReflectivePractice


Demonstrateslimitedreflectiononpracticeand/oruseofinsightsgainedtoimprovepractice.

Mayreflectontheeffectivenessoflessons/unitsandinteractionswithstudentsbutnotwithcolleaguesand/orrarelyusesinsightstoimprovepractice.

Regularlyreflectsontheeffectivenessoflessons,units,andinteractionswithstudents,bothindividuallyandwithcolleagues,andusesinsightsgainedtoimprovepracticeandstudentlearning.

Regularlyreflectsontheeffectivenessoflessons,units,andinteractionswithstudents,bothindividuallyandwithcolleagues;andusesandshareswithcolleagues,insightsgainedtoimprovepracticeandstudentlearning.Isabletomodelthiselement.

Quality *


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Summative Assessment – Calibration Summary of Ratings

Element Quality Scope Consistency Readiness Thresholds Met? (Y/N)

1.A.4:Well-StructuredLessons

1.B.2:AdjustmenttoPractice

2.A.3:MeetingDiverseNeeds

2.B.1:SafeLearningEnvironment

2.D.2:HighExpectations


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CAP GLOSSARY

CAP: Candidate Assessment of Performance TC: The teacher candidate (the student teacher) Essential Elements: The six standards on which the teacher candidate is evaluated during the practicum PSTs: Professional Standards for Teachers SP: Supervising Practitioner (the classroom teachers) PS: Program Supervisor (the Simmons College supervisor) Quality: The level of performance by the teacher candidate, i.e. Needs Improvement; Proficient; Exceeds Expectations Scope: The setting in which the teacher candidate is able to demonstrate proficiency: The whole class; small groups; one-to-one Consistency: How often is the teacher candidate able to perform at the proficient level? Reinforcements: Areas of the teacher candidate’s strengths Refinements: Areas in which the teacher candidate needs to improve Impact/Evidence of Learning: Documentation that students have learned the objectives of the lesson Formative Evaluation: The evaluation of the teacher candidate at the half-way point in the practicum Summative Evaluation: The evaluation of the teacher candidate at the conclusion of the practicum Student Surveys: Surveys given to the teacher candidate’s students half way through the practicum to get feedback on the teacher candidate’s performance. Three levels: P-2; 3-5; 6-12. Long and short forms SMART Goals or objectives: -Specific and Strategic -Measureable -Action oriented -Rigorous, Realistic, and Results focused -Timed and Tracked

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EVIDENCE FOR PRACTICUM STANDARDS

SOURCES OF EVIDENCE:

1. Observations by Supervising Practitioner and Supervisor a. SP (Supervising Practitioner) does one formal announced

observation and two formal unannounced observations. The PS (Program Supervisor) does four announced observations.

b. SPs and PSs actively collect evidence during the observations and then synthesize the key evidence to provide focused feedback to the Teacher Candidate (TC).

c. SPs and PSs must not interfere or influence the TC’s lesson. 2. Impact/Measure of Student Learning

a. TC develops a student learning goal (in consultation with SP and PS). b. Assessments for measuring a TC’s impact on student learning will

be finalized during the first three-way meeting. c. The SP will identify at least one measure of student growth, learning,

or achievement that assesses a meaningful sample of the content the TC is responsible for teaching.

d. The SP will set clear expectations for how and when the measure will be administered and scored. (Measuring Candidate Impact on Student Learning)

3. Student Feedback Surveys (administered half-way through the practicum) a. Grade levels: K-2; 3-5; 6-12; b. Long Forms, Short Forms, and Mini Forms c. Used only for the Formative Assessment

4. Artifacts - Student work samples - Lesson Plans containing differentiated instructions - Curriculum Units and Materials - Video/audio recordings - Quizzes and Tests - Homework assignments - Rubrics for evaluating student work - Notes on formal and informal discussions - Behavior Plans and behavior data - Reflection logs

5. Progress toward the Teacher Candidate’s Professional Practice Goal(s)

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OBSERVATION FORM FOR SUPERVISING PRACTICIONERS AND

PROGRAM SUPERVISORS

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CAPObservationForm

Focused Feedback

Reinforcement Area/Action: (strengths)

Refinement Area/Action: (areas for improvement)

Name:Date:

Observation#:___ Type(Announced/Unannounced):

ObservedBy:

FocusElements:

1.A.4: Well Structured Lessons (#1 Announced, #1 Unannounced)

2.B.1 Safe Learning Environment ( #1 Unannounced)

1.B.2: Adjustments to Practice (#2 Announced, #2 Unannounced)

2.D.2 High Expectations (#1 Announced)

2.A.3: Meeting Diverse Needs (#2 Announced)


DateofLesson: Time(start/end):

ContentTopic/LessonObjective:

Whole Group

Small Group

One-on-One

Other

ActiveEvidenceCollectionoccurredduringtheobservationandissynthesizedandcategorizedbelow.

Element Evidence

1.A.4

1.B.2

2.A.3

2.B.1

2.D.2

4.A.1

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TEACHER CANDIDATE FORMS

• Timeline for Forms • Candidate Self-Assessment Form • Candidate Preliminary Goal Setting and Plan

Development Forms -Preliminary -Final -Post Cycle

• Candidate Self Reflection Form

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TIMELINE FOR STUDENT FORMS WITH THE CAP

1. Candidate Self-Assessment Form a. This form should be filled out prior to the start of the practicum and reflect the

candidate’s readiness to begin the practicum. The assessment should be based on the candidate’s experience in course work, pre-practicum experiences, and any other related experience the candidate has had up to this point.

b. This form should be shared with the Supervising Practitioner and Program Supervisor during the first weeks of the practicum.

c. The intent of this form is to encourage self-reflection on the part of the candidates and heighten their awareness of the skills they will need to master and demonstrate in the practicum.

d. At the beginning of the practicum, it is perfectly appropriate to indicate “Needs Improvement” in many, if not all of the areas. This is not an evaluation of the candidate’s final performance, and they should be encouraged to be honest about their self-assessment.

2. Preliminary Goal Setting and Plan Development

a. Candidate’s professional practice goals should be derived from the Self-Assessment Form, and target specific areas they identified as opportunities for growth. Candidates will complete the Preliminary Goal Setting and Plan Development Form.

b. Goals should be finalized after the first joint observation during the Three-Way Meeting that follows, in consultation with the Supervising Practitioner and the Simmons Program Supervisor. Candidates will fill out the Finalized Goal and Implementation Plan

c. The Goals set should follow the S.M.A.R.T. goals characteristics; 1) S: Specific and Strategic 2) M: Measurable 3) A: Action Oriented 4) R: Rigorous, Realistic, and Results Focused (the 3 Rs) 5) T: Timed and Tracked

d. At the conclusion of the practicum Candidates will fill out the Preliminary Goal Setting and Plan Development: Post Cycle form. This will be the teacher candidate’s professional goal(s) for the first year of teaching.

3. Candidate Self Reflection Form

a. This form should be used after each formally announced and unannounced observation.

b. The intent is for the candidate to reflect on the lesson and identify what, in their opinion, went well, and what they might do differently if they could teach the lesson again.

c. The candidates should support these reflections with evidence. d. Ideally, candidates should engage in this kind of reflection after each lesson that they

teach, but the form will just be required for the formal observations.

Dimensions of Readiness: Quality: ability to perform the skill, action or behavior; 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; Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with quality.

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CandidateSelf-AssessmentFormDirections: Independently, reflect on your performance in each dimension of an element. Use the performance descriptors from the CAP Rubric to help ground your assessment. Consider the following in rating your current level of performance (as applicable): • Skillsacquiredincoursework• Experiencesinpre-practicum• Targetedfeedbackyouhavereceivedaboutyour

practice

• Evidenceofimpactwithstudents• ReflectiononperformanceinAnnounced

Observation#

This form is optional; Sponsoring Organizations and assessors may adopt or adapt.

Name: Date:


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.

Quality Scope Consistency


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.

Quality Scope


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Consistency


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.



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.



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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.



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.


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Self-Assessment Summary Sheet Directions: In the table below, please record your self-assessment rating for each element. Use the following key: Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U) Name: Date:

Self-Assessment Summary Element Quality Scope Consistency 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 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 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.

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Candidate:PreliminaryGoal-Setting&PlanDevelopmentFormThis form is optional; Sponsoring Organizations and assessors may adopt or adapt. Please note that the supervisor section should be customized to candidate’s specific situation.

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? (Include potential sources of evidence demonstrating goal progress)

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?

• •

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ModelObservationProtocol:CandidateSelf-ReflectionFormDirections: Following an announced or an unannounced observation, please use the form below to reflect on the lesson. Submit the form to your Supervising Practitioner/Program Supervisor within 24 hours of the observation. Observation Details

Date: Time (start/end):

Content Topic/ Lesson Objective:

Type of Observation: Observed by:

Announced

Unannounced


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



2.B.1: Safe Learning Environment

2.D.2: High Expectations

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FinalizedGoal&ImplementationPlanForm Name: Date: Goal: Based on the candidate’s self-assessment and feedback from the Program Supervisor and Supervising Practitioner, the candidate has set the following S.M.A.R.T professional practice goal:

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 RelatedEvidence/Artifact(s)

Supports/Resourcesfrom

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 measure(s) of student learning.

MeasureofStudentLearning ImpactRating Parameters High

Moderate

Low

CAPProfessionalPracticeGoal

EssentialElements


Additional element(s):

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PreliminaryGoal-Setting&PlanDevelopmentForm 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? (Include potential sources of evidence demonstrating goal progress)

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 evaluator?

• •

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OPTIONAL FORMS PROVIDED AS RESOURCES FOR THE SUPERVISING PRACTIONER AND THE

PROGRAM SUPERVISOR

• Pre-Observation Planning Form • Post Observation Planning Form

• Three-Way Meetings Form

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ModelObservationProtocol:Pre-ConferencePlanningForm

Observation Details


Content Topic/Lesson Objective:

Whole Group

Small Group

One-on-One

Other

Element(s) to be Observed (circle) Comments

1.A.4: Well-Structured Lessons



2.B.1: Safe Learning Environment

2.D.2: High Expectations

4.A.1: Reflective Practice

Refinement areas previously identified

Questions to ask in pre-conference

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ModelObservationProtocol:Post-ConferencePlanningForm Observation Details


Content Topic/Lesson Objective:

Refinement Area #1







Self-Reflection Question(s) to prompt candidate

Evidence from Observation

Recommended Action

Potential Resources/Guided Practice/Training to support

Refinement Area #2







Self-Reflection Question(s) to prompt candidate


Recommended Action

Potential Resources/Guided Practice/Training to support

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Reinforcement Area #1








Recommended Action

Reinforcement Area #2








Recommended Action

Upcoming Steps in the CAP Process • Type of Next Observation: • Focus of Next Observation: • Date/topic of next Three-Way Meeting: • Other:

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Three-Way Meeting Checklist The Three-Way Meeting Checklist supports Program Supervisors and Supervising Practitioners in executing Three-Way Meetings. This resource is optional; Sponsoring Organizations may adopt or adapt. The Checklist should be adapted to the specific supervisory setup for the Candidate.

Before During 45- 60 min After

TC � Complete Self-Assessment & Goal-

Setting Forms à Share with PS/SP � Conduct a Post-Conference for Announced Obs. #1

� Share baseline assessment

� Finalize professional practice goal

� Agree on implementation plan

� Sign-off at conclusion of meeting

� Share goals and plan with practicum seminar instructor

SP a

nd P

S

� Calibrate feedback from Announced Obs. #1

� Review Candidate Self-Assessment & Goal-Setting Forms

� Prepare to share baseline assessment on CAP Rubric

� Act on commitments made in implementation plan

Form

s

Required: � Observation Form: Announced

Observation #1

Recommended: • Model Observation Protocol: Post-

Conference Planning Form • Candidate Self-Assessment & Goal

Setting Form • Baseline Assessment Form

Required: � Observation Form: Announced

Observation #1 � CAP Form Recommended: � Finalized Goal(s) & Implementation

Plan Form

Recommended: � Finalized Goal(s) & Implementation

Plan Form

NOTES:

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STUDENT SURVEYS

-K-2 Discussion Prompts and Item Key -Grades 3-5 Mini Form and Item Key -Grades 6-12 Mini Form and Item Key -Reflection on Student Feedback Surveys

© 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.”

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Overview The K – 2 discussion prompts represent a subset of items that were piloted with students in Kindergarten, first, and second grades during the ESE Model Pilot Survey Project. These items are intended to serve as discussion prompts for early elementary teachers to use with their students to collect feedback about their practice. The following items may be used by teachers in a conversational setting with individual students or small groups of students. They are listed in no particular order. A teacher may choose to use them in any way that he/she and his/her evaluator deem helpful. Teachers may want to record notes as students respond.

K-2 Discussion Prompts

1. Students help each other to learn.

2. When asked, I can talk about what I am learning.

3. When I am stuck, my teacher wants me to try again before she or he helps me.

4. I have to explain my thinking when I write, answer questions and talk about my work.

5. When my teacher is talking, he or she asks us if we understand.

6. After I talk to my teacher, I know how to make my work better.

Instructions for Administering Districts should work with their K – 2 teachers to determine the best way to administer the discussion prompts – whether it is soliciting responses from individual students, small groups of students, or a full class. If a teacher or school wants to preserve student confidentiality in the solicitation of verbal feedback, another staff member familiar to the students may engage them in responses to these discussion prompts. However, steps must be taken to ensure that younger students are clear about the subject (their teacher) of the discussion. It is important to make students feel comfortable responding to the discussion prompts. Prior to beginning the discussion, classroom teachers or proctors should inform students of its purpose. Communicate to students that they are having this discussion to help their teacher learn how they feel about being a student their (the teacher’s) class. The reason for the discussion is to help their teacher make their class even better. Students should be assured that there are no right or wrong answers, and that they should answer honestly. Students in Grades K – 2 will require guidance and support when engaging in discussion about the prompts. The classroom teacher or survey proctor may clarify or rephrase words if a student does not understand.


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Grades K – 2 ESE Model Discussion Prompts: ITEM KEY

The following table provides a crosswalk between discussion prompts and the Standards and Indicators of Effective Teaching Practice. You may sort the table differently by selecting it and finding the Sort function in the Table Layout tab.

I.A: Curriculum & Planning I.B: Assessment I. C: Analysis

II. B: Learning Environment II.D: Expect

Standard/ # Indicator

Item

II.B 1. Students help each other to learn II.D 2. When asked, I can talk about what I am learning. II.B 3. When I am stuck, my teacher wants me to try again before she or he helps

me. I.A 4. I have to explain my thinking when I write, answer questions and talk about my work.

I.B 5. When my teacher is talking, he or she asks if we understand.

I.C 6. After I talk to my teacher, I know how to make my work better.

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CAP Student Feedback Survey Grades 3-5: Mini-Form

Page 1 of 2 © 2015 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.”

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 answers 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. What I am learning now connects to what I learned before.

○ ○ ○ ○

2. When something is hard for me, my teacher offers many ways to help me learn.

○ ○ ○ ○

3. My teacher uses our mistakes as a chance for us all to learn.

○ ○ ○ ○

4. My teacher makes me think first, before he or she answers my questions.

○ ○ ○ ○

5. I can show my learning in many ways (e.g., writing, graphs, and pictures).

○ ○ ○ ○

6. My teacher helps students make better choices when they are misbehaving.

○ ○ ○ ○

7. Students encourage each other to do really good work in this class.

○ ○ ○ ○

8. My teacher asks us to share what we have learned in a lesson.

○ ○ ○ ○

9. In my teacher’s class, I have learned not to give up, even when things get difficult.

○ ○ ○ ○

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10. My teacher uses things that interest me to explain hard ideas.

○ ○ ○ ○

OPTIONAL: If you have any additional feedback for your teacher, please share it here.

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CAP Student Feedback Survey: ITEM KEY Grades 3-5: Mini Form


This item key is not intended for distribution to students. The following table provides a crosswalk between survey items and the Standards and Indicators of Effective Teaching Practice addressed in the CAP student feedback survey. You may sort the table differently by selecting it and finding the Sort function in the Table Layout tab.

CAP: 6 Essential Elements

I.A.4: Well Structured Lessons II.A.3: Meeting Diverse Needs II.B.1: Safe Learning Environment

II.B2: Adjustment to Practice II.D2: High Expectations

Element # Item

I.A.4 1. What I am learning now connects to what I learned before.

II.A.3 2. When something is hard for me, my teacher offers many ways to help me learn.

II.B.1 3. My teacher uses our mistakes as a chance for us all to learn.

I.A.4 4. My teacher makes me think first, before he or she answers my questions.

II.A.3 5. I can show my learning in many ways (e.g., writing, graphs, pictures).

II.B.1 6. My teacher helps students make better choices when they are misbehaving.

II.D.2 7. Students encourage each other to do really good work in this class.

I.A.4 8. My teacher asks us to share what we have learned in a lesson.

II.D.2 9. In this teacher's class, I have learned not to give up, even when things get difficult.

II.A.3 10. My teacher uses things that interest me to explain hard ideas.

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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. The work in this class is challenging but not too

difficult for me. ○ ○ ○ ○

5. In my class, my teacher uses students' interests to plan class activities.

○ ○ ○ ○ 6. The level of my work in this class goes beyond

what I thought I was able to do. ○ ○ ○ ○

7. To help me understand, my teacher uses my interests to explain difficult ideas to me.

○ ○ ○ ○ 8. In this class, I learn how to use technology well

(e.g., Internet, tools) to support my learning. ○ ○ ○ ○

9. Our class stays on task and does not waste time.

○ ○ ○ ○

10. I can show my learning in many ways (e.g., writing, graphs, pictures) in this class.

○ ○ ○ ○

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OPTIONAL: If you have any additional feedback for your teacher, please share it here.

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CAP Student Feedback Survey: ITEM KEY Grades 6-12: Mini Form


This item key is not intended for distribution to students. The following table provides a crosswalk between survey items and the Standards and Indicators of Effective Teaching Practice addressed throughout the survey. You may sort the items by Standard/Indicator by selecting the table and finding the Sort function in the Table Layout tab.

CAP: 6 Essential Elements

I.A.4: Well Structured Lessons II.A.3: Meeting Diverse Needs II.B.1: Safe Learning Environment

II.B2: Adjustment to Practice II.D2: High Expectations

St/Ind # Item

II.B.1 1. My teacher demonstrates that mistakes are a part of learning.

I.A.4 2. My teacher asks us to summarize what we have learned in a lesson.

II.D.2 3. Students push each other to do better work in this class.

II.D.2 4. The work in this class is challenging but not too difficult for me.

I.A.4 5. In my class, my teacher uses students' interests to plan class activities.

II.D.2 6. The level of my work in this class goes beyond what I thought I was able to do.

II.A.3 7. To help me understand, my teacher uses my interests to explain difficult ideas to me.

I.A.4 8. In this class, I learn how to use technology well (e.g., Internet, tools) to support my learning.

II.B.1 9. Our class stays on task and does not waste time.

II.A.3 10. I can show my learning in many ways (e.g., writing, graphs, pictures) in this class.

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REFLECTION ON STUDENT FEEDBACK SURVEYS SIMMONS COLLEGE FORM

All surveys and instructions for administering them can be found on the following website, second page: www.doe.mass.edu/edprep/cap/resources.html

1. Summary of the data:

2. Analysis of the data:

3. How this feedback will inform my practice

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Supervision Schedule

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SPRING 2017 SUPERVISION SCHEDULE

December, 2016: TC completes CAP Self-Assessment Form and completes Preliminary Goals

1/2-1/6 : TC gets settled. (Week #1) 2. TC schedules first meeting with SP and PS 1/9-1/13: First Three-way Meeting. Supervisor Visit #1 (Week #2) 1. PS, TC, and SP discuss all program requirements. 2. All CAP requirements and forms are reviewed. 3. TC shares Self-Assessment Form and Preliminary Goals 4. SP and PS sign off on the CAP for the first meeting 1/16-1/20: 1. TC increases teaching activity. (Week #3) 2. TC identifies lesson to plan and teach for following week’s observation. 1/23-1/27: First Announced Observation by SP and PS. Supervision (Week #4) visit #2

1. PS and TC have pre-observation conference by phone or by skype prior to observation.

2. SP has pre-observation conference with TC prior to Observation.

3. SP and PS do joint Announced Observation #1. 4. TC completes Self Reflection Form after the lesson. 5. PS and SP discuss evidence collected during observation and calibrate on feedback to

provide TC, including initial ratings on the CAP (same day). Optional Baseline Assessment Form can be used.

6. SP and PS conduct post observation conference with the TC. a. Can be done jointly on the same day. b. Can be done separately on same day, either in person or on the phone, that evening

or 2-5 days after the observation. c. Evidence is included in all post-observation discussions. d. Review and update of TC’s Self- Assessment and preliminary goals. Finalized Goal

and Implementation Plan completed between now and the Formative Assessment. e. SP helps TC identify specific unit of study to be used for the TC to measure student’s

learning (one of the sources of evidence) 1/30-2/3: 1. TC continues to teach and increase teaching responsibilities. (Week #5) 2. TC sends weekly emails to PS. 3. SP does informal observations of TC and provides on-going feedback.

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2/6-2/10: SP Makes Unannounced Observation #1) (Week #6

1. TC completes Self Reflection Form 2. SP and TC meet for post observation conference. 3. PS checks in with TC and SP to learn results of observation.

2/13-2/17: PS Makes Announced observation #2 (School Visit #3) (Week #7)

1. PS and TC hold pre-observation conference by phone. 2. PS does Announced Observation #2) 3. TC completes Self Reflection Form and brings to post-

observation conference. 4. PS conducts post-observation conference with TC either

same day on site or later on the phone. 5. PS informally connects with SP and shares results of obser-

vation and conference. 2/20-2/24: February Vacation Week 2/27-3/3: 1. TC continues to teach and gradually increase teaching Week #8 responsibility. 2. TC continues with weekly emails to PS. 3. SP does informal observations and provides feedback. 3/6-3/10: 1. TC administers and reflects on Student Surveys (Week #9) 2. PS makes 3rd Announced observation (School visit #4). Pre-observation conference with TC held the day before by phone.

3.On the same day, SP, PS and TC hold Second Three- Way Meeting. a. TC comes to meeting with self assessment and evidence

to support rating. Data from student surveys included. b. SP and PS discuss evidence and rating, and feedback to provide prior to TC joining the meeting. c. SP and PS provide Formative Assessment and complete The CAP Form (Formative

Assessment). d. TC’s Goals and Plan is re-visited and if appropriate,

adjustments made (e.g. modify goals; increase support). 3/13-3/17: 1. TC continues to teach and increase teaching responsibilities. (Week #10) 2. PS and SP continue with informal contact and review TC’s progress toward professional practice goal(s) 3/20-3/24: 3. SP continues to informally observe TC and provide feedback. (Week #11)

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3/27-3/31: 1. SP makes Unannounced Observation #2 (Week #12) 2. SP and TC meet for post-observation conference 3. SP and TC review progress of measure of students’ learning and review TC’s progress toward professional practice goal(s) 4/3-4/7: 1. TC continues to teach. (Week #13) 2. SP continues to informally observe and provide feedback. 3. PS checks in with SP and TC 4/10-4/13: 1. PS makes 4th Announced Observation (Visit #5). Pre- (Week #14) observation conference held the day before by phone.

2.TC completes Self Reflection Form after the observation. 3. PS has post observation conference with TC either in person or by phone 4/17-4/21: April Vacation Week 4/24-4/28: TC continues to teach and works toward completion of (Week #15) practicum requirements. 5/1-5/5: Summative Assessment (Week #16) 1. PS and SP meet first to calibrate ratings, identify evidence to support ratings, and agree on feedback to

provide to TC. (School visit #6) 2. Third Three-Way meeting is held:

a. SP and PS share ratings and evidence on which ratings are based and TC shares self evaluation and evidence.

b. Summative assessment is completed on the CAP. c. Final page of the CAP is completed and all signatures

and dates entered. 5/8-5/12: TC completes Preliminary Goal-Setting Plan Post Cycle and shares with (Week #17) SP and PS

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Subject Matter Fields

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Elementary (Levels: 1-6) (a) The following topics will be addressed on the Foundations of Reading Test

1. Reading theory, research, and practice (a) Knowledge of the significant theories, practices, and programs for developing reading

skills and reading comprehension

(b) Phonemic awareness and phonics: principals, knowledge and instructional practices (c) Diagnosis and assessment of reading skills using standardized, criterion-referenced, and

informal assessment instruments 2. Development of a listening, speaking, and reading vocabulary 3. Theories of the relationships between beginning writing and reading 4. Approaches and practices for developing skill in using writing tools 5. Theories of first and second language acquisition and development 6. Writing process and formal elements of writing

(b) The following topics will be addressed on the General Curriculum test 1. English

• Children’s and young adult literature • Adult literature, classical and contemporary works • Genres, literary elements, and literary techniques • Nature, history, and structure of the English language: lexicon and grammar

2. Mathematics. Basic principles and concepts related to elementary school mathematics in the areas of number sense and numeration, patterns and functions, geometry and measurement, and data analysis

3. History and Social Science a. Major developments and figures in Massachusetts, U.S. and world history, with stress on

Western Civilization b. Basic economic principles and concepts c. Basic geographical principles and concepts d. U.S. political principles, ideals institutions, and processes, their history and development

4. Science and Engineering/Technology a. Basic principles and concepts of the life sciences appropriate to the elementary school

curriculum b. Basic principles and concepts of the physical sciences appropriate to the elementary

school curriculum c. Principles and procedures of scientific inquiry d. History of major scientific and technological discoveries or inventions e. Safety issues related to science investigations

5. Child Development a. Basic theories of cognitive, social, emotional, language and physical development from

childhood through adolescence b. Characteristics and instructional implications of moderately and severely disabling

conditions

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(c) The following topics in arts, health, and physical education shall be included in an approved program but will not be addressed on a written test of subject matter knowledge

• Basic principles and concepts in each of the visual and performing arts (art, music, drama/theatre, dance)

• Basic principles and practices in physical education • Basic principles and practices related to personal and family health

Biology (Levels: 5-8; 8-12) 1. Biology of organisms, especially that of humans, including characteristics and classifications of

organisms 2. Cells and cell theory 3. Ecology and evolutionary biology 4. Matter and energy in ecosystems 5. Genetics, including chromosome structure and function and inheritance 6. Molecular biology 7. Related aspects of chemistry, physics, earth science, and mathematics, such as statistics 8. Engineering and technical applications of biology 9. History and philosophy of science 10. Methods of research in the sciences, including laboratory techniques and the use of computers

Chemistry (Levels: 5-8; 8-12) (a) Inorganic chemistry (b) Organic chemistry (c) Analytical chemistry (d) Physical chemistry (e) Biochemistry (f) Related aspects of biology, physics, earth science, and mathematics, such as statistics and

calculus (g) Engineering and technical applications of chemistry (h) History and philosophy of science (i) Methods of research in the sciences, including laboratory techniques and the use of computers

Physics (Levels 5-8; 8-12) (a) Mechanics (including fluid mechanics) (b) Heat, heat transfer, and thermodynamics (c) Kinetic theory of gases (d) Light and geometric optics (e) Electricity and magnetism (f) Waves (sound and light)

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(g) The atom: its structure and the nucleus (including nuclear reactions) (h) Quantum theory of the atom (i) Quantum theory of light (j) Engineering and technical applications of physics (k) Related aspects of biology, chemistry, earth science and mathematics, such as trigonometry,

vector analysis, and calculus (l) History and philosophy of science (m) Methods of research in the sciences, including laboratory techniques and the use of computers

English (Levels: 5-8; 8-12) (a) Literature

• American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, drama from the early 20th century to the present

• World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales

• Characteristics of the different genres of literature • Various schools of literary criticism

(b) Language 1. History and structure of the English language 2. Knowledge of the rules and conventions of standard written and spoken English

(c) Rhetoric and Composition • Principles of classical rhetoric • Modern and contemporary theories of rhetoric • Similarities and differences between oral and written communication

(d) Reading Theory, Research, and Practice at the Middle and High School Level

Foreign Language (Levels: PreK-6; 5-12) • The following topics will be addressed on a subject matter knowledge test for the PreK-6 level:

• Spoken and written command of a standard version of the target language (the version used by a formally educated speaker of the language)

• Knowledge of culturally and historically significant literary and non-literary texts and authors associated with the country of origin of the target language and of one other country with which the target language may now be associated

• Introductory knowledge of contemporary political, social, and artistic features of the country of origin of the target language and of one other country with which the target language may now be associated

• Children’s literature, songs, and games in the target language

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• Characteristics of elementary reading and writing pedagogy in the target language • Similarities and differences between the target language and English • Theories of, and differences between, first and second language acquisition

• The topics set forth in 603 CMR 7.06 (11) (a) 1., 6., and 7 and the following topics will be addressed on a subject matter knowledge test for the 5-12 level: • Knowledge of culturally and historically significant literary and non-literary texts and authors

associated with the country of origin of the target language; literary traditions, periods and genres

• Introductory knowledge of the other arts (historical traditions, genres, and major artists) associated with the country of origin of the target language

• Introductory knowledge of the political, social and intellectual history of the country or culture with which the target language is or was originally associated

• Introductory knowledge of significant literary and non-literary texts, the arts, and history of at least one other country or people with which the target language may now be associated

History (Levels: 5-8; 8-12) The following topics will be addressed on a subject matter knowledge test for the 5-8 and 8-12 levels:

1. United States History: indigenous people of North America; European settlements and colonies; the American Revolution; expansion reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present

2. World History: Human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; development of Asia, Africa, and South America; age of revolutionary change in Europe; the world in the era of two World Wars; and the world from 1945 to the present

3. Geography a. Major physical features of the world b. Key concepts of geography and its effects on various peoples

4. Economics a. Fundamental economic concepts and economic reasoning b. American economic history

5. Government a. Principles of American government and the Founding Documents of the United States b. Comparative government

6. History and the Philosophy of Science 7. Methods and Sources for Research in History

Mathematics (Levels: 5-8; 8-12) The following topics will be addressed on a subject matter knowledge test for the 5-8 level

1. Algebra

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2. Euclidean geometry 3. Trigonometry 4. Discrete/finite mathematics 5. Introductory calculus through integration 6. History of mathematics

The topics set forth in 603 CMR 7.06 (18) (b) and the following topics will be addressed on a subject matter test of the 8-12 level:

• Abstract algebra • Number theory • Calculus through differential equations • Probability and statistics • Non-Euclidean geometry • Applied mathematics or mathematics modeling

Political Science/Political Philosophy (Levels: 5-8; 8-12) • Civics and Government • The Founding Documents of the United States and Massachusetts • American government and politics • Comparative government • Theories of political science or philosophy • International relations

• History • United States history • Western civilization

• Geography • Major physical features of the world • The effects of geography on various peoples

• Economics 1. Fundamental economic concepts and economic reasoning 2. American economic history

(e) Methods and sources for research in the social science

Earth Science (Levels: 5-8; 8-12) (a) Geology. (b) Oceanography. (c) Astronomy. (d) Environmental biology, physics, and chemistry. (e) Meteorology. (f) Related aspects of chemistry, physics, biology, and mathematics. (g) Engineering and technical applications of earth science. (h) History and philosophy of science.

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(i) Methods of research in the sciences, including laboratory techniques and the use of computers.

General Science (Levels: 1-6; 5-8) (a) The following topics will be addressed on a subject matter knowledge test for the 1-6 level:

1. Basic principles and concepts of the life sciences appropriate to the elementary school curriculum.

2. Basic principles and concepts of the physical sciences appropriate to the elementary school curriculum.

3. History and philosophy of science. 4. Safety issues related to science investigations.

(b) The topic set forth in 603 CMR 7.06 (11) (a) 3. and the following topics will be addressed on a subject matter knowledge test for the 5-8 level:

1. Intermediate knowledge of biology, chemistry, physics, earth/space science, and related mathematics.

2. Methods of research in the sciences, including laboratory techniques and the use of computers.

Middle School: Humanities (English and History) (Levels: 5-8)

(a) English 1. Literature

a. American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, and drama from the early 20th century to the present. b. World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales. c. Characteristics of the different genres of literature.

2. Language. a. History and structure of the English language. b. Knowledge of the rules and conventions of standard written and spoken English.

3. Rhetoric and Composition. a. Principles of classical rhetoric. b. Similarities and differences between oral and written communication.

(b) History. 1. United States History: indigenous people of North America; European settlements and

colonies; the American Revolution; expansion, reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present.

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2. World History: human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western Civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; age of revolutionary change in Europe; development of Asia, Africa, and South America; the world in the era of two World Wars; and the world from 1945 to the present.

3. Geography. a. Major physical features of the world. b. Key concepts of geography and its effects on various peoples.

4. Economics. a. Fundamental economic concepts and economic reasoning. b. American economic history.

5. Government: Principles of American government and the founding documents of the United States.

6. Methods and Sources for Research in History. (c) Reading theory, research, and practice at the middle school level.

Middle School: Mathematics/Science (Levels: 5-8) (a) General Science.

1. Intermediate knowledge of biology, chemistry, physics, earth/space science, and related mathematics.

2. History and philosophy of science. 3. Methods of research in the sciences, including laboratory techniques and the use of

computers. (b) Mathematics.

1. Algebra. 2. Euclidean geometry. 3. Trigonometry. 4. Discrete/finite mathematics. 5. Introductory calculus through integration. 6. History of mathematics.

(c) Reading theory, research, and practice at the middle school level.

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THE DUAL LICENSE PROGRAM

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THE DUAL LICENSURE MAT/DUNN SCHOLAR PROGRAM

Simmons College has developed a graduate program leading to the Master of Arts in Teaching degree, which prepares candidates for the general education and the special education license. Candidates can prepare for the Elementary license and the Moderate Special Needs PreK-8 license, or a secondary license and the Moderate Special Needs 5-12 license. This is a 46-50* credit program consisting of course work in general and special education and a year long classroom internship. The first half of the internship fulfills the requirements for the general education practicum and the second half of the internship fulfills the requirements for the special education practicum. Interns remain in the same classroom for the full year, and the classroom must have two or more learners who have been identified as having special needs. *For Dunn Scholars this will be a reduced credit degree, depending on the students’ credits and course work at the undergraduate level.

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DESCRIPTION OF ELEMENTARY EDUCATION PRACTICUM REQUIREMENTS FOR DUAL LICENSURE STUDENTS

The intern during the elementary practicum will work closely with the classroom teacher in serving the needs of all the students in the class. After observing and getting generally oriented during the first days of the semester, the intern will begin to assume teaching responsibilities. Each week these responsibilities will increase. By the half-way point the intern should be teaching for at least a half day every day, and should be involved in planning and teaching lessons in all curriculum areas. By the end of the practicum the intern will do a take-over week where he/she is responsible for all the planning, teaching, and classroom management for five consecutive days. During the course of the practicum the intern will develop and teach a curriculum unit which has a minimum of twelve lesson plans. They will also plan and carry out one individual intervention program with one learner. This can be in an academic area, or one that targets some aspect of the learner’s behavior. These plans are called Positive Behavior Plans. Interns take baseline or entry level date, set goals based on that data, develop a teaching procedure and measurement system, carry out their programs over a minimum of four weeks, and summarize and analyze the results of their programs. Both the curriculum unit and the learners for the Positive Behavior Plans are selected in consultation with the Supervising Practitioner and the Simmons Supervisor. During the second semester special education practicum the student will plan and carry out a second Positive Behavior Plan with a different learner and in a different target area. Interns will videotape themselves teaching one lesson. Proper procedures will be followed in procuring permission to videotape, with the understanding that the video is not for public viewing and is only seen by the intern and his/her supervisor. Interns will attend school faculty meetings and parent conferences. When appropriate, after consultation with their supervising practitioners, interns will participate in the parent conferences. Interns are supervised by Simmons Supervisors, who make a minimum of six on-site visits, and they attend weekly seminars in which they reflect on their experiences and receive support and feedback on their products. At the conclusion of the practicum interns submit a professional portfolio to their supervisors. The elementary practicum for dual license students extends to the end of December. See the Dual Licensure Handbook for more details about the program and requirements.

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DESCRIPTION OF GENERAL SECONDARY EDUCATION PRACTICUM REQUIREMENTS FOR DUAL LICENSURE STUDENTS

The intern during the secondary practicum will work closely with the classroom teacher in serving the needs of all the students in the class. After observing and getting generally oriented during the first days of the semester, the intern will assume the planning and teaching responsibilities for one course. After gaining competency in one course preparation, the intern will assume responsibility for planning and teaching a second course. By the final three weeks of the practicum the intern will assume responsibility for a third course so that the intern is teaching three classes a day for at least three weeks. High School interns will do two preparations. During the course of the practicum the intern will develop and teach a curriculum unit which has a minimum of twelve lesson plans. They will also plan and carry out one individual intervention program with one learner, in either an academic area, or one that targets some aspect of a learner’s behavior. These plans are called Positive Behavior Plans. Interns take baseline or entry level date, set goals based on that data, develop a teaching procedure and measurement system, carry out their programs over a minimum of four weeks, and summarize and analyze the results of their programs. Both the curriculum unit and the learners for the Positive Behavior Plans are selected in consultation with the Supervising Practitioner and the Simmons Supervisor. During the second semester special education practicum the student will plan and carry out a second Positive Behavior Plan in a different target area with a different student. Interns will videotape themselves teaching one lesson. Proper procedures will be followed in procuring permission to videotape, with the understanding that the video is not for public viewing and is only seen by the intern and his/her supervisor. Interns will attend school faculty meetings and parent conferences. When appropriate, after consultation with their supervising practitioners, interns will participate in the parent conferences. Interns are supervised by Simmons Supervisors, who make a minimum of six on-site visits, and they attend weekly seminars in which they reflect on their experiences and receive support and feedback on their products. At the conclusion of the practicum interns submit a professional portfolio to their supervisors. The secondary practicum for dual licensure students extends to the end of December. See the Dual Licensure Handbook for more details about the program and requirements.

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DESCRIPTION OF SPECIAL EDUCATION PRACTICUM REQUIREMENTS

The intern during the special education practicum will work closely with the classroom teacher in serving the needs of all of the students in the class. At times the intern might be working with one student, a small group, or the whole class, during which the intern must have access to students with moderate special needs. Access must be verified by Simmons College in advance of the start of the practicum. The regular classroom teacher typically serves as the Supervising Practitioner for the intern. If the classroom teacher does not hold a license in special education, Simmons will either do a waiver for that teacher, or an arrangement might be made for the licensed special education teacher in the building to serve as the Supervising Practitioner. During the course of the semester the intern will develop and teach a minimum of six lesson plans. These plans will follow a specified format (see Lesson Plan Format in the Dual License Handbook) in which they must align the grade level teaching objectives with the Core Curriculum and Massachusetts Curriculum Frameworks, and they must include at least two IEP objectives for that particular student. Interns will continue to write weekly journals, which they will share with their supervisors and seminar leader. The seminar leader will provide weekly topics to be addressed. During the practicum the intern must attend at least one IEP meeting and write a reflection on the meeting. If appropriate, the intern may participate in the IEP process. The intern will plan and carry out one Positive Behavior Plan with a different student from the first semester, and in a different target area. The interns will also continue to spend some time teaching in their subject matter fields. The amount of time spent will be determined in consultation with the Simmons supervisor and the supervising practitioner(s). Interns are supervised by Simmons supervisors, who make a minimum of six on-site visits. Interns attend regular Simmons seminars in which they reflect on their experiences and receive support and feedback on their products.