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| Mount Holyoke College Early Childhood and Elementary Education Practicum Handbook Spring 2016

MASTER OF ARTS IN TEACHING EARLY CHILDHOOD & ELEMENTARY

TEACHER EDUCATION PROGRAM

PRACTICUM HANDBOOK

SPRING 2016

FOR

TEACHER CANDIDATES, SUPERVISING PRACTITIONERS, &

PROGRAM SUPERVISORS


TABLE OF CONTENTS Section Title Page

Number 1 GENERAL INFORMATION 7

Contacts 9 Information About Graduate Teacher Licensure at Mount Holyoke College 10 Required Courses 11 Application Process 13

2 TEACHER CANDIDATE INFORMATION 15 Introduction to the Practicum 19 Teaching Responsibilities and Scheduling 19 General Classroom Expectations 21 Requirements for Licensing 25 Observations 26 Formative and Summative Assessment 27 Blood-borne Pathogens: Protecting Yourself from Exposure While Student Teaching

29

Sample Letter to Parents 31 Recommended Timeline for Assuming Teacher Candidate Responsibilities 33, 35

3 SUPERVISING PRACTITIONER INFORMATION 37 Role of the Supervising Practitioner 41 Guidelines for the Practicum 41 Supervision 43 Three-way Supervision Meetings 44 Observations 44 Formative and Summative Assessment 45

4 PROGRAM SUPERVISOR INFORMATION 47 Role of the Program Supervisor 49 General Guidelines 49 Supervision 50 Three-way Supervision Meetings 50 Observations 51 Formative and Summative Assessment 52 Troubleshooting 53 Intervention Warning Form 55

5 DOCUMENTATION 57 January 59 February 75 March 109 April 151 May 177 June 203

6 STATE REGULATIONS 215 7 APPENDIX 225


Format of this Handbook

This handbook provides a general overview of the Master of Arts in Teaching Early Childhood and Elementary Teacher Education Program at Mount Holyoke College. Section 1 covers general information about the requirements required applying to the Graduate Teacher Licensure Programs at Mount Holyoke College. Once a candidate is enrolled in our program, we offer courses and practicum experiences that we believe provide candidates with the knowledge, skills, experiences and practice needed to help them meet the "Professional Standards for Teachers" as outlined in the Regulations for Educator Licensure - 603 CMR 7.08. Section 2 has specific information for the Teacher Candidates as they enter their practicum. We offer guidelines covering our expectations, Teacher Candidates’ responsibilities, and a detailed explanation of the supervision process. Documents that provide an at-a-glance overview of the semester are also included. Section 3 discusses the role of the Supervising Practitioner, as mentor and on-site teacher educator. This section has been informed by Supervising Practitioners over the last few years, and we would appreciate any further feedback as you work with us and our Teacher Candidates. Section 4 outlines the duties and responsibilities of the Program Supervisor. The Program Supervisor is viewed as a facilitator, sharing Mount Holyoke College and state regulations with the schools and bringing back pertinent and valuable information from the schools to the College about teaching and learning. Section 5 includes the Documentation that needs to be completed during the practicum. Each document states clearly who should take primary responsibility to complete it, and when it should be handed to the Program Supervisor. An electronic copy is also provided for each document. Section 6 covers the Massachusetts Department of Elementary and Secondary Education regulations for student teaching. Section 7 provides a few observation tools and sample observation reports.


Section 1 General Information


1. Contacts Early Childhood and Elementary School Education Contacts: Catherine Swift Assistant Director: Master of Arts in Teaching Seminar Instructor 413-538-2464 [email protected] Gwen Bass Placement Coordinator 413-538-3692 [email protected] Amy Nichols Sr. Administrative Assistant 413-538-3478 [email protected] Supervisor and Contact Information: Nancy Allen 413-586-9018 [email protected] Nancy Craker-Yahman 413-559-8351 [email protected] Jill Flanders 413-250-2431 [email protected] Donna Waldron 413-584-7754 [email protected]


2. Information About Graduate Teacher Licensure at Mount Holyoke College

Teacher Education Programs Leading Toward Licensure Offered at Mount Holyoke College Mount Holyoke College is approved by the Massachusetts Department of Elementary and Secondary Education to offer teacher education programs leading towards an initial teacher license in the following areas: • Early childhood teacher [PreK-2], • Elementary teacher [1-6], • Teacher of middle school [5-8] in English, history, general science, biology, chemistry, earth science, physics, political science/political philosophy, humanities, math/science, and mathematics, • Teacher of secondary school [8-12] in English, history, biology, chemistry, earth science, physics, political science/political philosophy, and mathematics, • Teacher of visual art [PreK-8], [5-12], • Teacher of foreign language [5-12]: Spanish, French, German, Italian, or Russian, Latin & classical humanities, • Teacher of dance [All Levels], • Teacher of music [All Levels], • Teacher of theater [All Levels].

The teaching licenses obtained through these programs are recognized in approximately 45 other states. To become eligible for licensure in the state of Massachusetts while at Mount Holyoke College, candidates must successfully complete the requirements of a teacher licensure program, pass the Massachusetts Tests for Educator Licensure (MTEL), and submit licensure application materials and fees to the Massachusetts Department of Elementary and Secondary Education. Content Area Knowledge: Candidates pursuing a license in middle, secondary, visual art or music typically have a major or the equivalent course work in that subject area. Candidates need to demonstrate that they have taken courses addressing this content, or have had significant workplace experience addressing the content. In addition, the Massachusetts Department of Elementary and Secondary Education requires knowledge of specific subject matter within each major. Candidates who wish to obtain elementary licensure have a choice of majors, but candidates need to demonstrate that they have taken courses addressing specific content set by the Massachusetts Department of Elementary and Secondary Education, or have had significant work place experience addressing the required content.


3. Required Courses

Full time and part time candidates for all Mount Holyoke’s graduate teacher education programs must complete a required sequence of courses. In order to complete a part time sequence (over four semesters instead of two), candidates should consult their advisor to set up a course timeline. The order of your individual sequence will be determined by when each course is offered at Mount Holyoke. Summer Session: 6 credits Starting in August, the summer session features an immersion into the EL Education (EL) "case study" teaching model. Candidates will go on a group learning expedition in the field to experience powerful project-based methodologies delivered by EL professionals. Candidates go on to complete introductory course work about schools and schooling, plus a module on technology in education. X.Educ 420: Schools, Schooling and Society (4 credits) The course familiarizes candidates with theories of teaching and learning, adolescent development and current movements in education reform such as Race to the Top, Common Core Standards, and testing. In keeping with Massachusetts Department of Education mandates for approved licensure programs, the course provides the foundational readings to prepare teachers for work in a diverse society. Topics include guidelines set forth in INTASC (Interstate Consortium): knowledge of subject matter; knowledge of curriculum; knowledge of learners; knowledge of educational goals and assessment; knowledge of social /cultural contexts; and pedagogical content knowledge. Key tenets of Expeditionary Learning will be explored. X.Educ 417: Teaching with Technology (2 credits) Candidates will read current research examining the effectiveness of teaching with technology in middle and secondary school classrooms as they explore questions about the role of technology in 21st century education. Candidates will experiment with a variety of tools such as cell phones, digital recorders, instant messaging as well as web-based tools that allow teachers to design scoring rubrics, quizzes, blogs, surveys and polls. Use of digital media will be emphasized, with candidates developing electronic portfolios to document their growth in addressing performance assessments standards. Review of the work of national teacher technology organizations and resources will be covered. Fall Semester: 16 credits In a traditional fall semester, September – December, students complete four courses taught by Mount Holyoke faculty. These include general and content-specific methodology course work with associated school-based pre-practicum work. Within the methodology courses, students will learn about curriculum development and planning, working with diverse students, and effective approaches to classroom management and assessment. Note: Fall courses require that students spend twelve hours each week in inclusive classrooms.


X.Educ 461: Developing Literacy in Elementary Classrooms (4 credits) Through a balanced and integrated approach, students will learn to develop literacy in elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, the use of multiple forms of assessment, and the effective use of data to inform instruction. Course evaluation is based on written and oral work done individually and in groups. X.Educ 470: Developing Math / Science /Technology Instruction and Curriculum (4 credits) Students will learn about inquiry-based science/math curriculum and use of technology in the classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will become more adept at developing effective approaches to using assessment to guide instruction. X.Educ 463: Teaching English Language Learners (4 credits) This courses addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Student Teachers will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings. X.Math 400: Mathematical Ideas: Special Topics in Math for Elementary School Teachers (4 credits) This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to both help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades. Spring Semester: 14 credits Teacher Candidates complete a full time, semester-long student teaching semester (the practicum) as well as a weekly seminar in which they reflect on their developing practice. Teacher Candidates also begin to explore the job market, participate in practice interviews, attend job fairs, and meet with Career Development Center staff. Upon successful completion of


the semester, Teacher Candidates are recommended by the institution for licensure to the Massachusetts Department of Elementary and Secondary Education. X.Educ 423: Student Teaching in the Early Childhood and Elementary Schools (10 credits) Teacher Candidates undertake full time supervised student teaching in secondary, middle or elementary school classrooms. Group seminars and individual conferences to discuss issues of classroom practice are held regularly. Evaluation of performance is determined by on-site visits and by written assignments. This course is graded on a credit/no credit basis. X.Educ 422: Practicum Seminar in Teaching and Learning: Early Childhood and Elementary Education (4 credits) This weekly seminar provides students with opportunities to examine curriculum development models, develop an integrated curriculum unit utilizing state and national content area standards, review researched based models of classroom management, and engage in dialogue with practicing teachers regarding numerous aspects of teaching and student learning. Additional topics covered include reviewing the legal obligations of teachers, addressing the needs of students with disabilities, English language learners, and developing effective communication between home and school. 4. Application Process Academic Requirements

1. All candidates must have completed a bachelor’s degree prior to beginning the M.A.T. program.

2. An undergraduate major—or demonstrate equivalent subject area knowledge—in desired teaching discipline.

3. A passing score on the appropriate Massachusetts Test for Educator Licensure (MTEL).

Application Process

1. Complete the M.A.T. online application. 2. Interview with an M.A.T. program faculty. We interview all candidates for admission

either in person, by telephone, or videoconference. After we have received your completed application, we will contact you to arrange an interview.

3. Meet with an M.A.T. advisor. Program faculty are available to advise students on the selection of, and preparation for, the appropriate MTEL.

Massachusetts Tests for Educator Licensure (MTEL) All candidates for licensure must pass tests of competency designed and administered by the Massachusetts Department of Elementary and Secondary Education. Tests depend on field of licensure and pacing for these tests will be finalized during a personalized advising session.


The cost of the testing ranges from $155 - $185. Tests are administered several times a year in designated sites throughout the state. Registration materials can be found online at http://www.mtel.nesinc.com/.


Section 2 Teacher Candidate Information


Mount Holyoke College Always a work in progress, bound to be improved with input from

Supervising Practitioners, Program Supervisor and Teacher Candidates!

It takes a school to raise a new teacher.

This practicum handbook is designed to provide you (and your Supervising Practitioner and Program Supervisor) with an overview of the practicum semester. It includes information regarding policies, responsibilities, expectations, supervision, problem solving, dress codes and many other topics of importance. We hope it is helpful to you as you begin what will surely be a semester full of discoveries, challenges, and tremendous professional growth. This handbook is a “living document” that is enhanced in some way each semester as we get feedback from you. Thank you in advance for your helpful suggestions. Preface During your final practicum semester, you are embarking on an amazing professional journey. Along with the hard work of learning to teach, you will likely see inspiration all around you – in the determined face of a struggling learner, in the persistent caring of a veteran teacher, in the innovative instruction of the new teacher down the hall. Teaching is incredibly demanding work. It is also incredibly rewarding work. Take the time to be inspired. Feed your soul. We do not leave our passions outside the door when we come into our classrooms. If we care deeply about social justice, our concern will become part of the curriculum. What we are about inside and outside the classroom coalesce. The hidden curriculum, as we have seen before, is the teacher’s own integrity and lived conviction. The most important lesson is not what is written by the students on a sheet of yellow lined paper in the lessons pad; nor is it the clumsy sentence published (and “illustrated”) in the standard and official text. It is the message which is written in a teacher’s eyes throughout the course of his or her career. Jonathan Kozol On Becoming a Teacher (1994) …If I could choose five qualities to look for in prospective teachers they would be (1) a self-conscious reflectiveness about how they themselves learn and (maybe even more ) about how and when they don’t learn; (2) a sympathy toward others and an appreciation of differences, an ability to imagine one’s own “otherness”; (3) a willingness, better yet a taste, for working collaboratively; (4) a passion for having others share some of one’s own interests; and (5) a great deal of perseverance, energy, and devotion to getting things right.

Deborah Meier, The Power of Their Ideas: Lessons for America from a Small School in Harlem.


1. Introduction to the Practicum This is your official guide to the requirements for the successful completion of your student teaching practicum. All Teacher Candidates are responsible for reading and following all policies, procedures, and requirements stated in this handbook. The requirements for this experience are based on the standards of Mount Holyoke College and the standards outlined by the Massachusetts Department of Elementary and Secondary Education (DESE) Professional Standards for Teachers (PSTs) as listed in the regulations for Licensing of Educational Personnel. Practicum Description: This practicum is a 5-day a week, full time field experience for Teacher Candidates who are seeking an “Initial Teacher License” in the Commonwealth of Massachusetts. The purpose of the experience is to help Teacher Candidates gain actual classroom experience as they strive to make meaning of, and to further develop, teaching competencies in context and in collaboration with a Supervising Practitioner and a Program Supervisor. Practicum Objectives: During the practicum, Teacher Candidates work actively to develop the necessary expertise to become effective first year teachers. They aim to successfully complete all requirements for licensure as outlined in this handbook and related X.Educ 423 coursework. The School Context: Each school site has a unique social context, school environment, and culture. You should strive to learn as much as possible about your school and the surrounding community by using your school-based assignments and the student teaching experience to gain a broader understanding of the school’s students and families. 2. Teaching Responsibilities and Scheduling Responsibility for Teaching Classes: Over the course of the semester, you are expected to demonstrate that you can assume responsibility for planning, implementing, and assessing three subject areas under the mentorship of your Supervising Practitioner. Teacher Candidates are required to write lesson plans and to conference with their Supervising Practitioners prior to teaching their lessons. Talk with your Supervising Practitioner and Program Supervisor to design a semester plan that works best for all of you. Try to take on as much responsibility as you feel confident and as the Supervising Practitioner is willing to give. (Refer to the recommended timeline and semester schedule). Non-Teaching Duties: Teacher Candidates are encouraged to take responsibility for non-teaching duties such as recess duty, cafeteria duty, homeroom, study hall moderator, etc. In addition, Teacher Candidates are expected to attend all team, department, and faculty meetings. Attendance and Absences: Attendance at the school is expected every day school is in session. This includes teacher professional days, workshops and meetings. Teacher Candidates are not excused from any activities at the school when Supervising Practitioners are present – if the Supervising Practitioner is required to be present, the Teacher Candidate should be present as well. A Teacher Candidate is expected to participate as the Supervising Practitioner does in all


aspects of the school day. (Occasionally, there may be a school district professional development workshop to which you are not invited, but if school is in session – you should be in the classroom.) Your attendance should be recorded on the Attendance Record Form, which will be given to your Program Supervisor and placed in our Permanent Record Folder at the end of the semester, along with other program completion documents. In the event of a snow day or other unexpected school closing or dismissal, you are responsible for calling your Program Supervisor to inform them of the event and to record it on your Attendance Form. No absences are allowed during the practicum except in the case of serious illness or emergency. Absences as a result of illness, family emergency or other extenuating circumstances must be reported to your Supervising Practitioner, the school office, and your Program Supervisor preferably the evening before, but in NO case later than first thing in the morning before the school day begins on the day of the absence. FIRST, call both the Supervising Practitioner AND the school. SECOND, call your Program Supervisor, and Gwen Bass, Placement Coordinator, to let him/her know you will be absent from school that day. Teacher Candidates are expected to make all four of these phone calls. Be sure to have any lessons plans or other materials on hand should your Supervising Practitioner need to make arrangements to pick them up or speak with you about them. Please note a maximum of THREE excused absences will be granted. If a candidate misses more than three days, they will need to provide a doctor’s note. If due to unforeseen circumstances, a candidate misses more than five days of school, they need to meet with their Director to find a “summer field placement site’ to complete the program’s requirements for licensure. Teacher Candidates should arrive at least thirty minutes before school starts, unless the Supervising Practitioner requires an earlier arrival schedule. Teacher Candidates are expected to stay at least thirty minutes after school, or later if the Supervising Practitioner stays on school business (Teacher Candidates are required to attend all school meetings that the Supervising Practitioner attends). School Calendar: This is a full time practicum and Teacher Candidates are required to follow the academic calendar established for the teachers at your assigned school site, which include all holidays and breaks. Substitute Teaching: Sometimes schools ask Teacher Candidates to substitute teach when the Supervising Practitioner or other teachers are absent. College policy states that after a Teacher Candidate has developed some expertise and confidence in working with a classroom of students, it is permissible for a Teacher Candidate to OCCASIONALLY substitute for the Supervising Practitioner. This should be a decision made by the Supervising Practitioner, the Teacher Candidate, and the Program Supervisor. In no case should substituting conflict with the Teacher Candidate’s responsibilities for the particular classes that she/he is teaching. After the Teacher Candidate is well established in the routines of the school, she/he may be asked to substitute for other teachers within her/his academic area, as long as such service is not detrimental to the student teaching experience. You may choose not to substitute at all. Most districts require you to complete an application in order to substitute teach. Learn about your


school’s process BEFORE you are asked to substitute teach. If you have been asked to substitute teach, please notify Gwen Bass. Field Trips: The College requires that all field trips be conducted with your Supervising Practitioner present. CORI and Fingerprinting: All schools require that Teacher Candidate submit CORIs and complete the required DESE Fingerprinting Procedure. 3. General Classroom Expectations During the year you will be asked to perform a number of tasks related to school business that will enhance your understanding of the school processes. For many Teacher Candidates, these tasks start early in their fall placement. If you change placements, make sure to spend some time in January revisiting these expectations. You can expect to devote many hours to your classroom; as teachers typically spend several hours a day on preparation and maintenance, in addition to their teaching day. You will also be expected to prepare for your lessons at home and to share these with your Supervising Practitioner well in advance in order to receive feedback and to make any necessary changes. Below are some ideas to start working on as you enter the school. Establishing Relationships • Introduce yourself to the office staff on your first day in the school. Leave a note of

introduction for the school principal, assistant principal or other administrators.

• Establish yourself as a teaching presence in the classroom. • Begin to build a genuine and nurturing relationship with each student through conversations,

individual one-on-one help, small group work, etc. • Practice listening to the students and talk positively with them. • Build a relationship of trust, openness, and mutual respect with your Supervising

Practitioner. • Visit the various departments in the school and introduce yourself – e.g. Special Ed

Department, Guidance Department, the Library, etc. • Ask questions, share thoughts and concerns, communicate truthfully and tactfully. • Observe your Supervising Practitioner’s behaviors, verbal and non-verbal cues, organization

and transition strategies, language, and problem solving techniques. • Observe students’ behaviors and reactions.


General Expectations • Make the classroom and the students your first priority during the school day. • Grade and comment on student work (review work and procedure with your Supervising

Practitioner first). • File instructional material – keep copies for your portfolio. • Be organized – negotiate a schedule with your Supervising Practitioner and stick to it. • Monitor students’ learning and behavior. • Find yourself a space in the classroom to call your own. • Meet with your Supervising Practitioner daily to share ideas and to plan lessons. • Ask your Supervising Practitioner if you can help her with classroom duties, collections,

attendance, etc. Ensure that you clean up or return the classroom to its usual order after you have used it. (Take an active role in keeping the classroom clean and orderly on a daily basis.)

• Decorate a section of the room or bulletin board.

• Provide coverage for teachers while they attend meetings in the building.

• Gather support materials from the library, science closet, etc.

• No job is too small. While your placement is intended for you to develop proficiency as a teacher, it must be acknowledged that the teaching profession requires much preparation and maintenance work that does not look or feel like “teaching.” Good teachers know how to and are willing to “do it all.” Be prepared to demonstrate to your Supervising Practitioner that you are willing to and capable of assisting in ALL aspects of running a classroom.

Behavioral • Resolve behavior management issues that you observe – consult your Supervising

Practitioner for guidance. • Ask for a copy of the school policies or discipline procedures. • Find out about protocol for communicating with parents. • Find out about any modifications that you might need to make for students on any form of

education or behavioral plan.


Instructional • Initially you are advised to make connections with students by working in one-on-one

situations and helping any students who require assistance while the teacher is busy with the class as a whole. (Ensure that you have spoken to your Supervising Practitioner about your approach before you do this.)

• If the class is so designed, help with small group facilitation. • Meet with the Supervising Practitioner to plan instruction – so that once you take over, you

have some idea of the Supervising Practitioner’s objectives, methods and planning system. • Participate in meetings with parents, special education staff, or paraprofessionals to help

implement IEP’s and otherwise collaborate with specialists to best meet the needs of individual students and the whole group.

• Offer to re-teach any sections that students do not understand or where a student needs extra

help. • Once you start teaching, all lesson plans must be shared with your Supervising Practitioner in

a timely fashion as decided in the initial meeting. • Keep a record of all teaching you do. School Procedures: Teacher Candidates should speak to their Supervising Practitioner to learn how the following issues are handled in their particular school: • receiving and making phone calls • use of copy machines and other equipment

• notification of school if you are sick/need to be absent • lesson plans for days that you are not in school • confidentiality

• parking • snow day procedures • lunch procedures • School and Office etiquette


• booking of audio visual material or library usage

• policies and procedures for videotaping and photographing. Dress Code and Personal Hygiene: Teacher Candidates are expected to dress in a manner appropriate to a professional setting. Use your Supervising Practitioner and other teachers within the school in which you are teaching as a guideline for what manner of dress is expected of you. Remember that you are, at all times, representatives of both Mount Holyoke College and the school within which you are working. If in doubt – ‘dress up.’ Videotaping: During your student teaching semester you will be required to videotape many different stages of your lessons to discuss with your class and supervisors. Please ensure that you have familiarized yourself with the school policy and procedures regarding videotaping of students. Alternative arrangements will be made with the program director if video recording is not permitted. Problem Solving: Occasionally problems arise within the school setting. Your Supervising Practitioner is your guide and mentor and should be kept abreast of all challenges or problem areas. Make a note of anything you think you might need help with and contact your Program Supervisor or Gwen Bass. Should a problem arise between you and your Supervising Practitioner, please try to approach her/him before any irreparable damage is done. Should you feel that you need a mediator, feel free to contact your Program Supervisor or Gwen Bass. End of the Year: Your student teaching will end on the last day of the public school to which you are assigned, so we urge Teacher Candidates and Supervising Practitioners to engage in some focused dialogue about the work involved in bringing the school year to an end. Prior to your leaving, please ensure that you have graded all the student work you collected and that all grades are handed in to your Supervising Practitioner in a professional manner. This should be discussed at your last three-way meeting. Talk to your Supervising Practitioner about how you will end your practicum time, how you will reach closure with your students, and what is expected from you, from his/her perspective as well as from that of the school. Practicum Plan and Timeline: Work with your Supervising Practitioner and Program Supervisor to outline your semester plan that describes your timeline for assuming new responsibilities, teaching load, and other activities in which you will be involved. You, your Supervising Practitioner, and Program Supervisor should discuss and agree on the appropriate timeline for you and the students you will teach. See the suggested timeline on page 33 (Early Childhood) or 35 (Elementary). Feedback: At the end of the final student teaching semester, Teacher Candidates, Supervising Practitioners, and Program Supervisors will be sent a link to an online survey that asks for feedback regarding numerous aspects of our teacher licensure programs. We use this survey data to affirm what we are doing well and to inform us regarding aspects of the program that require modification or improvement. If you are not able to complete an online survey, please contact Amy Nichols, our Senior Administrative Assistant at [email protected] and she will be happy to provide you with a hard copy of the survey.


Blood-Borne Pathogens: Please read and familiarize yourself with this Health and Safety information on page 29. Sample Letter to Parents: Work with your Supervising Practitioner to prepare a letter to send to parents, so that they are aware that you are responsible for teaching in specific classes. Use the example on page 31 as a template. 4. Requirements for Licensing 4.1 Field Experience In order to receive a teaching license in the Commonwealth of Massachusetts, you must complete a supervised field experience following Department of Elementary and Secondary Education regulations and demonstrate that you are working toward mastery of the “Professional Standards for Teachers.” This full practicum provides you the opportunity to meet this requirement. You are expected to meet these standards at a level that is consistent with that of a beginning teacher. This does not mean that you have absolute mastery of the standards, but that you can provide ample evidence of your growth and development in learning to be a teacher in each of the areas. Your Supervising Practitioner and Program Supervisor must agree that you are ready to take over a classroom on your own. The Professional Standards for Teachers can be found in this handbook and on the Department of Elementary and Secondary Education website. Mount Holyoke’s state approved program requires that you complete a full semester practicum in a Massachusetts school. By semester’s end, the Supervising Practitioner, Program Supervisor, and the Director of the program must agree that you are prepared and have successfully completed all requirements that lead to the Mount Holyoke College endorsement for licensing. 4.2 Documentation of the Experience and your Development All documents required for the practicum semester are provided in Section 5 of this handbook. All Teacher Candidates must adhere to the timeline provided. At the end of the semester, these documents will be kept for our future state program approval process. 4.3. Supervision and the Team Supervision Concept All Teacher Candidates in the Mount Holyoke Master of Arts in Teaching program will be provided with a Program Supervisor, by the College, as well as a Supervising Practitioner, at their school site, to mentor and guide them through their practicum semester. It is recommended that the Supervising Practitioner and Teacher Candidate meet on a daily/weekly basis to chat about the Teacher Candidate’s progress. Often Supervising Practitioners take the time to provide verbal feedback after a lesson, or during a prep period on a daily basis. In order for the Teacher Candidate to start to collect evidence illustrating that he/she is meeting the Professional Standards for Teaching, and especially the Six Elements, it is helpful for Supervising Practitioners to also provide written feedback, as often as possible.


4.4. Three-way Supervision Meetings Three-way meetings are an essential component of our mentoring program. During the course of the semester the Teacher Candidate, Supervising Practitioner, and the Program Supervisor will meet at least four times. An agenda is provided for each of these meetings. This is also a time for everyone to touch base, and work with the Teacher Candidate on their teaching and learning, collecting of their evidence towards the CAP, and develop and refine goal setting. 5. Observations

During the semester, the Teacher Candidate will be observed at least six to eight times. These observations should be seen as formative in nature, with the goal of working with the Teacher Candidates to improve their practice, and to collect evidence to illustrate how they are meeting the requirements of the CAP. Massachusetts Department of Elementary and Secondary Education has provided clear guidelines for the focus of these observations. In Section 5 of this handbook there is a detailed timeline provided to guide everyone through this process. Specific forms have been provided for the collection of initial data (while observing) and subsequent summarization of that data, after calibration by the Program Supervisor and Supervising Practitioner. The Program Supervisor will conduct four announced observations and the Supervising Practitioner will co-conduct the first announced and the two unannounced observations. Both the Program Supervisor and the Supervising Practitioner may conduct more observations as needed or desired. There are forms provided by the Department of Elementary and Secondary Education to guide these observations. Each observation should focus on all the Six Elements, paying particular attention to those required by the state. In order to provide candidates with an accurate picture of their performance to date, all elements, for each readiness dimension (quality, consistency, and scope) should be rated at each observation. Announced Observations. The format for announced observations is as follows:

Pre-Observation: Prior to the announced observation, the Teacher Candidate should send their lesson plan, any teaching materials, and the ‘Pre-Conference Planning Form’ to their Program Supervisor. A pre-observation meeting should be held prior to the announced observations, which allows the Teacher Candidate to present and explain his/her lesson objectives, and to talk about the specific elements that must be rated during the particular observation. Observation: During the announced observations, the Supervising Practitioner (announced observation #1) and the Program Supervisor will use the documents provided in Section 5 of this handbook and collect data on the Candidate’s teaching and the students’ engagement/learning. Directly after the Observation: The Supervising Practitioner and the Program Supervisor should spend at least 5 – 10 minutes summarizing their data and discuss their feedback. Simultaneously, the Teacher Candidate should write up a reflection on how the lesson


went. Thereafter, all three will meet to discuss the lesson, provide feedback, and ask questions. During this conversation, the Program Supervisor will keep notes in order to write up the proper CAP Observation Form.

Final Documentation for the Observation: Within 24 hours, the Teacher Candidate should send a completed ‘Candidate Self-Reflection Form’ to the Program Supervisor. Within one week, the Program Supervisor should summarize all of this information using the Announced Observation Forms provided in Section 5 of this Handbook by the Department of Elementary and Secondary Education. Both the Program Supervisor and the Supervising Practitioner should agree on the ratings. This is then sent to the Teacher Candidate (who will file on-line). It will also be filed by the Program Supervisor and handed in at the end of the semester.

Unannounced Observations. The Supervising Practitioner should conduct at least two unannounced observations, following the schedule in Section 5 of this handbook. These observations should be for the entire class period and the forms provided should be used during these observations. Observations must document and collet evidence for at least the focus elements (highlighted), but can also include the other elements. It is also important to consider the dimensions during these observations. After the observation, the Supervising Practitioner should spend time with the Teacher Candidate and discuss the data collected.

6. Formative and Summative Assessment All Teacher Candidates will continuously be provided with formative feedback during the practicum semester, through formal observations, and continued discussions with their Supervising Practitioner. Measuring Student Growth. Student learning has always been at the heart of education. Teacher Candidates need to be asking questions such as: “What did my students learn? How much did they learn? How do I know?” Supervising Practitioners will meet (within the first two weeks), to discuss how the Teacher Candidate will assess their students’ learning. Documentation of this process is crucial and all documents are provided in Section 5 of this handbook. ‘Formative assessment’ Meeting. Prior to the second Three-Way Meeting, the Teacher Candidate, Program Supervisor and Supervising Practitioner will be provided with an electronic version of the CAP Rubric Worksheet, into which they should write a summary of each elements rating – stating the evidence used. At this meeting, the Teacher Candidate will be provided with an opportunity to showcase all evidence illustrating how they are meeting the Six Essential Elements as laid out within the CAP system. The evidence will consist of all the previous observation notes captured on the Observation Forms, other feedback, materials developed by the candidate, and/or artifacts of student work. During this meeting the Program Supervisor, Supervising Practitioner, and Teacher Candidate will discuss the ratings; make adjustments to the candidate’s goals and plans as needed, including potentially modifying the goal, increasing support, and scheduling the next observations.


Student Feedback. Student Feedback must be collected using the model ESE Student Feedback Surveys (provided in Section 5 of this handbook, as well as on-line). These are aligned with the Standards for Effective Teaching Practice. Teacher Candidates should administer these after the second Three-Way Meeting on at least two classes. Once they have been administered, Teacher Candidates must collate the data, analyze the data, and discuss the results with their Supervising Practitioner and Program Supervisor. A seminar session will also focus on helping Teacher Candidates through this process. The goal is to use this feedback to impact practice, and perhaps modify teaching goals and/or redesign planning of lessons. Final Summative Assessment. In order to ensure that there is sufficient evidence for the summative rating, all elements for each readiness dimension should be rated continuously throughout the semester. The CAP Rubric form will be used at the final three-way meeting to record the summative assessment for each candidate. Use the evidence collated at the second three-way meeting as a basis for the final summaries. All artifacts that inform assessors’ overall ratings should be cited, along with all the pertinent evidence, in the rating rational section of the CAP Rubric. Teacher Candidates will develop an ‘on-line’ CAP Evidence database, where all artifacts will be uploaded and kept by Mount Holyoke College, as evidence for the Department of Elementary and Secondary Education.


Environmental Health and Safety

Blood-borne Pathogens: Protecting Yourself from Exposure

While Student Teaching Blood-borne Pathogens are disease-causing agents present in human blood and other body fluids. As a student teacher, you may encounter students with cuts, scrapes or bloody noses. While you are not expected to provide first aid as part of your assignment, you need to recognize the risks and know how to protect yourself should you decide to help in an emergency. This fact sheet is designed to provide you with basic information on blood-borne pathogens, their transmission, and how to protect yourself from exposure. Each school should have a plan for providing first aid services, including a list of those individuals designated to provide first aid, and the location of protective equipment such as gloves. You should ask about those procedures in your school so that you know who to call in an emergency.

Blood-borne Pathogens A number of disease-causing agents may be present in blood and other body fluids. They include: hepatitis viruses including Hepatitis-B, a serious liver disease; and HIV which causes AIDS. These pathogens may be present in sufficient quantities to cause infection in blood, semen, vaginal secretions, and non-intact body tissue. Transmission Routes Blood-borne pathogens may enter the body through direct contact with blood or other body fluids of an infected person, or indirect contact with contaminated objects such as bandages. To become infected, the pathogen must enter the body. Entry can occur through breaks in the skin (e.g., cut, abrasion); mucous membrane contact (e.g., splashing into mouth); sexual contact; and perinatal (from mother to infant). These viruses are not transmitted through casual contact, such as by shaking hands, or by contact with objects such as drinking fountains. Universal Precautions The overriding philosophy in protecting from exposure is called Universal Precautions. Because it is not possible to determine who is a carrier of blood-borne pathogens, all human blood and other potentially infectious material must be handled as if it is infectious. Protective Equipment In providing first aid, protective equipment serves as a barrier between blood-borne pathogens and your body. The most common protective equipment is gloves. Gloves should always be worn when providing first aid or handling any potentially infectious material. In cases where there is splashing or large quantities of blood, masks, goggles and protective clothing may also be necessary. To protect against transmission when providing cardiopulmonary resuscitation, a resuscitation mask must be used.


Personal Hygiene Always wash hands with soap and water immediately upon contamination or after removing gloves. Do not eat, drink, apply cosmetics or lip balm, or handle contact lenses in contaminated areas. Remove any contaminated clothing as soon as possible and launder separately. Clean-up and Decontamination Trained personnel should be relied upon to properly clean and disinfect contaminated areas. The Hepatitis B virus can exist on contaminated surfaces for at least a week, so thorough disinfection is important. Broken glass should not be picked up by hand; a mechanical devise should be used.

Hepatitis-B Vaccination A vaccination effective against the Hepatitis-B virus is available and highly effective at preventing infection. You should have received this vaccination before entering college. If you have questions about the vaccination contact the Health Center. EH&S 1/2007


SAMPLE LETTER TO PARENTS (by either Supervising Practitioner or Teacher Candidate)

Date: _____________________

Dear Parents,

Our class is very fortunate to have _____________________ (Teacher Candidate’s name) from

Mount Holyoke College join us as she begins her student teaching. The (Amherst, Springfield,

South Hadley etc.) Public Schools have always been involved in the preparation of teachers and

this is another opportunity for our school and our classroom to experience the enthusiasm of a

beginning professional teacher.

Having a Teacher Candidate participate in our classroom allows the students to experience a

variety of teaching methods. It also provides our classroom with two teachers so that more

individual attention may be given to the students. Initially, many of the lessons will be co-taught

with me. The Teacher Candidate then slowly takes over the planning, teaching and grading for

this course. Please be assured that I will be working cooperatively with _____________ and all

activities and lessons will be supervised by me. If you have any questions, do not hesitate to call

me.

Please stop by the classroom and join me in welcoming ___________________ to our staff for

the spring semester.

Sincerely,

(Supervising Practitioner) Also: If you teach in a school with many ELL students, consider having this translated into different languages.


X.Educ 423: Student Teaching in EARLY CHILDHOOD and Elementary Schools

RECOMMENDED TIMELINE FOR ASSUMING STUDENT TEACHING RESPONSIBILITIES

You, your Supervising Practitioner and your Program Supervisor should discuss and agree on the appropriate timeline for you and the students you will teach. Week #

Week Beginning

Responsibility

1/18-19 Attend meetings and workshops at MHC 1 1/20 Assist in all your Supervising Practitioner’s (SP) classes.

Attend team/depart. meetings required; assist SP with non-teaching duties. Attend first 3-way meeting with your Program Supervisor (PS) and SP.

2

1/25

As above plus: Begin teaching or co-teaching as outlined in the Kindergarten Practicum Expectations Grid (attached). Assist with overall planning and instruction of small group work; begin taking over morning meeting and transitions.

3

2/1

As above plus: Plan and implement whole group lessons, conduct read aloud and assist with literacy instruction. Announced observation.

4 2/8 As above plus: Plan and instruct lessons in mathematics. Review Kindergarten Practicum Expectations with SP and PS.

5 2/15 PUBLIC SCHOOLS WINTER BREAK

6

2/22

Assist in all your SP’s classes. Attend team/depart. meetings required; assist SP with non-teaching duties. Set up initial three way meeting with your SP and PS. Begin teaching or co-teaching one subject area and conducting meeting, transitions, and/or read aloud) if you and your SP feel you are ready.

7

2/29

As above plus: Take full responsibility for planning, teaching, and evaluating one subject area. If your SP has already developed the unit/plans – please work with him/her to provide some ideas in terms of activities, or process within the plans, if possible.

8

3/7

As above plus: If you and your cooperating teacher feel you are ready, you may take full responsibility for planning, teaching and evaluating a second subject area.

9 3/15 As above. 10

3/22

Responsible for taking the lead in planning, teaching/co-teaching, and evaluation two or three subject areas regularly.

11-12

3/29

Plan and begin assisted lead teaching for 2-3 days the week before lead teaching. Attend team/depart. meetings required; assist SP with non-teaching duties.

13-14 4/4– 4/15 Plan and conduct lead teaching – responsibility for all parts of the day including planning, teaching, assessing, and non-teaching duties for two weeks (10 days) prior to April 29th.

15 4/18 PUBLIC SCHOOLS SPRING BREAK 16-22

4/25 – 5/13 5/16- 6/10

Complete Lead Teaching by April 29th. Co-teach until the end of the school year. Determine which subjects each person will be responsible for. Attend team/depart. meetings required; Assist SP with non-teaching duties. Complete student teaching in schools until final day in June (each school may be different please check with your school’s district calendar (snow days will influence final days)! Moderate Disabilities add-on license students will shift their focus as of 5/16.

To report an absence, please do the following: Call the school, your Supervising Practitioner, your Program Supervisor, and Gwen Bass @ 413-538-3692.

Appreciation Event: For Supervising Practitioners, Program Supervisors, and Teacher Candidates: June 13th 5 – 7pm @ Mount Holyoke College


X.Educ 423: Student Teaching in Early Childhood and ELEMENTARY Schools RECOMMENDED TIMELINE FOR ASSUMING STUDENT TEACHING

RESPONSIBILITIES

You, your Supervising Practitioner and your Program Supervisor should discuss and agree on the appropriate timeline for you and the students you will teach.

Week #

Week Beginning

Responsibility

1/18-19 Attend meetings and workshops at MHC 1 1/20 Assist in all your Supervising Practitioner’s classes.

Attend team/depart. meetings required; assist Supervising Practitioner with non-teaching duties. Attend first 3-way meeting with your Program Supervisor and Supervising Practitioner.

2

1/25

As above plus: Begin teaching or co-teaching one subject area if you and your Supervising Practitioner feel you are ready. Assist with overall planning and instruction of small group work; begin taking over morning meeting and transitions.

3

2/1

As above plus: Take full responsibility for planning, teaching, and evaluating one subject area. If your Supervising Practitioner has already developed the unit/plans – please work with him/her to provide some ideas in terms of activities, or process within the plans, if possible.

4 2/8 As above. 5 2/15 PUBLIC SCHOOLS WINTER BREAK

6

2/22

As above plus: If you and your Supervising Practitioner feel you are ready you may take full responsibility for planning, teaching and evaluating your second subject area

7

2/29

As above.

8

3/7

As above plus: If you and your Supervising Practitioner feel you are ready, you may take full responsibility for planning, teaching and evaluating a third subject area.

9 3/15 As above. 10

3/22

Responsible for taking the lead in planning, teaching/co-teaching, and evaluation two or three subject areas regularly.

11-12

3/29

Plan and begin assisted lead teaching for 2-3 days the week before lead teaching. Attend team/depart. meetings required; assist Supervising Practitioner with non-teaching duties.

13-14 4/4– 4/15 Plan and conduct lead teaching – responsibility for all parts of the day including planning, teaching, assessing, and non teaching duties for two weeks (10 days) prior to May 2nd.

15 4/18 PUBLIC SCHOOLS SPRING BREAK 16-22

4/25 – 5/13

Co-teach and determine which subjects each person will be responsible for. Attend team/depart. meetings required; Assist Supervising Practitioner with non-teaching duties. Complete student teaching in schools until final day in June (each school may be different please check with your school’s district calendar (snow days will influence final days)! Moderate Disabilities add-on license students will shift their focus as of 5/16.

To report an absence, please do the following: Call the school, your Supervising Practitioner,

your Program Supervisor, and Gwen Bass @ 413-538-3692. Appreciation Event: For Supervising Practitioners, Program Supervisors, and Teacher Candidates:

June 13th 5 – 7pm @ Mount Holyoke College


Section 3 Supervising Practitioner Information


A reflection on the mentoring experience By Sue Crago, Northampton High School English Department

As many of us know, mentoring a student teacher is not easy. It is difficult to watch a student teacher struggle with the aspects of teaching that are now almost second nature to us: how to lead a discussion effectively; how to create and deliver lessons appropriate to the skill levels of our students; how to move to a hastily constructed Plan B when Plan A has been thwarted by a broken VCR or an unscheduled assembly; how to think on our feet. It’s hard to give up total control of our classrooms. It’s hard to take the time to explain how and why we do what we do when it would be easier and more efficient just to do it ourselves. But here we are, accepting the role of mentor in all of its complexity. Perhaps we’ve done it out of a sense of duty, believing that it is our responsibility to help shape the future of our profession. Maybe we feel that working with a student teacher will help us stay in touch with why we chose to be teachers. Or we could be here for less altruistic reasons. Whatever the case, one thing is true. If we actively participate in the mentoring process, we will become better teachers. We will be forced to examine why and how we teach, and in our attempts to articulate this to our student teachers, we will recognize what is good in ourselves and what needs to be improved. Although this process can be painful, it is a necessary step in our growth as educators and as life-long learners. A good starting point in creating a meaningful mentor-student teacher relationship is for us to try and understand what the general needs of the student teacher are. One of the greatest difficulties faced by student teachers during their practicum is relating theories they’ve learned in their education classes to what really happens in the classroom (Meiler, Zanting, Verloop, 2002). They come to feel that the knowledge their mentors have is more closely related to actual teaching practice. Experienced teachers “have developed a practical knowledge that underlies their teaching” (Carter in Meiler, Zanting, Verloop, 2002). Studies have found that student teachers view their mentor teachers’ role mostly as a supporter or an information source (Meiler, Zanting, Verloop, 2002). The role of mentor needs to be more than this. A mentor teacher should also be “an articulator of practical knowledge” in order to help student teachers develop a deeper understanding of teaching (Meiler, Zanting, Verloop, 2002). One simple way for us to begin sharing practical knowledge with our student teacher is to share what we are thinking or paying attention to while teaching a lesson. For example, when conducting a whole-class discussion, what questioning strategies are we using to distribute questions equally among students? Did we base our strategies on specific knowledge of each student or on some other practical knowledge? Discussing the cognitive process behind the strategies we use daily in our classrooms can help student teachers understand why we do what we do. It is easy for them to observe what we do; helping them to understand why we do it will lead to their deeper understanding of the art of teaching. This dialogue and self-examination can also help us evaluate how we practice the art of teaching. One of the most complex aspects of student teaching for everyone involved in the process is the transition that must occur when a student teacher takes over the class. Difficulties can arise when it is unclear who is in charge. While we may be reluctant to relinquish total control of our classes, there are things we can do to make this transition a smooth one. First, we can help make it clear to the class that a student teacher is in charge by treating the student teacher as a


teacher in front of the class. An arrangement that many student teachers find difficult to accept is when the teacher hands over the class, but does not let go and won’t allow the student to be a teacher (McNally, Cope, Inglis, 1997). While good mentors are aware of some of the difficulties student teachers face and try to find ways of helping their charges navigate the shark infested waters of the classroom, “a nonchallenging field experience may provide few opportunities for reflective thought because there are few problems to solve” (Tang, 2001). According to Tang, there must be a balance of challenge and support in order for the transition from student to teacher to take place. Of all the people involved in training a student teacher, the mentor plays one of the most critical roles in the student-to-teacher transition. We are the ones who are constant witnesses to their failures and their triumphs, and it is our response to these events that guides them through the growth and learning process. There are several pages in this handbook that offer guidelines for giving feedback to student teachers, but here are a few things to consider when thinking about ways to make your feedback useful. Interviews conducted of student teachers (McNally, Cope, Inglis, 1997) found that the quality of feedback is experienced by student teachers more in terms of how rather than what criticism is offered. In order to be effective, criticism needs to be balanced with what has gone well. The feedback also needs to be perceived as accurate and able to be handled at the beginner level (McNally, Cope, Inglis, 1997). Another key factor in the support given by the mentor is the ability to empathize with the student teacher as a developing beginner and a sensitivity to what improvements in teaching are considered to be feasible (McNally, Cope, Inglis, 1997). Student teachers have also expressed appreciation for feedback that explicitly links theory to practice (Tang, 2001), which can help to alleviate the disconnect many student teachers find between what they’ve learned in their education courses and what they experience in their student teaching. Sometimes mentors and student teachers may have conflicting images of good teaching that can lead to resistance and conflict in the classroom. If both parties are able to keep an open mind, student teaching can become an enriching experience for both (Croker, 1999). Student teachers “walk a fine line as they negotiate how to implement their new ideas in sometimes very traditional classrooms” (Croker, 1999). Most problems that occur between the student teacher and the mentor result from a lack of communication about teaching practice (Wilder, 1999). Spending time in the beginning establishing expectations and standards with your student teacher can help alleviate some of these problems. It is also important to remember that we may be so used to our own procedures in the classroom that we no longer question our methodologies and rationales. Having a student teacher forces us to consider our teaching practices, which can be a positive though uncomfortable process (Wilder, 1999).


1. Role of the Supervising Practitioner

Mount Holyoke College appreciates the valuable mentoring role the Supervising Practitioner plays with regards to the development of our Teacher Candidates. Having a Teacher Candidate has a multi-layered impact on your teaching practices. We applaud the commitment, time, energy and expertise you have to advise, observe, conference and facilitate our Teacher Candidate’s development. We hope that the teaching and learning that takes place here is reciprocal and that seeing teaching from the perspective of the Teacher Candidate will offer the Supervising Practitioner some new insights into teaching practices. We also hope that conversations with the Teacher Candidate will provide you an opportunity to reflect on your own teaching. Your feedback to the Teacher Candidate, either orally or in writing, is encouraged at all times.

We would like you to attend a Workshop for Supervising Practitioners and Program Supervisors

on January 18, 2016 from 2:00-5:00pm and an

Appreciation Event on June 13, 2016 from 5:00 – 7:00pm

1.1 Massachusetts Department of Elementary and Secondary Education

Practicum Requirements a. The Supervising Practitioner must be a teacher who has at least three full years of

experience under an appropriate Initial or Professional license and has received an evaluation rating of proficient or higher, under whose immediate supervision the Teacher Candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator will function as the Supervising Practitioner during the practicum equivalent.

b. The Teacher Candidate’s Practicum must be in the subject field and grade level of the license she/he is seeking.

c. The Teacher Candidate will work at the site for the entire spring semester (until the end of the school year), full time, in order to complete the required student teaching practicum.

2. Guidelines for the Practicum 2.1 Suggested timeline for Teacher Candidate’s assuming responsibilities

Every student teaching experience will differ from one Teacher Candidate to the next, and these guidelines should not be seen as prescriptive but rather as a set of suggestions for the Teacher Candidate as she/he is taking over classes. A timeline can be found on page 33 (Early Childhood) and page 35 (Elementary) of this handbook. The first week of the semester, when the Teacher Candidate begins work in your school, is considered an orientation period. The Teacher Candidate will be full time at the school and will attend a seminar on Tuesday evenings. The Teacher Candidate is to use this time to familiarize herself/himself with your classroom, the classes that you teach, the school, and the various departmental regulations and guidelines. In addition, your Teacher Candidate will benefit greatly if she/he is exposed to the variety of


teaching styles within your building. It is best to provide the Teacher Candidate with a gradual transition into teaching. Suggested Activities: Some of our experienced Supervising Practitioners have suggested activities, such as the following, to help introduce the Teacher Candidate to the role of the teacher:

• After introducing your Teacher Candidate to the class, have her/him take over small tasks such as taking attendance, or collecting homework, etc.

• The Teacher Candidate may start with grading papers, in order to get a sense of the range of students she/he will be teaching.

• Have the Teacher Candidate start with teaching mini-lessons or experiencing team teaching.

• Provide opportunities for the Teacher Candidate to lead small group activities within your class.

• Help plan lessons. • Observe and write up observations of yourself and other teachers. • Meet regularly to explain your methodology, discipline procedures, classroom

management, teaching style, and basically share the way you ‘do things’.

Transition to Full Student Teaching: Towards the end of the first week, you and your Teacher Candidate should plan her/his transition from observation to a full student teaching load, which is teaching three subjects leading up to full time planning, teaching and running the classroom at the end of April. When you and the Teacher Candidate feel the time is right, (preferably by the end of the second full week of the practicum) the Teacher Candidate should take on full responsibility for planning, teaching and evaluating her/his first subject area. By the end of the fourth week she/he should pick up her/his second subject and between the sixth and eighth week, she/he should assume responsibility for three subjects in preparation for a assisted lead teaching days and then two weeks of lead teaching. Lead teaching is followed by an agreed upon co-teaching model through to the end of the school year.

Additional Responsibilities: In addition to classroom teaching, the Teacher Candidate should experience a full range of responsibilities at the school. Supervising Practitioners are encouraged to invite the Teacher Candidates to join them in any extra teacher duties they are assigned, such as study hall, homeroom, crew, etc.

2.2 Mentoring of the Teacher Candidate We encourage you to keep an open communication forum with the Teacher Candidate, sharing ideas and making suggestions throughout the 20 weeks.

• Outline your goals and teaching objectives with the Teacher Candidate at the beginning of the semester and encourage the Teacher Candidate to share her/his goals with you.

• Allow the Teacher Candidate, if possible, to experience different levels of classes. • Set up weekly appointments to review the Teacher Candidate’s plans for the coming

week. Provide suggestions and revisions in a timely manner so that they can be incorporated into the lessons. Make planning expectations clear.


• Prepare the Teacher Candidate for the types of classroom management and discipline problems she/he might encounter, and discuss strategies for preventing and dealing with them.

• As soon as you feel comfortable to do so, leave the room at appropriate times so that the Teacher Candidate can establish her/his authority as the teacher.

• Offer materials and ideas as resources, but allow the Teacher Candidate some opportunity to develop her/his own material as well.

• Help the Teacher Candidate become familiar with the resources that are available within the school.

• Suggest that the Teacher Candidate observe and work with other teachers and Teacher Candidates within the same school.

• Encourage the Teacher Candidate to learn through experience. • Support the Teacher Candidate’s risk taking. • On a daily basis, the Teacher Candidate will collect samples of work as evidence,

illustrating how they are meeting the PST’s using the CAP rubric. Substitute Teaching: After a Teacher Candidate has developed some expertise and confidence in dealing with students, Mount Holyoke College feels that it is permissible for a Teacher Candidate to substitute occasionally for her/his Supervising Practitioner. The decision to start substituting should be made by the Supervising Practitioner, the Program Supervisor, and the Teacher Candidate. In no case should substituting conflict with student teaching responsibilities. After the Teacher Candidate is well established in the routines of the school, she/he may occasionally substitute for other teachers within the Teacher Candidate’s academic area, as long as such service is not detrimental to the student teaching experience. Some Teacher Candidates may feel that the student teaching commitment is already a large undertaking and therefore not feel comfortable substituting. If the Teacher Candidate has been asked to substitute teach, please let Gwen Bass know in advance for monitoring purposes. Field Trips and Excursions: Under no circumstance should a Teacher Candidate be allowed to conduct a field trip without your supervision. Mount Holyoke College requires your attendance. 3. Supervision All Teacher Candidates in the Mount Holyoke Master of Arts in Teaching program will be provided with a Program Supervisor, by the college, as well as a Supervising Practitioner, at their school site, to mentor and guide them through their practicum semester. It is recommended that the Supervising Practitioner and Teacher Candidate meet on a daily/weekly basis to chat about the candidate’s progress. Often Supervising Practitioners take the time to provide verbal feedback after a lesson, or during a prep period on a daily basis. In order for the Teacher Candidate to start to collect evidence illustrating that they are meeting the Professional Standards for Teaching, and especially the Six Elements, it is helpful for Supervising Practitioners to also provide written feedback, as often as possible.


4. Three-way Supervision Meetings Three-way meetings are an essential component of our mentoring program. During the course of the semester the Teacher Candidate, Supervising Practitioner, and the Program Supervisor will meet at least four times. An agenda is provided for each of these meetings. This is also a time for everyone to touch base, and work with the Teacher Candidate on their teaching and learning, collecting of their evidence towards the CAP, and develop and refine goal setting. 5. Observations

During the semester, the Teacher Candidate will be observed at least six to eight times. These observations should be seen as formative in nature, with the goal of working with the Teacher Candidates to improve their practice, and to collect evidence to illustrate how they are meeting the requirements of the CAP. Massachusetts Department of Elementary and Secondary Education has provided clear guidelines for the focus of these observations. In Section 5 of this handbook there is a detailed timeline provided to guide everyone through this process. Specific forms have been provided for the collection of initial data (while observing) and subsequent summarization of that data, after calibration by the Program Supervisor and Supervising Practitioner. The Program Supervisor will conduct four announced observations and the Supervising Practitioner will co-conduct the first announced and the two unannounced observations. Both the Program Supervisor and the Supervising Practitioner may conduct more observations as needed or desired. There are forms provided by the Department of Elementary and Secondary Education to guide these observations. Each observation should focus on all the Six Elements, paying particular attention to those required by the state. In order to provide candidates with an accurate picture of their performance to date, all elements, for each readiness dimension (quality, consistency, and scope) should be rated at each observation. Announced Observations. The format for announced observations is as follows:

Pre-Observation: Prior to the announced observation, the Teacher Candidate should send their lesson plan, any teaching materials, and the ‘Pre-Conference Planning Form’ to their Program Supervisor. A pre-observation meeting should be held prior to the announced observations, which allows the Teacher Candidate to present and explain his/her lesson objectives, and to talk about the specific elements that must be rated during the particular observation. Observation: During the announced observations, the Supervising Practitioner (announced observation #1) and the Program Supervisor will use the documents provided in Section 5 of this handbook and collect data on the Candidate’s teaching and the students’ engagement/learning. Directly after the Observation: The Supervising Practitioner and the Program Supervisor should spend at least 5 – 10 minutes summarizing their data and discuss their feedback. Simultaneously, the Teacher Candidate should write up a reflection on how the lesson


went. Thereafter, all three will meet to discuss the lesson, provide feedback, and ask questions. During this conversation, the Program Supervisor will keep notes in order to write up the proper CAP Observation Form.

Final Documentation for the Observation: Within 24 hours, the Teacher Candidate should send a completed ‘Candidate Self-Reflection Form’ to the Program Supervisor. Within one week, the Program Supervisor should summarize all of this information using the Announced Observation Forms provided in Section 5 of this Handbook by the Department of Elementary and Secondary Education. Both the Program Supervisor and the Supervising Practitioner should agree on the ratings. This is then sent to the Teacher Candidate (who will file on-line). It will also be filed by the Program Supervisor and handed in at the end of the semester.


6. Formative and Summative Assessment All Teacher Candidates will continuously be provided with formative feedback during the practicum semester, through formal observations, and continued discussions with their Supervising Practitioner. Measuring Student Growth. Student learning has always been at the heart of education. Teacher Candidates need to be asking questions such as: “What did my students learn? How much did they learn? How do I know?” Supervising Practitioners will meet (within the first two weeks), to discuss how the Teacher Candidate will assess their students’ learning. ‘Formative assessment’ Meeting. Prior to this meeting, the Teacher Candidate, Program Supervisor, and Supervising Practitioner will be provided with an electronic version of the ‘Candidate Assessment of Performance Mid-Semester Worksheet,’ into which they should write a summary of each element’s rating – stating the evidence used. At this meeting, the Teacher Candidate will be provided with an opportunity to showcase all evidence illustrating how they are meeting the Six Essential Elements as laid out within the CAP system. The evidence will consist of all the previous observation notes captured on the Observation Forms, other feedback, and materials developed by the Teacher Candidate or artifacts of student work. During this meeting the Program Supervisor, Supervising Practitioner, and Teacher Candidate will discuss the ratings; make adjustments to the Teacher Candidate’s goals and plans as needed, including potentially modifying the goal, increasing support, and scheduling the next observations. Student Feedback. Student Feedback must be collected using the model ESE Student Feedback Surveys (provided in Section 5 of this handbook, as well as on-line). These are aligned with the


Standards for Effective Teaching Practice. Teacher Candidates should administer these in at least two classes. Once they have been administered, Teacher Candidates must collate the data, analyze the data, and discuss the results with their Supervising Practitioner and Program Supervisor. A seminar session will also focus on helping Teacher Candidates through this process. The goal is to use this feedback to impact practice, and perhaps modify teaching goals and/or redesign planning of lessons. Final Summative Assessment. In order to ensure that there is sufficient evidence for the summative rating, all elements for each readiness dimension, should be rated continuously throughout the semester. The CAP Rubric form will be used at the final three-way meeting to record the summative assessment for each candidate. Use the evidence collated at the second three-way meeting as a basis for the final summaries. All artifacts that inform assessors’ overall ratings should be cited, along with all the pertinent evidence, in the rating rational section of the CAP Rubric. Teacher Candidates will develop an ‘on-line’ CAP Evidence database, where all artifacts will be uploaded and kept by Mount Holyoke College, as evidence for the Department of Elementary and Secondary Education.


Section 4

Program Supervisor Information


Welcome to our Teacher Candidate supervising team: Mount Holyoke College has put together a Student Teaching Practicum handbook for Supervising Practitioners, Program Supervisors, and Teacher Candidates to convey our procedures and policies for this semester. As this is a ‘work-in-progress’ we welcome any feedback in terms of the notes or in terms of supervision in general. This hopefully incorporates all the material that Program Supervisors need to know in order to guide and mentor the Teacher Candidates through their practicum semester. We urge you to review both the Teacher Candidate and Supervising Practitioner Sections, as well. Section 5 contains various documentation forms that you and they will find necessary and/or helpful throughout the practicum semester. 1. Role of the Program Supervisor

• Provide candidates with consistent guidance, support and high-quality feedback during field-based experiences that improves their practice.

• Use CAP as outlined in these guidelines to assess and document evidence of Teacher

Candidate readiness for the licensure role.

• Coordinate the CAP process in collaboration with the Supervising Practitioner and Teacher Candidate; stay on top of timelines, facilitate meetings; calibrate with the Supervising Practitioner; submit all forms.

• Actively collect evidence during observations, synthesize and analyze the evidence to

provide focused feedback to the Teacher Candidate about their performance.

• Conduct at least four observations of the Teacher Candidate; review information from all observations; support the Supervising Practitioner in conducting observations.

• Submit data on candidate performance on CAP.

2. General Guidelines The Supervising Practitioner is a highly valued colleague in the teacher education process and deserves our respect and cooperation. Be sure to check in and out with the Supervising Practitioner when you go to observe. This is an opportunity to cultivate a professional relationship with her/him and to get a sense of the Teacher Candidate’s progress on a day-to-day basis. Be aware of, and sensitive to, the relationship between the Teacher Candidate and the Supervising Practitioner. We are fortunate to work with Supervising Practitioners who take their jobs seriously and are dedicated to their work. They have specific ideas about what teaching is and may use these conferences as a forum to express them. If the conversation becomes tangential to the student teaching experience, validate their concerns, but bear in mind that the focus of the conference should be on the Teacher Candidate’s growth and development. These meetings should be used to build a positive relationship between the Supervising Practitioner and the Program Supervisor. It is important for both of you to know something of


each other’s attitudes about teaching and perspectives on the Program Supervisor’s role. If any difficulties should arise during the student teaching period, the Program Supervisor should know of them so that they may be dealt with quickly and in a supportive manner. Make certain that the Supervising Practitioner knows how to get in touch with you and feels free to contact you in between your visits if necessary. If a problem does arise, please inform Gwen Bass. Sometimes minor problems, if left alone, bubble into big problems that could have been avoided with intervention from faculty and consultation from other supervisors. Several common critical points occur in most student teaching experiences. First is the transition into the role of teaching; too much delay makes this difficult. If the Teacher Candidate is continuing in the same placement as his or her pre-practicum, she/he could begin teaching right away. If this is a new placement or new Supervising Practitioner, the Teacher Candidate should begin teaching after two observation weeks. Hopefully by this time, the Supervising Practitioner will have made her/his expectations explicit. Moving to a full teaching load should occur as soon as reasonably possible. A full teaching load is planning and teaching three subject areas leading up to assisted lead teaching and then two weeks of lead teaching at the end of April. Eventually, most Teacher Candidates are able to handle a full load and exhibit control in a teaching situation. This becomes the next critical point. Once a Teacher Candidate is comfortable in the classroom, it is the responsibility of the Supervising Practitioner and the Program Supervisor to urge the Teacher Candidate to maximize her/his potential. 3. Supervision All Teacher Candidates in the Mount Holyoke Master of Arts in Teaching program will be provided with a Program Supervisor, by the College, as well as a Supervising Practitioner, at their school site, to mentor and guide them through their practicum semester. It is recommended that the Supervising Practitioner and Teacher Candidate meet on a daily/weekly basis to chat about the candidate’s progress. Often Supervising Practitioners take the time to provide verbal feedback after a lesson, or during a prep period on a daily basis. In order for the Teacher Candidate to start to collect evidence illustrating that they are meeting the Professional Standards for Teaching, and especially the Six Elements, it is helpful for Supervising Practitioners to also provide written feedback, as often as possible. 4. Three-Way Supervision Meetings Three-Way meetings are an essential component of our mentoring program. During the course of the semester the Teacher Candidate, Supervising Practitioner, and the Program Supervisor will meet at least four times. An agenda is provided for each of these meetings. This is also a time for everyone to touch base, and work with the Teacher Candidate on their teaching and learning, collecting of their evidence towards the CAP, and develop and refine goal setting.


5. Observations During the semester, the Teacher Candidate will be observed at least six to eight times. These observations should be seen as formative in nature, with the goal of working with the Teacher Candidates to improve their practice, and to collect evidence to illustrate how they are meeting the requirements of the CAP. Massachusetts Department of Elementary and Secondary Education has provided clear guidelines for the focus of these observations. In Section 5 of this handbook there is a detailed timeline provided to guide everyone through this process. Specific forms have been provided for the collection of initial data (while observing) and subsequent summarization of that data, after calibration by the Program Supervisor and Supervising Practitioner. The Program Supervisor will conduct four announced observations and the Supervising Practitioner will co-conduct the first announced and the two unannounced observations. Both the Program Supervisor and the Supervising Practitioner may conduct more observations as needed or desired. There are forms provided by the Department of Elementary and Secondary Education to guide these observations. Each observation should focus on all the Six Elements, paying particular attention to those required by the state. In order to provide candidates with an accurate picture of their performance to date, all elements, for each readiness dimension (quality, consistency, and scope) should be rated at each observation. Announced Observations. The format for announced observations is as follows:

Pre-Observation: Prior to the announced observation, the Teacher Candidate should send their lesson plan, any teaching materials, and the ‘Pre-Conference Planning Form’ to their Program Supervisor. A pre-observation meeting should be held prior to the announced observations, which allows the Teacher Candidate to present and explain his/her lesson objectives, and to talk about the specific elements that must be rated during the particular observation. Observation: During the announced observations, the Supervising Practitioner (announced observation #1) and the Program Supervisor will use the documents provided in Section 5 of this handbook and collect data on the Candidate’s teaching and the students’ engagement/learning. Directly after the Observation: The Supervising Practitioner and the Program Supervisor should spend at least 5 – 10 minutes summarizing their data and discuss their feedback. Simultaneously, the Teacher Candidate should write up a reflection on how the lesson went. Thereafter, all three will meet to discuss the lesson, provide feedback, and ask questions. During this conversation, the Program Supervisor will keep notes in order to write up the proper CAP Observation Form.

Final Documentation for the Observation: Within 24 hours, the Teacher Candidate should send a completed ‘Candidate Self-Reflection Form’ to the Program Supervisor. Within one week, the Program Supervisor should summarize all of this information using the Announced Observation Forms provided in Section 5 of this Handbook by the Department of Elementary and Secondary Education. Both the Program Supervisor and the Supervising Practitioner should agree on the ratings. This is then sent to the Teacher


Candidate (who will file on-line). It will also be filed by the Program Supervisor and handed in at the end of the semester.


6. Formative and Summative Assessment All Teacher Candidates will continuously be provided with formative feedback during the practicum semester, through formal observations, and continued discussions with their Supervising Practitioner. Measuring Student Growth. Student learning has always been at the heart of education. Teacher Candidates need to be asking questions such as: “What did my students learn? How much did they learn? How do I know?” Supervising Practitioners will meet (within the first two weeks), to discuss how the Teacher Candidate will assess their students’ learning. ‘Formative assessment’ Meeting. Prior to this meeting, the Teacher Candidate, Program Supervisor, and Supervising Practitioner will be provided with an electronic version of the ‘Candidate Assessment of Performance Mid-Semester Worksheet,’ into which they should write a summary of each element’s rating – stating the evidence used. At this meeting, the Teacher Candidate will be provided with an opportunity to showcase all evidence illustrating how they are meeting the Six Essential Elements as laid out within the CAP system. The evidence will consist of all the previous observation notes captured on the Observation Forms, other feedback, and materials developed by the Teacher Candidate or artifacts of student work. During this meeting the Program Supervisor, Supervising Practitioner, and Teacher Candidate will discuss the ratings; make adjustments to the Teacher Candidate’s goals and plans as needed, including potentially modifying the goal, increasing support, and scheduling the next observations. Student Feedback. Student Feedback must be collected using the model ESE Student Feedback Surveys (provided in Section 5 of this handbook, as well as on-line). These are aligned with the Standards for Effective Teaching Practice. Teacher Candidates should administer these in at least two classes. Once they have been administered, Teacher Candidates must collate the data, analyze the data, and discuss the results with their Supervising Practitioner and Program Supervisor. A seminar session will also focus on helping Teacher Candidates through this process. The goal is to use this feedback to impact practice, and perhaps modify teaching goals and/or redesign planning of lessons. Final Summative Assessment. In order to ensure that there is sufficient evidence for the summative rating, all elements, for each readiness dimension should be rated continuously throughout the semester. The CAP Rubric form will be used at the final three-way meeting to record the summative assessment for each candidate. Use the evidence collated at the second


three-way meeting as a basis for the final summaries. All artifacts that inform assessors’ overall ratings should be cited, along with all the pertinent evidence, in the rating rational section of the CAP Rubric. Teacher Candidates will develop an ‘on-line’ CAP Evidence database, where all artifacts will be uploaded and kept by Mount Holyoke College, as evidence for the Department of Elementary and Secondary Education. 7. Troubleshooting Research indicates a normal progression from the Teacher Candidate’s initial adherence to and idealization of the Supervising Practitioner, toward greater independence, and personal style development in the later phases of the practicum. Balancing the needs and interests of both Teacher Candidate and Supervising Practitioner demands patience, mediation skills, a keen perceptiveness, and constant communication facilitated by the Program Supervisor. Do not avoid delicate issues -- just raise them delicately. If you have a sense that something may be troubling either party, ask the questions that will facilitate discussion about it. The Program Supervisor is in a fact-finding position; questions about “how it’s done here” are perfect openers. For example: “What kinds of duties are Teacher Candidates expected to assume?” “Will the Teacher Candidate have freedom over the curriculum decisions?” “Are weekly lesson plans previewed here?” Alternatives or substitute mechanisms to facilitate constructive practices:

• Suggest to the Supervising Practitioner that she/he ask the Teacher Candidate what to focus on for their observation;

• Ask the Supervising Practitioner to ask another Supervising Practitioner or peer to observe the Teacher Candidate;

• Ask the Supervising Practitioner not to respond verbally to the Teacher Candidate in the classroom, but to non-verbally signal the Teacher Candidate to alert her/him.

Progress and expectations: Take notes at all three-way meetings, paying particular attention to the expectations and commitments made. This will assist in the case of a Teacher Candidate refusing to accept or acknowledge the perceptions, suggestions, or expectations made about her/him. If by the second three-way meeting, insufficient progress has been made by the Teacher Candidate toward these expectations, a set of conditions should be drawn up by the Program Supervisor, specifically outlining the goals to be met by the Teacher Candidate in order to “successfully complete” the practicum. If this case arises, notify Gwen Bass immediately. Close contact with both the Supervising Practitioner and Teacher Candidate is essential in this instance and you will probably have to increase your visits if the above case arises. Ask how you can support the Supervising Practitioner, and ask the Teacher Candidate how you can help her/him to meet the goals. Most of the cases of early termination of Teacher Candidate’s practicum have been the result of the Teacher Candidate’s inability or unwillingness to accept or acknowledge the problems she or he is having in the classroom. Before a situation arises that could lead to early termination, it is


suggested that the Program Supervisor and Supervising Practitioner provide guidelines to establish an agreed upon plan to aid in resolving or correcting any problems so that the candidate can successfully complete the program. An Intervention Warning form designed to guide the Program Supervisor through this process can be found on page 55. If difficulties persist, make certain that you are consulting with Gwen Bass to assist in determining the next best step. Most Teacher Candidates will successfully complete their practicum, but by no means will every one complete it. I hope that this is truly a rewarding experience for all three of you. As this document is a ‘work in progress’ I would appreciate feedback on its value and usability. Feedback: At the end of the final student teaching semester, Teacher Candidates, Supervising Practitioners, and Program Supervisors will be sent a link to an online survey that asks for your feedback regarding numerous aspects of our teacher licensure programs. We use this survey data to affirm what we are doing well and to inform us regarding aspects of the program that require modification or improvement. If you are not able to complete an online survey, please contact Amy Nichols, our Senior Administrative Assistant, at [email protected] and she will be happy to provide you with a hard copy (paper version) of the survey. Intervention Warning Form: The following document should be used if any significant issues arise during the practicum semester. Before issuing this warning, set up a meeting with Gwen Bass.


Practicum/Practicum Equivalent Intervention Warning Form

The goal of the Mount Holyoke Teacher Licensure Programs is to provide each candidate with a level of support that will ensure successful completion of the program. Occasionally, significant issues arise that result in the collaborative decision of the Placement Coordinator, Supervising Practitioner, and Program Supervisor to complete an Intervention Warning Form. The Intervention Warning Form is designed to:

• provide an opportunity for the candidate to meet with appropriate program personnel to discuss issues

• ensure that there is common understanding of issues or problems • establish and agree upon a plan for how to resolve or correct problems so that the

candidate can successfully complete the program • to document that the candidate must address the conditions laid out on the form,

specifying the evidence that program personnel will utilize in order to make such a decision.

Please complete the attached form. We urge you to be as specific as possible with regard to the evidence you will evaluate to determine whether the candidate is adequately addressing the concerns and issues that have been identified. A copy of the signed form should be given to all parties. Additionally, the parties should agree upon a date by which conditions must be met and when a formal decision will be made with regard to the candidate being allowed to continue in the program.


Master of Arts in Teaching Practicum/Practicum Equivalent

Intervention Warning Form The goal of the Mount Holyoke College Teacher Licensure Programs is to provide support that will lead each Teacher Candidate toward successful completion of their program. Occasionally, significant issues arise that result in the collaborative decision of the Placement Coordinator, Supervising Practitioner, and Program Supervisor; determining that an Intervention Warning Form should be completed. The intent of this form is to provide an opportunity for the Teacher Candidate to meet with appropriate program personnel to ensure that there is a common understanding of issues; to agree upon a plan for how to address these issues such that the candidate can successfully complete the program; and to document that the Teacher Candidate must address the conditions laid out herein in order to successfully complete their practicum/practicum equivalent. You are currently not making satisfactory progress in meeting your practicum requirements and standards. Teacher Candidates who fail to meet practicum requirements are at risk of failing and will not be recommended for licensure. Date: _______________ Teacher Candidate’s Name:________________________________Program/Grade Level: ____________________ Supervising Practitioner__________________________ Placement Coordinator:____________________________ School: _________________________________________City, State: ____________________________________ Area(s) needing improvement (Please cite specific standards):

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Steps to be taken to make satisfactory progress:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Program Supervisor Signature _____________________________________________Date ___________________

Supervising Practitioner Signature __________________________________________Date ___________________

Date met with Placement Coordinator _____________ Coordinator’s Signature_____________________________

I understand that if the above stated requirements are not met to the satisfaction of the Program Supervisor and the Supervising Practitioner upon completion of the program I will not be recommended for licensure. Teacher Candidate’s Signature_____________________________________________Date ___________________


Section 5 Documents


January

Event Documents Required Person Responsible for

completing

Welcome to Your Placement

Welcome to Your Placement – Three Way Meeting Checklist

Program Supervisor

CAP Rubric Program Supervisor Attendance Form Teacher Candidate

and Supervising Practitioner

Welcome to your Placement ● Teacher Candidate settles into the school working with the Supervising Practitioner.

● Program Supervisor establishes initial connection with the Teacher Candidate and Supervising Practitioner and review the CAP rubric and handbook documents.

● Teacher Candidate reviews the CAP Rubric in seminar with the faculty.

● Teacher Candidate completes Attendance Form and Supervising Practitioner signs the form each week.


Welcome To Your Placement

• Welcome To Your Placement - Three-Way Meeting Checklist • CAP Rubric

• Attendance Record Form


Candidate Assessment of Performance (CAP): Three-Way Meeting Checklist

Welcome To Your Placement - Three-Way Meeting Checklist (occurs at Mount Holyoke College on MLK afternoon* - if possible)

During the meeting

60 min Before After

TC

� Teacher Candidate is placed and has connected with their Supervising Practitioner prior to the start of their practicum and is ready to start in the classroom

� Introductions and sharing of contact information

� Talk about mentoring style and system of providing feedback

� Establish mutual understanding of hours of attendance

� Access to the Handbook and Google Website

� Workshop on CAP and Practicum Overview

� Prepare for the first announced observation

� Set date for the first announced observation

� Follow the monthly timeline provided in the Handbook

SP a

nd P

S

� Program Supervisor has undergone CAP training at MHC

� Supervising Practitioner and Program Supervisor have met to discuss the evaluation of the practicum using the CAP system

� Keep in contact with the Teacher Candidate, providing support where necessary

Form

s Required: Handbooks that include all the CAP documents

Required: Worksheets provided by the Program Directors

Required: Handbooks that include all the CAP documents

*If Supervising Practitioners are unable to attend the workshop on MLK day – incorporate these discussions into your first official three-way meeting. Plan for a slightly longer meeting.


Candidate Assessment of Performance Form and Rubric

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

First Name: Last Name:

Street Address:

City/Town: State: Zip:

MEPID #:

Massachusetts license number(if applicable):

Program Information Sponsoring Organization:

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:

Total Number of Practicum Hours: Number of hours assumed full

responsibility in the role:

Supervising Practitioner Information (to be completed by the Program Supervisor)

Name:

School District: Position:

License Field(s): MEPID or License #

# of years experience under license:

Initial

Professional

To the best of my knowledge (per the Supervising Practitioner’s Principal/Evaluator), the Supervising Practitioner has received a summative evaluation rating of proficient or higher in his most recent evaluation.

Yes

No


Section 2: CAP Rubric (to be completed by the Program Supervisor and Supervising Practitioner ) I.A.4: Well-Structure Lessons

I-A-4. Well-Structured Lessons

Unsatisfactory Needs Improvement

Proficient Exemplary

Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.

Formative Assessment Quality * Scope * Consistency * Evidence:

Summative Assessment Quality * Scope * Consistency * Evidence:


I.B.2: Adjustment to Practice

I-B-2. Adjustment to Practice



Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.




II.A.3: Meeting Diverse Needs

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

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.




II.D.2: High Expectations

II-D-2. High Expectations


Gives up on some students or communicates that some cannot master challenging material.

May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability.

Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.




IV.A.1: Reflective Practice

IV-A-1. Reflective Practice


Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.




Candidate Assessment of Performance Form and Rubric

Section 3: Summary and Signatures Three-Way Meetings

1st Three-Way Meeting Date:

Candidate

Supervising Practitioner

Program Supervisor

2nd Three-Way Meeting Date:

Candidate


Program Supervisor

Final Three-Way Meeting Date:

Candidate


Program Supervisor Summary Ratings

Element Quality Consistency Scope Readiness Thresholds Met?

1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse Needs 2.B.1: Safe Learning Environment

2.D.2: High Expectations 4.A.1: Reflective Practice

Based on the candidate’s performance as measured on the CAP Rubric, we have

determined this candidate to be: Ready to Teach

Not Yet Ready

Supervising Practitioner Date:

Program Supervisor Date: Mediator (if necessary see: 603

CMR 7.04(4)) Date:


ATTENDANCE RECORD FORM

Teacher Candidate Name: ___________________________Phone: _____________________ School: _______________________________Email: _________________________________ Please use the following key: X =Full day on site; A = Absent a Full Day L = Late for school – write in time of arrival D = Dismissed from school – write in time S = Snow day – or late arrival due to snow – write in time Week #

Week Beginning

Monday Tuesday Wednesday Thursday Friday SP Teacher weekly Initials

1.

1/18

Practicum begins

2.

1/25

3.

2/1

4.

2/8

5.

2/15

PUBLIC SCHOOL WINTER BREAK

6.

2/22

7.

2/29

8.

3/7

9.

3/14

10.

3/21

11.

3/28

12.

4/4

13.

4/11

14.

4/18

PUBLIC SCHOOL SPRING BREAK

15.

4/25

16.

5/2


Week #

Week Beginning

Monday Tuesday Wednesday Thursday Friday SP Weekly Initials

17.

5/9

18.

5/16

19.

5/23

20.

5/30

21.

6/6

22.

6/13

23.

6/23

Last day of practicum

(POSSIBLE)

To report an absence: call the school, your Supervising Practitioner, your Program Supervisor, and Gwen Bass (413-538-3692)


February


completing

Impact on Student Learning

Impact on Student Learning Planning Form Supervising Practitioner and Teacher Candidate

Announced

Observation #1 (Program

Supervisor and Supervising Practitioner)

Pre-Conference Planning Form Teacher Candidate Lesson Plan Teacher Candidate Announced Observation #1 Evidence Collection Tool

Program Supervisor and Supervising Practitioner

CAP Observation Form: Announced Observation #1

Program Supervisor

Candidate Self-Reflection Form Teacher Candidate

Self Assessment of Holistic

Development

Candidate Self-Assessment: Summary Sheet Teacher Candidate Preliminary Goal Setting & Plan Development Teacher Candidate

First Three-Way

Meeting

First Three-Way Meeting Checklist Program Supervisor First Three-Way Meeting Agenda Program Supervisor Candidate Professional Practice Goal & Implementation Plan

Teacher Candidate

Preliminary Goal Setting & Plan Development Teacher Candidate CAP Rubric Teacher Candidate Green Form Program Supervisor CAP Observation Form: Announced Observation #1



Announced Observation #1 (SP and PS) ● Supervising Practitioner and Teacher Candidate determine which student assessments

will be used to measure Teacher Candidate’s impact on student learning and determine the parameters.

Before Announced Observation #1: ● Teacher Candidate has a Pre-Observation Conference with Program Supervisor.

● Teacher Candidate shares their lesson plan prior to the meeting.

● Program Supervisor completes the Pre-Observation Conference Planning form to guide the conversation.


During Announced Observation #1: ● Supervising Practitioner and Program Supervisor both observe lesson and both collect

evidence watching the students and the Teacher Candidate using the Evidence Collection Tool. Use hard data, summary of events, quotes, illustrative examples. The focus of this observation is on 1.A.4 (Well Structured Lessons) and on 2.D.2 (High Expectations).

After Announced Observation #1:

● Program Supervisor and Supervising Practitioner discuss the evidence collected during observation (this can be by phone or email or in person) and calibrate the ratings together.

● Program Supervisor then completes the CAP official observation form and sends a copy to the Supervising Practitioner.

● Simultaneously the Teacher Candidate completes a self-reflection form related to their observation.

Self-Assessment of Holistic Development as a Teacher Candidate: ● In preparation for first 3-way meeting, the Teacher Candidate completes a self-

assessment and preliminary goal setting and plan development with faculty support during seminar (before the first three-way meeting), using student data provided by the Supervising Practitioner, Teacher Candidate self-reflection on their first two weeks, and their pre-practicum and performance on coursework.

● Teacher Candidate shares their goals and planning documents with their Supervising Practitioner and Program Supervisor.

First 3-Way Meeting (within one week from first observation)

• Supervising Practitioner, Program Supervisor, and Teacher Candidate refer to the First 3-Way Meeting Checklist to prepare for this meeting.

• Program Supervisor use the First 3-Way Agenda during the meeting.

• Note items to be completed after the meeting

• All members of the team sign the Green Form.


Impact on Student Learning

• Impact on Student Learning Planning Form


Impact on Student Learning Planning Form

The Supervising Practitioner and Teacher Candidate work together to determine which student assessments will be used to measure the TC’s impact on student learning and set the parameters. At this point in the semester the goal is to identify the exact measure of impact. Later in the semester there will be an opportunity to look closely at the data and analyze the actual impact on student learning. The key questions and considerations include the following: 1. What is the measure?

While there are a range of options, we encourage TC and SP to consider the pre-test post-test approach. This answers the question: Where did my students start and where did they end?

2. Is the measure aligned to content? 3. Is the measure informative?


Announced Observation #1

• Pre-Conference Planning Form • Lesson Plan Template • Announced Observation #1 Evidence Collection Tool • CAP Observation Form: Announced Observation #1 • Candidate Self-Reflection Form


Pre-Conference Planning Form

Name: Date: Observation Details

Date: Time (start/end):

Content Topic/Lesson Objective:

Whole Group

Small Group

One-on-One

Other

Element Evidence

1.A.4: Well-Structured Lessons

1.B.2: Adjustments to Practice

2.A.3: Meeting Diverse Needs

2.B.1: Safe Learning Environment

2.D.2: High Expectations

4.A.1: Reflective Practice

Refinement areas previously identified

Questions to ask in pre-conference

To be completed by: Teacher Candidate


Lesson Plan Template Topic/Lesson Title Date Author Subject/Unit of Study Grade Level Unit of Study Materials/Preparation MA Curriculum Frameworks/CCSS:

I. Lesson Learning Targets / Head and Heart Learning Objectives: What do I want the students to learn, know, understand be able to do?

II. Assessment: How will I assess the children’s understanding and/or skills to determine if the objectives/learning targets have been met? How will I observe? What will I look for? How will I encourage self-assessment on the part of the children? How will I lead the children to reflect on the content an nature of the experience?

III. Instructional Steps/Lesson Sequence: a. Connecting to or building students’ prior knowledge/experiences; engaging

learners/setting the purpose: How will I activate children’s prior knowledge, experiences, or skills? How will the lesson build on their knowledge, experiences, and skills?

b. Description of how the lesson unfolds: What will I do (teacher moves)? What will

the students do (student moves)? What questions will I ask?

c. Closure: How will I end the lesson? How will I ‘set the stage’ for making connection from this learning experience to a past or future learning experience? How will ideas be synthesized?

d. Differentiation: How will I meet the needs of a range of learners? Who needs

what to make this lesson accessible and successful for all (IEP’s, 504s, ELLs)?

e. Social Justice Orientation: How does this lesson respect and include individual student’s cultural, socio-economic, and racial backgrounds?

f. Technology Integration: How was technology used in this lesson to enhance the

learning experience?


IV. Teacher Candidate Self-Reflection a. To what degree were you successful in accomplishing the goals of this lesson? b. How do the assessment results of this lesson inform your future instructional

decisions? c. What did you learn about yourself as a teacher by planning and implementing this

lesson?


Announced Observation #1 Evidence Collection Tool

Assessor’s name: Date: Teacher Candidate’s name: Lesson Observed:

Essential Elements 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

The primary goal of the assessor during the observation is to actively collect evidence related to the highlighted Essential Elements. We encourage you to collect evidence related to other elements as well. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the calibration conversation and completion of the required observation report form.

Observations of Teacher Behavior Observations of Student Behavior


Practicum Observation Form

Detailed Lesson Plan Available: YES _____ NO _____

Candidate Grade Focus Observer Date I. Well-Structured Lessons (I.A.4) Observed Evidence – Teacher Behaviors and Student Behaviors

Develops well-structured lessons with challenging, measureable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Adjustment to Practice (I.B.2) Observed Evidence – Teacher Behaviors and Student Behaviors

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 enhancements for students.

III. Meeting Diverse Needs (II.A.3) Observed Evidence – Teacher Behaviors and Student Behaviors


IV. Safe Learning Environment (II.B.1)

Observed Evidence – Teacher Behaviors and Student Behaviors



V. High Expectations (II.D.2) Observed Evidence – Teacher Behaviors and Student Behaviors


VI. Reflective Practice (IV.A.1) Observed Evidence – Teacher Behaviors and Student Behaviors


Summary

1.

2.

3.

4.

5.



Candidate: Site: Who: Program Supervisor and Supervising

Practitioner Names:

Pre-Observation Conference Observation Details



Whole Group

Small Group

One-on-One

Other Active Evidence Collection occurred during the observation and is synthesized and categorized

below. Element* Evidence**

1.A.4*

1.B.2

2.A.3

2.B.1

2.D.2*

4.A.1

Focused Feedback

Reinforcement Area/Action: (strengths)

Refinement Area/Action: (areas for improvement)

* Observations must collect and document evidence for at least the focus elements. Focus elements are highlighted.

** Evidence included is indicative of performance relative to each element. It may include evidence that demonstrates one or more of the dimensions (quality, consistency, scope) of an element are being met or that performance is not yet at the expected threshold.


Candidate Self-Reflection Form

Name: Date: Directions: 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


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.







Self-Assessment of Holistic Development

as a Teacher Candidate

• Candidate Self-Assessment: Summary Sheet

• Preliminary Goal Setting & Plan Development


Candidate Self-Assessment: Summary Sheet

Name: Date:

Directions: In the table below, please record the rating for each element. Use the following key: Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U)

Self-Assessment Summary Element Quality Consistency Scope 1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse Needs 2.B.1: Safe Learning Environment 2.D.2: High Expectations 4.A.1: Reflective Practice

Based on your Self-Assessment, briefly summarize your areas of strength and high-priority areas for growth. Area(s) of Strength Evidence/Rationale Element/Dimension

Area(s) for Growth Evidence/Rationale Element/Dimension

Please share your Self-Assessment Summary as well as the Goal Setting & Plan Development Forms with your Program Supervisor and Supervising Practitioner at least three days in advance of the initial Three-Way Meeting, or earlier upon request.


Preliminary Goal-Setting & Plan Development

Name: Date: Prompt: Identify/Clarify a Focus or Goal Topic (Essential Element, See Self-Assessment Form)

Strategic Prompt: Why is this topic/focus area important?

Objective:

Specific, Rigorous, Results-Focused Prompt: What skills, knowledge, or practice will I acquire or develop through achieving this goal?

Realistic, Timed Prompt: When will I achieve this goal?

Action-Oriented, Tracked Prompt: How will I demonstrate progress toward this goal?

Measured Prompt: How will I know the goal has been achieved?

Draft Professional Practice Goal:

What actions will you take to achieve the goal? What actions/supports/resources will you need from your Program Supervisor and Supervising

Practitioner? • •


First Three-Way Meeting

• First Three-Way Meeting Checklist • First Three-Way Meeting Agenda • Candidate Professional Practice Goal & Implementation Plan • Preliminary Goal-Setting & Plan Development


Candidate Assessment of Performance (CAP): Three-Way Meeting Checklist

First Three-Way Meeting Checklist (occurs within first three weeks – after the first observation)

During the meeting –

Use the 3-Way Meeting Worksheet 60 min

Before After

TC

� Complete Self-Assessment & Goal-Setting Forms - Share with PS/SP

� Determine how you will measure impact on student learning with your Supervising Practitioner

� Consult the practicum timeline within the handbook to ensure all necessary activities and forms are complete

� Welcome � Discuss what is going well and

observable strengths � Discuss gradual assumption of

responsibilities by the Teacher Candidate � Identify initial teaching situations that

are most likely to be successful � Teacher Candidate share what types of

assistance and support are most helpful to them

� Clarify expectations for lesson planning and video taping

� Consult the practicum timeline within the handbook to ensure all completed forms are complete

� Finalize professional practice goal(s) and agree on the implementation plan

� Share the measure to be used for Impact of Student Learning

� Discuss the timing of other observations including the unannounced by the SP

� Sign-off at conclusion of meeting (last page of CAP Rubric)

� Share goals and plan with practicum seminar instructor

� Continue to consult

the practicum timeline within the handbook to ensure all necessary activities and forms are complete

SP a

nd P

S

� Consult the practicum timeline within the handbook to ensure all necessary activities and forms are complete

� Calibrate feedback from Announced Obs. #1

� Review Candidate Self-Assessment & Goal-Setting Form

� Prepare to share baseline ratings on CAP Rubric after Announced Observation 1

� Directors send a link to the CAP Mid-semester Worksheet and clarify each participant’s role in adding evidence – to be shared at the second 3-way.

� Act on commitments made in implementation plan

Form

s

Required:

Candidate Self-Assessment Summary Sheet Preliminary Goal setting and plan development form Impact on Student Learning Planning Form

Required: First Three-Way Meeting Agenda CAP Rubric & Form (Section 1 & 3) Candidate self-assessment summary sheet Preliminary Goal setting and plan development form Candidate Professional Practice Finalized Goal(s) & Implementation Plan Form


First Three-Way Meeting Agenda

Teacher Candidate: ____________________ Supervising Practitioner: __________________ Program Supervisor: ____________________________________Date: ___________________

Discussion Item Comments (optional) Welcome

Discuss what is going well and observable strengths

Discuss gradual assumption of responsibilities by the Teacher Candidate

Identify initial teaching situations that are most likely to be successful

Teacher Candidate share what types of assistance and support are most helpful to them

Clarify expectations for lesson planning and video taping

Consult the practicum timeline within the handbook to ensure all completed forms are complete

Finalize professional practice goal(s) and agree on the implementation plan

Share the measure to be used for Impact of Student Learning

Discuss the timing of other observations including the unannounced by the SP

Sign-off at conclusion of meeting (last page of CAP Rubric)

Other:


Candidate Professional Practice Goal & Implementation Plan

Name: Date: Goal: Based on the candidate’s self-assessment and the baseline ratings determined by the Program Supervisor and Supervising Practitioner, the candidate has set the following S.M.A.R.T goal(s):

Implementation Plan: In support of attaining the goal(s), the candidate, Program Supervisor and Supervising Practitioner agree on the following actions (add more rows as needed):

Action Supports/Resources from Timeline/Frequency

Measure of Student Learning: In addition to attaining the professional practice goal, the candidate will also be assessed based in part on their impact on student learning. The Supervising Practitioner, in coordination with the Program Supervisor and Teacher Candidate, has set the following measures of student learning.

Measure of Student Learning Impact Rating Parameters High

Moderate

Low

_________________________ _________________________ ________________________ Teacher Candidate Program Supervisor Supervising Practitioner

CAP Professional Practice Goal(s)

Essential Element


March Event Documents Required Person

Responsible for Completing

Unannounced

Observation #1 (Supervising Practitioner)

Unannounced Observation #1 Evidence Collection Tool


CAP Observation Form Unannounced Observation #1


Candidate Self Reflection Form Teacher Candidate

Announced

Observation #2 (Program

Supervisor)


Program Supervisor

CAP Observation Form: Announced Observation #2 Program Supervisor


Second Three-Way

Meeting

Second Three-Way Meeting Checklist Program Supervisor

Second Three-Way Meeting Agenda Program Supervisor

Candidate Assessment of Performance Mid-Semester Worksheet

Teacher Candidate, Program Supervisor, and Supervising Practitioner

Candidate Professional Practice Goal & Implementation Plan

Teacher Candidate

CAP Rubric Program Supervisor

Green Form Program Supervisor

Unannounced Observation #1 (by Supervising Practitioner) ● Supervising Practitioner selects a lesson that will allow an opportunity to provide

evidence for the CAP and chart the Teacher Candidate’s growth toward goals

● Supervising Practitioner observes lesson using the Evidence Collection Tool and synthesizes evidence on the CAP Observation Form - Unannounced Observation #1 after the lesson to document this evidence. This observation has a specific focus. It is to collect evidence of 1.A.4 (well-structured lessons) and 2.B.1 (safe learning environment).

● Supervising Practitioner and Teacher Candidate have a post-observation conference about the lesson discussing the data collected and ratings assigned on the CAP Unannounced Observation #1 form.


● Supervising Practitioner provides a copy of the completed CAP Observation Form to the Teacher Candidate and the Program Supervisor.

Announced Observation # 2 (Program Supervisor only)

Before Observation #2:

● Teacher Candidate has a Pre-Observation Conference with Program Supervisor.

● Teacher Candidate shares their lesson plan prior to the meeting.

● Program Supervisor completes the Pre-Observation Conference Planning form to guide the conversation.

During the Announced Observation #2: ● Program Supervisor observes lesson and collects evidence watching the students and the

Teacher Candidate using the Evidence Collection Tool, using hard data, summary of events, quotes, illustrative examples. The focus of this observation is to collect evidence of 1.B.2. (Adjustments to Practice) and 2.A.3. (Meeting Diverse Needs)

After Announced Observation #2:

● Program Supervisor then completes the CAP official observation form and sends a copy to the Supervising Practitioner.

● Simultaneously the Teacher Candidate completes a self-reflection form related to their observation.

● Program Supervisor meets with Teacher Candidate to review the lesson. This can happen in person, on the phone or through Skype. Program Supervisor uses the CAP Observation Form Announced # 2.

Second 3-Way Meeting

Preparing for the Second 3-Way Meeting:

● The Teacher Candidate, Supervising Practitioner, and Program Supervisor use the Mid-Semester CAP Rubric to collect evidence about the Teacher Candidate’s growth and progress. Each member of the team will enter evidence that illustrates how the Teacher Candidate is meeting each of the Essential Elements.

During the Second 3-Way Meeting:

Supervising Practitioner and Program Supervisor:

● Three Way Meeting #2 Checklist used to guide the meeting.

● Share formative ratings on the CAP rubric and discuss.

● All members of the team sign the Green Form.


Teacher Candidate:

● Review original Candidate Professional Practice Goal(s) and Implementation Plan and adjust accordingly. This may include modifying the goal, increasing supports, etc.

After the Second 3-Way Meeting:

● Following the meeting, the Teacher Candidate documents Revised Candidate Professional Practice Goal(s) and Implementation Plan goals and distributes them to the Program Supervisor and Supervising Practitioner.

● Program Supervisor and Supervising Practitioner discuss the evidence collected thus far during observations (this can be by phone or email or in person) and calibrate the ratings in the formative section of the official CAP Rubric, attending to each of the six essential elements and each of the 3 criteria (quality, scope and consistency).


Unannounced Observation #1

• Unannounced Observation #1 Evidence Collection Tool • CAP Observation Form: Unannounced Observation #1 • Candidate Self-Reflection Form





The primary goal of the assessor during the observation is to actively collect evidence related to the highlighted Essential Elements. We encourage you to collect evidence related to other elements as well. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the completion of the required observation report form.





Candidate Grade Focus Observer Date I. Well-Structured Lessons (I.A.4)



Adjustment to Practice (I.B.2) Observed Evidence – Teacher Behaviors and Student Behaviors 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 enhancements for students.

III. Meeting Diverse Needs (II.A.3)






V. High Expectations (II.D.2) Observed Evidence – Teacher Behaviors and Student Behaviors Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.


VI. Reflective Practice (IV.A.1) Observed Evidence – Teacher Behaviors and Student Behaviors 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.

Summary 1. 2. 3. 4. 5.


CAP Observation Form: Unannounced Observation #1 Candidate: Site: What: Observation # 1 How: Unannounced

Who: Supervising Practitioner Name:

Focus Elements: 1.A.4: Well Structured Lessons; 2.B.1: Safe Learning Environment

Observation Details



Whole Group

Small Group

One-on-One



1.A.4*

1.B.2

2.A.3

2.B.1*

2.D.2

4.A.1

Focused Feedback







Observation Details




Announced

Unannounced


Program Supervisor














Whole Group

Small Group

One-on-One

Other

Element Evidence











Lesson Plan Template

Topic/Lesson Title Date Author Subject/Unit of Study Grade Level Unit of Study Materials/Preparation MA Curriculum Frameworks/CCSS:

I. Lesson Learning Targets / Head and Heart Learning Objectives:

What do I want the students to learn, know, understand be able to do?















lesson?





The primary goal of the assessor during the observation is to actively collect evidence related to the highlighted Essential Elements. We encourage you to collect evidence related to other elements as well. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the calibration conversation and completion of the required observation report form.







Summary

1.

2.

3.

4.

5.


CAP Observation Form: Announced Observation #2 Candidate: Site: Who: Program Supervisor Name: What: Observation # 2 How: Announced

Who: Program Supervisor

Focus Elements: 1.B.2: Adjustments to Practice; 2.A.3: Meeting Diverse Needs

Pre-Observation Conference

Observation Details



Whole Group

Small Group

One-on-One



1.A.4

1.B.2*

2.A.3*

2.B.1

2.D.2

4.A.1

Focused Feedback



* Observations must collect and document evidence for at least the focus elements. Focus elements are highlighted. ** Evidence included is indicative of performance relative to each element. It may include evidence that demonstrates one or more of the dimensions (quality, consistency, scope) of an element are being met or that performance is not yet at the expected threshold.




Observation Details




Announced

Unannounced


Program Supervisor










Second Three-Way Meeting

• Second Three-Way Meeting Checklist • Second Three-Way Meeting Agenda • Candidate Assessment of Performance Mid-Semester Worksheet • Candidate Professional Practice Goal & Implementation Plan

• Green Form


Candidate Assessment of Performance (CAP): Three-Way Meeting Checklist Second Three-Way Meeting (occurs half-way through)

During the meeting 60 min Before After

TC

� Collect evidence illustrating how you are meeting the Six Essential Elements and upload

� Enter evidence into the

CAP Mid-Semester Worksheet

� Teacher Candidate shares the assistance and support practices that have been the most helpful to date

� Teacher Candidate discusses the classes he/she is currently teaching and how they are going and future assumption of responsibilities

� Program Supervisor suggests that the Teacher Candidates observe other teachers in the building

� Supervising Practitioner comment on teacher candidates progress

� Share formative ratings from the CAP Mid-Semester Worksheet and discuss

� Revisit candidate goals and implementation plan; adjust accordingly (including potentially modifying the goal, increasing supports, adding additional observations, etc.)

� Discuss the impact on student learning measurement and timeline

� Discuss the plan for administering the student feedback surveys

� Using the Practicum Handbook ensure that the TC has completed the required documentation leading up to this point

� Sign-off on the final page of the CAP Rubric at conclusion of meeting

� Share formative assessment and updated goals and plan with practicum seminar instructor

� Set a date and time to administer Student Feedback Surveys with at least two classes (MS and HS)

� Using the Student Feedback Reflection form follow the steps provided. Share these results with PS/SP when appropriate

SP a

nd P

S

� Review all available evidence (including observations, student feedback, measures of student learning, self-reflections forms etc.).

� Individually assess candidate performance using the CAP Mid-semester Worksheet

� Calibrate formative assessment ratings

� Schedule/conduct additional observations

� PS to ensure that all documents are collected and filed at this stage

� Act on commitments made in implementation plan

Form

s

Required: Second Three-way Meeting Checklist Practicum Handbook CAP Mid-Semester Worksheet and discuss

Required: CAP Rubric & Form (Section 3) Second Three Way Meeting Agenda

Optional:

Finalized Goal(s) & Implementation Plan Form Survey Feedback Reflection Form Impact on Student Learning Reflection Form

Optional: Finalized Goal(s) & Implementation Plan Form


Second Three-Way Meeting Agenda

Teacher Candidate: ________________ Supervising Practitioner: ______________________ Program Supervisor: ____________________________________ Date: _________________


Teacher Candidate shares the assistance and support practices that have been the most helpful to date

Teacher Candidate discusses the classes he/she is currently teaching and how they are going and future assumption of responsibilities

Program Supervisor suggests that the Teacher Candidates observe other teachers in the building

Supervising Practitioner comment on teacher candidates progress

Share formative ratings from the CAP Mid-Semester Worksheet and discuss

Revisit candidate goals and implementation plan; adjust accordingly (including potentially modifying the goal, increasing supports, adding additional observations, etc.)

Discuss the impact on student learning measurement and timeline

Discuss the plan for administering the student feedback surveys

Using the Practicum Handbook ensure that the Teacher Candidate has completed the required documentation leading up to this point

Sign-off on the final page of the CAP Rubric at conclusion of meeting

Other:


12/15/2015 1:11:44 PM

Candidate Assessment of Performance Mid-Semester Worksheet

Section 1: General Information (to be completed by the Candidate) Candidate Information First Name: Last

Name:

Program Information Program Area & Grade Level:

Practicum Information

Practicum 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

In order to prepare for the Second 3-way meeting the Teacher Candidate, the Supervising

Practitioner, and the Program Supervisor should use this worksheet to collect evidence about the Teacher Candidate’s growth and progress. Please complete this worksheet prior to the meeting. This form will be a ‘google doc’ and as such – all the information will be in one place. Please enter into your particular section, any evidence (examples) that you have that illustrates how the Teacher Candidate is meeting that particular element. At the Second 3-way meeting, the team will discuss the evidence and decide upon a formative rating for the Teacher Candidate.

After the meeting, the Program Supervisor will transfer evidence and ratings from this worksheet to the formative section of the official CAP Rubric.


Section 2: CAP Rubric (to be completed by the Teacher Candidate, Program Supervisor and Supervising Practitioner ) I.A.4: Well-Structured Lessons

I-A-4. Well-Structured Lessons



Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.

Formative Assessment Quality * Scope * Consistency * PS Evidence: SP Evidence: TC Evidence:


I.B.2: Adjustment to Practice

I-B-2. Adjustment to Practice



Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.



II.A.3: Meeting Diverse Needs

II-A-3. Meeting Diverse Needs


Uses limited and/or inappropriate practices to accommodate differences.

May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences.


Uses 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

II-B-1. Safe Learning Environment


Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.

May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.


Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.



II.D.2: High Expectations

II-D-2. High Expectations


Gives up on some students or communicates that some cannot master challenging material.

May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability.


Effectively models and reinforces ways that students can 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

IV-A-1. Reflective Practice


Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.


Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.



April

Event Documents Required Person Responsible for Completing

Announced

Observation #3 (Program Supervisor)

Pre Conference Planning Form Teacher Candidate Lesson Plan Teacher Candidate Announced Observation #3 Evidence Collection Tool

Program Supervisor


Program Supervisor



(Supervising Practitioner)



CAP Observation Form: Unannounced Observation #2



Announced Observation #3 (Program Supervisor only)

Before Observation #3: ● Teacher Candidate has a Pre-Observation Conference with Program Supervisor. ● Teacher Candidate shares their lesson plan prior to the meeting. ● Program Supervisor completes the Pre-Observation Conference Planning form to guide

the conversation.

During the Announced Observation #3: ● Program Supervisor observes lesson and collects evidence watching the students and the

Teacher Candidate using the Evidence Collection Tool. Use hard data, summary of events, quotes, illustrative examples. The focus of this observation is to collect evidence of others identified during the Formative Assessment.

After Announced Observation #3: ● Program Supervisor meets with the Teacher Candidate to discuss the evidence collected

during observation (this can be by phone or email or in person). ● Program Supervisor then completes the CAP official observation form #3 and sends a

copy to the Supervising Practitioner and the Teacher Candidate.

Unannounced Observation #2 (Supervising Practitioner only)

● Supervising Practitioner selects a lesson that will allow an opportunity to provide evidence for the CAP and chart the Teacher Candidate’s growth toward goals


● Supervising Practitioner observes lesson using the Evidence Collection Tool and synthesizes evidence on the CAP Observation Form - Unannounced Observation #2 after the lesson to document this evidence. This observation has a specific focus. It is to collect evidence of 1.B.2 (Adjustment to Practice) and Others identified during the Formative Assessment.

● Supervising Practitioner and Teacher Candidate have a post-observation conference about the lesson discussing the data collected and ratings assigned on the CAP Unannounced Observation #2 form. Supervising Practitioner provides a copy of the completed CAP Observation Form to the Teacher Candidate and the Program Supervisor.






Whole Group

Small Group

One-on-One

Other

Element Evidence











Lesson Plan Template

Topic/Lesson Title Date Author Subject/Unit of Study Grade Level Unit of Study Materials/Preparation MA Curriculum Frameworks/CCSS:


a. What do I want the students to learn, know, understand be able to do?

II. Assessment: a. How will I assess the children’s understanding and/or skills to determine if the

objectives/learning targets have been met? How will I observe? What will I look for? How will I encourage self-assessment on the part of the children? How will I lead the children to reflect on the content an nature of the experience?

III. Instructional Steps/Lesson Sequence:

a. Connecting to or building students’ prior knowledge/experiences; engaging learners/setting the purpose: How will I activate children’s prior knowledge, experiences, or skills? How will the lesson build on their knowledge, experiences, and skills?












lesson?





The primary goal of the assessor during the observation is to actively collect evidence related to the Essential Elements. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the completion of the observation report form.







Summary

1.

2.

3.

4.

5.



Candidate: Site: Who: Program Supervisor Name: What: Observation # 3 How: Announced


Focus Elements:


Observation Details



Whole Group

Small Group

One-on-One



1.A.4

1.B.2*

2.A.3*

2.B.1

2.D.2

4.A.1

Other

Focused Feedback Reinforcement Area/Action: (strengths)

Refinement Area/Action: (areas for improvement) * Observations must collect and document evidence for at least the focus elements. Focus elements are highlighted.



Candidate Self-Reflection Form Name: Date: Directions: 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




Announced

Unannounced


Program Supervisor











• Unannounced Observation #2 Evidence Collection Tool • CAP Observation Form: Unannounced Observation #2 • Candidate Self-Reflection Form





The primary goal of the assessor during the observation is to actively collect evidence related to the highlighted Essential Elements. We encourage you to collect evidence related to other elements as well. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the completion of the required observation report form.







Summary

1.

2.

3.

4.

5.


CAP Observation Form: Unannounced Observation #2

Candidate: Site: What: Observation # 2 How: Unannounced

Who: Supervising Practitioner Name:

Focus Elements: 1.B.2: Adjustment to Practice & Others as identified during the Formative Assessment

Observation Details



Whole Group

Small Group

One-on-One



1.A.4

1.B.2*

2.A.3

2.B.1

2.D.2

4.A.1






Candidate Self-Reflection Form Name: Date: Directions: 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




Announced

Unannounced


Program Supervisor










May

Event Documents Required Person Responsible for Completing

Student

Feedback Surveys

ESE Model Student Feedback Surveys

Teacher Candidate and Supervising Practitioner

Student Feedback Reflection Form Teacher Candidate

Announced Observation

#4 (Program

Supervisor)


Program Supervisor


Program Supervisor


Student Feedback Surveys Administered

• Teacher Candidate administers student feedback surveys and reflects on the data with their Supervising Practitioner. Teacher Candidate completes the Feedback Reflection Form, with faculty support in the practicum seminar.

Announced Observation #4 (Program Supervisor Only)

Before Observation #4: ● Teacher Candidate has a Pre-Observation Conference with program supervisor. ● Teacher Candidate shares their lesson plan prior to the meeting. ● Program supervisor completes the Pre-Observation Conference Planning form to guide

the conversation.

During the Announced Observation #4: ● Program supervisor observes lesson and collects evidence watching the students and the

Teacher Candidate using the Evidence Collection Tool. Use hard data, summary of events, quotes, illustrative examples. The focus of this observation is to collect evidence of others identified during the Formative Assessment.

After Announced Observation #4: ● Program Supervisor meets with the Teacher Candidate to discuss the evidence collected

during observation (this can be by phone or email or in person). ● Program Supervisor then completes the CAP official observation form #4 and sends a

copy to the Supervising Practitioner and the Teacher Candidate.


Student Surveys

• Survey Feedback Reflection Form

• ESE Model Student Feedback Surveys

o Grades K-2 ESE Model Discussion Prompts: ITEM KEY

o Grades 3-5: Mini-Form Standard I and II o Grades 6-12: Mini-Form Standard I and II


Survey Feedback Reflection Form

Phase I: Before the Survey • Determine the assessment you will use.

Phase II: During the Survey

• Administer the assessment and collect the data. Phase III: After Administering the Survey

• Organize the data in a visual representation. • Share the visual with your SP and discuss. • Provide a written analysis of the data to accompany the visual.

o What does this data/analysis mean? o And how does it connect to the 6 Essential Elements?


Grades K-2 ESE Model Discussion Prompts: ITEM KEY 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. © 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.”


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.

Standard I: Curriculum, Planning & Assessment

Standard II: Teaching All Students

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

II.B: Learning Environment II.D: Expectations

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.

© 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.”

http://www.doe.mass.edu/lawsregs/603cmr35.html?section=03



ESE Model Student Feedback Survey Grades 3-5: Mini-Form Standard I and II 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. In this class, students help each other to learn. ○ ○ ○ ○ 2. When we can’t figure something out, my teacher

gives us other activities to help us understand. ○ ○ ○ ○

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

all to learn. ○ ○ ○ ○

4. I can show my learning in many ways (e.g.,

writing, graphs, pictures). ○ ○ ○ ○

5. I can do more challenging work when I am

waiting for other students to finish. ○ ○ ○ ○

6. When we read in class, I can think of several

possible answers to my teacher's questions. ○ ○ ○ ○

7. My teacher helps students make better choices

when they are misbehaving. ○ ○ ○ ○

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

in a lesson. ○ ○ ○ ○

9. My teacher uses things that interest me to explain

hard ideas. ○ ○ ○ ○ 10. My teacher lets me teach other students how I

solved a problem. ○ ○ ○ ○

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


ESE Model Student Feedback Survey Grades 3-5: Mini-Form Standard I and II 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 model survey. You may sort the table differently by selecting it and finding the Sort function in the Table Layout tab. Standard I: Curriculum, Planning & Assessment



II.A: Instruction II.B: Learning Environment II.C: Cultural Proficiency II.D: Expectations

Standard/ Indicator # Item

II.B 1. In this class, students help each other to learn.

II.D 2. When we can’t figure something out, my teacher gives us other activities to help us understand.

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

II.A 4. I can show my learning in many ways (e.g., writing, graphs, pictures).

II.A 5. I can do more challenging work when I am waiting for other students to finish.

I.A 6. When we read in class, I can think of several possible answers to my teacher's questions.

II.B 7. My teacher helps students make better choices when they are misbehaving.

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

II.A 9. My teacher uses things that interest me to explain hard ideas.

II.A 10. My teacher lets me teach other students how I solved a problem. © 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.”



ESE Model Student Feedback Survey

Grades 6-12: Mini-Form Standard I and II 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. 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. My teacher uses open-ended questions that enable

me to think of multiple possible answers. ○ ○ ○ ○

4. If I finish my work early in class, my teacher has

me do more challenging work. ○ ○ ○ ○

5. In this class, students work together to help each

other learn difficult content. ○ ○ ○ ○

6. In this class, students are asked to teach (or model)

to other classmates a part or whole lesson. ○ ○ ○ ○

7. Our class stays on task and does not waste time. ○ ○ ○ ○ 8.

During a lesson, my teacher is quick to change how he or she teaches if the class does not understand (e.g., switch from using written explanations to using diagrams).

○ ○ ○ ○

9. I can show my learning in many ways (e.g.,

writing, graphs, pictures) in this class. ○ ○ ○ ○

10. In this class, students are allowed to work on

assignments that interest them personally. ○ ○ ○ ○

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



ESE Model Student Feedback Survey: ITEM KEY Grades 6-12: Mini-Form Standard I and II 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 model survey. You may sort the table differently by selecting it and finding the Sort function in the Table Layout tab. Standard I: Curriculum, Planning & Assessment



II.A: Instruction II.B: Learning Environment II.C: Cultural Proficiency II.D: Expectations

Standard/ Indicator # Item

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

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

I.A 3. My teacher uses open-ended questions that enable me to think of multiple possible answers.

II.A 4. If I finish my work early in class, my teacher has me do more challenging work.

II.B 5. In this class, students work together to help each other learn difficult content.

II.A 6. In this class, students are asked to teach (or model) to other classmates a part or whole lesson.

II.B 7. Our class stays on task and does not waste time.

II.D 8. During a lesson, my teacher is quick to change how he or she teaches if the class does not understand (e.g., switch from using written explanations to using diagrams).

II.A 9. I can show my learning in many ways (e.g., writing, graphs, pictures) in this class.

II.A 10. In this class, students are allowed to work on assignments that interest them personally.




Pre-Conference Planning Form Name: Date: Observation Details



Whole Group

Small Group

One-on-One

Other

Element Evidence











Lesson Plan Template Topic/Lesson Title Date Author Subject/Unit of Study Grade Level Unit of Study Materials/Preparation MA Curriculum Frameworks/CCSS:


What do I want the students to learn, know, understand be able to do?





the students do (student moves)? What questions will I ask? c. Closure: How will I end the lesson? How will I ‘set the stage’ for making

connection from this learning experience to a past or future learning experience? How will ideas be synthesized?


what to make this lesson accessible and successful for all (IEP’s, 504s, ELLs)? e. Social Justice Orientation: How does this lesson respect and include individual

student’s cultural, socio-economic, and racial backgrounds? f. Technology Integration: How was technology used in this lesson to enhance the



IV. Teacher Candidate Self-Reflection

a. To what degree were you successful in accomplishing the goals of this lesson? b. How do the assessment results of this lesson inform your future instructional


lesson?





The primary goal of the assessor during the observation is to actively collect evidence related to the Essential Elements. Active evidence collection captures both teacher and student behavior. Active evidence collection does not include making judgments or inferences during the observation. Evidence should reflect exactly what happens in the classroom and includes a balance of summary statements as well as direct quotes. This evidence is not shared directly with the teacher candidate. It is used to inform the completion of the observation report form.







Summary

1.

2.

3.

4.

5.


CAP Observation Form: Announced Observation #4 Candidate: Site: Who: Program Supervisor Name: What: Observation # 4 How: Announced


Focus Elements:


Observation Details



Whole Group

Small Group

One-on-One



1.A.4

1.B.2*

2.A.3*

2.B.1

2.D.2

4.A.1

Other


Refinement Area/Action: (areas for improvement) * Observations must collect and document evidence for at least the focus elements. Focus elements are highlighted.



Candidate Self-Reflection Form Name: Date: Directions: 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




Announced

Unannounced


Program Supervisor










June


Completing

Final Three-Way Meeting

Final Three-Way Meeting Checklist Program Supervisor Final Three-Way Meeting Agenda Program Supervisor Candidate Assessment: Summary Sheet

Teacher Candidate, Program Supervisor, and Supervising Practitioner

Impact on Student Learning Reflection Form

Teacher Candidate

CAP Rubric Program Supervisor Green Form Program Supervisor

Final 3-Way Meeting

Preparing for the Final 3-Way Meeting: ● Teacher Candidate and Supervising Practitioner discuss the teacher candidate’s impact on

student learning goal, using data. ● Teacher Candidate shares evidence of performance, including, but not limited to:

candidate artifacts, measures of student learning, student feedback ● Program Supervisor and Supervising Practitioner discuss all available evidence and

calibrate the Teacher Candidate’s summative ratings on the CAP Rubric. Each of the six essential elements and all three criteria (quality, scope and consistency) must be addressed.

● Teacher Candidate brings Green Form Section 1 to the meeting with the Teacher Candidate Information section filled out.

During the Final 3-Way Meeting: ● Program Supervisor uses Final Three Way Meeting Checklist to guide meeting. ● Program Supervisor and Supervising Practitioner share summative ratings on the CAP

Rubric and discuss with the Teacher Candidate. ● Teacher Candidate drafts a preliminary professional practice goal that will be refined in

seminar. This goal will become an initial performance goal in the first year of teaching. ● The Green form is completed and signed by all members of the team. ● Supervising Practitioner collects all documents and submits them to their appropriate

contact at MHC (Bev Bell or Catherine Swift).


Final Three-Way Meeting

• Final Three-Way Meeting Checklist • Final Three-Way Meeting Agenda • Candidate Self-Assessment: Summary Sheet • Impact on Student Learning Reflection Form • Green Form • CAP Rubric


Candidate Assessment of Performance (CAP): Three-Way Meeting Checklist Final Three-Way Meeting (in final two weeks)

During 60 min Before After

TC

� Administer Student Feedback Surveys Share results with PS/SP

� Share evidence of performance including, but not limited to: candidate artifacts, measures of student learning, student feedback

� Teacher Candidate discusses progress towards meeting the Professional Practice Goal set at the beginning of the semester

� Teacher Candidate shares appreciation for the Program Supervisor and Supervising Practitioner by reviewing what was helpful.

� Supervising Practitioner shares how serving as a mentor has enhanced his/her practice.

� Program Supervisor and Supervising Practitioner share summative ratings and discuss

� Reflections on the CAP process and suggestions

� Program Supervisor collects all required documentation

� Sign-off on the final page of the CAP Rubric at conclusion of meeting

� Draft a professional practice goal to use during first (or next) year of employment

SP a

nd P

S

� Review all available evidence

� Individually assess candidate performance using the CAP Rubric

� Calibrate summative assessment ratings

� Program Supervisor delivers the hard copy of the official CAP Rubric after checking that all required signatures are present.

� Ensure all documents are retained in candidate files

� Submit summative assessment data

Form

s

Required: Practicum Handbook CAP Rubric & Form (Section 2: Summative Assessment &, Section 3)

Required: Third Three Way Meeting Agenda CAP Rubric & Form (section 3)


Final Three-Way Meeting Agenda

Teacher Candidate: _____________________ Supervising Practitioner: __________________ Program Supervisor: ____________________________________ Date: __________________


Teacher Candidate discusses progress towards meeting the Professional Practice Goal set at the beginning of the semester

Teacher Candidate shares appreciation for the Program Supervisor and Supervising Practitioner by reviewing what was helpful.

Supervising Practitioner shares how serving as a mentor has enhanced his/her practice.

Program Supervisor and Supervising Practitioner share summative ratings and discuss

Share reflections on the CAP process and suggestions

The Program Supervisor collects all required documentation

Sign-off on the final page of the CAP Rubric at conclusion of meeting

Other:


Candidate Self-Assessment: Summary Sheet

Name: Date:

Directions: In the table below, please record the rating for each element. Use the following key: Exemplary (E), Proficient (P), Needs Improvement (NI), Unsatisfactory (U)

Self-Assessment Summary Element Quality Consistency Scope 1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse Needs 2.B.1: Safe Learning Environment 2.D.2: High Expectations 4.A.1: Reflective Practice

Based on your Self-Assessment, briefly summarize your areas of strength and high-priority areas for growth. Area(s) of Strength Evidence/Rationale Element/Dimension

Area(s) for Growth Evidence/Rationale Element/Dimension

Please share your Self-Assessment Summary as well as the Goal Setting & Plan Development Forms with your Program Supervisor and Supervising Practitioner at least three days in advance of the initial Three-Way Meeting, or earlier upon request.


Impact on Student Learning Reflection Form

Phase I: Describe the measure you used Phase II: Collect the information Phase III: After Collecting the Data

• Organize the data in a visual representation. • Share the visual with your SP and discuss. • Provide a written analysis of the data to accompany the visual.

o What does this data/analysis mean? o And how does it connect to the 6 Essential Elements?


Section 6 State Regulations


The Commonwealth of Massachusetts Department of Elementary and Secondary Education

603 CMR 7.00:

Regulations for Educator Licensure and Preparation Program Approval

7.04: Types of Educator Licenses, Requirements for Licensure, Licenses Issued, and Requirements for Field-Based Experience

(1) Types of Licenses.

(a) Preliminary (b) Initial (c) Professional (d) Temporary

(2) Requirements for Teacher Licensure.

(a) Preliminary. This is available only for licenses under 603 CMR 7.04 (3) (a)

1. Possession of a bachelor's degree. 2. Passing score on the Communication and Literacy Skills test. 3. Passing score on the subject matter knowledge test(s) appropriate to the license sought,

based on the subject matter knowledge requirements set forth in 603 CMR 7.06, where available.

(b) Initial

1. Possession of a bachelor's degree. 2. Passing score on the Communication and Literacy Skills test. 3. Passing score on the subject matter knowledge test(s) appropriate to the license sought,

based on the subject matter knowledge requirements set forth in 603 CMR 7.06 and 7.07. Where no test has been established, completion of an approved program will satisfy this requirement.

4. Completion of an approved program for the Initial license sought as set forth in 603 CMR 7.03 (2) (a).

5. For core academic teachers, possession of an SEI Teacher Endorsement. 6. Evidence of sound moral character.

(4) Requirements for Field-Based Experience for the Initial License. Field-based experiences are an integral component of any program for the preparation of educators. They must begin early in the preparation program (pre-practicum) and be integrated into the courses or seminars that address Professional Standards for Teachers or Professional Standards for Administrators.


A practicum or practicum equivalent must be supervised jointly by the Program Supervisor from the preparation program in which the Teacher Candidate is enrolled and the Supervising Practitioner. The Supervising Practitioner is responsible for the larger portion of the practicum or practicum equivalent and the Program Supervisor will together evaluate the Teacher Candidate on the basis of the appropriate standards. Disagreement between the Supervising Practitioner and the Program Supervisor will be resolved by the decision of a third person chosen jointly by them.

All individuals in educator preparation programs shall assume full responsibility of the classroom for a minimum of 100 hours.

All practicum/practicum equivalents shall be completed within a Massachusetts public school, approved private special education school, Massachusetts Department of Early Education Care approved preschools, educational collaboratives, or a school that requires Massachusetts educator licensure.

*Practicum or Practicum Equivalent Minimum Requirements are as follows:

(a) Early Childhood: Teacher of Students With and Without Disabilities (100 hours in PreK-K, 200 hours in 1-2; at least one setting must include children with disabilities)

300 hours

(b) Teacher, Grades 1-6 300 hours (c) Teacher, Grades 5-8 300 hours (d) Teacher, Grades 8-12 300 hours (e) Teacher, Grades PreK-6 or PreK-8 300 hours (f) Teacher, Grades 5-12 300 hours (g) Teacher, All (150 hours at each of any two of the following levels: PreK-6, 5-8, 8-12)

300 hours

Disclaimer: We have merely outlined a small portion of the information that is regulated by the state. For the full and official copy of these regulations, please contact the State House Bookstore, at 617-727-2834 or visit http://www.doe.mass.edu/lawsregs/603cmr7.html. *Our M.A.T. state approved program requires that Teacher Candidates complete a practicum from mid-January to the end of the school year. This adds up to more than the minimum requirement of 300 hours.


The Commonwealth of Massachusetts Department of Elementary and Secondary Education

603 CMR 7.00:

Regulations for Educator Licensure and Preparation Program Approval

7.08: Professional Standards for Teachers

(1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for Initial License: (a) In the practicum or practicum equivalent phase of preparation for the Initial License; or (b) As part of the Performance Assessment Program. The Department will issue guidelines for each type of performance assessment to reflect differences in growth in professional knowledge and skills. (2) Standards for All Teachers Except Library and Speech, Language, and Hearing Disorders Teachers (a) Plans Curriculum and Instruction.

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities. 5. Plans lessons with clear objectives and relevant measurable outcomes. 6. Draws on resources from colleagues, families, and the community to enhance learning. 7. Incorporates appropriate technology and media in lesson planning. 8. Uses information in Individualized Education Programs (IEPs) to plan strategies for

integrating students with disabilities into general education classrooms. 9. Uses instructional planning, materials, and student engagement approaches that support

students of diverse cultural and linguistic backgrounds, strengths, and challenges.

(b) Delivers Effective Instruction.

1. Communicates high standards and expectations when beginning the lesson:


1. Makes learning objectives clear to students. 2. Communicates clearly in writing, speaking, and through the use of appropriately

designed visual and contextual aids. 3. Uses engaging ways to begin a new unit of study or lesson. 4. Builds on students' prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson: 1. Uses a balanced approach to teaching skills and concepts of elementary reading

and writing. 2. Employs a variety of content-based and content-oriented teaching techniques

from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

3. Demonstrates an adequate knowledge of and approach to the academic content of lessons.

4. Employs a variety of reading and writing strategies for addressing learning objectives.

5. Uses questioning to stimulate thinking and encourages all students to respond. 6. Uses instructional technology appropriately. 7. Uses effective strategies and techniques for making content accessible to English

language learners. 8. Demonstrates knowledge of the difference between social and academic language

and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson:

1. Assigns homework or practice that furthers student learning and checks it. 2. Provides regular and frequent feedback to students on their progress. 3. Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning: 1. Accurately measures student achievement of, and progress toward, the learning

objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

2. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

(c) Manages Classroom Climate and Operation.

1. Creates and maintains a safe and collaborative learning an environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of learning activities. 3. Maintains appropriate standards of behavior, mutual respect, and safety. 4. Manages classroom routines and procedures without loss of significant instructional time.


(d) Promotes Equity.

1. Encourages all students to believe that effort is a key to achievement. 2. Works to promote achievement by all students without exception. 3. Assesses the significance of student differences in home experiences, background

knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

(e) Meets Professional Responsibilities.

1. Understands his or her legal and moral responsibilities. 2. Conveys knowledge of and enthusiasm for his/her academic discipline to students. 3. Maintains interest in current theory, research, and developments in the academic

discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.


Program Links to Curriculum Frameworks and Common Core Standards

The Massachusetts Department of Elementary and Secondary Education, in collaboration with K-12 teachers and higher education faculty, administrators, subject specialists, has provided a framework for each subject area, to advance educational reform in the Commonwealth. Mount Holyoke College has a firm commitment to incorporating these documents into our programs as we prepare future teachers. Courses in the education minor provide Teacher Candidates with early background knowledge, skills, experiences and practice which will help them to meet the "Professional Standards for Teachers" as outlined in the Regulations for Educator Licensure - 603 CMR 7.08. In all lesson plans developed by the Teacher Candidates, reference is made to the particular strand or standard toward which they are directing student learning. During the semester preceding the student teaching practicum Teacher Candidates take X.Educ 430: The Process of Teaching and Learning in Secondary and Middle Schools, X.Educ 460: Subject-Specific Methods for Middle and Secondary Teachers, and X.Educ 463: Teaching English Language Learners. Within each element of these courses reference is made to the Curriculum Frameworks or Common Core Standards.

• Teacher Candidates design lesson and unit plans, where reference must be made to the Frameworks.

• Teacher Candidates conduct simulation presentations, which must fall within the Frameworks.

• Teacher Candidates attend 6 class sessions with subject specialists where the entire focus is becoming familiar with the frameworks, learning how to weave together skills and concepts from different strands to support student learning, and addressing the various principles, strands and standards. These courses provide them with the opportunity to work with other professionals in their particular field, address their specific Curriculum Frameworks, Common Core Standards, and State Standards, and to develop a unit they will teach in the Spring.

During the student teaching practicum Teacher Candidates assume responsibility for teaching three classes.

• The unit plans and lessons they develop are all referenced to the Curriculum Frameworks or Common Core Standards.

• All teaching is done within the guidelines of the state Curriculum Frameworks, Common Core Standards, as well as any district guidelines provided.

• The Teacher Candidates are required to use the CAP documentation and this is then also used by the Supervising Practitioner, and Program Supervisor to evaluate how Teacher Candidates are meeting the "Professional Standards for Teachers" as outlined in the Regulations for Educators. Throughout this document the content standards and curriculum frameworks are stressed and Teacher Candidates are expected to illustrate how they are incorporating the Frameworks.


• The Teacher Candidates are required to compile a professional portfolio, making specific reference to the state standards and the Curriculum Frameworks or Common Core Standards.


Section 7 Appendix


OVERVIEW OF OBSERVATION TECHNIQUES AND PURPOSES Supervising Practitioners and Teacher Candidates can use a wide range of observation techniques to collect data on their teaching. It is hoped that the use of these techniques will support the participants in engaging in meaningful discussions before and after observations are made in the classrooms. It is important to use a tool that matches the Teacher Candidate’s or Supervising Practitioner’s needs and current focus. For example, if a Teacher Candidate wanted to know more about the kinds of questions s/he was asking students, the use of Selective Verbatim as an observation tool might be useful. The following table gives some examples of how one might match a technique with a focus. Supervising Practitioners and Teacher Candidates are invited to create their own observation formats or adapt any of these in order to meet specific needs and interests.

IF YOU’RE LOOKING FOR: YOU COULD USE:

Involvement of Students in Lesson On/Off Task Opportunities to Respond Verbal Flow

Behaviors of a Group of Students Class Traffic On/Off Task Verbal Flow

Analysis of Instructional Delivery Enthusiasm Rubric Lesson Competencies Pacing of Lesson

Amount/Type of Teacher Talk Teacher Verbal Behavior Selective Verbatim

Levels of Questioning/Thinking Selective Verbatim

It is critical that the post conference be used as a time to allow the Teacher Candidates to make sense of the data. When collecting the data, be certain to separate description from evaluation. The post observation conference is a time to probe for the Teacher Candidate’s feelings and thoughts about the activity observed.


SELECTIVE VERBATIM

Teacher Candidate:______________ Observation Date_________ Lesson_________________

This technique allows an observer a chance to record what is said within a specific category of concern selected by the Teacher Candidate or Program Supervisor. The following categories represent a cross-section of verbal behaviors commonly found in classrooms. Teacher talk: • Teacher questions • Teacher responses to student questions • Teacher directions and assignments general talk patterns and mannerisms • Teacher encouragement, reward or praise • Teacher criticism of pupil behavior • Teacher control of pupil behavior Student talk: • Student responses to teacher questions • Student questions • Student initiated statements • General student talk patterns Focus for selective verbatim


ON TASK/OFF TASK OBSERVATION TOOL TEACHER CANDIDATE: DATE: OBSERVER: List each student’s name in a box below. Scan the classroom every 3 to 5 minutes (also referred to as a “sweep”). Using the numbers at the bottom of the page, record the time of the sweep and a brief notation as to the activity taking place at that time. Focus once on each child momentarily during each sweep. For each child, record an off-task (-), on-task (+) or unclear (?) mark, followed by the number of the sweep, The following questions could be asked in reviewing the data: What was the predominant off-task behavior? During which activity did most off-task behaviors occur? During which sweeps were most students off-task? Which students were off-task most often? What are possible reasons / solutions / recommendations?

OFF-TASK CODES

+ = ON TASK - = OFF TASK ? = QUIET, BUT NOT CLEAR AS TO WHETHER STUDENT IS ATTENDING

SWEEPS

1. 4. 2. 5. 3. 6.

7. 10. 8. 11. 9. 12.


TEACHER VERBAL BEHAVIOR

Teacher Candidate: Observation Date:_________ Lesson:_________________ During the lesson the observer makes a tally every time he/she observes a certain behavior. The first few categories are suggested but Supervising Practitioner and Teacher Candidate are encouraged to generate others that are meaningful to them. The third column is for post conference notes. Verbal Behavior Tally Data Analysis/Comments Information Giving

Questioning

Answering

Encouragement

Direct Praise

Giving Directions

Control


PACING OBSERVATION TOOL TEACHER CANDIDATE: DATE: OBSERVER:

LESSON COMPONENTS

TIME: planned duration

TIME: actual duration

COMMENTS

INTRODUCTION

ACTIVITY

TRANSITION (if needed)

SECOND ACTIVITY (if needed)

ASSESSMENT/ CLOSURE


TRANSITION


ENTHUSIASM LEVEL RUBRIC NOTE: This is a rubric made for a Teacher Candidate. You could also create a rubric that is appropriate

to the focus of your observation and to the specific lesson you are observing. DIRECTIONS: A score of 8-16 indicates an unenthusiastic level, 17-32 indicates a moderate level of enthusiasm, and 33-40 indicates a very high level. LOW MEDIUM HIGH Vocal Delivery

1 2

3 4

5

Monotonous voice, minimum vocal inflection, little variation in speed of speech, drones on and on, poor articulation.

Pleasant variations of pitch, volume and speed; good articulation.

Great and sudden changes from rapid excited speech to a whisper. Varied lifting, uplifting intonation. Many changes in tone, pitch.

Eyes 1 2

3 4

5

Look dull or bored. Seldom opens eyes wide or raises eyebrows.

Appears interested; occasionally light up, shining, opening wide.

Characterized as dancing, snapping, shining, lighting up, frequently opening wide, eyebrows occasionally raised.

Gestures 1 2

3 4 5

Seldom moves arms out or stretches out towards person or object. Never uses sweeping movements, keeps arms at side or folds across body, appears rigid.

Often points with hand, using total arm. Occasionally uses sweeping motion using body, head, arms, hands, and face. Steady pace of gesturing is maintained.

Quick and demonstrative movements of body, head, arms, hands, and face, (e.g., clapping hands, head nodding rapidly).

Facial Expressions

1 2

3 4 5

Appears deadpan, does not denote feeling or frowns most of the time. Little smiling or a one-second lip upturn. Lips closed.

Agreeable, smiles frequently, longer, and at a regular rate. Looks pleased/happy/sad when obviously called for.

Appears vibrant, demonstrative, shows surprise, awe, sadness, joy, thoughtfulness, excitement. Total smile – mouth open, quick and sudden changes in expression.


Body Movement 1 2

3 4 5

Seldom moves from one spot or movement mainly from a sitting to a standing position.

Moves freely, slowly, and steadily. Large body movements, swings around, walks rapidly, changes pace; unpredictable, energetic.

Word Selection 1 2

3 4 5

Mostly nouns, few descriptors/adjectives.

Some descriptors/adjectives or repetition of the same ones.

Highly descriptive, many adjectives, great variety.

Acceptance of Ideas and Feelings

1 2

3 4 5

Little indication of acceptance or encouragement, may ignore pupil’s feelings or ideas.

Accepts ideas and feelings, praises or clarifies, some variation in response but frequently repeats same ones.

Quick and ready to accept, praise, encourage, or clarify; many variations in response. Vigorous nodding of head when agreeing.

Overall Energy 1 2

3 4 5

Lethargic, appears inactive, dull or sluggish.

Some variations from high to low in appearing energetic, demonstrative but mostly an even level is maintained.

Exuberant. Maintains high degree of energy and vitality; highly demonstrative; great and sudden changes in voice, tone, pitch, eye, head, arm and body movements.

TOTAL SCORE: Unenthusiastic: 8-16 Moderately enthusiastic: 17-32 Highly enthusiastic: 33-40


CLASS TRAFFIC

This technique records the physical movements visible during a lesson. The observer records the physical plan of the classroom, student places in the classroom and their gender. You may wish to develop a master floor plan for this purpose. This data can include a focus on a specific student, group of students, whole class, teacher movements or any other focus the Teacher Candidate requests. A code can be developed to clarify the data collected.

Code category suggestions: Directed student movement = Purposeful student movement (non directed)= Teacher movement (arrow showing direction)= Non-purposeful student movement = Student-teacher conference (number indicating sequential order) = Date: Teacher Candidate: Observer:


CHILDREN’S OPPORTUNITIES TO RESPOND

Date: Teacher Candidate: Observer: __________

__________ __________ __________ __________ __________

__________

__________ __________ __________ __________ __________

__________

__________ __________ __________ __________ __________

__________

__________ __________ __________ __________ __________

Code System: T - Teacher Initiated (Teacher calls on child) S – Student Initiated (Student raises hand) C – Call Out B/L – Brief/Long Response

VERBAL FLOW

This technique is one way of determining how classroom procedures inhibit, encourage, or allow students to participate in classroom interaction. The observer will sketch the seating pattern in the classroom (noting gender) and add relevant individual information as the lesson progresses. Arrows can be used to symbolize verbal interactions between the children and the Teacher Candidate. A code can be developed to assist the observer. This can be used for the whole class or small group lessons.

Teacher Candidate______________________ Date_________ Lesson_____________________ CODE