Candidate Assessment of Performance

CAPThe Evidence Binder

Goals for todayReview of the 6 essential elements, their link to the PSTs, and their proficiency indicators

Generate ideas on artifacts to include to support competency on the elements

Format of the evidence binder – creating a roadmap and articulating the effects of your work

Building the Evidence BinderThings to remember

The first 8 tabs are prescribed components for your licensure packet and are required tasks of the CAP experience. Practicum Handbook page 27

Tab 1 Documentation of Practicum Hours FormTab 2 CAP (completed Candidate Assessment of Performance) Tab 3 Candidate Dispositions Assessments Tab 4 Lesson Plan Rubrics – all Tab 5 Observation Forms, each one followed by the Candidate Reflection FormTab 6 Goal Setting and Plan Development Forms Tab 7 Student Feedback Survey ResultsTab 8 Measures of Student Learning

Building the Evidence BinderThings to know…

The remaining 9+ tabs are self-chosen artifacts that further support your competency on the essential elements. • Artifacts included in Tabs 9+ should not duplicate items in Tabs 1-8

Your supervisors have access to that evidence. These tabs are additional supporting documents.

• You may be asked to submit your Evidence Binder for review prior to your formative and summative meeting, and/or bring it with you those 3-way meetings.

• There is no minimum or maximum number of artifacts required.• Check with your supervisor to see if s/he has a preference. • Your selected artifacts will tell your story. No two binders will look the same.• You should have at least one for the formative meeting and two for the summative

meeting.

Selecting Artifacts – 2 sources for ideas

Start with the Lesson Plan RubricUse the Lesson Plan Rubric as a guide to writing your Lesson Plans.Use the Proficient and Exemplary descriptors on the Lesson Plan Rubric to guide your selection of artifacts created as a result of your lesson planning to support your competency on the 6 Essential Elements.Results of lesson planning are instructional materials, student work, student reflections, supervisor communication, etc., as well as artifacts suggested on the sample Table of Contents.

Selecting Artifacts continuedUse the crosswalk of PSTs, Indicators, and Proficiency Descriptors as

prompts to guide artifact selection page 15 of the Practicum Handbook and below

6 Essential ElementsWell-Structured Lessons

Curriculum and Planning □ Knows subject matter well□ Good grasp of child development and how students

learn□ Designs effective and rigorous standards-based

instructionSEI□ Approaches support students of diverse cultural and

linguistic backgrounds, strengths and challenges  

□ challenging, measurable objectives□ appropriate student engagement

strategies, pacing, and sequence□ appropriate activities and materials□ appropriate resources and technologies□ appropriate and grouping

Standard 1 Indicators Proficient CAP Descriptor

6 Essential ElementsAdjustment to Practice

Assessment

□ Uses variety of informal and formal methods of assessment to measure student learning, growth, and understanding that develops differentiated and enhanced learning experiences, and improve future instruction

□ Organizes and analyzes results from a variety of assessments

□ determines progress toward intended outcomes

□ uses these findings to adjust practice□ uses these findings to identify and/or

implement appropriate differentiated interventions and enhancements

Standard 1 Indicators Proficient CAP Descriptor

6 Essential ElementsMeeting Diverse Needs

Instruction□ Uses instructional practices that reflect high expectations regarding

content and quality of effort and work, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

Cultural Proficiency□ Actively create and maintains an environment where students'

diverse backgrounds, identities, strengths, and challenges are respected.

Expectations□ Plans and implements lessons that set clear and high expectations

and make knowledge accessible for all students.SEI□ Uses effective strategies and techniques for making content

accessible to ELLs.□ Creates and maintains a safe collaborative learning environment

that values diversity and motivates students to meet high standards of conduct, effort, and performance.

□ Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English language learners.

Standard 2 Indicators Proficient CAP Descriptor

6 Essential ElementsSafe Learning Environment

Learning Environment□ Creates and maintains a safe and collaborative learning

environment that values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

Cultural Proficiency□ Actively creates and maintains an environment in which

students' diverse backgrounds, identities, strengths, challenges are respected.

Classroom Management□ Employs a variety of classroom management strategies to

monitor, modify, and motivate positive student behavior and to establish/maintain consistent routines and procedures.

□ Uses rituals, routines, and appropriate responses

□ Creates and maintains a safe physical and intellectual environment where students take academic risks

□ Most behaviors that interfere with learning are prevented

Standard 2 Indicators Proficient CAP Descriptor

6 Essential ElementsHigh Expectations

Instruction□ Uses instructional practices that reflect high

expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

Expectations□ Plans and implements lessons that set clear and high

expectations and make knowledge accessible for all students.

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

Standard 2 Indicators Proficient CAP Descriptor

6 Essential ElementsReflective Practice

Reflection□ Demonstrates the capacity to reflect on and improve

the educator's own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning

Professional Responsibilities □ Is ethical and reliable, and meets routine

responsibilities consistently

□ Regularly reflects on the effectiveness of lessons, units, and interactions with students

□ Reflects with both individually and with colleagues

□ Uses insights gained to improve practice and student learning.

Standard 4 Indicators Proficient CAP Descriptor

Building the Evidence BinderThings to know…continued

• Your supervisors will be looking to see how your selected artifacts support your competency on the element you have selected to include in your Evidence Binder. You must be ready to articulate how the evidence demonstrates your competency level on the element you reference. If you are not sure how the artifact demonstrates competency, don’t include it.

• One artifact can demonstrate multiple element indicators – create a “roadmap.”

• Remember to select artifacts with the 3 dimensions in mind:quality, scope, and consistency

Building the Evidence BinderCreating the Roadmap

Create a Table of Contents that directs you and your supervisors to which tab your evidence for the particular element can be found. Evidence for the an element may be contained in more than one tab. See sample Table of Contents

• Consider color coding each essential element so your supervisors can find it quickly (e.g. High expectations indicators can be noted with a blue post-it or highlighter)

Building the Evidence Binder

Articulating your CompetencyAn example

____________________ demonstrate my competency in (These instructional materials) _______________. I ________________________________ (e.g. Meeting Diverse Needs) (e.g. provided these sensory/graphic/interactive supports)

which resulted in ________________________. (specific learning outcome, skill, behavior)

Standard 3 - Family and Community Engagement, is not rated in the CAP, but is a tab in your evidence binder. Include artifacts to support your work with families and the community.

Your questions …