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Simmons UniversityDepartment of Education

Programs in Special Education300 The Fenway

Boston, Massachusetts 02115Telephone: 617.521.2550

Fax: 617.521.3174

2018-2019On-Campus Practicum Manual

LINK FOR ALL CAP FORMShttp://internal.simmons.edu/students/ssw/for-education-students/

forms-and-resources

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Contact InformationPrograms in Special Education

Department Chair: Janie Ward, Ed.D.

Administrative AssistantPatrick Bryantoffice: 617-521-2171email: [email protected]

Licensing SpecialistSuzanne Kowalewskioffice: 617.521.2560email: [email protected]

Associate ProfessorProgram Director in Special Education

Judah Axeoffice: 617-521-2144email:[email protected]

Associate ProfessorSeminar and Practicum Instructor

Hyun Uk Kimoffice: 617-521-2174email: [email protected]

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mailto:[email protected]

Table of Contents

PageAreas of Study 4Licensure Areas 4The Practicum Year 4Pre-Practicum Experience 4Massachusetts Tests for Educator Licensure (MTEL) 7The Practicum 8Inclusion Hours 9Full Responsibility 10Site Approval 10Attendance 11Teacher Candidate 11Supervising Practitioner 14Simmons University Program Supervisor 15Seminar Instructors 17Practicum Log/Documentation of Teaching Time 18Seminar 18Home-Based Service Delivery 19Placement Termination 19Collaboration between Simmons University and Participating Communities 20Protocols 20Candidate Assessment of Performance 20Video Recording Evaluation 21Portfolio Requirements 21Guidelines for Evaluating the Practicum 22CAP Glossary 26Six Essential Elements for Teacher Candidates Assessment 27Semester Schedules 29Forms 34

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Programs in Special Education – Areas of Study

This manual serves to outline the Massachusetts and Simmons University program and practicum

requirements for initial licensure for:

Teacher of Students with Moderate Disabilities (Levels: PreK-8 or 5-12)

Teacher of Students with Severe Disabilities (Levels: All)

All of the licensure requirements for these programs align with the Massachusetts Department of

Elementary and Secondary Education, Regulations for Education Licensure and Preparation Program Approval

603 CMR 7.00.

The Practicum Year

There can be no more powerful preparation for teaching than total immersion in the classroom under the

guidance and support of a supervising practitioner and a Simmons University supervisor. As part of the

approved program by the Department of Elementary and Secondary Education (DESE), the Simmons

University practicum exceeds the DESE standards as it is a full academic year, or two-semester, experience. To

that end, Simmons University expects that the preponderance of that time is spent in direct contact each day

with learners for the license sought. The practicum must be completed within Massachusetts and in a school

that addresses the state approved curriculum frameworks/common core.

The Fall semester is the “Pre-Practicum.” This is a time for the Teacher Candidate, the Supervising

Practitioner at the school, and the Simmons University Program Supervisor to get to know each other, conduct

observations, provide feedback to the Teacher Candidate, and prepare for the “Practicum” in the Spring

semester. In the Spring semester, the Teacher Candidate will meet the practicum requirements and be

evaluated using the Candidate Assessment of Performance (CAP). This full-year experience provides Teacher

Candidates with the experience and feedback to “hit the ground running on Day 1” of their work as a Special

Education teacher.

Pre-Practicum Experience

Pre-practicum experiences are early field-based experiences with diverse student learners, integrated into

courses or seminars that address either the Professional Standards for Teachers as set forth in 603 CMR 7.08

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or the Professional Standards for Administrators as set forth in 603 CMR 7.00. The fall semester is considered

“Pre-Practicum;” therefore, pre-practicum experiences may occur during fall semester. For candidates serving

as an apprenticeship or employed as educator of record, these experiences may occur simultaneously with the

practicum or practicum equivalent. (603 CMR 7.02)

Additional pre-practicum experience requirements are, in most cases, completed as part of assignments

aligned with required courses in the programs. During the pre-practicum experiences the Teacher Candidate

must document a minimum 75 hours of field-based experiences in a variety of educational settings. Pre-

practicum experiences must cover the range of time for the full school year inclusive of opening and closing.

Candidates for licensure must document their experiences using the Pre-Practicum Experience Log.

The following pre-practicum hour expectations are embedded into the courses through a variety of course-

related requirements. The number of hours dedicated to a field-based pre-practicum experience will depend

upon assignments for the designated course.

CoursePre-Practicum hours as part of this course: In some cases, you may be taking these courses after your practicum, so you would not be able to count any hours as “pre-practicum.”

RDG 406 1 – 3 hoursRDG 410 5 – 8 hours

SPND 436 4 – 8 hours

SPND 441 2 – 3 hoursSPND 442 5 - 8 hoursSPND 444/445 1 - 3 hours

SPND 446 10 - 15 hours



In addition to the above courses, each Teacher Candidate in the full year moderate and severe programs will

take TESL 417 and SPND 415 (Research).

Each Teacher Candidate must document a minimum of 75 hours of pre-practicum work that can be aligned

directly with course work in the graduate program at Simmons University. For example, if during and as a

result of taking the assessment course you were able to participate in, observe, or interview another educator

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with regard to content learned in the that course you could count that toward the pre-practicum hours. If you

attended an IEP meeting and were able to observe and engage in concepts that you learned after taking the

SPND 443 (SPND 444/445) Special Education Law course, you could count those hours toward your pre-

practicum hours.

In addition, any direct requirements that were over and above the requirements embedded within a

course, you can count those hours as well. For example, during the SPND 446 Learners with Special Needs

course you were required to do fieldwork (this likely occurred during other courses as well), those fieldwork

hours can be counted toward the pre-practicum hours.

You cannot count hours spent on assignments for courses, but you can count the opportunities that you

had to consult with, observe, assist and/or interview other educators around content learned in the various

courses that you have taken.

The only limitation on the pre-practicum hours is that they must be documented within the framework of

your time enrolled in the Simmons University program and the activities entered into the pre-practicum log

must align with a course/content taken during that time.

If you cannot remember or do not have documentation regarding specific dates for when the activity

occurred for the Pre-Practicum Log, you may enter a month/year rather than a specific date. Do your best to

identify specific dates whenever possible.

New in 2018

The Department of Elementary and Secondary Education (DESE) has recently reworked and published new

Pre-Practicum Guidelines starting May 1, 2018, that will help further ensure that all Teacher Candidates have

the necessary practice and feedback needed to be ready on Day 1 of employment as a licensed teacher. The

purpose of the pre-practicum is to provide candidates with multiple opportunities to apply learning from

coursework into practice through teaching experiences and prepare them for their practicum.

Teacher Candidates must log a minimum of 75 hours of pre-practicum experience. This may occur during

the first year of the program when teacher candidates are taking courses. This may also occur during the fall

semester of the Practicum Year. For On-Campus Teacher Candidates in Special Education, the fall semester will

serve as a “Pre-Practicum” experience.

There will be 6 observations of the Teacher Candidate by the Program Supervisor during the fall semester.

The Supervising Practitioner will also observe the Teacher Candidate. There will be two Gateway Assessments:

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After the 3rd observation, the Program Supervisor and Supervising Practitioner will complete Gateway

Assessment #1. This is a determination if the Teacher Candidate has met the requirements and

expectations to proceed to the second phase of Pre-Practicum in the fall semester.

After the 6th and final observation of the fall semester, the Program Supervisor and Supervising

Practitioner will complete Gateway Assessment #2. This is a determination if the Teacher Candidate

has met the requirements and expectations to proceed to the formal Practicum in the spring semester.

The Teacher Candidate is responsible for ensuring the completion of the Pre-Practicum Folder by the end

of fall semester. The folder contains:

1. Six pre-practicum observation forms

2. Two completed Pre-Practicum Gateway Assessment forms

a. Observation dates

b. Determinations of readiness by Program Supervisor and Supervising Practitioner

3. If required, an action plan developed by the Program Director

Note: If the Pre-Practicum Folder is not complete by the end of fall semester, you will not be eligible for the

Practicum in the spring semester

Massachusetts Tests for Educator Licensure (MTEL)

Teacher Candidates must take and pass the required MTEL exams for the license sought, and scores must

be submitted to the Education Department at Simmons University.

Required to Begin the Practicum Year: The Communication and Literacy Skills Tests must be passed

in order to begin the Practicum Year

Required to be Endorsed for the License: The other MTEL tests must be passed by the end of the

program in order to be endorsed for the license

To determine the required tests or other tests go to: http://www.doe.mass.edu/mtel/testrequire.html

The following MTEL examinations are required for licensure:

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http://www.doe.mass.edu/mtel/testrequire.html

License MTELs Required

Teacher of Students with Moderate Disabilities(PreK-8) Communication and Literacy Skills Tests

General Curriculum Tests(a) Multi-Subject Test(b) Math Subtest

Foundations of Reading Test

Teacher of Students with Moderate Disabilities(5-12) Communication and Literacy Skills Tests

Subject Area Test (recommended for Middle and HS level special educators)

Foundations of Reading Test

Teacher of Students with Severe Disabilities(all levels) Communication and Literacy Skills Tests

General Curriculum Tests(a) Multi-Subject Test(b) Math Subtest

The Practicum

The practicum is a field-based experience within an approved program in the role and at the level of the

license sought, during which a candidate's performance is supervised jointly by the (1) Program Supervisor of

the sponsoring organization (Simmons University) and the (2) Supervising Practitioner, and evaluated in a

Candidate Assessment of Performance (CAP) for Initial License. See 603 CMR 7.04 (4) for practicum hours. The

duration of the practicum is established by the Massachusetts Department of Elementary and Secondary

Education in 603 CMR 7.04 (see table below). Although the practicum at Simmons is a full-year experience, the

CAP is used only in the spring semester.

A Teacher Candidate who successfully completes the practicum experience and all Massachusetts

Department of Elementary and Secondary Education and Simmons University Program prerequisites and

requirements will be eligible for endorsement for Initial licensure.

Inclusion Hours8

Participation in an inclusive general education setting is required by Massachusetts Licensure Regulations

for the Teacher of Students with Moderate Disabilities and the Teacher of Students with Severe Disabilities.

The amount of hours in inclusion varies by license area; see Massachusetts Regulations for Educator Licensure

– 603 CMR 7.04 (4) (h) and (i):

Total required hours in Practicum

Minimum required hours in an inclusive general education setting

Hours that may occur in a separate or substantially separate setting for students with disabilities

Moderate Disabilities (PreK-8) 300 75 225

Moderate Disabilities (5-12) 300 150 150

Severe Disabilities (all levels) 300 75 225

The inclusive general education classroom is one that concurrently serves both students with and without

disabilities (with and without Individualized Education Programs) in core academic subjects. In some cases,

reverse inclusion may count toward SOME but not all of the logged inclusion hours.

Inclusion is defined as a classroom that serves both students with and without disabilities, and the Teacher

Candidate should receive supervision from both a special educator and a general educator during the

practicum. Reverse inclusion does not generally include the role of both a special and general educator,

therefore most of the logged inclusion hours should be completed in a typical inclusion setting and not a

reverse inclusion setting. Any questions regarding this should be resolved between the Teacher Candidate,

Program Supervisor, and Supervising Practitioner.

While in the inclusion setting, the Teacher Candidate must address the individual and group (small or full

class) needs of all the students (with and without disabilities) who are assigned to the classroom and receive

feedback from both a special educator and general educator during the experience. The expectation of this

inclusion experience is that the Teacher Candidate is actively involved in the instruction and support of

instruction that is occurring in the classroom.

For Teacher Candidates whose practicum placement is in a special education school or whose

responsibilities are primarily in a substantially separate setting, arrangements must be made with the

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administrators at the practicum site for completion of the required inclusion hours. In situations such as these,

inclusion hours should be distributed across the breadth of the practicum experience, yet MAY in some cases,

be completed in a compressed amount of time (i.e., a two-week period at the inclusion site), or via ongoing

participation in inclusion as scheduled between the Teacher Candidate and the primary practicum placement

site. Establishing time for release to the inclusion site is the responsibility of the Teacher Candidate. The

Simmons University Supervisor or program advisor may be able to provide contacts for inclusion settings as

necessary.

Full Responsibility

Teacher Candidates are required to document a minimum of 100 hours taking full responsibility for

teaching students with special needs. Full responsibility is defined in the following way: The Teacher Candidate

plans and teaches a lesson, taking full responsibility for instruction and classroom management. The

supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be conducted

as part of one-on-one, small group, as well as whole class. Full responsibility extends to supervisory activities,

as well, such as: overseeing transitions to other activities or classes, recess, other teaching and learning

activities where the Teacher Candidate is fully in chare and responsible for the class, curriculum, and individual

students.

Site Approval

Written documentation via a formal written request for consideration must be submitted to the

appropriate Program Coordinator/Director prior to start of any practicum experience (Practicum Form). A

Teacher Candidate must use an approved, appropriate site for his/her practicum experience. Teacher

Candidates need to have access to the teaching, specialist, or administrative experiences that align with the

licensure sought.

Verification of the practicum site will be conducted by Simmons University. This will include verification of

inclusion hours, access to students relative to the license sought, and an understanding of the skills,

competency, and agreement of an individual to serve in the role of supervising practitioner.

Attendance

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The practicum experience is conducted in a single setting and requires significant commitment. The

Teacher Candidate is expected to be punctual and in attendance every day adhering to the academic calendar

established by the practicum site school. In addition, the Teacher Candidate must maintain a Practicum

Experience Log to document the minimum requisite hours mandated for Massachusetts licensure. The

Simmons practicum experience far exceeds the minimum number of hours required by the Massachusetts

Department of Elementary and Secondary Education.

Simmons University recognizes that the practicum school site, by contract with their employees, may have

established requirements and allowances for absences from the work site (e.g., personal, professional, and/or

sick day requirements). However, if a Teacher Candidate is absent from the practicum site school for more

than three consecutive days, she/he must immediately contact their Simmons University supervisor and

their internship site. We will evaluate a plan for fulfilling any missed hours in the Teacher Candidate’s

practicum and/or internship site.

The Teacher Candidate (TC)

The Teacher Candidate is one who has taken and passed the required Massachusetts Tests for Educator

Licensure (MTEL), prior to the start of the practicum experience. No Teacher Candidate will be allowed to

begin the practicum without full documentation of passing scores on the requisite MTEL exams.

The Teacher Candidate may be able to use their current work situation as the location for the practicum

experience (see Site Approval). Prior to the start of the practicum the Teacher Candidate is required to

establish their on-site Supervising Practitioner and obtain the necessary supporting documentation from the

Supervising Practitioner. In addition, prior to the start of the practicum experience the Teacher Candidate will

be assigned a Simmons University Supervisor who will guide and support the Teacher Candidate through the

requirements of the practicum.

It is assumed by Simmons University that the Teacher Candidate is an employee or volunteer in “good

standing.” It is the responsibility of the local school system to confirm the Teacher Candidate’s references and

documentation and to conduct a C.O.R.I. review, when required.

Responsibilities of the Teacher Candidate include:

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Establish approval of the practicum site with the Program Coordinator/Director;

Confirm an on-site Supervising Practitioner and collect the necessary documentation of that person

(prior to the start of the Practicum)

Schedule the required observations with the Simmons University Program Supervisor

Conduct follow-up meetings and debriefing sessions with the Supervising Practitioner

Assist in coordinating and attend the required three-way conferences between the Teacher Candidate,

Supervising Practitioner, and Simmons University Supervisor

Take and maintain notes of discussions, goals, and outcomes of 3-way meetings (journal or electronic

format)

Maintain and complete all required practicum forms as directed by the Simmons University Program

Supervisor, including the Pre-Practicum Folder and Gateway Assessments

Attend all seminar sessions

Complete all required seminar assignments

Keep the Supervising Practitioner and Simmons University Program Supervisor up-to-date on teaching

or administrative competency progress

Share information regarding the responsibilities of the Supervising Practitioner, as noted in this

Practicum Manual, with the Supervising Practitioner

Attend the required three-way conferences between the Teacher Candidate, Supervising Practitioner,

and Simmons University Program Supervisor; must bring Practicum Experience logs and evidence for

the standards

o Observations by the Supervising Practitioner and Program Supervisor (written notes during observations)

o Impact/measure of student learning (contained in evaluation section of every lesson plan and part of Inquiry Project)

o Student feedback surveys Administered half-way through the practicum Geared to different levels

o Artifacts Lesson plans Curriculum units Curriculum Materials Sample student Work

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Rubrics Quizzes/Tests Video Recordings

o Progress toward the Teacher Candidate's professional practice

Follow the protocols of the site school

Do not share personal email addresses or cell phone numbers with learners at the site school

Demonstrate professional distance and decorum when interacting with learners, families, and other

professionals

Completing the following forms is the responsibility of the Teacher Candidate:

Pre-Practicum Experience Log, Pre-Practicum Folder with Gateway Assessments

An on-line ELAR profile with the Massachusetts DESE

Practicum Experience/Internship Log – Cover Sheet

Practicum Experience/Internship Log

Lesson Plans

Media Consent Form - when necessary (for candidates for Teacher of Students with Severe Disabilities)

Candidate Assessment of Performance (CAP). All essential elements on the Massachusetts Department

of Elementary and Secondary Education Candidate Assessment of Performance (CAP) forms must be

satisfactorily completed and documented in order to be eligible for endorsement for the licensure

sought.

Review documents for authorized schedules and complete form if necessary

At the suggestion of the Supervising Practitioner and Program Supervisor, the Teacher Candidate is

encouraged to experience the full range of teaching responsibilities by teaching large group, small group, one-

on-one, and/or co-teaching as the site and practicum experience allows. When these teaching opportunities

arise, the Teacher Candidate is expected have a complete lesson plan and to take into account and plan for

individual students’ special education needs, including planning for roles of other educators and any other

support staff or related service providers as necessary.

The Supervising Practitioner (SP)

The Teacher Candidate is required to share this part of the Practicum Manual with the Supervising Practitioner

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The design of this practicum experience sets the expectation that current practitioners have a major role in

preparing and mentoring our future teachers or administrators. Therefore, this practicum experience puts

significant responsibility for teacher, reading specialist or administrator training in the hands of veteran

educators.

A Supervising Practitioner is an on-site person who holds the same license as that sought by the Teacher

Candidate and who works closely with the Teacher Candidate on a regular basis (see Waiver Requirements

below). The Supervising Practitioner must be familiar with the requirements and expectations of the program.

In addition, he/she must be committed to spending the extra time this program requires and be willing to

assist the Teacher Candidate in assuming increasing responsibilities across the Practicum Experience. To serve

as Supervising Practitioner, the educator must have at least three full years of experience and have a rating of

proficient or better. For the educator of record, a comparably qualified educator may function as the

Supervising Practitioner during the practicum equivalent.

Responsibilities of the Supervising Practitioner include:

● In the fall semester, observe the Teacher Candidate at least 2 times with written feedback

● In the spring semester, observe the Teacher Candidate at least as frequently as the Simmons University

Program Supervisor; complete two unannounced observations

● Provide oral and written feedback for the lessons observed using the SP observation form

● Attend weekly meetings, scheduled mutually, with Teacher Candidate, to offer feedback and

consultation (minimum 30-minute scheduled meeting) to review and edit necessary lesson plans (with

written comments on lesson plan) and discuss additional assignments

● At the end of both semesters, complete verification form for SP weekly agendas and practicum

experience/internship logs

● Participate with the Simmons University Program Supervisor and the Teacher Candidate in all three-

way conferences during the practicum. (Simmons University Programs in Special Education value the

three-way conferences and therefore may schedule more than the State-mandated three meetings)

● Be available on a reasonable basis to answer the Teacher Candidate’s questions

● Complete and review Candidate Assessment of Performance (CAP)

● Provide summary narrative or optional letter of recommendation.

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● Supervising Practitioners who hold Professional License may receive Professional Development Points

(PDPs) from Simmons University for serving in this role (see form)

● Provide to Simmons University a copy of Massachusetts licensure (Social Security Number removed)

and current résumé if new to the role

● The Teacher Candidate is expected to communicate all required responsibilities to their SP

● Create opportunities for the Teacher Candidate to experience requirements and responsibilities of the

license sought (e.g. participation in IEP meetings, observing or participation in assessments, writing

progress reports, and inclusion experiences etc.);

Supervising Practitioners who hold Professional License may receive Professional Development Points

(PDPs) from Simmons University for serving in this role.

Waiver

When a Supervising Practitioner does not have the required license or minimum three years of experience

for this obligation, a thorough review of experience and comparable license is required and a waiver

statement is added to the Teacher Candidate’s file (See Sample Waiver Letter). When a waiver is necessary, a

copy of the practitioner’s license and résumé must be submitted to Simmons University.

The Simmons University Program Supervisor (PS)

The Simmons University Program Supervisor is a trained and veteran educator who is assigned to observe

and support the Teacher Candidate during the prescribed practicum experience. The Simmons University

Program Supervisor is familiar with the requirements and expectations of the program, and through his/her

interpretation of those expectations, implements the state and University requirements for the practicum.

Prior to the start of the practicum, each Teacher Candidate is assigned a Simmons University Program

Supervisor who will observe and conference with the Teacher Candidate throughout the experience. These

observations and conferences are designed as an opportunity to allow for the provision of oral and written

feedback regarding the Teacher Candidate’s professional growth, review the licensure requirements outlined

by the Massachusetts Department of Elementary and Secondary Education, and evaluate the Teacher

Candidate’s progress.

Responsibilities of the Simmons University Program Supervisor include:15

Attend an early seminar session in which the practicum begins

Collect and verify the necessary documentation of the license and background skills of the Supervising

Practitioner

Document the need for a Waiver Letter, when necessary

Conduct the prescribed number of visits during each semester to observe and conference with the

Teacher Candidate

Complete and maintain all copies of the appropriate Observation Form

Participate with the Supervising Practitioner and the Teacher Candidate in all three-way conferences

during the practicum/internship (Simmons University Programs in Special Education value the three-

way conferences and therefore may schedule more than the State-mandated three meetings)

Be available for special visits and meetings should the need arise

Attend monthly meetings with the other Simmons University Program Supervisors and Seminar

Instructors

Complete, review and sign all necessary forms related to the Candidate Assessment of Performance

(CAP), Collaborate with the Supervising Practitioner in determining evidence and scoring rubric for the

Formative and Summative assessments

Meet with Teacher Candidate to review and provide feedback on written lesson plans

Provide summary narrative or optional letter of recommendation

Gather all materials for Teacher Candidate’s licensure endorsement file

Monitor ongoing progress of Teacher Candidate and provide feedback regarding academic standing

when for those Teacher Candidates not meeting the requirements

Help Teacher Candidate adhere to inclusive lesson plan guidelines

Provide guidance and revisions as necessary, with respect to feedback previously provided by

classroom teacher

Conduct formal classroom observation

Evaluate Teacher Candidate portfolio and practicum experience

The Simmons University Program Supervisor is responsible for maintaining the following forms in each

Teacher Candidate’s file:

Pre-Practicum Experience Log, Gateway Assessments

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Waiver Letter and Résumé (when necessary)

ELAR Profile

Copies of Observation Forms completed by Program Supervisor

Copies of Observation Summaries completed by Supervising Practitioner

Practicum Log Cover Sheet

Practicum Experience/Internship Log and Verification form

Video Recording Summaries

Massachusetts Department of Elementary and Secondary Education Candidate Assessment of

Performance

Narrative Evaluation or optional Letter of Recommendation

To avoid the perception of a conflict of interest, in systems where a Teacher Candidate is receiving

supervision, the Simmons University Program Supervisor may not provide professional consultation or

advisement for individual learners, families, or school districts regarding particular learners or specific case

arbitration.

Seminar Instructors

Seminar Instructors play a critical role in the process of the seminar experience. Seminar is viewed as a

vehicle for discussion of the theoretical and practical elements of the licensure area. During the seminar,

Teacher Candidates have the opportunity to address topics that will facilitate their movement into the

profession.

Responsibilities of the Seminar Instructors include:

Instruction

Facilitating discussion of the theoretical aspects of the license with practical applications and issues,

including ongoing and frequent discussion of the Candidate Assessment of Performance (CAP),

professional portfolio preparation, and other topics as selected by the instructor

Maintain frequent contact with the Simmons University Program Supervisors

Approve the Professional Development topics of individual Teacher Candidates

Attend monthly meetings with the other Simmons University Supervisors and Seminar Instructors

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Practicum Log/Documentation of Teaching Time

Throughout the experience the Teacher Candidate must maintain a log of the practicum hours for the

license sought, as defined and required in 603 CMR 7.00. The practicum at Simmons University exceeds the

minimum hour requirement established by the DESE. Simmons University requires that the Teacher Candidate

distribute the logged hours evenly across the whole of the practicum experience, and is encouraged to log

more than the minimum hours required. Teacher Candidates may log time when in direct contact with

students and when providing instruction or supervision that relate directly to information found on a

student’s IEP. This may include direct instructional time (inclusion and sub-separate settings), as well as

supervision of activity times and MCAS supervision, but the Teacher Candidates cannot log time spent in

preparation, in attendance at IEP meetings, or any activity when not in direct contact with students.

In addition to teaching time, the Teacher Candidate must document time spent with full responsibility for

instruction as well as engagement with English Language Learners (see forms in Appendix).

Seminar

In addition to the practicum experience, the Teacher Candidate is required to attend the accompanying

seminar. Assignments for the seminar are directly and indirectly linked to the licensure standards required by

the Massachusetts Department of Elementary and Secondary Education.

Class attendance and participation in discussions and activities are critical components of the seminar.

The Teacher Candidate is encouraged to discuss the seminar syllabus and requirements with the

Supervising Practitioner and the Simmons University Program Supervisor. The Teacher Candidate may request

input or guidance from these individuals, but the assignments are not the responsibility of the Supervising

Practitioner or the Simmons University Program Supervisor. All products for the seminar will be evaluated by

the Simmons University Seminar Instructor.

Home-Based Service Delivery

A Teacher Candidate may not conduct home visits or implement home-based service delivery plans as part

of the practicum experience.

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The goal to establish strong, affirmative parent/teacher relationships is valued by the Programs in Special

Education, and positive communication is essential. Home-based service delivery may be an expectation of

employment by a school district; however, the Teacher Candidate may not use any additional responsibilities

or requests by parents or families of learners attending the school including private tutoring or childcare

toward completion of any practicum requirements. The Teacher Candidate is also discouraged from socializing

with families outside the school setting.

Placement Termination

If a school system deems it necessary to terminate a Teacher Candidate’s employment and/or eliminate a

practicum experience, Simmons University may perceive this situation as a failure on the part of the Teacher

Candidate to successfully complete the practicum requirements and standards. Given such a circumstance,

Simmons licensure endorsement and both practicum and seminar credits may be denied.

If the Teacher Candidate wishes to remain in the licensure program, he/she must petition the Simmons

University Department Education in writing and request consideration for a second placement. The request

must include an explanation of the issues of the first placement and may, at the request of the Program

Coordinator/Director, be accompanied by supporting documentation from the Simmons University Supervisor,

the Supervising Practitioner and the appropriate administrator. In addition, the Teacher Candidate must

secure a second placement on his/her own which will require the approval of the Program Director.

(*Please note that the University policies that govern course add/drop timelines will be respected and

followed).

To be eligible to continue into the 2nd semester of practicum, Teacher Candidates must obtain a B or better

during the first semester practicum and seminar (or a grade of S – Satisfactory when that grading system is

used).

Collaboration between Simmons University & Participating Communities

The Department of Education at Simmons University enters into a collaborative partnership with host

school districts and guarantees, to the best of its ability, that Teacher Candidates will participate in full-day,

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full-time commitments to the host school. Through the practicum experience, Simmons University seeks to

maintain close partnerships with the participating schools.

The practicum experience is an ideal model to promote and nurture professional development

partnerships. We encourage schools’ participation and welcome recommendations to continue fostering

positive collaborations and liaisons.

Simmons University expects candidates to successfully complete all responsibilities for the license sought

and commit to working with the district through the end of the district’s school year. Simmons University

endorses Teacher Candidates for licensure after the end of district’s school year and not at the time of degree

conferral or program completion.

Protocols

It is imperative that the Simmons Teacher Candidate follows any established site-based protocols for

informing, inviting, announcing or verifying the presence of the Simmons University Program Supervisor at the

practicum site. Different sites will have different expectations, and the Teacher Candidate is expected to

follow in-house protocols (if any) with regard to notification to administrative or other teachers of the

scheduled or unscheduled presence of a Simmons University Program Supervisor on site. These could include

prior notification requirements, standard check-in policies and procedures or the-like.

Candidate Assessment of Performance (CAP)

The Candidate Assessment of Performance (CAP): is the central guiding document regarding the

licensure program. The CAP is a state mandated document completed by the Teacher Candidate and signed

off, evaluated and rated by the Simmons University Program Supervisor and supervising practitioner. Evidence

of each of the six essential elements, is gathered and documented by the program supervisors and supervising

practitioners through formal and informal observations. Through consultation and recommendations, and in

conjunction with the Simmons University Program supervisor and supervising practitioner, the Teacher

Candidate identifies pieces of evidence for each of the six essential elements.

At least two pieces of evidence must be identified for each essential element and no piece of evidence

can be used more once in the entire CAP. The CAP and its content must occur within the Simmons teacher

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candidate’s practicum year. In many cases the CAP will serve as the basis for the development of the

Professional Portfolio prepared by each Teacher Candidate.

Video Recording Evaluation

At least one time during each semester of the practicum experience, the Simmons University Teacher

Candidate will be required to video record his or her instruction of a prepared lesson that is accompanied by a

full lesson plan. These recordings serve as a tool to promote self-evaluation and will be reviewed only by the

Teacher Candidate and the Supervising Practitioner. It is imperative that learner confidentiality be respected.

The Teacher Candidate is required to verify media consent for each child who is recorded during the lesson.

The Teacher Candidate will be responsible for:

Using a prepared lesson plan (Simmons format)

Verifying or obtaining consent forms

Providing a recording device

Arranging for the use of a recording device

Completing and submitting the Video Record Form

Reviewing the recording with the Supervising Practitioner and writing a critique of his/her teaching

performance, signed by the Teacher Candidate and the Supervising Practitioner

Erasing the recording after the assignment has been completed

While video recording is preferable, it may not always be possible, and the Teacher Candidate may need to

use audio recording and should do so in consultation with the Program Supervisor.

Portfolio Requirements

A capstone project of the Simmons University experience in special education is the creation of a

professional portfolio. The portfolio represents the breadth of experiences in the programs in special

education and is the Teacher Candidate’s opportunity to showcase the theoretical and practical knowledge

gained across the entire program. Teacher Candidates may develop the portfolio as a job-seeking tool or as a

professional reflection tool. Portfolios must be created in either e-portfolio or other electronic format.

Standards for preparation and evaluating the portfolio will be established by the seminar instructors.

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Guidelines for Evaluating the Practicum Practicum Rubric (adapted from: www.hopton.ca/ Practicum %20 Rubric _ED2_2006.pdf )

Responsibility Does not meet the Standard At Risk Meets the

Standard Exceeds the Standard

Lesson Planning

Incomplete/Disorganized, Plans are uninspired, Provides little variety in teaching/learning strategies selected

Incomplete, expectations unclear, Plans reflect little originality or creativity

Complete and Organized, Includes some original elements in plans, Varies strategies in most lessons

Plans are logically organized, identifies imaginative and creative teaching approaches

Learning Materials

Materials are disorganized and not readily accessible to students, Fails to locate relevant learning resources

Materials are somewhat organized, Has difficulty choosing relevant learning resources

Chooses age appropriate & relevant resources, Materials reflect attention to students’ interests and differences

Chooses a variety of innovative resources, materials are organized to promote students’ responsibility

Implementing Lesson

Fails to use effective introductions to lessons, Students remain passive and uninvolved, Lessons drag

Designs weak introductions, Students moderately involved, Pacing is too fast or too slow

Uses a limited range of strategies to engage learners, Promotes good student involvement, Pacing and timing are acceptable

Introduces lessons using a range of strategies that meet student needs, Lesson ends with opportunity to extend learning, Uses initiative to adjust pacing and time appropriately

Teaching Strategies

Fails to differentiate instruction

Beginning to use instructional time purposefully, Learning to differentiate instruction

Uses instructional time purposefully most of the time, Differentiates instruction to meet students’ needs

Strategies promote student ownership of learning, Differentiates instruction to meet all student’s needs



Student Interactions/

Demonstrates difficulty in

Beginning to maintain positive

Maintains positive

Maintains positive interactions with

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http://www.hopton.ca/Practicum%20Rubric_ED2_2006.pdf

Development

maintaining positive interactions with students, Demonstrates limited rapport with students

interactions with students, Demonstrates effective rapport with students

interactions with students most of the time, Demonstrates effective rapport with students most of the time

students consistently, Demonstrates effective rapport with students in a variety of settings consistently

Oral Communication

Communicates with inappropriate level of vocabulary, Speech is very hesitant or rapid; monotonous or harsh, Directions are unclear and inaccurate

Demonstrates some difficulty in communication with errors in form and structure, Speech is often too hesitant or rapid, Directions are occasionally clear

Communicates well with adequate levels of vocabulary, Speech is pleasant and natural, Directions are clear and accurate

Communicates effectively, Uses animated voice that is well-modulated and projects well, Directions are consistently clear and accurate

Classroom Management

Fails to maintain routines, Students off-task, Demonstrates difficulty in setting behavior standards, Fails to involve students in learning, Demonstrates inability to anticipate problems

Maintains somewhat negative tones in classroom, Some students are on task, Sets inconsistent behavior standards, Anticipate some problems

Maintains positive tone in classroom, Most students are on task, Maintains consistent behavior standards, Anticipates problems and plans to avoid situations

Maintains high class morale with clearly defined roles, All students are on task and focused, Uses appropriate consequences for behavior consistently, Acts proactively to manage behavior and anticipate problems.

Student Learning

Demonstrates difficulty addressing student needs, Fails to encourage student participation

Beginning to consider student needs, Provides limited student participation

Considers student needs most of the time, Provides for regular student participation

Considers student needs consistently, Provides for consistent meaningful student participation



Quantifiable Assessment

Demonstrates problems in aligning

Relies on limited range of

Utilizes comprehensive

Collects formative, quantifiable

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assessment strategies to expectations, Demonstrates difficulty in identifying appropriate evaluation criteria

quantifiable assessment strategies, Learning to identify evaluation criteria

range of quantifiable assessment strategies, Aligns assessment with expectations

assessment data on an ongoing basis, Aligns assessment with expectations consistently

Collaboration, Professionalism

Demonstrates marked difficulty in relating to others, Rarely collaborates, Demonstrates difficulty in meeting deadlines

Demonstrates difficulty in relating to others, Sometimes collaborates with others, Meets most deadlines

Relates to others, Collaborates with others regularly, Meets all deadlines

Relates extremely well to others, Takes initiative to work collaboratively with others, Meets all deadlines confidently

AttendanceHas missed an excessive number of practicum days

Attends most practicum days, Inconsistently informs supervisor or SP

Has missed few practicum days Contacts supervisor and SP regarding missed days

Has missed very few practicum days, is consistently punctual, contacts supervisor and SP regarding absences

Personal Qualities

Lacks confidence or is overly confident

Sometimes lacks confidence or is overly confident

Acts as a pleasant, dependable and conscientious member of staff most of the time

Consistently demonstrates cooperation, enthusiasm and initiative

Continuous Improvement

Demonstrates difficulty in identifying best practice, Demonstrates difficulty in assessing personal progress

Learning to identify best practice with support, Learning to assess personal strengths with support

Identifies best practice independently, Sets personal goals independently

Aligns personal growth goals with knowledge of best practice, Sets and meets personal and professional goals consistently

Reflective Practice

Demonstrates difficulty in accepting constructive feedback

Learning to accept constructive feedback

Accepts constructive feedback willingly and implements it most of the time

Uses and implements constructive feedback to improve practice

Guidelines for Evaluating the Practicum:

A A- B+ BTeaching Unquestionably ready to Same as for A. Ready to assume Advised to pursue a

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Readiness assume responsibility for own classroom.

responsibility for own classroom, but would benefit from additional supervision & support.

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

Teaching competence

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

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

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

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

Creativity with Methodology & Materials

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

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

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

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

Subject Matter Knowledge

Demonstrates clear mastery of appropriate subject matter.

Same as for A.

Demonstrates competence. Needs to research subject areas more.

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

Classroom Management

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

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

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

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

Self-Reflection & Evaluation

Consistently improves teaching practice through self-reflection.

Possesses appropriate self-evaluation skills.

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

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

Professional Responsibility & Development

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

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

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

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

Recommendation

Recommended strongly for Initial License.

Recommended for Initial License.

Recommended for Initial License.

Recommended with reservation for Initial License.

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

CAP GLOSSARY

CAP: Candidate Assessment of Performance

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TC: The teacher candidate (The student teacher)

Essential Elements: The six standards on which the teacher candidate is evaluated during the practicum

PSTs: Professional Standards for Teachers

SP: Supervising Practitioner (The classroom teacher)

PS: Program Supervisor (The Simmons University supervisor)

Quality: The level of performance by the teacher candidate, i.e. Needs Improvement; Proficient; Exceeds Expectations

Scope: The setting in which the teacher candidate is able to demonstrate proficiency: The whole class; small groups; one-to-one

Consistency: How often is the teacher candidate able to perform at the proficient level?

Reinforcements: Areas of the teacher candidate’s strengths

Refinements: Areas in which the candidate needs to improve

Impact/Evidence of Student Learning: Documentation that students have learned the objectives of the lesson

Formative Evaluation: The evaluation of the teacher candidate at the halfway point in the practicum

Summative Evaluation: The evaluation of the teacher candidate at the conclusion of the practicum

Student Surveys: Surveys given to the teacher candidate’s students half way through the practicum to get feedback on the teacher candidate’s performance. Three levels: P-2; 3-5; 6-12. Long and short forms

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Six Essential Elements for Teacher Candidates Assessment

1.A.4 Well-Structured Lessons(code stands for: Standard 1) Curriculum, Planning & Assessment; Indicator A) Curriculum & Planning; Element 4) Well-StructuredLessons)Develops well-designed lessons that incorporates…

● Effectively uses lesson plan template

● Challenging, measurable objectives

● Appropriate student engagement strategies/activities

● Appropriate pacing and time management

● Agenda/Objectives posted on board

● Logical sequence (beginning, middle and end) – clear intro to lesson with written and stated objectives

● Appropriate materials, resources and technology

● Thoughtful groupings● Uses multiple types of exit

assessments (informal)● Has a clear closing or

summary of lesson● ➔ Example lesson plans –

including multiple examples, reflection, early sample, middle and final – best lesson all elements included

1.B.2 Adjustment to Practice(code stands for: Standard 1) Curriculum, Planning & Assessment; Indicator B) Assessments; Element 2) Adjustments to Practice)

● Organizes and analyzes results from a variety of assessments (informal and formal)

● Progress monitors and uses these findings to alter instruction and practice

● Use data to identify what differentiated interventions or enhancements are needed

● Possible – another lesson plan that demonstrates how students have made adjustments

● Show assessment then analysis and summary, “redo” of either part or entire lesson

● Lesson plan with reflective practice – good example, meet goal?, a learning moment

● Use data to identify what differentiated interventions are needed

● Checks for understanding during lesson

● TC utilizes input from PS and SP to guide planning (before & after lesson)

2.A.3 Meeting Diverse Needs(code stands for: Standard 2) Teaching All Students; Indicator A) Instruction Practice; Element 3) Meeting Diverse Needs)Uses appropriate practices to meet all learners. This includes…

● Tiered instruction● Necessary scaffolding● Accommodations for

different learning styles and profiles

● Differentiation for varying levels of readiness (including those withdisabilities or English learners)

● Differentiation and challenge to enhance learners understanding

● Lesson plans that shows differentiated instruction (multi-level/multi-sensory), materials highlight, accommodations

● Visual aids used during a lesson

● Graphic organizers that support comprehension/notes or outlines for some students

● Clearly stating language objectives for ELLs

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2.B.1 Safe Learning Environment(Code stands for: Standard 2) Teaching All Students; Indicator B) Learning Environment; Element 1) Safe Learning Environment)

● Uses rituals, routines and appropriate responses to behaviors that creates and maintains a safe and positive learning environment

● An environment that cultivates risk-taking (academic,social) and prevents disruptive behaviors through a proactive approach

● Rules, Agenda, and Behavior grid – attached artifacts

● Procedures – Description of classroom culture, classroom teacher and own philosophy, own style

● Classroom set up pictures● Model appropriate behavior● Check in with students● Noting teacher/supervisor

feedback● Involve students in

classroom expectations● Planning for transition times● Positive reinforcement for

appropriate behavior● Be aware of

allergies/medical issues

2.D.2 High Expectations(code stands for: Standard 2) Teaching All Students; Indicator D) Expectations; Element 2) High Expectations)

● Effectively models and reinforces ways that students can master challenging material

● Emphasizes effective effort rather than having an innate ability to excel(growth mindset).

● Unit plan – S&S● Self-assessment by students● Lesson plan with high

expectations● Process writing (revisions)● Student portfolio product,

MCAS examples – photo● Plan lesson on a challenge

in groups to help each other work

● Know your students (abilities, interests, etc.)

● Scaffolding questions to answer higher level questions

● Use rubrics to evaluate student work

● Positive reinforcement/peer reinforcement

● Providing models, rubrics, examples

● Chart of expected objective mastery, posted for students

4.A.1 Reflective Practice(code stands for: Standard 4) Professional Culture; Indicator A) Reflection; Element 1) Reflective Practice)

● Regularly reflects on effectiveness of lessons, units, management, andinteractions with students (both individually and with colleagues).

● Uses this insight to improve practice and make changes to positively impact student learning and your teaching.

● Ability to take feedback from Supervisors, classroom teachers, students, video and peer observations

● Calculate daily mastery by exit tickets

● Turn and talk in pairs followed by a “share out”

● Seeks and accepts critical feedback from peers and supervisors

● Able to identify what went well and what needs improvement

● Noting/responding to an observation form

● Participates in quality conversations

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SEMESTER SCHEDULES

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Fall Semester: Pre-Practicum

There will be 6 observations during the Fall Semester. The Program Supervisor will observe and provide

feedback for all 6 sessions. The Supervising Practitioner will observe and provide written feedback for at least

2 observations.

For each observation, the Teacher Candidate should send their lesson plan to their Program Supervisor

and Supervising Practitioner at least 24 hours before the lesson. The Teacher Candidate and Program

Supervisor (with the Supervising Practitioner if she/he is observing) should have a brief pre-conference to

discuss the lesson, as well as a post-conference to debrief the lesson and ratings on the observation form.

There will also be 2-3 three-way meetings between the Teacher Candidate, Program Supervisor, and

Supervising Practitioner. To stay on target for completion of observations, all observations for the fall

semester should be completed by mid-December. The following is a suggested observation and meeting

schedule.

FALL PRE-PRACTICUM SUPERVISION SCHEDULE Weeks 2-3: First three-way conference and First observation

Become familiar with Supervising Practitioner’s classroom and curriculum Weeks 4-5: Second observation

Weeks 6-7: Third observation and second three-way conference Weeks 8-9: Fourth observation

Weeks 10-11: Fifth observation

Weeks 12-13: Sixth observation and third three-way conference Complete Pre-Practicum folder with observation forms and gateway assessment forms Review the CAP forms and Spring Supervision Schedule Teacher Candidate reviews the CAP Self-Assessment form and the first Preliminary Teacher Candidate completes both goals forms and brings them to the first three-way in

January

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SPRING SUPERVISION SCHEDULE

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

1/1-1/4: TC gets settled.(Week #1) TC schedules first meeting with SP and PS 1/7-1/11: First Three-way Meeting. Supervisor Visit #1(Week #2)

1. PS, TC, and SP discuss all program requirements.2. All CAP requirements and forms are reviewed.3. TC shares Self-Assessment Form and Preliminary Goals4. SP and PS sign off on the CAP for the first meeting

1/14-1/18: 1. TC increases teaching activity.(Week #3) 2. TC identifies lesson to plan and teach for following week’s observation. 1/21-1/25: First Announced Observation by SP and PS. Supervision visit #2(Week #4)

1. PS and TC have pre-observation conference by phone or by skype prior to observation.2. SP has pre-observation conference with TC prior to Observation.3. SP and PS do joint Announced Observation #1.4. TC completes Self Reflection Form after the lesson.5. PS and SP discuss evidence collected during observation and calibrate on feedback to provide TC,

including initial ratings on the CAP (same day). Optional Baseline Assessment Form can be used.6. SP and PS conduct post observation conference with the TC.

a. Can be done jointly on the same day.b. Can be done separately on same day, either in person or on the phone, that evening or 2-5 days

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

Implementation Plan completed between now and the Formative Assessment. 1/28-2/1: 1. TC continues to teach and increase teaching responsibilities.(Week #5) 2. TC sends weekly emails to PS.

3. SP does informal observations of TC and provides ongoing feedback. 2/4-2/8: SP Makes Unannounced Observation #1(Week #6)

1. TC completes Self Reflection Form2. SP and TC meet for post observation conference.3. PS checks in with TC and SP to learn results of observation.

2/11-2/15: PS Makes Announced observation #2 (School Visit #3)

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(Week #7)1. PS and TC hold pre-observation conference by phone.2. PS does Announced Observation #23. TC completes Self Reflection Form and brings to post-observation conference.4. PS conducts post-observation conference with TC either same day on site or later on the phone. 5. PS informally connects with SP and shares results of observation and conference.

2/18-2/22: February Vacation Week 2/25-3/1: 1. TC continues to teach and gradually increase teaching responsibility.Week #8 2. TC continues with weekly emails to PS.

3. SP does informal observations and provides feedback. 3/4-3/8: 1. TC administers and reflects on Student Surveys(Week #9) 2. PS makes 3rd Announced observation (School visit#4). Pre-observation conference with TC held

the day before by phone.3. On the same day, SP, PS and TC hold Second Three-

Way Meeting.a. TC comes to meeting with self assessment and evidence to support rating. Data from

student surveys included.b. SP and PS discuss evidence and rating, and feedback to provide prior to TC joining the

meeting.c. SP and PS provide Formative Assessment and complete The CAP Form (Formative

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

adjustments made (e.g. modify goals; increase support). 3/11-3/15: 1. TC continues to teach and increase teaching responsibilities.(Week #10) 2. PS and SP continue with informal contact and review TC’s progress toward professional

practice goal(s)

3/18-3/22: 1. SP continues to informally observe TC and provide feedback.(Week #11) 3/25-3/29: 1. SP makes Unannounced Observation #2(Week #12) 2. SP and TC meet for post-observation conference 3. SP and TC review progress of measure of students’ learning and review TC’s progress toward

professional4/1-4/5: 1. TC continues to teach.(Week #13) 2. SP continues to informally observe and provide feedback.

3. PS checks in with SP and TC 4/8-4/12: 1. PS makes 4th Announced Observation (Visit #5). Pre- observation conference held the day (Week #14) before by phone.

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2.TC completes Self Reflection Form after the observation. 3. PS has post observation conference with TC either in person or by phone 4/15-4/19: April Vacation Week 4/22-4/26: TC continues to teach and works toward completion of practicum requirements.(Week #15) 4/29-5/3: Summative Assessment(Week #16) 1. PS and SP meet first to calibrate ratings, identify evidence to support ratings, and agree on

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

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

b. Summative assessment is completed on the CAP.c. Final page of the CAP is completed and all signature and dates entered.

5/6-5/10: TC completes Preliminary Goal-Setting Plan Post Cycle and shares with SP and PS(Week #17)

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SIMMONS / DESE REQUIRED FORMS

34

Table of Contents, Checklist of Requirements

Requirements Page Completed ✓Forms for Logging Hours 36Pre-Practicum Experience Log 37Documentation of Teaching Time 38Documentation of 100 Hours of Full Responsibility 39Documentation of Engagement with English Language Learners 40Practicum Experience Log Cover Sheet 42Forms for Observations and Pre-Practicum Required Forms 43Lesson Plan (submitted before each observation) 44Pre-Practicum Observation Form 45Video Recording Form (one per semester) 46Pre-Practicum Gateway #1 and #2 47Forms for the Candidate Assessment of Performance (CAP) 49Candidate Assessment for Performance Form 50Self-Assessment Form 52Preliminary Goal Setting 56Finalized Goal Setting and Implementation Plan Form 57Self-Reflection Form 58Inquiry Project 61Reflection on Student Feedback Form 62Preliminary Goal Setting and Plan Development Form (post-cycle) 63SP and PS Required Forms 64Announced Observation #1 65Announced Observation #2 68Announced Observation #3 72Unannounced Observation #1 75Unannounced Observation #2 79Formative Assessment Form 83Summative Assessment Form 90Request Form for PDPs 97Portfolio Checklist 98

35

FORMS FOR LOGGING HOURS

36

Pre-Practicum Experience LogSimmons University

Department of Special Education

Name__________________________ Licensure Area _______________________________

Date Activity(Assist, Observe,Interview, Other)

Location – SchoolTown

Name of Teacher, Specialist,Program Director or Administrator

GradeLevel(where applicable)

StartTime

EndTime

For Course(Title and Number)

Instructor

Ex.:9/5/17

Taught LA Landmark School

My Name 8th 2:00 3:00 Practicum/Seminar Amy Ballin

Page ___ of ____ Total Pre-Practicum hours this page ____________

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DOCUMENTATION OF TEACHING TIMETeaching time, recorded for the purposes of documentation for the Candidate Assessment of

Performance (CAP) process, may consist of direct instructional and/or supervisory activities with students on IEPs:

Direct Instruction: individual instruction to one learner; teaching small group and/or whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the Teacher Candidate

Supervising Activities: Implementing IEP-driven instruction during supervisory activities, such as supervising lunch, recess, study hall, independent seatwork, and/or classroom transitions

Teacher Candidates should document their teaching time on a weekly basis on the form below.

Field _____________________ Level__________________________

Week of: Subjects taught or activities supervised

Amount of time in inclusion

Amount of time in sub-separate

Total Hours SP and/or Supervisor Initials

Example:11/6/17 – 11/10/17

ReadingLanguage Arts

4 5 9

Total Hours

Use additional pages as needed. Students please keep a copy for your recordsThe total number of logged hours must be equal to or exceed the number of hours required for the license sought.

Teacher Candidate Signature _________________________________________________________________

Supervising Practitioner Signature _____________________________________________________________

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DOCUMENTATION OF 100 HOURS OF FULL RESPONSIBILITYFull responsibility is defined in the following way:

The Teacher Candidate plans and teaches a lesson taking full responsibility for instruction and classroom management. The supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be one-on-one, small group, or whole class format. Full responsibility extends to supervisory activities as well such as overseeing transitions, recess, or other activities where the Teacher Candidate is fully in charge and responsible for the students, class and instruction.

Time Date Description of ActivityExample:8:00-9:00

1/15/18 Language arts – sentence types

Total Hours this Page

Teacher Candidate Signature _____________________________________________________________

Supervising Practitioner Signature _________________________________________________________

(Multiple copies of this page may be necessary)

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DOCUMENTATION OF ENGAGEMENT WITH ENGLISH LEARNERSAn English Learner (EL) is a student whose first language is not English. World-class Instruction and Design and Assessment (WIDA) defines English learners as “linguistically and culturally diverse students who have been identified as having levels of English language proficiency that require language support to achieve grade-level content in English” (http://www.wida.us/standards/eld.aspx). In addition, ELs can be described as students whose English language environment needs to be sheltered (i.e. modified and adapted) in order for them to be successful academically. Sheltered English Instruction (SEI) may be defined by information at http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml.

In order to earn a first Initial Teaching License, Simmons requires that you document 15 hours of Engagement with ELs. Specifically, this time will be spent in one or more of the following:

Observing and/or assisting in a classroom with ELs. This is followed by:

o An interview with the classroom teacher or teachers who teach Els. Be sure to address the strategies the teacher uses to meet the learning needs of ELs in the classroom and the English proficiency (WIDA) levels of these student(s)

o A 1-page reflection of your learning from these experiences

Tutoring an EL student with a 1-page reflection

Interviewing an EL student with a 1-page reflection

You need one 1-page reflection encompassing all your hours of ELL engagement. The 1-page reflection must include a description of (1) your experience in the classroom, (2) what you learned from interview(s), and (3) what observed strategies you imagine utilizing when you have ELs in your own classroom.

The form below will document the hours of engagement.

Time Date Description of activity Signature of supervising practitioner

Example:12:30-2:30

3/16/18 Observed two SEI classes at Collins Middle School, Salem, MA

Signature of supervising practitioner

40

Total Hours

Teacher Candidate Name (Print)

______________________________________________

Teacher Candidate Signature

______________________________________________Date: _____________________

Supervising Practitioner Name (Print)

______________________________________________

Supervising Practitioner Signature

______________________________________________Date: _____________________

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Simmons UniversityPrograms in Special Education

Practicum Experience LogCover Sheet (Fall and Spring)

Teacher Candidate Name: _______________________________________________

Practicum Setting: ___________________________________________

I verify that the attached Practicum experience logs are accurate and indicate the required number of hours and experiences as required in Massachusetts Department of Elementary and Secondary Education Regulations for Education Licensure, 603 CMR 7.00

____________________________________ __________________Teacher Candidate Signature Date

____________________________________ __________________Simmons University Supervisor Signature Date

____________________________________ __________________Supervising Practitioner Date

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FORMS FOR OBSERVATIONS AND PRE-PRACTICUM REQUIRED

FORMS

43


Lesson Plan FormatTeacher Candidate: Date: _Subject/Skills _____________Grade Level: Number of Learner(s): Time of Lesson (Period)____________________________ Length of Lesson _______________Curriculum Frameworks (use only Common Core) that would be taught to same age non-disabled peers)Grade Level __________: Subject _________________Strand: Standard: ______________________________Page Number___________ Publication Date

1. Purpose/Objective/Functiona. Identify the purpose of the lessonb. Identify how this lesson is linked to a sequential unit of study

2. Pre-requisite skills/knowledgea. Identify any pre-requisite skills or abilities necessary for this lessonb. Identify how formal and informal assessments have informed decisions in determining what and how to teach to

individual students3. Schedule and Pacing

a. Outline and sequence the lesson in the proposed order that it will be taught (an agenda) b. Include the approximate pacing of each step

4. Materialsa. List materials used in the lesson

5. IEP Goals/Objectives/Benchmarks - (minimum 2 per lesson plan)a. Record the IEP goals/objectives/benchmarks, verbatim, to be addressed within the lesson b. In addition, rewrite objectives goals/objectives/benchmarks as observable and measureable (when necessary)c. Identify how these IEP objectives or benchmarks inform instruction, selection of materials or selection of approaches

6. Specially – Designed Instructiona. Identify specially designed instruction (content, methodology, and/or performance criteria) necessary to help individual

students learn the academic contentb. Identify any assistive technology that will be used to help individual students learn and access the academic contentc. Identify any behavioral intervention strategies to help individual students learn and access the academic content.

7. Accommodations/Adaptationsa. Identify accommodations necessary to help individual students better access the curriculum

8. Possible Problems and Solutionsa. Brainstorm possible problems with the lesson/learnersb. For each possible problem, write a theoretical solution in advance of the lesson

9. Lesson Closurea. Identify the process and procedure for closure of the lesson

10. Assessment a. Identify assessment tool, process or procedureb. Specify anticipated achievements in qualitative or quantitative termsc. Assessment linked to the purpose of the lesson

11. Extension of the Lessona. Identify how the lesson will be extended through activities such as: Homework, Assignments, Follow-up activities,

Future lesson, etc.

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PRE-PRACTICUM OBSERVATION FORM – ON-CAMPUS SPECIAL EDUCATION PROGRAM

Observation # (circle one): 1 2 3 4 5 6

Teacher Candidate Name: ________________________ Date of Observation: ___________

Observer: _____________________________ Supervisor, Supervising Practitioner (circle one)

Fieldwork Placement: _____________________________ Course(s) this semester: _________

Activity Observed:

Essential Elements Addressed: Comment on Strengths and Areas for Improvement for all that apply

1) Well Structured Lessons: Lesson plan submitted to supervisor on time Lesson activator, clear lesson objective(s) posted Activities foster appropriate student engagement Uses clear and concise communication

2) Adjustment to Practice: Uses supervisor feedback to improve practice Uses assessment data to improve practice

3) Meeting Diverse Needs: Meaningful access to curriculum for diverse students Provides appropriate scaffolding and differentiation

4) Safe Learning Environment: Classroom rules posted and referenced Safety awareness consistently enforced Clear and safe transitions between activities

5) High Expectations: Models mastering challenging content Provides regular feedback to students

6) Reflective Practice: Uses own reflections to improve practice Demonstrates professionalism with others

Other Feedback / Goals for next observation:

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Video Recording Form

Attach this form to your typed self-reflection document along with the formal lesson plan

Date of Recording: ______________ Topic of Lesson: ___________________________

Length of the Recording: ______________________

Examples of concepts to reflect upon for the recording summary:

● Curriculum Frameworks Addressed● How you began the lesson in an engaging manner● An agenda was posted and referred to, and the steps that were to occur in the lesson were explicitly

identified● How male and female students were called upon equally● Strategies that were used to engage reluctant learners● Specialized instruction that was employed to help achieve the goals of the lesson for learners on IEPs● Strategies that were employed to improve behavior of the class. Strategies that were employed to

maintain the flow of instruction● Teaching skills relative to the license sought● What part(s) of the lesson might you do in a different (same) manner?● What do you feel went especially well? On what do you base that?● When you reviewed the recording, what surprised you most about your instruction/teaching style, or

presentation?

We verify that all necessary consent was obtained for students prior to the recording of this lesson.

______________________________ ___________________________________Teacher Candidate signature Supervising Practitioner signature

I have reviewed the recording and offer the following comments, suggestions:

__________________________________Supervising Practitioner signature

46

SIMMONS UNIVERSITY

Pre-Practicum Gateway Assessment #1

Teacher Candidate: _____________________________________

Dates of Observations

Number Date123

Program Supervisor and Supervising Practitioner Determination of Readiness

Program Supervisor (please check one):

a. Yes _____ Candidate moves to Observation #4

b. No _____ Candidate receives feedback and determination of “at risk status” and notifies Practicum Coordinator, Judah Axe, prior to moving to Observation #4

Supervising Practitioner (please check one):

a. Yes _____ Candidate moves to Observation #4

b. No _____ Candidate receives feedback and determination of “at risk status” and notifies Practicum Coordinator, Judah Axe, prior to moving to Observation #4

Reasons for Concerns (if applicable):


___________________________________ __________________Simmons University Supervisor Signature Date

____________________________________ __________________Supervising Practitioner Signature Date

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SIMMONS UNIVERSITY

Pre-Practicum Gateway Assessment #2

Teacher Candidate: _____________________________________

Dates of Observations

Number Date456

Program Supervisor and Supervising Practitioner Determination of Readiness

Program Supervisor (please check one):

c. Yes _____ Candidate is recommended for practicum

d. No _____ Candidate receives feedback regarding continued concerns and arranges a meeting with Program Director, Judah Axe

Supervising Practitioner (please check one):

c. Yes _____ Candidate is recommended for practicum

d. No _____ Candidate receives feedback regarding continued concerns and arranges a meeting with Program Director, Judah Axe

Reasons for Concerns (if applicable):


___________________________________ __________________Simmons University Supervisor Signature Date

____________________________________ __________________Supervising Practitioner Signature Date

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FORMS FOR THE CANDIDATE ASSESSMENT OF PERFORMANCE

(CAP)

49

Candidate Assessment of Performance FormSection 1: General Information (to be completed by the Candidate and the Program Supervisor)

Candidate Information

First Name: Last Name:

Street Address:

City/Town: State: Zip:

MEPID #:

Massachusetts license number(if applicable):

Program Information

Sponsoring Organization:Program Area & Grade Level:

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

Yes No

Practicum Information Practicum Practicum Equivalent

Practicum/Equivalent Course Number: Credit hours:

Practicum/Equivalent Seminar Course Title:

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

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

Name:

School District: Position:

License Field(s):

MEPID or License #

# of years experience under license: Initial Professional

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

Yes No

Name: Date:

Candidate Assessment of Performance Form

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Section 2: Total Hours and Signatures

Three-Way Meetings

1st Three-Way Meeting

Date:

Candidate

Supervising Practitioner

Program Supervisor

2nd Three-Way Meeting

Date:

Candidate


Program Supervisor

Final Three-Way Meeting

Date:

Candidate


Program Supervisor

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

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:

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Candidate Self-Assessment Form

Directions: Independently, reflect on your performance in each dimension of an element. Use the performance descriptors from the

CAP Rubric to help ground your assessment. Consider the following in rating your current level of performance (as applicable): ● Skills acquired in coursework● Experiences in pre-practicum● Targeted feedback you have received about your practice

● Evidence of impact with students● Reflection on performance in Announced

Observation #

Name: Date:

I.A.4: Well-Structured Lessons

I-A-4.Well-

Structured Lessons

Unsatisfactory Needs Improvement Proficient ExemplaryDevelops 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.

QualityScopeConsistency

I.B.2: Adjustment to Practice

I-B-2.Adjustment to

Practice

Unsatisfactory Needs Improvement Proficient ExemplaryMakes 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.


52

II.A.3: Meeting Diverse Needs

II-A-3.Meeting Diverse Needs

Unsatisfactory Needs Improvement Proficient ExemplaryUses 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 ExemplaryMaintains 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

Unsatisfactory Needs Improvement Proficient ExemplaryGives 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.


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IV.A.1: Reflective Practice

IV-A-1.Reflective Practice

Unsatisfactory Needs Improvement Proficient ExemplaryDemonstrates 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.


54

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

Name: Date:

Self-Assessment SummaryElement Quality Scope Consistency1.A.4: Well-Structured Lessons1.B.2: Adjustment to Practice2.A.3: Meeting Diverse Needs2.B.1: Safe Learning Environment2.D.2: High Expectations4.A.1: Reflective Practice

Based on your Self-Assessment, briefly summarize your areas of strength and high-priority areas for growth.

Area(s) of Strength Evidence/Rationale Element/Dimension

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

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

55

Candidate: Preliminary Goal-Setting & Plan Development Form

Name: Date:

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

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

Objective:

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

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

Action-Oriented, Tracked Prompt: How will I demonstrate progress toward this goal? (Include potential sources of evidence demonstrating goal progress)

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

Draft Professional Practice Goal:

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

● ●

56

Finalized Goal & Implementation Plan Form

Name: Date:

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

CAP Professional Practice Goal

Essential Elements

4.A.1: Reflective Practice

Additional element(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 Related Evidence/Artifact(s)

Supports/Resources from

Timeline/Frequency

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

Measure of Student Learning Impact Rating ParametersHigh

Moderate

Low

57

Model Observation Protocol: Candidate Self-Reflection FormDirections: Following an announced or an unannounced observation, please use the form below to reflect on the lesson. Submit the form to your Supervising Practitioner/Program Supervisor within 24 hours of the observation.

Observation Details

Date: Time (start/end):

Content Topic/Lesson Objective:

Type of Observation: Observed by:

Announced Unannounced Supervising Practitioner

Program Supervisor

Reflection Prompt: What do you think went particularly well? How did this strength impact your students’ learning?

Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How would this have impacted your students’ learning?

Essential ElementEvidence: Where possible, provide one piece of evidence that you believe demonstrates your performance relative to the Quality, Consistency or Scope of each element.

1.A.4: Well-Structured Lessons

1.B.2: Adjustments to Practice

2.A.3: Meeting Diverse Needs

2.B.1: Safe Learning Environment

2.D.2: High Expectations

THE INQUIRY QUESTION58

1. Look over your CAP self-assessment. Identify one area you want to work on.

2. Develop a SMART goal based on your assessment (S-Specific, M-Measurable, A-use action words, R-realistic and relevant, T-time limited). See preliminary goal setting and plan development form

3. Develop a question that can answer this SMART goal.

Example:

SMART Goal: Given the choice to use a therapeutic ball during class instructional time, students will maintain sustained focus for the duration of the class in 4 out of 5 opportunities over a 6 week period.

Question: Will providing students with the option to sit on a therapeutic ball during instructional time increase their ability to maintain sustained focus for the duration of a class period?

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Inquiry Working Plan Template

1. What is my question? (Be specific, clear and well –defined)

2. Who is involved? (Describe the people involved—children, parents co-workers, etc. If children are involved do you need any permissions?)

3. When will I collect data? (Time frame—at least 6 weeks, how often)

4. What data will you collect? (You will need three forms of data. Examples: Field notes, student work, interviews, questionnaires, surveys, rating scales, checklists.

5. What kind of baseline data will you need to collect if any?

6. What will your process be?

Adapted from Allan and Miller, Lesley University (1999)

60

Summary Report: Reflection on Action

1. State question and why you chose it

2. Explain the intervention strategy. How did you answer the question?

3. Describe any changes you made to your plan along the way

4. Explain how you analyzed your data

5. Describe the areas of achievement. What were your results and conclusions.

6. What new question have you discovered?

7. What were strengths and areas to change for next?

Adapted from Allan and Miller, Lesley University (1999)

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REFLECTION ON STUDENT FEEDBACK SURVEYS SIMMONS UNIVERSITY FORM

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

1. Summary of the data:

2. Analysis of the data:

3. How this feedback will inform my practice

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Preliminary Goal-Setting & Plan Development Form (Post Cycle)

Name: Date:

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

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

Objective:

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

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

Action-Oriented, Tracked Prompt: How will I demonstrate progress toward this goal? (Include potential sources of evidence demonstrating goal progress)

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

Draft Professional Practice Goal:

What actions will you take to achieve the goal? What actions/supports/resources will you need from your evaluator?

● ●

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SP AND PS REQUIRED FORMS

Announced Observation #1Focus Elements: 1.A.4 Well-Structured Lessons; 2.D.2 High Expectations

Note: As this is the first observation, assessors should attempt to collect evidence for all elements in order to provide a baseline for future observations

64

Teacher Candidate: Program Supervisor:

Content Topic: Date: Time:

Whole Group Small Group School:

Checklist for Target Element +/- NA

Well-Structured Lessons 1.A.4*Provide specific evidence from the lesson to support items on the checklist

Completes pre-observation conference

Submits Final Lesson Plan / data sheets with feedback incorporated

Writes functional and meaningful lesson objectives

Practices student specific IEP objectives throughout the lesson

Executes all required components of a well-structured lesson

Uses appropriate pacing for each lesson component

Provides appropriate and engaging materials for diverse students

Reinforces lesson objectives through activities that lead to successful outcomes for students

Follows the 3 step pattern (model / practice / review)

Is able to make spontaneous adaptations to lesson to ensure understanding

Reviews key concepts before moving forward asking pointed questions

Collects data on assessment portion

Administers student surveys to solicit feedback

Refinement for Targeted Element

Checklist for Targeted Element +/- NA

Adjustments to Practice 1.B.2Provide specific evidence from the lesson to support items on the checklist

Utilizes suggestions from PS and SP to make adjustments to the lesson

Uses information from the refinement areas of previous observations to improve practice

Uses incidental teaching opportunities to reinforce or generalize a skill

Is able to identify student areas of weakness and determine

65

what differentiated interventions or enhancements are needed



Meeting Diverse Needs 2.A.3Provide specific evidence from the lesson to support items on the checklist

Provides opportunities for all students to participate (including ELLs and all disabilities)

Values multiple aspects of diversity (cultural backgrounds, religion, social class, and abilities)

Plans for and executes appropriate accommodations to allow students to access curriculum

Differentiates instruction (multi-level) in the lesson

Incorporates multi-sensory instruction

Is able to implement effective communication strategies for diverse students (ELL, nonverbal)



Safe Learning Environments 2.B.1Provide specific evidence from the lesson to support items on the checklist

Organizes classroom environments

Clearly establishes and references rules/schedules as needed

Implements whole class and individual behavior programs

Consistently enforces safety awareness for all students and teachers (protective equipment / allergies, staffing, student groupings)

Encourages risk taking academically and socially



High Expectations 2.D.2*Provide specific evidence from the lesson to support items on the checklist

Knows students interests and abilities and uses this information to challenge their learning

Employs a variety of teaching methods and activities to motivate students’ learning (games, response cards, cooperative learning)

Fosters critical thinking - inquiry, questioning, collaboration, and problem solving

Effectively uses technology

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Reflective Practice 4.A.1Provide specific evidence from the lesson to support items on the checklist

Accepts verbal and written feedback constructively (lessons and/or recommendations for additional lessons)

Is able to self-reflect on the reinforcement and refinement areas of their lesson

Regularly reflects on the effectiveness of the lesson (self-reflections, preconference, 3-way, and SP meetings)



Professional Behavior and DispositionProvide specific evidence from the lesson to support items on the checklist

Presents themselves in a professional manner (appearance, attitude, and responsibility)

Comes prepared with all necessary documents to all pre-conference, 3-way, SP, and post-lesson meetings

Adheres to standards of ethical conduct including academic honesty and confidentiality

Responds to frustrations and stress appropriately

Is punctual to all necessary meetings

Is flexible and able to make adjustments to student and program needs

Communicates effectively both verbally and in writing

Collaborates professionally with colleagues and other adults (i.e., student, parents)

Signs up for pre-conference meetings


Focused Feedback

Reinforcement Area / Action:(strengths of the focused elements)

Refinement Area / Action:(areas for improvement for focused elements)

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





Well-Structured Lessons 1.A.4Provide specific evidence from the lesson to support items on the checklist





Executes all required components of a well structured lesson











Adjustments to Practice 1.B.2*Provide specific evidence from the lesson to support items on the checklist



Uses incidental teaching opportunities to reinforce or

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generalize a skill

Is able to identify student areas of weakness and determine what differentiated interventions or enhancements are needed



Meeting Diverse Needs 2.A.3*Provide specific evidence from the lesson to support items on the checklist

















High Expectations 2.D.2Provide specific evidence from the lesson to support items on the checklist




69






















Refinement Area / Action:

70

(areas for improvement for focused elements)

Announced Observation #3























71


























72























Refinement Area / Action:

73

(areas for improvement for focused elements)

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





Well-Structured Lessons 1.A.4*Provide specific evidence from the lesson to support items on the checklist

















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Safe Learning Environments 2.B.1*Provide specific evidence from the lesson to support items on the checklist










75
























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Unannounced Observation #2Focus Elements: 1.B.2 Adjustments to Practice





















Adjustments to Practice 1.B.2*Provide specific evidence from the lesson to support items on the checklist

77


























78
























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Formative Assessment FormName: Date:

I.A.4: Well-Structured Lessons

I-A-4.Well-Structured Lessons

Unsatisfactory Needs Improvement Proficient ExemplaryDevelops 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.





Evidence:

Refinement:

Quality: ability to perform the skill, action or behavior as described in the proficient performance descriptor ● Collectively the quality of the essential element is defined by how the proficient definition is written (see definition of proficient)

Consistency: the frequency (e.g., all the time, sometimes, once) that the skill, action or behavior is demonstrated with quality ● How often are you doing it? How consistent were the learners responding to your consistency

Scope: the scale of impact (e.g., one student, subset of children, all students) to which the skill, action or behavior is demonstrated with quality● How impactful was your teaching across all learners at various levels, were you able to differentiate to meet a wide variety of needs

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I-B-2.Adjustment to Practice


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.


Evidence:

Refinement:




82




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.


Evidence:

Refinement:




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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.


Evidence:

Refinement:




84

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.


Evidence:

Refinement:




85

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.

Quality

ScopeConsistency

Evidence:

Refinement:




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Formative Assessment – Calibration

Summary of Ratings

Element Quality Scope ConsistencyReadiness Thresholds Met? (Y/N)

1.A.4: Well-Structured Lessons1.B.2: Adjustment to Practice2.A.3: Meeting Diverse Needs2.B.1: Safe Learning Environment2.D.2: High Expectations4.A.1: Reflective Practice

Reinforcement Area

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

1.B.2: Adjustments to Practice 2.D.2 High Expectations

2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice

Refinement Area

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

1.B.2: Adjustments to Practice 2.D.2 High Expectations

2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice

Suggestions for Candidate

Summative Assessment FormName: Date:

I.A.4: Well-Structured LessonsUnsatisfactory Needs Improvement Proficient Exemplary

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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.





Evidence:

Refinement:





I-B-2.Adjustment to Practice


May organize and analyze some assessment results but only occasionally

Organizes and analyzes results from a variety of assessments to determine progress

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended

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adjusts practice or modifies future instruction based on the findings.

toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

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.


Evidence:

Refinement:







May use some appropriate practices to accommodate differences, but fails to

Uses appropriate practices, including tiered instruction and scaffolds, to accommodate

Uses a varied repertoire of practices to create structured opportunities for each student to meet

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address an adequate range of differences.

differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.


Evidence:

Refinement:




II.B.1: Safe Learning EnvironmentII-B-1.Safe Learning Environment


Maintains a physical environment that is unsafe or does not

May create and maintain a safe physical environment but

Uses rituals, routines, and appropriate responses that create

Uses rituals, routines, and proactive responses that create and maintain

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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.

inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.

and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

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.


Evidence:

Refinement:




II.D.2: High ExpectationsII-D-2.High Expectations


Gives up on some students or communicates that some

May tell students that the subject or assignment is challenging and that they

Effectively models and reinforces ways that students can master

Effectively models and reinforces ways that students can consistently

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cannot master challenging material.

need to work hard but does little to counteract student misconceptions about innate ability.

challenging material through effective effort, rather than having to depend on innate ability.

master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.


Evidence:

Refinement:




IV.A.1: Reflective PracticeIV-A-1.Reflective Practice


Demonstrates limited reflection on practice and/or use of insights

May reflect on the effectiveness of lessons/ units and interactions with

Regularly reflects on the effectiveness of lessons, units, and interactions

Regularly reflects on the effectiveness of lessons, units, and interactions

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gained to improve practice.

students but not with colleagues and/or rarely uses insights to improve practice.

with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

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.

Quality

ScopeConsistency

Evidence:

Refinement:




Summative Assessment – Calibration

Summary of Ratings

Element Quality Scope Consistency Readiness

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Thresholds Met? (Y/N)

1.A.4: Well-Structured Lessons1.B.2: Adjustment to Practice2.A.3: Meeting Diverse Needs2.B.1: Safe Learning Environment2.D.2: High Expectations4.A.1: Reflective Practice


Request for Professional Development Points Form

Name of Supervising Practitioner/Administrator: 94

Home Address:

Town: State: Zip:

Phone:

School Name:

Address:

Town: State: Zip:

Phone:

Social Security #:

Massachusetts Department of Elementary and Secondary Education Licensure #:

Field and Area:

Name of Teacher Candidate:

Dates of Practicum Experience:

This form must be returned by May 30, 2019with a self-addressed, stamped envelope to:

Simmons UniversityDepartment of Education

300 The FenwayBoston, MA 02115

Attn: Suzanne Kowalewski

Please note: Under the current regulations for licensure, Supervising Practitioners or Supervising Administrators holding Professional License may receive 15 PDPs per year.

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PORTFOLIO CHECKLIST

Materials for Portfolio Description

Table of Contents

96

Letter for the Reader

Current Resume

Philosophy of Education

Letters of Reference

MTEL Scores or Copy of License Number

Foundations of ReadingCommunication & LiteracySubject Test OR General Curriculum/Math

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Summary page with your professional development/trainings

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CAP Standards: Evidence of 6 Essential Elements

The Six Essential Elements:Structured Lesson Plans:

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

2. A reflective statement on why this serves as an exemplary model;

Adjustment to Practice:1. A lesson plan and an analysis of the data assessing what the

students learned or a re-do lesson based on that data;2. A reflective statement about the process;

Meeting Diverse Needs:1. A lesson plan that highlights how instruction was differentiated

to meet the diverse needs of the students (special needs; ELL; different learning levels);

2. A reflective statement about the process;Safe Learning Environment:A statement which contains the following information:

1. A description of the rules, routines and procedures used in the classroom which contribute to a safe learning environment;

2. A description of the class culture and the range of responses to inappropriate behavior by the students;

3. A description of any structured programs such as Morning Circle or the Responsive Classroom;

4. Any photographs of the classroom and other artifacts that reflect the class learning environment (e.g., the daily schedule and goals for learning for the day);

5. Any other procedures that are used to make the students feel

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safe and encourage taking risks;High Expectations:

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

2. Samples of first draft of a writing product by a student and the subsequent revisions until the student reach the expected level of competency or examples of students charting their own progress and assessing their current skill level vs. the final goal of a particular learning task;

Reflective Practice - Do #1 and pick a few of the a,b, or c etc and then do one of #2-7

1. A reflective statement in response to various forms of feedback. Pick a few from the list below and reflect on these:

a. From the supervising practitioner (written feedback attached)

b. From the program supervisor (written feedback attached)c. The Self-Reflection Forms which are done after each

formally observed lesson;d. From the discussion after each Three-Way Meeting;e. From viewing your video;f. Samples of any journal entries that reflect on practice;

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

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

4. The candidate’s Self-Assessment Form that is completed by the third week of the practicum and shared during the first three-way meeting after the first observation by both the SP and the PS;

5. The Preliminary Goal Setting and Plan Development;6. The Candidate Professional Practice Goal(s) and

Implementation Plan;7. Feedback from the Student Surveys;

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