Overview of the Candidate Assessment of Performance (CAP)
The Candidate Assessment of Performance (CAP) first began with the 2003 Pre-Service Performance Assessment (PPA). Massachusetts then created a standard assessment that would focus on assessing a candidate based on seven essential elements, which are broken down in the below sections. Additionally, it would offer a rubric for candidates’ performance, divide evidence collection between three people (Program Supervisors, Supervising Practitioners, and the candidates themselves), as well as help generate data to assist in program review decisions. In its essence, CAP is designed to mirror the experience of educators within the state of Massachusetts who are engaged with the Massachusetts Educator Evaluation Framework, with some modifications to accommodate teacher candidates. Teacher candidates must receive at least Proficient in quality as well as Needs Improvement in scope and consistency for all seven elements of CAP.
Teachers are assessed through multiple avenues: two announced observations, two unannounced observations, three 3-way meetings with the Program Supervisor and the Supervising Practitioner, a measure of student learning, a student survey, and creation of lesson plans & materials. For announced observations, I had to complete a formal lesson plan that was submitted to the Program Supervisor a few days before. Then, I had to complete a reflection after the observation. For measure of student learning, I had to predict the range of understanding of my students prior to a lesson, and then give them an assessment/project that would gather data on if they understood the material. For the student survey, students were asked various questions about my own teaching skills. They rated statements from a scale of strongly disagree to strongly agree.
The Seven (7) Essential Elements of CAP
Subject Matter Knowledge
In order to obtain proficiency, a teacher must demonstrate "sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and subject-specific skills and vocabulary, such that they are able to make and assess evidence-based claims and arguments." In other words, it is important for an educator to have the knowledge of the subject that they are teaching. Educators help students solve problems through lesson materials and by asking guiding questions; without an in-depth understanding, then the educator might not be able to create quality lesson materials or questions, which would then hinder the students' success. Students also want to trust the educator, and so demonstrating the required knowledge allows them to participate in their learning.
From Day 1, I had to start from scratch with my knowledge, since I have never interacted with Project Lead the Way (PLTW) course material before. Ms. Cochran, my mentor teacher, gave me access to the PLTW website, in which I studied heavily to prepare for my lessons. I also went through and familiarized myself with various software (including VCarve, AutoDesk Inventor, ROBOTC, and AutoDesk Revit) by creating my own projects or referencing the projects that the students had to complete.
Well-Structured Units and Lessons
In order to obtain proficiency, a teacher must "adapt as needed and implement standards-based units comprised of well-structured lessons with challenging tasks and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resources, and grouping; purposeful questioning; and strategic use of technology and digital media; such that students are able to learn the knowledge and skills defined in state standards/local curricula." In other words, it is important for an educator to have high quality instructional material and have a well-thought out plan on what they want to teach to their students. By created well-structured units and lessons, there would be no awkward transition periods, there would be more time to catch errors within the learning (for both lesson materials and for student error), and there would be universally accessible content for all students.
For me, subject matter knowledge and well-structured units and lessons went hand in hand. By going through and learning the material for the PLTW courses, I was able to figure out how to structure and time my lessons so that students were at a comfortable, but still challenging pace. I did this by going through Ms. Cochran's old lesson plans and materials, and by going through the resources PLTW offers for both courses.
Adjustments to Practice
In order to obtain proficiency, a teacher must "analyze results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement differentiated interventions and enhancements for students." In other words, it is important for an educator to be able to "roll with the punches" or be flexible in their curriculum. Not only are there interruptions to school days (not limited to snow days, delayed openings, fire drills, lockdown drills, school assemblies, field trips, etc.), but students themselves find areas where there is not enough information or a large group of students are struggling to understand the concepts. Thus, the educator must be able to modify their materials at a moment's notice.
I have experienced all of the interruptions above throughout my teaching practicum, and thus, I had to continually adjust material and timing for my lesson planning. Although we as educators like to plan for the ideal state and plan for full periods of uninterpreted learning, we also must be willing to add, modify, or cut down on material.
Meeting Diverse Needs
In order to obtain proficiency, a teacher must "use appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners." In other words, educators are expected to fulfill the learning needs of everyone in the classroom, not just a select few. It is important to address their needs as everyone deserves a quality learning experience and access to quality education. This is most important in a urban high school setting, where schools are more diverse comparative to suburban and rural high schools.
I had all of these types of students: students who excelled, students who had 504s or IEPs, students whose first language is not English, and more. For me, meeting diverse needs and reflective practice go hand-in-hand, as I sought to get feedback from the students the most. I tried to have a variety of lesson materials for each subject, including presentations, documents, and websites.
Safe Learning Environment
In order to obtain proficiency, a teacher must "use 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." In other words, educators must create a space where students are able to feel like they can fail academically and still succeed in the end. This is important because failure is a part of learning, and no student can truly learn without first experiencing roadblocks—in order to mitigate the anxiety students might face when experiencing failure, teachers must be able to reassure them that it is going to be okay.
Some routines that I implemented throughout my teaching practicum was taking attendance and projecting reminders on the screen (or writing them down on the whiteboard). Students started to sit at the tables in the center arranged in a horseshoe at the beginning of the class, in which I was able to see their faces, take attendance, and either start lecturing or discussing their projects. I also checked in with students constantly, tried to learn their passions and interests, and treated them like adults (as long as they were actually acting like adults!). I was able to create a rapport with most, if not all of my students, and one student actually was able to come up to me to give constructive criticism on the factory line project.
High Expectations
In order to obtain proficiency, a teacher must "clearly communicate high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability." In other words, educators must encourage their students to achieve as much as they possibly can, and they must believe that their students actually can meet the goals. If students notice that their teachers doubt their abilities, then they will act accordingly and reduce their effort in the class.
When interacting with students, I always encouraged them to learn and try their best with the projects. I genuinely believed that if a student concentrated, they would be able to complete the project or assignment. With the constant check-ins, I complemented them on their work. I created rubrics and told them what was required for each project to get an A.
Reflective Practice
In order to obtain proficiency, a teacher must "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." In other words, educators must constantly reflect and adjust their lesson materials and pedagogy. Educators are constantly learning; if an educator feels as though they have "achieved everything," that means that they are stagnate and must find a way to improve.
I completed a weekly reflection journal in which I reflected on my practices, my materials, and how the weeks went (in terms of interruptions, student learning, etc.). I always asked my mentor teacher to review my work and for help on creating lesson materials. I took constructive criticism from my mentor, my collegues, my program supervisor, and my students; I was then able to adjust my practices.
I compiled data from the DESE Student Survey, and picked two (2) strengths and three (3) weaknesses.