Introduction
This page is designed as a “one-stop” resource for everyone involved in the Student Teaching Practicum experience. It brings together MassArt and the Massachusetts Department of Elementary and Secondary Education (DESE) resources, links, forms, and information in one place and it is meant as a companion to DESE’s CAP Guidelines, the CAP Implementation Handbook, and the Student Teaching Seminar syllabus. While this page is an overview of the process, these other documents include much more detail.
Please note that there may be additional requirements for Student Teaching Seminar that are not included on this resource page. See the Seminar Syllabus.
Please use the tabs at the top of the page to navigate between different sections of the resource. This resource will continue to be developed and updated in coming semesters. The tabs include:
Introduction and Overview
Glossary
Description of Roles
Teacher Candidate
Supervising Practitioner
MassArt Program Supervisor
CAP Process
Practicum Timeline
Resources for the Practicum
Finding a Teaching Internship
Practicum Overview
Teaching practica at schools are completed by those who plan to apply for state teaching certification. DESE uses the term teaching practicum to refer to what is sometimes known as student teaching experiences at MassArt.
BFA in Art Education students pursuing certification complete an additional semester. This semester consists of a 6-credit practicum with its accompanying Student Teaching Seminar, in addition to Curriculum Design and Artist Teacher Studio. Upon graduating, they have completed the requirements to apply for Initial Licensure in Visual Art.
TPP students complete their teaching practica in schools as part of pursuing state certification in the final semester. During the practicum semester, these students complete a 6-credit practicum with its accompanying Student Teaching Seminar, in addition to one other required 3 credit course. Upon graduating, they have completed the requirements to apply for Initial Licensure in Visual Art.
BFA/MA and BFA/MAT students complete their teaching practica in schools as part of pursuing state certification in the final semester. During the practicum semester, these students complete a 6-credit practicum with its accompanying Student Teaching Seminar, in addition to two other required 3 credit courses. Upon graduating, they have completed the requirements to apply for Initial Licensure in Visual Art. After participating in an induction program through the hiring district and teaching for 3 years in the field, these students may apply for Professional Licensure as well.
MAT students complete their teaching practica in schools as part of pursuing state certification in the final semester. During the practicum semester, these students complete a 6-credit practicum with its accompanying Student Teaching Seminar, in addition to one other required 3 credit courses. Upon graduating, they have completed the requirements to apply for Initial Licensure in Visual Art. After participating in an induction program through the hiring district and teaching for 3 years in the field, these students may apply for Professional Licensure as well.
When available, a small number of students will be selected to do a year-long practicum, and their coursework will be divided over two semesters.
How long is the Student Teaching Practicum? How many hours are required?
For a semester-long practicum:
Most Teacher Candidates (TCs) spend 12-14 weeks (1 semester), 5 days a week, at their teaching site. TCs complete a total of 360-420 hours at teaching sites. On-site hours are calculated from the start of the school day until its completion (six and a half to seven hours per day).
⅓ of the hours are “assisting hours” (120-140 hours)
⅔ of the hours are “full teaching hours” (240-280 hours)
Weeks 1-3, most of the hours are assisting, a few hours are full teaching responsibility
Weeks 4-8, about half the hours are assisting and half are full teaching responsibility
Weeks 9-12+, TCs assume the SP’s full teaching load for the last 4 weeks (~140 h.)
For a year-long practicum:
Some TCs apply and are selected to be year-long interns at Boston Arts Academy. These year-long interns complete a 3-credit practicum each semester, working full-time between late August and June. They receive 6 credits and a $10,000 stipend for their work.
TCs complete beyond the minimum of 360 hours and 4 weeks of full teaching responsibility which adds to this valuable experience. Faculty and site supervisors work with students to determine the flow of weeks assisting to weeks assuming a full teaching load.
How are TCs evaluated?
The CAP (Candidate Assessment of Performance) cycle is a tool designed by DESE to evaluate teacher candidate readiness. The “CAP Process” tab on this site highlights key components of CAP cycle.
The MassArt Program Supervisors (PSs) and the on-site Supervising Practitioners (SPs) collaborate to mentor the TC throughout the practicum, and as a team of three, are referred to as the Triad. The PS and SP will complete a minimum of 4 official observations of the TC teaching according to the CAP cycle. There will be two announced and two unannounced observations.
The PS and SP also collaborate on two formal evaluations of the TC: the Formative Assessment occurs halfway into the practicum, and the Summative Assessment occurs at the end. In the Summative Assessment, the SP and PS must determine if the TC has met the CAP requirements for "Ready to Teach".
Announced Observation 1 is conducted by SP and PS, and is followed by an observational debrief Triad meeting (TC, SP and PS)
Unannounced Observation 1 is conducted by PS, and is followed by an observation debrief and Formative Assessment Triad meeting (TC, SP and PS)
Announced Observation 2 is conducted by PS, and is followed by an observation debrief and Formative Assessment Triad meeting (TC, SP and PS)
Unannounced Observation 2 is conducted by SP and PS, and is followed by an observation debrief and Summative Assessment Triad meeting (TC, SP and PS)
Glossary of Common Terms and Acronyms
CAP |
Candidate Assessment of Performance. The rubric and process used to assess teacher candidates during their practica. DESE's CAP Online Platform is the state department of education’s online platform with observation forms and certification of completion of the CAP |
DESE |
Department of Elementary and Secondary Education (sometimes ESE) The state department which grants K-12 educator licensure. |
ELAR |
Educator Licensure And Renewal. The online platform where educators create personal accounts with DESE. This account is used to apply for licensure. |
MEPID |
Massachusetts Education Personal Identification number. TCs need this 8-digit number to register for MTEL tests, complete CAP cycle, and apply for educator licensure. SPs need this 8-digit number to be assigned as a Supervising Practitioner in DESE’s CAP Online Platform. |
MTEL |
Massachusetts Tests for Educator Licensure. Tests that assess teacher readiness for licensure. For a Visual Art license, students will take the Communication and Literacy MTEL (both the Reading and the Writing subtests) and the Visual Art MTEL. Students must pass the MTELs before being placed for their teaching practicum. |
PS |
MassArt Program Supervisor. The faculty member who visits the teaching sites to observe the TC teaching. Primary MassArt contact for SPs during the practicum. Partners with the SP to evaluate TC’s readiness to teach via CAP. |
PST |
Professional Standards for Teachers. These standards are used to evaluate practicing teachers. CAP is a subset of these standards |
SO |
Sponsoring Organization (MassArt). The organization that offers teacher preparation programs. |
SP |
Supervising Practitioner. The teacher hosting a MassArt Teacher Candidate at a teaching site. Partners with the PS to evaluate TC’s readiness to teach via CAP. |
TC |
Teacher Candidate. The MassArt student who is completing the teaching practicum. |
Triad |
The three-person practicum team, consisting of the Teacher Candidate, Supervising Practitioner and MassArt Program Supervisor. (See Quick Reference Guide: CAP Triad Roles & Responsibilities) |
Overview of Roles for the Teaching Practicum Experience
Each Teacher Candidate works closely with a Supervising Practitioner and a MassArt Program Supervisor in a three-person team, the Triad.
Supervising Practitioner (SP): Teachers at local schools who host and mentor Teacher Candidates.
MassArt Program Supervisors (PS): The MassArt instructor who visits the teaching site to observe the TC teaching and facilitates three-way meetings. The PS is the main point person for each team.
Teacher Candidate (TC): The MassArt student teacher who is doing a teaching practicum and pursuing state teaching certification.
Additional support people include:
Lead Program Supervisor (Lead PS): A faculty member at MassArt who provides direct support to PSs, TCs, and SPs.
Student Teaching Seminar Faculty: The seminars provide general support and guidance throughout the practicum experience to the TC-SP-PS triad.
Placement Coordinator, Certification Officer and CAP online manager: Those in these roles provide general support. The Placement Coordinator helps to match TCs with SPs prior to the teaching experience. The Certification officer contacts everyone with programmatic updates, guides TCs through applying for certification, and oversees documentation of teacher candidates’ CAP cycles at the end of the term. The CAP Manager is the primary MassArt contact for questions related to the CAP process, including the CAP Online Platform. Currently, these roles are served by the Certification and Teaching Internship Specialist, Phone: (617) 879-7524 Email: arted@massart.edu “Attn: Certification” in subject line).
Department Assistant, Art Education: This person sends emails on behalf of MassArt instructors throughout the process and helps with logistical support. Email: arted@massart.edu Phone: (617) 879-7550.
Teacher Candidate’s (TC) Role and Responsibilities
Professional Expectations
Overall:
Be present. Embrace this challenging experience to learn as much as possible about teaching and learning, supporting students, and developing as a nimble, aware artist educator. Begin to build professional relationships and networks.
Learn to navigate a school setting. Observe and begin to understand how institutions function, how teachers function in them, and what teachers’ opportunities and constraints are within organizations.
Comply with site policies and regulations. Be familiar with policies, regulations, disciplinary consequences, and strategies to support emotional and physical safety, emergency procedures, online and cell-phone restrictions, homework, off-campus permissions and behaviors, family interactions and communications, and so forth (CAP element 2.B.1, Safe Learning Environment). Dress and act professionally in accordance with any Faculty and Student Handbooks at the site.
Maintain skillful communication. Communicate with the PS and SP often and continuously regarding scheduling, schedule changes, and needed support.
Contact the PS immediately if you encounters problems, cannot find answers to questions, or if personal problems conflict with the Practicum.
Check your MassArt email everyday.
Take an active role to explore and demonstrate your future capabilities as a teacher. Be responsible for arranging your duties, schedules, and planning, and for staying on top of deadlines.
Avoid any role in intra-school/organizational politics. Remember, TCs are in the site for a short period of time, and taking sides in controversial issues is likely to do much more harm than good.
Be punctual. Follow your SPs schedule exactly. Attend special meetings, assigned duties, and professional development when you are permitted. In case of illness, follow the site’s procedure for reporting absences and notify the SP as soon as possible. If an observation is scheduled, call your PS as well. Exchange schedules with your SP, including requesting a school calendar.
In the classroom:
Take responsibility for the classroom/educational environment. Be conscientious about room care, clean up, and use of supplies. Anticipate needs and offer help. Remember, the SP’s responsibilities to the school and the students continue even while hosting a TC.
Establish clear and consistent expectations, routines, and rituals around student behavior and have systems in place, developed in collaboration with the SP and/or the students. Demonstrate effective classroom management, which is emphasized in the CAP (Essential Element 2.B.1. Safe Learning Environment).
Reinforce expectations with consequences.
Ensure that students have central roles in holding themselves and others accountable, including resolving conflicts and eliminating harassment and bullying according to district/organizational policies and procedures.
Establish class agreements about classroom behavior, routines for getting attention, setting up and cleaning up, leaving class, illness, or emergencies, lining up and moving in hallways, and more. Use multiple-modalities to convey information.
Treat students respectfully and appropriately and model this through having unconditional positive regard, with personal boundaries as well as responding to questions and needs in a warm and professional manner, soliciting student thoughts and feelings without prying, encouraging questioning, experimentation, problem-solving, and risk-taking. Assure that instructional strategies engage all students and support individual and collaborative group work.
Pay attention to ways the SP communicates with parents/ family/ caregivers. The SP will communicate on your behalf, but you should be alert and consider how you will navigate these relationships in your future classroom (see the Professional Standards for Teachers, Standard 3). Any incident or behavioral issue with a student should be clearly documented in written form and sent through appropriate channels set by site policy.
At MassArt:
Use MassArt for support.
Contact the PSs immediately if you encounter problems, cannot find answers to questions, or if personal problems conflict with the practicum.
Contact teaching faculty as a resource regarding materials, processes, and content.
Use MassArt’s library, Including the online catalogue, book/article requests, previews of artist books, learning technologies, films, reproductions. Also consult the librarians, who who are available for planning teaching responsibilities.
Use student support services, including the Student Development Office and the Academic Resource Center. Get accommodations if you need them -- there are many resources available to those with documented needs and students in general.
Use Career Development. Go to them for help with your resume. Job listings are posted by Career Development on https://massart.edu/careerdevelopment under Handshake. Jobs and Internships. Alumni and some faculty also post jobs in the Mass Art Education FaceBook group (Please note this is an informal group, not a formal site by MassArt’s Art Education Department).
MassArt equipment policy prohibits students from taking college equipment (including media) to practica sites.
Provide feedback to your Sponsoring Organization (MassArt, specifically the Art Education Department) about your experiences throughout your preparation program (in classes and on surveys).
Teacher Candidate Tasks
In addition to the responsibilities above, TCs will complete these tasks throughout the practica. See the timeline tab for more details on the timing.
Overview of Tasks
Parts |
Components |
Deliverables (what to hand in) |
I. Complete the CAP Cycle |
4 observations and the follow-up meetings Measure of Student Learning
Professional Practice Goal set and completed Student Feedback Surveys given and analyzed Formative and Summative Assessments
Teaching artifacts collected to document their experiences and abilities |
1. TC, SP, PS complete CAP forms on DESE’s CAP Online Platform
2. Additional evidence: TC uploads these documents to DESE's CAP Online Platform and tags the appropriate CAP elements- see complete checklist in seminar. Required:
Student Feedback Survey- Include the actual survey and the data analysis and interpretation/implications of the data for future teaching. (See Student Feedback Survey Ed Prep Advisory.)
Optional
|
Document and archive evidence of TC’s teaching and learning |
Maintain weekly reflections Archive photos weekly Log hours at placement site with signatures Complete exhibition and exhibition documentation Collect additional candidate artifacts, including those listed below |
TC maintains Google drive folder of all documents created during the practicum. Upload using naming conventions and folder structures defined by Seminar instructor (see complete checklist from seminar) Required Seminar Documents include the following:
|
Create an Artist Teacher Portfolio |
TC compiles, revises to publishable quality, and submits a teaching portfolio documenting practicum. |
Artist-Teacher Portfolio in hardcopy and digital formats (optimized pdf). Requirements are outlined in Student Teacher Seminar documents. |
Details about the TC’s tasks:
Assemble a quality Artist-Teacher Portfolio. Students qualifying for Initial state licenses are required to submit a portfolio that synthesizes their Practicum experiences. PSs help TCs with ideas and suggestions during the practicum semester. These are reviewed by the PS, other Art Education faculty, and an outside reviewer. The Portfolio serves as a valuable tool during job interviews and can become part of the continued documentation required by school districts for Annual Yearly Progress (AYP) and professional growth and development.
Submit weekly Reflections in seminar (10 minimum)
Reflections serve as:
Evidence that TC is demonstrating a disposition (skills, inclination to use those skills, and alertness of when to use them) for each of the seven CAP Elements.
A communication tool with the PS. Include questions, concerns, opinions, and reflections.
A resource when creating an Optional Additional Evidence Form and the Artist Teacher Portfolio for Student Teaching Seminar.
Content and Structure of Weekly Reflections and Photo Documentation are defined by seminar instructors.
Participate in the CAP process (see the CAP Process tab for an overview)
Achieve minimum threshold levels on the three criteria (Quality, Consistency, and Scope) for all seven of the CAP Elements
Be available for observations and attend follow-up meetings.
Announced Observation 1 (AO1) and observation debrief Triad meeting (TC, SP and PS)
Unannounced Observation 1 (UO1) and observation debrief meeting (TC and SP)
Announced Observation 2 (AO2) and observation debrief and Formative Assessment Triad meeting (TC, SP and PS)
Unannounced Observation 2 (UO2) and observation debrief and Summative Assessment Triad meeting (TC, SP and PS)
Collect teaching artifacts to document their experience and abilities using the Categories of Evidence (for details, see CAP Guidelines, pg. 12).
Complete CAP Rubric Summary and Self Assessment forms on DESE's CAP Online Platform.
Complete a Measure of Student Learning (two Measures of Student Learning for year-long TCs) (see Guidance for Measuring Candidate Impact on Student Learning)
Set and meet a Professional Practice Goal (see Candidate: Preliminary Goal-Setting & Plan Development Form), and collaborate with SP and PS in completing Finalized Goal and Implementation Plan form on DESE’s CAP Online Platform.
Administer Student Feedback Surveys in collaboration with the SP (see CAP Student Feedback Forms Advisory)
Collect additional candidate artifacts, including
Unit/ lesson plans (see below)
Examples of students’ work - Be sure these show growth -- e.g., photos or drafts of a series of works over time or of a single work at different stages of development; of thinking (through drawn and/or written student reflections that address learning goals and/or standards); development of an artistic disposition over time, and examples of evaluations of student work.
Behavior plans/data - e.g., how a student acts over a period of time from observations.
Audio/video recordings of the TC and/or students. Aim to represent all five structures mentioned in Hetland’s book Studio Thinking 2: Demonstration-Lectures, Students-at-Work (TC interactions with individuals and small groups), critiques, studio transitions (for classroom management evidence), and exhibitions.
Reflection logs- TC’s weekly written reflections completed for seminar (see below).
Conduct “ride-along” and observations (in art and non-art classrooms). Accompany a student for a half or full day to experience the school day from the student’s perspective. Observe other teachers at the site. Arrange to speak with personnel who are not teachers (maintenance, secretarial/administrative, etc.) to get a fuller understanding of the school. These observations broaden TCs’ views and help them better understand young people’s lives at the sites, generate ideas for art, arts-integrated and interdisciplinary connections, and provide additional models for classroom organization and management.
Develop/ adapt curriculum and submit written lesson plans. Lessons/ units must be written in advance and reviewed with the SP, and with the PS for announced observations.
Use lesson plans, even if the SP does not. The TC and SP will agree on a lesson plan format, which must include a learning goal (linked to the Visual Art Standards (state frameworks and national), an assessment (what students will do, say or write that will show their learning), and a sequence of experiences (what the teacher and students will do to work toward that goal). Models used in previous MassArt classes can assist in developing lessons and units appropriate to teaching situations.
Discuss all ideas with SP before writing plans to ensure that your thinking aligns with the SP’s and the school’s curriculum.
Model the lessons on the SP’s lessons during the first half of the Practicum (if TC wishes). By the second half, lesson ideas and unit plans are designed (or substantially adapted) by the TC, while still aligning with the SP’s curriculum.
Develop and utilize a variety of assessments that provide clear, specific, and supportive feedback with suggestions to support student learning (examples: teacher observations of students at work, informal or formal performance measures of student learning, written or oral responses from students)
For the portfolio, revise ALL lesson plans to a single format for consistency.
For CAP Announced observations
Discuss lesson idea with the SP.
Email a complete copy of your lesson plan to your Program Supervisor at least 72 hours before he/she comes for an observation.
Meet with the PS to review the lesson before announced observations, either in person, by phone, or by email.
Print a hard copy for each observation (for the SP and PS).
Facilitate curation of a Student Exhibition. TCs plan a student exhibition, and install it near the end of their student teaching. TCs work with their students to hang a selection of student artwork at their practica sites or in a designated location, guided by their SP. TCs designate students to complete tasks associated with the exhibition, such as designing invitations, acting as curator(s), planning and hosting a reception, preparing labels for the artwork, and deinstalling the show. See Chapters 4 and 16 in Studio Thinking 2.
Request and obtain recommendations AND references for job applications. Recommendations are a most important factor in securing a teaching position upon graduation. MassArt only requests evaluative statements about the TCs’ teaching performance from the SPs. TCs must ask for their own recommendation letters AND ask permission to list people as references as well.
Make all requests -- preferably by mid-term and definitely before completing the Practicum (do not assume someone will agree to write for you — that is the decision of the recommender upon your request). Letters usually are more descriptive and accurate if written during the student teaching.
People to ask include SPs, PSs, principals, other teachers at the school or site, and any MassArt faculty or outside supervisors who have supervised your teaching. By law, references are called for any job, so be sure to acquire and provide accurate contact information.
Write thank-you notes. A thank-you is a convention that helps you begin establishing a network of professionals to support you in your career. It is remembered, appreciated, and could make the difference in securing a position. Write notes to SPs and all others who assisted throughout your student teaching.
Supervising Practitioner’s (SP) Roles and Responsibilities
As the primary mentor to the teaching candidate, the supervising practitioner will:
Host the TC at the teaching site
Guide and support the TC by sharing your experience, time, and enthusiasm.
Model and explain best practices in teaching and learning in visual art. Help the TC observe classroom procedures, routines, rituals, accommodations to individuals, and curriculum sequences, and explain the rationale behind them. TCs benefit from guidance and support in translating their knowledge and skills into effective teaching and learning.
Arrange regular check-in times with the TC to discuss his/her/their progress, goals, curriculum, and overall questions. Maintain ongoing communication with the TC and PS throughout the semester.
Assist in evaluating the TC
Participate in completing the CAP cycle on DESE's CAP Online Platform, including 4 observations, 4 follow up meetings, gathering of evidence, and setting the Measure of Student Learning (See the CAP Process Tab).
Meet with PS to discuss Measure of Student Impact -- by phone or email if needed
Resource: Measuring Candidate Impact on Student Learning (see CAP Implementation Handbook, p. 41).
Assist the TC in administering the Student Feedback Survey (Required: see CAP Implementation Handbook, p. 47)
Write a statement of support of the TC for teacher licensure. This can be a letter to the MassArt PS with a review of the teaching candidate’s performance or a general recommendation letter that can be used for job applications.
Coordinate logistics with MassArt
Complete the Supervising Practitioner Agreement Form when the placement is arranged. Verify the administrators’ support of the TC’s placement at the teaching site. Return this form to the Art Education Department Administrative Assistant at MassArt (617-879-7550, 621 Huntington Avenue, Boston, MA 02115).
Attend an orientation meeting (prior to the practicum) at MassArt and review the online resource page. SPs are invited to attend lectures, workshops, and events as part of the MassArt community.
Fill out requested surveys (sent by email) and offer suggestions regarding the practicum process and other potential partnerships between MassArt and area schools.
In appreciation for their work in this role, SPs receive a course voucher for one course tuition in the Continuing Education Programs at MassArt in addition to Professional Development Points (PDPs) allocated according to DESE regulations.
MassArt Program Supervisor’s (PS) Roles and Responsibilities*
*Resource- A complete list of specific roles for the Site PSs, Lead PS, and Seminar PSs.
Support and visit the TC/ SP/ PS team.
Coordinate logistics. Schedule of observations, follow-up meetings, and paperwork.
Evaluate the TC’s readiness to teach and assist in gathering evidence (see CAP Process tab)
Review the complete CAP resources from DESE (see the CAP Guidelines, CAP Implementation Handbook) and those provided by MassArt.
Navigate DESE's CAP Online Platform used to record and document the CAP cycle.
Participate in observations and meetings with TC and SP, according to the CAP cycle (Meet and Greet, 3 onsite observations and 3 onsite, follow-up meetings), collect evidence for CAP, and complete the observation forms, formative and summative assessments.
Hold pre-conferences with TCs about announced observation lessons -- in person, over the phone, or via email.
Coordinate with SP to calibrate evidence and assessment after each observation -- in person, over the phone, or via email.
Advise the seminar instructor in assigning the TC’s grade for the practicum semester.
Oversee the CAP cycle and ensure that all required paperwork is completed before ending the cycle.
Lead PS and Seminar Faculty specific responsibilities*
Lead PS (with assistance from the Certification officer)- Lead SP Orientations to build mutual support and understanding, unpack CAP, facilitate use of the DESE's CAP Online Platform and ask and answer questions about developing strong partnerships.
Seminar PS- Facilitate section-by-section development, review, and offer feedback on Artist Teacher Portfolio and guide TCs in navigating and using the CAP process.
Introduction to CAP
The Teaching Practicum experience is outlined by the Candidate Assessment of Performance (CAP) cycle. The Teacher Candidate (TC), Supervising Practitioner (SP), and Program Supervisor (PS) triad will use the CAP online tool (required by DESE since Fall 2016) to gather evidence of the TCs’ teaching abilities and demonstrate teacher readiness.
The CAP is similar to the Preservice Performance Assessment for Teachers (PPA), which was previously required during MassArt student teaching experiences. CAP is built on a clinical supervision model and is designed to mirror the MA Educator Evaluation system (used to evaluate certified teachers), while focusing on seven essential elements of novice teachers.
Assessment in CAP:
Includes a rubric with descriptors for various levels of performance
Focuses assessment on seven essential elements
Uses multiple measures to determine performance
Distributes the responsibility of evidence collection between PSs, SPs, and TCs
Emphasizes targeted feedback and creates structures to document improvement in practice
The Seven Essential Elements of CAP
TCs must demonstrate meeting the following proficient descriptors by the end of their practicum.
Element |
Proficient Descriptor |
Subject Matter Knowledge |
Demonstrates 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. |
Well-Structured Units & Lessons |
Adapts as needed and implements 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. |
Adjustments to Practice |
Analyzes results from a variety of assessments to determine progress towards intended outcomes and uses these finding to adjust practice and identify and/or implement differentiated interventions and enhancements for students. |
Meeting Diverse Needs |
Uses 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. |
Safe Learning Environment |
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. |
High Expectations |
Clearly communicates 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. |
Reflective 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. |
CAP Rubric
The CAP Rubric is used at the beginning (baseline), middle (formative), and end (summative) of the student teaching experience. For each of the seven elements, TCs are evaluated for the quality, scope, and consistency at which they meet each standard. The CAP Rubric makes it possible for Program Supervisors and Supervising Practitioners to appropriately differentiate expectations for novice teachers without changing the fundamental components of effective practice.
TCs will fill out the CAP Rubric in connection with their Self-Assessment on DESE's CAP Online Platform. SPs, and PSs will fill out the CAP Rubric on DESE's CAP Online Platform in connection with both the formative and the summative assessments.
I.A.3: Well-Structured Units and Lessons |
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I-A-3. Well- Structured Units and Lessons |
Unsatisfactory |
Needs Improvement |
Proficient |
Exemplary |
Delivers individual lessons rather than units of instruction; constructs units of instruction that are not aligned with state standards/local curricula and/or designs lessons that lack measurable outcomes, fail to include appropriate student engagement strategies, and/or include tasks that mostly rely on lower level thinking skills. |
Implements lessons and units of instruction to address some knowledge and skills defined in state standards/local curricula with some elements of appropriate student engagement strategies, but some student outcomes are poorly defined and/or tasks are not challenging. |
Adapts as needed and implements 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. |
Adapts as needed and implements 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 all students are able to learn and apply in authentic contexts the knowledge and skills defined in state standards/local curricula. Models this practice for others. |
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Quality |
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Scope |
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Consistency |
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DESE's CAP Online Platform
The CAP process will be documented on DESE's CAP Online Platform by the PS/SP/TC team over the course of the practicum. The website will guide them through the forms they need to complete. The CAP Guidelines and CAP Implementation Handbook resources from DESE explain the process in detail.
CACP cycles will be started and ended by the CAP Manager. The CAP Manager will also register CAP users (TSs, SPs & PSs) with DESE.
Login credentials for the CAP Online Platform are assigned by DESE. DESE will email initial login credentials directly to TCs and SPs after they have been registered. The CAP Manager will send initial login credentials to PSs. Initial login credentials expire after one use and you will be immediately prompted to create your unique password upon logging into the portal.
SP’s will have a login credential in addition to, and unique from, the log-in credential they use to access their educator profile in ELAR.
TCs will access the CAP Online Platform through their ELAR account. PSs and SPs will access the CAP Online Platform through the DESE Security Portal. Once registered, the CAP Online Platform will appear under the list of applications.
What is documented on DESE's CAP Online Platform?
All CAP forms and evidence are recorded on this site. Additional artifacts are uploaded as supporting evidence of demonstrating the CAP essential elements.
Hints for using DESE's CAP Online Platform:
SPs and PSs will use the same account with multiple TCs.
Some fields are only able to be edited by some of the PS/SP/TC team.
On the observation and assessment forms:
Both the SP and PS must click complete for the TC to be able to see the calibrated evidence. The TC may not see the individual notes added by the SP or PS. SPs and PSs may cut and paste from their individual notes to the calibrated notes section when it is helpful.
As the system times-out without warning, it is helpful to type first in an outside document to save. Then copy/paste the text into the online form, and immediately hit save for each section.
DESE CAP Resources
DESE's Candidate Assessment of Performance was revised to include the seventh element: Subject Matter Knowledge. The rubric language and element indicators were also updated to better align with the current PSTs. As this revision was launched in Fall 2020, some resources may still be in the process of being updated to reflect the updated language.
DESE’s CAP Online Platform resource page - This page has links to the login portals, the CAP Guidelines, the CAP Handbook, the CAP 2.0 Online Platform User Guide and to Frequently Asked Questions (FAQ’s).
CAP Resource page from DESE - This page includes links to the other webpages for the following resources to download.
For everyone:
CAP Overview Webinar
Quick Reference Guide for the CAP cycle
Quick Reference Guide for the CAP rubric
Quick Reference Guide for the roles of the SP, PS, TC team
Workshop: Using the Rubric
For SPs and PSs:
Workshop: Conducting Observations and Providing Meaningful Feedback
Online Calibration Training Tool
For TCs:
CAP Model Student Feedback Surveys
Practicum Timeline for one semester
Overview (semester-long) |
Tasks: |
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Weeks 1-4 The TC observes, assists, and gradually begins teaching some classes. Often, the TC begins by teaching a class after seeing a similar one modeled by the SP. The SP explains methods, routines, and curriculum choices, while also modeling best teaching and reflection practices for the TC. |
- Map out the semester timeline - SP and TC determine when the TC will take on more responsibility teaching classes. They discuss how the curriculum will align with the timeline.
- TC, SP, and PS check access to DESE’s CAP Online Platform - Cap Manager will start a CAP cycle for each student. - “Ride-along” observations - TC accompanies a host student for a full-day of the student’s schedule (including transitions), then reflects on safe learning environment and well structured lessons. TC observes at least two classes of teachers the SP respects. - “Meet and Greet” Visit - PS arranges a site-visit to meet with the TC and SP, discuss the CAP process, the timeline, and to answer any questions. - Announced Observation 1 (AO1)- TC, SP, and PS BEFORE AO1:
DURING AO1
AFTER AO1
- Three-way meeting - TC, SP, and PS on-site, 1-3 days after the observation
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Weeks 5-8 The TC begins taking over teaching classes gradually by adding classes each week, depending on the curriculum. By week 9, the TC will take over the whole teaching load. The SP supports, makes suggestions, and offers specific feedback. |
- Unannounced Observation 1 (UO1) - SP and TC only DURING UO1
AFTER UO1
- Two-way meeting- TC and SP only, 1-3 days after the observation
- Announced Observation 2 (AO2) & Formative Assessment - TC, SP, and PS BEFORE AO2
DURING AO2
AFTER AO2
- Student Feedback Survey and Analysis -
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Weeks 9-12+ The TC teaches the full load of classes and does all preparations. At this point, TCs are often teaching a combination of lessons from the SP, adapted lessons, or lessons of their own. The SP acts as a support as needed. |
- Unannounced Observation 2 (UO2) & Summative Assessment - TC, SP, and PS DURING UO2
AFTER UO2
- Three-way meeting and Summative Assessment - TC, SP, and PS on-site, 1-3 days after the observation
Completing the CAP Cycle
Celebration of Teacher Candidates After individual review, TC’s Artist-Teacher Portfolios are on public display.An outside reviewer meets with the class, and the Art Education faculty celebrate the successful completion of the TCs’ placements. |
Resources and Documents for Student Teaching Practica
This list of resources includes DESE resources and others made by MassArt to be used during the Student Teaching Experience at school-based sites. As some resources are updated frequently, they are provided in the Student Teaching Orientation.
Document |
Brief Description |
Practicum Overview (one-semester) |
Practicum timeline, comprehensive overview and step-by step elaboration of practicum requirements and CAP process. Updated each semester and provided in Student Teaching Orientation. |
Practicum Overview (year-long) |
Practicum timeline, comprehensive overview and step-by step elaboration of practicum requirements and CAP process. Updated each academic year and provided in Student Teaching Orientation. |
MassArt form filled out by Supervising Practitioners when they agree to host a TC the following semester or year. |
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MassArt form that TCs print and use to record their hours each week, which is signed by their SP. At the end of the practicum, this form is signed by all, scanned, and uploaded as supporting evidence on DESE’s CAP Online Platform. Provided in Student Teaching Orientation. |
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TCs fill out this form to describe and document the exhibition requirement for seminar. During student teaching, TCs design an exhibition of student work. This can take many forms, including digital. More details about this will be shared in seminar. Signed by TC and SP. |
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PS specific: This document describes the roles of the Lead PSs, Seminar PSs, and Site PSs at MassArt in detail. |
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This overview of the Meet and Greet visit includes information about CAP and the beginning steps of the semester. (Updated for F2020 CAP revisions) |
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CAP Checklist |
This checklist outlines what is required for completing the DESE cycle, including the required additional artifacts to upload to DESE’s Online Platform. Provided in Student Teaching Orientation. |
Seminar Checklist |
This checklist outlines all requirements to complete Student Teaching Seminar and requirements. Provided in Student Teaching Orientation. |
Observation and Evidence Form (Sample) |
The CAP online version of this observation form is filled out after each of the 4 observations that are part of the CAP cycle. Additional observations would use this form, and upload to the CAP Online Platform for practicum evidence. ( Updated for F2020 CAP revisions) |
Link to site where SPs, and PSs access DESE’s CAP Online Platform. |
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Link to site where TCs access DESE’s CAP Online Platform. |
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Link for ELAR website (same as above) |
Link to site where all MA educators and preservice teachers can create an ELAR account (a personal account with DESE). TCs and SPs will find their MEPID identification number on their ELAR account. |
Link to DESE’s website, including many resources. |
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Link to DESE’s online CAP resources. |
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A helpful resource for TCs, this document explains the steps for how to apply for a teaching license in MA. |
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TCs fill out this form when they have completed their practicum and are ready to apply for state licensure. They submit this form to the certification officer at MassArt. |
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Link to Purdue’s Online Writing Lab, which has several resources for writing resumes, cover letters, and more. |
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This is an in-depth description of what the CAP cycle includes and why it is used as an evaluation tool. This will be helpful for TCs, SPs, and PSs to skim. This is also a helpful resource when you want more information about one part of the CAP cycle. (Updated for F2020 CAP revisions) |
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This explains how the CAP tool is to be implemented at the sites. This will be most helpful for PSs. (Updated for F2020 CAP revisions) |
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This provides guidance for use of DESE’s new CAP Online Platform (version 2.0). Guide is divided into separate sections for CAP Managers, PSs, SPs and TCs. |
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Example CAP forms for reference** (Updated for F2020 CAP revisions)
*Important forms for everyone to review to begin.
**All CAP forms will be completed on DESE’s CAP Online Platform. |
*CAP Rubric- This rubric is used for the baseline self-assessment by the TC. The SP and PS use the CAP rubric for the Formative and Summative Assessments to evaluate the TC’s teaching at the midterm and final points in the experience. TCs, SPs, and PSs fill out the CAP Rubric on DESE’s CAP Online Platform. Formative Assessment Form - Form completed on DESE’s CAP Online Platform, in collaboration by SP and PS following AO2. Formative Assessment is reviewed with TC during the AO2 debrief meeting. Summative Assessment Form - Form completed on DESE’s CAP Online Platform, in collaboration by SP and PS following UO2. Summative Assessment is reviewed with TC during the AO2 debrief meeting. Summative Assessment includes “Ready to Teach” determination made in collaboration by SP and PS. Candidate Self Assessment Form- Form completed by the TCs on DESE’s CAP Online Platform to reflect on their teaching proficiency according to the CAP rubric at the beginning of the practicum.
Candidate Preliminary Goals Form- Form completed by the TC on DESE’s CAP Online Platform at the beginning of the term in preparation for the first three-way meeting.
Finalized Goals and Implementation Form- Form completed by the TC, SP, and PS during the first three-way meeting on DESE’s CAP Online Platform.
*Observation Form- An example of the form on which SPs and PSs gather evidence during the observation, completed on DESE’s CAP Online Platform. |
This describes the categories of evidence and has a quick-reference chart for the minimum requirements for evidence. (Updated for F2020 CAP revisions) |
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This overview describes how the Triad (TC, SP, and PS) will work together for each part of the CAP cycle. |
Finding a Teaching Practicum Site
Beginning the semester before the practicum, students work through the Art Education Certification and Teaching Internship Specialist in order to receive an official Art Education Practicum placement. With respect to our long-standing partnership with Boston Public Schools (BPS), MassArt students pursuing MA Visual Arts Licensure can expect consideration for placements to begin within BPS schools. The geographic area in which students can be placed is within a 10 mile radius from MassArt. Additional considerations include the growth areas, future teaching goals, media expertise and curricular interests of the student.
Teacher Candidate Qualifications for placement
Undergraduate students must earn a grade of at least B- in all prerequisite courses. Graduate and TPP students must earn at least a grade of B in all prerequisite courses.
All TCs must pass the Communication and Literacy (both the Reading and the Writing subtests) and Visual Art MTELs before they can be placed at a practicum site. This ensures that TCs have a complete semester to prepare materials and relationships for their site placements. MTEL registration, dates, practice tests, and more can be found on the DESE MTEL website.
For spring semester practicums: scores are due mid September.
For fall semester practica: scores are due mid January.
Placement Process
At the beginning of the planning semester, each student will:
Submit an application package to the Placement Coordinator, including:
A Student Teaching/ Internship Application (contact Art Education for more information: arted@massart.edu Attn: Certification)
Verification that they have passed the MTELs
An updated resume
Meet with the Placement Coordinator to discuss the placement options.
Once matched, interview with the potential supervisor at the school site.
Bring printed copies of his/her/their resume and artwork.
Complete the required paperwork at their internship site.
CORI and fingerprinting paperwork is completed through the office at the internship site.
Arrange a start date with his/her/their Supervising Practitioner.