Candidate Assessment of Performance Form and Rubric Section 1: General Information (to be completed by the Candidate) Candidate Information First Name: Paris Last Name: Booth Street Address: 10 Buick Street City/Town: Boston MA Zip: MEPID #: 54516329 Massachusetts license number(if applicable): n/a Program Information Sponsoring Organization: Boston University Program Area & Grade Level: Elementary Education (4th year/Senior) 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: CH555 Credit hours: 10 Practicum/Equivalent Seminar Course Title: Full Practicum / Student Teaching Practicum/Equivalent Site: Mason Rice Elementary School Grade Level(s) of Students: 5 Total Number of Practicum Hours: 300 Number of hours assumed full responsibility in the role: 60 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
response to the question “Ms. Booth uses things that interest me to explain hard ideas” on the Student Feedback Survey, 9 students agrees while 15 students disagreed. Summative Assessment Quality *X Scope * X Consistency * X Evidence holds students to high expectations by reviewing expectations of students before and even during lessons. In a social studies lesson she taught on April 4th, 2016, she had to stop the lesson several times through in order to remind students of the expectations for what proper behavior looks like when sitting on the rug. She invited students to model what exemplary rug behavior looks like, and asked many different students to repeat the expectation. When there is a student facing away from the board, she uses the phrase “shoulders facing forward” to have them turn their bodies to face the front. She will occasionally simply say a student’s name and then continue with the sentence to quickly get their attention and get them to their behaviors. She will often start student’s independent work time as an “ultimate zero,” which means that for five minutes, the students are working in complete silence with no teacher help. After 5 minutes of ultimate zero, students can evaluate if they would like help. She sets the ultimate zero with the purpose of students getting started independently so they can see what they know and what they still need clarification on. She uses the ultimate zero to encourage the students to hold themselves to their own high expectations and try to complete the work without the aid of a teacher. Paris models how to do problems in her lessons and shows her work, demonstrating for the students exactly what she expects of them. In her handouts, she also usually provides an example that shows exactly what “showing your work” looks like. IV.A.1: Reflective Practice IV-A-1. Reflective Practice Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ 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. Formative Assessment Quality *X Scope * X Consistency * X
Candidate Assessment of Performance Form and Rubric Section 3: Summary and Signatures Three-Way Meetings 1st Three-Way Meeting Date: Candidate Supervising Practitioner Program Supervisor 2nd Meeting Date: March 9, 2016 Candidate Supervising Practitioner Program Supervisor Final Three-Way Meeting Date: Candidate Supervising Practitioner Program Supervisor Summary Ratings Element Quality Consistency Scope Readiness Thresholds Met? 1.A.4: Well-Structured Lessons P P P Yes 1.B.2: Adjustment to Practice P P P Yes 2.A.3: Meeting Diverse Needs P P P Yes 2.B.1: Safe Learning Environment P P P Yes 2.D.2: High Expectations P P P Yes 4.A.1: Reflective Practice P P P Yes 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: