Candidate Assessment of Performance (CAP) assesses a teacher candidate's readiness in relation to the Professional Teaching Standards. By demonstrating readiness through CAP, Massachusetts will be able to ensure that teacher candidates enter classrooms prepared to make an impact from their first day. CAP is the culminating assessment required for program completion in the Commonwealth, creating an intentional bridge from training to practice by aligning expectations with the Massachusetts Educator Evaluation Framework, used by current K-12 educators. See a CAP Overview webinar.
CAP has been built to mirror the experience of educators in the field. Components of the evaluation experience have been modified so that they are appropriate for the context of preparation and focused on essential elements of practice for novice teachers. For more information, see the Guidelines for Candidate Assessment of Performance for Teacher Candidates from the Department of Elementary and Secondary Education.
The Seven Essential Elements of CAP
Proficient Descriptor is included here to provide a sense of the expectation outlined in the element.
1.A.1: 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.
1.A.3: Well-Structured Units and 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.
1.B.2: Adjustments to Practice
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 differentiated interventions and enhancements for students.
2.A.3: 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.
2.B.1: 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.
2.E.1: 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.
4.A.1: 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.