Candidate Assessment of Performance Form and Rubric

Section 1: General Information (to be completed by the Candidate)

Candidate Information

First Name: Justin Last Fraser-deHaan

Name:

Street Address: 241 Lexington St, APT 14-1B

City/Town: Woburn State MA Zip: 01801

:

MEPID #: 53924658

Mass License #: 465624

Program Information

Sponsoring Salem State University

Organization:

Program Area and Mathematics, 9-12

Grade Level:

Have any program components been waived? 603 CMR 7.03(1)

(b)

Practicum Information xx Practicum x Practicum

Equivalent

Practicum/Equiv EDU 925MP Credit 3.0

Course Number: Hours:

Practicum/Equiv Practicum Math (8-12)

Seminar Course
Title:

Practicum/Equiv Minuteman High School Grade level(s) of Students: 9-12

Site:

Total # Practicum 360 # of hours assumed full 360

Hrs: responsibility in role:

Supervising Practitioner Information (to be completed by Program Supervisor)

Name: John Fusco

School District: Minuteman Regional High School Position: Math Lead

License Field(s): 9-12 Mathematics & Principal / Asst. MEPID/Lic #: 31719

 Principal

# of years of experience under license 23 x Initial xx

Professional

To the best of my knowledge (per the SPs Principal/Evaluator),

the SP has received a summative evaluation rating of proficient xx Yes x No
or higher in his/her most recent evaluation.

Section 2: CAP Rubric (to be completed by the Program Supervisor and Supervising
Practitioner )

I.A.4: Well-Structure Lessons

Unsatisfactory Needs Proficient Exemplary
Improvement
Develops lessons with Develops lessons with Develops well- Develops well-
inappropriate student only some elements of structured lessons structured and highly
engagement appropriate student with challenging, engaging lessons with
strategies, pacing, engagement measurable objectives challenging,
I-A-4. sequence, activities, strategies, pacing, and appropriate measurable objectives
Well- materials, resources, sequence, activities, student engagement and appropriate
Structured and/or grouping for materials, resources, strategies, pacing, student engagement
Lessons the intended outcome and grouping. sequence, activities, strategies, pacing,
or for the students in materials, resources, sequence, activities,
the class. technologies, and materials, resources,
grouping. technologies, and
grouping to attend to
every students needs.
Is able to model this
element.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
Justin consistently uses agenda with classes and previews it before beginning.
Typical lessons consist of Do Now, Review of previous lesson, Mini Lesson of new
material, guided practice, and individual practice. Justin uses a multitude of
technology including smart board, smart notebook, student response devices,
teaching mobile device, and software to assess student learning.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
Justins lessons follow a set pattern as described in the formative assessment above.
This consistency is particularly important as there are periods of 16+ days where he
does not see his classes. I was able to observe a class that he had not seen in over
two weeks and the students were engaged and prepared as if they had had class the
day before. Justin is extremely well prepared for lessons. The use of technology is
effortless on his part (though there are times that the technology failed. Justin has
learned to have an alternate plan ready for these situations. Content nicely builds
from lesson to lesson.
I.B.2: Adjustment to Practice
Unsatisfactory Needs Proficient Exemplary
Improvement
Makes few May organize and Organizes and Organizes and
adjustments to analyze some analyzes results from analyzes results from
practice based on assessment results a variety of a comprehensive
formal and informal but only occasionally assessments to system of
assessments. adjusts practice or determine progress assessments to
modifies future toward intended determine progress
instruction based on outcomes and uses toward intended
the findings. these findings to outcomes and
adjust practice and frequently uses these
I-B-2.
identify and/or findings to adjust
Adjustment implement practice and identify
to Practice appropriate and/or implement
differentiated appropriate
interventions and differentiated
enhancements for interventions and
students. enhancements for
individuals and groups
of students and
appropriate
modifications of
lessons and units. Is
able to model this
element.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
Justin uses Do Nows, assessments and technology to make adjustments in his
lessons. Ive observed Justin use the Do Now to go into more in depth explanation of
the prior evening's homework on perimeter. Justin has also used the student
response devices to adjust his practice. The use of the devices gives Justin
instantaneous feedback about each student/class informing him of student
comprehension. He takes the feedback and will make adjustments immediately or
sometimes subtly during lessons.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
Justin is consistently adjusting to meet the needs of his students. From using
technology to monitor student responses to using individual white boards he always
has his hand on the pulse of the class. I observed Justin doing a quick mini-lesson
review of factoring binomials based on the responses that students were giving on
their whiteboards. Justin constantly circles around the room, checking in with each
student individually.
II.A.3: Meeting Diverse Needs
Needs
Unsatisfactory Proficient Exemplary
Improvement
Uses limited and/or May use some Uses appropriate Uses a varied
inappropriate appropriate practices practices, including repertoire of practices
practices to to accommodate tiered instruction and to create structured
II-A-3. accommodate differences, but fails scaffolds, to opportunities for each
Meeting differences. to address an accommodate student to meet or
Diverse adequate range of differences in learning exceed state
Needs differences. styles, needs, standards/local
interests, and levels curriculum and
of readiness, behavioral
including those of expectations. Is able
students with to model this
disabilities and element.
English learners.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
I have observed Justin working with co-teachers and students to help students
achieve success. Justin will work with his co-teacher to differentiate instruction and
assessments meeting the needs of all his students. Justin works with a very large
percentage of special education students, and works extremely hard to help meet
each student's goals. Again, his use of technology helps him in a timely fashion find
weaknesses and strengths of students to make appropriate adjustments in
instruction and assessment.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
Justin works with many levels of diverse learners, from Algebra 1 to Calculus. He is
able to support those who need it and challenge those who are capable to go beyond
their own expectations by knowing his students well. Justins teaching style
emphasizes applications that students can relate to so that students see the reasons
for learning the content. His lessons have a variety of entry points that allow all
students to access the content of the lesson. He seamlessly make adjustment to
practice as he identifies students needs.
II.B.1: Safe Learning Environment
Needs
Unsatisfactory Proficient Exemplary
Improvement
Maintains a physical May create and Uses rituals, routines, Uses rituals, routines,
environment that is maintain a safe and appropriate and proactive
unsafe or does not physical environment responses that create responses that create
support student but inconsistently and maintain a safe and maintain a safe
learning. Uses maintains rituals, physical and physical and
II-B-1. inappropriate or routines, and intellectual intellectual
Safe Learning ineffective rituals, responses needed to environment where environment where
Environment routines, and/or prevent and/or stop students take students take
responses to reinforce behaviors that academic risks and academic risks and
positive behavior or interfere with all most behaviors that play an active role
respond to behaviors students learning. interfere with learning individually and
that interfere with are prevented. collectivelyin
students learning. preventing behaviors
that interfere with
learning. Is able to
model this element.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
Justin has a routine for his classes as explained with his daily agenda. He previews it
with each class and this set excellent classroom expectations. I believe this and his
adjustments to instruction, especially utilizing the technology, allowing students to
feel safe and comfortable in his learning environment.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
Justin definitely has a nice routine and his lessons maintain a smooth flow. Students
come in and directly attend to the DO NOW portion of the class. They are willing to
share answers and ideas. Justin treats errors as opportunities for learning. I
observed a student lagging behind in class to ask Justin a clarifying question that
actually ended up extending the students thinking.
II.D.2: High Expectations
Needs
Unsatisfactory Proficient Exemplary
Improvement
Gives up on some May tell students that Effectively models and Effectively models and
students or the subject or reinforces ways that reinforces ways that
II-D-2. communicates that assignment is students can master students can
some cannot master challenging and that challenging material consistently master
High challenging material. they need to work through effective challenging material
Expectations hard but does little to effort, rather than through effective
counteract student having to depend on effort. Successfully
misconceptions about innate ability. challenges students
innate ability. misconceptions about
innate ability. Is able
to model this element.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
Justins use of the student response devices shows his commitment to high
expectations of his students and himself. Justin tries to reach all learners in his
classroom. He provided instant feedback to students and allows them to move
forward when a topic is mastered, and provides the individual guidance needed for
those who may need more time. He also uses Khan Academy for practice and can
observe student effort and improvement. He also communicates with the parents
through our student information system keeping them in the loop on their child.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
The formative assessment evidence was demonstrated in all the classes I observed.
It was nice not to hear students say I cant do this? Students were given all
manner of supports as described above, to achieve to their potentials and they were
able to do so.
IV.A.1: Reflective Practice
Needs
Unsatisfactory Proficient Exemplary
Improvement
Demonstrates limited May reflect on the Regularly reflects on Regularly reflects on
reflection on practice effectiveness of the effectiveness of the effectiveness of
and/or use of insights lessons/ units and lessons, units, and lessons, units, and
IV-A-1. gained to improve interactions with interactions with interactions with
practice. students but not with students, both students, both
Reflective colleagues and/or individually and with individually and with
Practice rarely uses insights to colleagues, and uses colleagues; and uses
improve practice. insights gained to and shares with
improve practice and colleagues, insights
student learning. gained to improve
practice and student
learning. Is able to
model this element.

Formative Assessment
Quality *
Scope *
Consisten *
cy
Evidence:
Justin is set up in an environment that allows reflective conversations continuously.
The curriculum coordinator frequently meets with Justin to discuss lessons Justin has
executed. Justin is also working with 2 colleagues who are new to the teaching
profession and are always discussing ideas and lessons. He gets the productive
feedback and also provides feedback within the department. There is time where
the department meets and reflects on teaching strategies and best practices and
Justin benefits from these. He is willing to use feedback hes received and adjust
instruction to meet his students needs.

Summative Assessment
Quality X
Scope X
Consisten X
cy
Evidence:
I have observed Justin reflecting on his practice after every lesson that I observed.
Justin was harder on himself than the observers were. It is evident that he dissects
every lesson in an effort to achieve perfection. He seeks suggestions on how to reach
every student and how to make the transition from 16 days away from the class,
even more seamless.
 Candidate Assessment of Performance Form and Rubric

Section 3: Summary and Signatures

Three-Way Meetings
1st Three-Way Candidate
Meeting Supervising
Practitioner
Date: Program Supervisor

2nd Three-Way Candidate

Meeting Supervising
Practitioner
Date: Program Supervisor

Final Three-Way Candidate

Meeting Supervising
Practitioner
Date: Program Supervisor

Summary Ratings
Consisten Readiness Thresholds
Element Quality Scope
cy Met?
1.A.4: Well-Structured
Lessons
1.B.2: Adjustment to
Practice
2.A.3: Meeting Diverse
Needs
2.B.1: Safe Learning
Environment
2.D.2: High Expectations
4.A.1: Reflective Practice

Based on the candidates

performance as measured on the CAP Not Yet
Ready to Teach
Rubric, we have determined this Ready
candidate to be:

Supervising Practitioner
Date:
Program Supervisor Date:
Mediator (if necessary see: 603
Date:
CMR 7.04(4))