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CAP Roles and Responsibilities

Roles & Responsibilities

There are several stakeholders involved in the effective implementation of field-based experiences and the assessment of candidate readiness through CAP. Below we have detailed the essential responsibilities for: Sponsoring Organizations, PK-12 Schools and District Partners, Program Supervisors, Supervising Practitioners and candidates. The functions that follow are critical to both candidate preparedness and the effective assessment of practice. Ultimately, it will be the combined effort of all parties involved to ensure that candidates are indeed ready to make impact on day one.

 

Click on an option below to take you to the explanation of roles and responsibilities 

  • Sponsoring Organization

  • PK-12 and District Partners

  • Program Supervisors

  • Supervising Practitioners

  • Candidate 

Sponsoring Organizations:

  • Work to serve the needs of PK-12 partners; involve partners in the design and execution of field-based experiences; and engage in partnerships that improve the experience for preparation candidates and outcomes for PK-12 students.
  • Design, implement and evaluate the quality of field-based experiences ensuring that they begin early in preparation, cover a range of time periods within the school year, are in settings with diverse learners and build to candidate readiness for the licensure role.
  • Identify candidates throughout the program who may be at-risk of not meeting standards and provide necessary supports and guidance to guide improvement or exit.
  • Identify Supervising Practitioners that meet all regulatory requirements, including being rated as proficient or higher on their most recent summative evaluation, and monitor their efficacy in impacting candidate performance.
  • Provide training, support, and development to Program Supervisors and Supervising Practitioners that impacts candidate effectiveness.
  • Ensure that all candidates receive consistent guidance, support and high-quality feedback during field-based experiences with the Program Supervisor and Supervising Practitioner.
  • Oversee CAP as the culminating assessment of performance and ensure that it serves to document the evidence of candidate readiness (or not) for the licensure role. Maintain all required CAP forms on file at the Sponsoring Organization.
  • Develop programs of study that ensure candidates are prepared to demonstrate readiness in their practicum placements.
  • Use formative and summative assessment data to target areas of candidate need.
  • Use data from CAP to inform strategic decisions that have a positive impact on programs, candidates and employing PK-12 partners.

PK-12 Schools and District Partners

  • Engage in the design, implementation and evaluation of field-based experiences.
  • Provide Sponsoring Organizations with a list of potential Supervising Practitioners that meet regulatory requirements, including being rated as proficient or higher on their most recent summative evaluation.
  • Support teachers serving in the role as Supervising Practitioners; monitor their efficacy in impacting candidate effectiveness; and recognize individuals’ contributions to the profession.
  • Coordinate with Sponsoring Organizations to implement field-based experiences that cover a range of time periods and are in settings with diverse learners.
  • When appropriate, calibrate observations and feedback with Program Supervisor and Supervising Practitioner to ensure teachers are receiving consistent messages about their practice.

Program Supervisor

  • Provide candidates with consistent guidance, support and high-quality feedback during field-based experiences that improves their practice.
  • Use CAP as outlined in these guidelines to assess and document evidence of candidate readiness for the licensure role.
  • Coordinate the CAP process in collaboration with the Supervising Practitioner and candidate; stay on top of timelines, facilitate meetings; calibrate with the Supervising Practitioner; submit all forms.
  • Actively collect evidence during observations, synthesize and analyze the evidence to provide focused feedback to the candidate about their performance.
  • Conduct at least two observations of the candidate; review information from all observations; support the Supervising Practitioner in conducting observations.
  • Submit data on candidate performance on CAP through the completion of formative and summative assessment ratings.
  • Determine, in collaboration with the Supervising Practitioner, whether the candidate is ready to teach.
  • Complete CAP Form with signatures for purposes of retaining at the Sponsoring Organization.

Supervising Practitioner

  • Use CAP as outlined in these guidelines to assess and document evidence of candidate readiness for the licensure role.
  • Conduct at least three observations of the candidate; review information from all observations; support the Program Supervisor in conducting observations.
  • Actively collect evidence during observations, synthesize and analyze the evidence to provide focused feedback to the candidate about their performance.
  • Identify and set the measures of student learning to be used in CAP prior to the first Three-Way Meeting, support Program Supervisor in interpreting candidate performance relative to the parameters that were set.
  • Administer, or support the candidate in administering, the student feedback surveys.
  • Determine, in collaboration with the Program Supervisor, whether the candidate is ready to teach.
  • Complete CAP Form with signatures for purposes of retaining at the Sponsoring Organization.

Candidate

  • Participate in CAP as outlined in the Guidelines for Candidate Assessment of Performance, including attending Three-Way Meetings, being available for additional observations, and collecting student feedback and candidate artifacts.
  • Engage in early field-based experiences and activities in coursework to gain the knowledge and skills necessary to demonstrate readiness for the licensure role.
  • Demonstrate competency at all readiness threshold levels.
  • Administer, or support the Supervising Practitioner in administering, the student feedback surveys.
  • Provide feedback to the Sponsoring Organization about one’s experience in the preparation program.

See CAP Guidelines for more details on each role.