Website usage questions:
I am using this site as a Teacher Candidate and I was asked to pre-register. How do I do this?
I am using this site as a Supervising Practitioner and I was asked to pre-register. How do I do this?
I am using this site as a Program Supervisor, how do I begin using the site?
How do I change my password?
What if I forgot my password?
Do I need to have an internet connection to use desecap.com?
Will my session timeout while I am working on a long narrative?
I cannot log in. What do I do?
I am still having trouble logging in. What can I do?
Why was I denied access to a CAP Manager (CM) account?
I am a Supervising Practitioner, and I need to edit my information. Am I able to do this?
I am a teacher candidate, and I need to edit my information. Am I able to do this?
I am a Program Supervisor. Can I end or delete a cycle?
My teacher candidate is completing a dual split practicum, and I need to transfer the cycle to a second Supervising Practitioner. How do I do this?
I am completing an observation form, but I cannot see what the other supervisor is writing. Why not?
I have just completed an observation form, but it is not showing up for my teacher candidate. What do I need to do?
Can I print my work?
Can I import/upload other artifacts into the online platform?
CAP Cycle procedure questions:
What are the expectations for assessing specialist teacher licenses (Reading Specialists, Academically Advanced, and Speech, Language, and Hearing Disorders) teacher candidates with this new assessment system?
What are the expectations of programs regarding participation in the 2015-16 CAP Pilot?
How do teacher candidates with split dual practicum complete CAP?
Can documents from the CAP Guidelines be edited?
Are observation forms required as is?
Who owns the responsibility to complete the newly-added Finalized Goal and Implementation Plan Form?
Can the coding be changed on the elements for the various forms (for example, changing 1.A.4 to #1)?
What incentives can sponsoring organizations able to offer to supervising practitioners?
Are sponsoring organizations required to send teacher candidate documentation from CAP to the ESE licensure department?
Does ESE have information regarding the reliability and validity of the ESE Model Feedback Surveys?
How do teacher candidates collect feedback from students with special needs?
What are the expectations regarding evidence documentation, especially regarding additional artifacts to support ratings?
Do all 6 of the Six Essential Elements need to be rated for both the formative and summative assessments?
What is the expectation around the forthcoming online platform?
Do SO's need to report to the ESE how they are participating in the pilot?
When will expectations around CAP be communicated to supervising practitioners?
Do all of the conversations between the PS and SP need to be in person?
Do add license teacher candidates need to participate in the CAP Pilot?
For all other questions or inquiries, please contact your designated Sponsoring Organization representative.
Q: I am using this site as a Teacher Candidate and I was asked to pre-register. How do I do this?
A: Simply visit desecap.com/register to pre-register your account in the system. When registered, the system will send you a verification e-mail to the address you provided. Once you verify your account the Program Supervisor can begin the CAP cycle.
Q: I am using this site as a Supervising Practitioner and I was asked to pre-register. How do I do this?
A: Simply visit desecap.com/register to pre-register your account in the system. When registered, the system will send you a verification e-mail to the address you provided. Once you verify your account the Program Supervisor can begin the CAP cycle.
Q: I am using this site as a Program Supervisor, how do I begin using the site?
A: Simply visit desecap.com/register to pre-register your account in the system. When registered, the system will send you a verification e-mail to the address you provided. Once you verify your account and log in, you can begin setting up the CAP cycle by clicking "Register a new teacher candidate CAP cycle" and following the form. The Teacher Candidate and Supervising Practitioner must each registere and verify their accounts. The cycle cannot begin until they verify their accounts, and a valid e-mail address is required for every account.
Q: How do I change my password?
A: When you are logged in, at the top of your main screen you will see a link to change your password. You need to know your existing password to do this.
Q: What if I forgot my password?
A: Simply visit desecap.com/forgot_pass and follow the instructions. This will e-mail you a temporary password to log in. Once successfully logged in you will be asked to change your password.
Q: Do I need to have an internet connection to use desecap.com?
A: Yes. If you log in with a wireless laptop/tablet and move to an area with no Wi-Fi signal, you will not be able to save your work. To avoid losing any data, make sure you log into the website from the area you will be working. This will ensure you have a good internet connection from your location.
Q: Will my session timeout while I am working on a long narrative?
A: No, BUT there are a few situations that can potentially cause this to happen. Any network disruption, loss of Wi-Fi or 4G signal, network outage, etc. can cause a login session to fail. A good rule of thumb is to click the "Save Work" button often. This will save what you have been working on permanently to the database. If you move your device to a new location, verify you have a reliable Internet connection before you proceed. Also, you can type a long narrative into a word processing application like MS Word, and then copy and paste the work into the website when you're back in Wi-Fi/4G range. These practices will help make sure you never lose your work.
Q: I cannot log in. What do I do?
A: Check to make sure your username is correct. Your username is the e-mail address that you registered with. If the system does not recognize your username and password combination, click "Forgot Password" on the home page, and a temporary password will be emailed to you. If you are still having difficulties, check with your CAP Manager (CM) to make sure the correct email address (username) is in the system for you.
Q: I am still having trouble logging in. What can I do?
A: If you are still having trouble logging into the system, let your CAP Manager (CM) know, and ask them to send an email to us.
Q: Why was I denied access to a CAP Manager (CM) account?
A: Due to increased security and confidentiality measures, Sponsoring Organizations are allowed only one CM account. Once an individual registers as a CM, he/she must be verified through DESE as well as the Sponsoring Organization before access is granted.
Q: I am a Supervising Practitioner, and I need to edit my information. Am I able to do this?
A: Yes. After logging in, choose "edit profile" from the navigation bar at the top left. You will have the option to edit your registration information.
Q: I am a teacher candidate, and I need to edit my information. Am I able to do this?
A: Yes. After logging in, choose "edit profile" from the navigation bar at the top left. You will have the option to edit your registration information.
Q: I am a Program Supervisor. Can I end a cycle?
A: Yes. In a teacher candidate cycle, choose "Edit Teacher Candidate/Cycle Info" from the right column. Then, at the bottom select "Click To End This Cycle".
Q: My teacher candidate is completing a dual split practicum, and I need to transfer the cycle to a second Supervising Practitioner. How do I do this?
A: In a teacher candidate cycle, choose "Edit Teacher Candidate/Cycle Info" from the right column. Type in the new Supervising Practitioner's email into the first text box.
Q: I am completing an observation form, but I cannot see what the other supervisor is writing. Why not?
A: The observation forms are not live-working documents in which the SP and the PS would be able to view each other's comments before they are shared with the teacher candidate; the only forms that have that feature are the Formative and Summative Assessments. For the observation forms, you and the SP will need to decide the most appropriate way to complete the forms; you will then need to have a conversation (via email, over the phone, or in person) to calibrate the feedback that will be shared with the teacher candidate (only the calibrated boxes will be shared with the teacher candidate). Once calibration is complete, both the PS and the SP will need to click "yes" and "save your work" at the bottom of the observation form.
Q: I have just completed an observation form, but it is not showing up for my teacher candidate. What do I need to do?
A: Once all required information is entered by either the PS and/or the SP, BOTH the PS and the SP must check "Yes" and click "Save your work" at the bottom of the screen in order for the observation form to be shared with the teacher candidate.
Q: Can I print my work?
A: Yes, you can print any of the work that is being completed in the online platform. You will need to type CTRL+P, or choose File – Print from your browser.
Q: Can I import/upload other artifacts into the online platform?
A: Yes. From the cycle view page, in the right column under "Other Options", choose "Upload Evidence Files".
CAP Cycle procedure questions:
Q: What are the expectations for assessing specialist teacher licenses (Reading Specialists, Academically Advanced, and Speech, Language, and Hearing Disorders) teacher candidates with this new assessment system?
A: According to regulations (603 CMR 7.07), specialist teacher candidates, which include Reading Specialists, Academically Advanced, and Speech, Language, and Hearing Disorders are not currently required to complete CAP; instead, programs are responsible for designing and implementing their own performance assessment that measures a teacher candidate's ability to demonstrate Subject Matter Knowledge (SMKs) and/or Professional Standards for Teachers (PSTs) as applicable to the license. For example, the Reading Specialist requirements are subject matter requirements and therefore the assessment should measure readiness against those expectations. Many Reading Specialist programs are structured to screen for performance on the PSTs at admission (by requiring an initial license and/or demonstrated proficiency on the MA Educator Evaluation Model Rubrics). When creating their performance assessment for specialist teacher candidates, Sponsoring Organizations may choose to mirror CAP in structure and protocol, while modifying to assess the specialist teacher candidates on the criteria required of that license (603 CMR 7.07). Teacher Candidates must be observed a minimum of three observations throughout the practicum. A modified version of Appendix A: CAP Form and Rubric from the Guidelines to document the practicum observations and meetings is being created for program use, and will be made available on the CAP website.
Q: What are the expectations of programs regarding participation in the 2015-16 CAP Pilot?
A: The 2015-16 CAP Pilot requires all Sponsoring Organizations with teacher preparation programs to pilot the assessment in at least one program and with 10 or more completers. This is a minimum requirement; the threshold of 10 completers may be cumulative throughout the academic year of 2015-16, inclusive of both fall & spring semesters. If you are a Sponsoring Organization with less than 10 completers total, you must complete the pilot with all teacher candidates completing in 2015-2016. The 2015-2016 year was designed as a pilot to allow for adjustments to be made to the assessment and to ensure that Sponsoring Organizations could adequately prepare for the full implementation in 2016-2017. Sponsoring organizations should consider piloting CAP to the extent that it will be most impactful in preparing for full implementation with all teacher candidates beginning September 1, 2016. You do not need to notify ESE of the teacher candidates participating in the CAP pilot now; participation data will be collected in the spring. For more information, please refer to the memo send on June 30th to Sponsoring Organizations announcing the CAP Pilot.
Q: How do teacher candidates with split dual practicum complete CAP?
A: For teacher candidates participating in a practicum where hours may be split across placements (e.g., Early Childhood), providers should adjust the CAP process in one of the following ways described below. ESE recognizes the logistical challenges associated with implementing the assessment in these situations and so have outlined two options for implementation. Sponsoring Organizations should set policies within their programs relative to these two options that ensure a high-quality, consistent assessment of teacher candidate readiness. The two options are:
o Single-Placement Option: Sponsoring Organizations would execute the full CAP process (including the entire 5-step cycle and majority of evidence collection) during the teacher candidate's final placement. Under this option, ESE still expects that the teacher candidate be observed and provided with feedback during the initial practicum placement. The Sponsoring Organization may choose to use the CAP Observation Forms and Observation Model Protocol (Appendix D) in the first placement, but it is not required as this feedback would not be considered in CAP. Because there are fewer hours in a single placement of a split practicum, ESE will require only a minimum of three (rather than four) observations in the final placement.
o Cross-Placement Option: Sponsoring Organizations would execute CAP across both placements – spanning the teacher candidate's full experience in the practicum. Under this option, all four observations would be required across both settings; because of this, both supervising practitioners must be involved and present in all calibration discussions and three-way meetings.
Q: Can documents from the CAP Guidelines be edited?
A: For all required forms, Sponsoring Organizations may add to documents as needed, but please do not remove content from documents. If a form is optional (e.g. Model Observation Protocol), you may revise as you see fit. We are asking you to refrain from altering the forms because for purposes of the pilot, for it is important to understand what works and what needs revision. In order to fully assess this, we need the process and forms to be used as designed and intended in the Guidelines. ESE will be collecting feedback at two points during the pilot year to improve the system moving forward. Please keep track of your feedback throughout your pilot experience, so that we can collect your comments and suggestions for improvement when feedback surveys are released.
Q: Are observation forms required as is?
A: Yes, you must use the observation forms as is. See answer above. It is anticipated that additional/other tools will be used to actively collect evidence during observations. The forms provided are designed to reflect the synthesis and analysis of the evidence collected relative to the focus elements and a summary of feedback provided to the teacher candidates. ESE has provided one active evidence collection tool to provide a sense of what assessors may use during an observation.
Q: Who owns the responsibility to complete the newly-added Finalized Goal and Implementation Plan Form?
A: This form is a shared responsibility: The teacher candidate completes the Professional Practice Goal, the SP and PS completes the Implementation Plan, and the SP completes the Measure of Student Learning.
Q: Can the coding be changed on the elements for the various forms (for example, changing 1.A.4 to #1)?
A: We recommend that sponsoring organizations maintain the coding as currently provided. The reason why we used the coding from the PSTs is to reinforce the Six Essential Elements' connection to the standards and emphasizing the alignment to the Educator Evaluation Framework. By maintaining this nomenclature ESE hopes to ground teacher candidate experience in the broader PSTs and provide teacher candidates with a clear link to the expectations they will encounter when s as they enter the workforce.
Q: What incentives can sponsoring organizations able to offer to supervising practitioners?
A: Supervising practitioners may earn up to 30 Professional Development Points (PDPs) for supervising a teacher candidate during his/her practicum. Sponsoring organizations may offer additional incentives to supervising practitioners for participation such as credits toward a class or course offerings. CAP, relative to the PPA, does require supervising practitioners to take a more active role in the evaluation of teacher candidates placed in their classrooms. Because of the alignment of CAP to the Educator Evaluation Framework, it will serve a dual beneficiary purpose for supervising practitioners: not only will they be more familiar with CAP due to the familiarity with their own evaluation system, but also they stand to benefit from being on the assessor-side of the evaluation process and therefore strengthening their own professional practice. ESE recommends that Sponsoring Organizations leverage the increased engagement of supervising practitioners as its own natural incentive. The majority of supervising practitioners indicate that they serve in the role because of a desire to support the next generation of teachers, CAP in fact gives them a greater, more concrete voice in that endeavor.
Q: Are sponsoring organizations required to send teacher candidate documentation from CAP to the ESE licensure department?
A: No. Sponsoring organizations are required to keep records of CAP for each teacher candidate, but are not required to send documentation to ESE. Electronic endorsement through the Early ID system serves as evidence that teacher candidates have met all program requirements, including meeting readiness thresholds on CAP. This is because CAP is a requirement for program completion, not for licensure. For a full overview of what is required for record retention, please see the Teacher Candidates Record Retention Advisory.
Q: Does ESE have information regarding the reliability and validity of the ESE Model Feedback Surveys?
A: Yes. The ESE Model Feedback Survey items were piloted by Massachusetts students and administrators—over 10,000 Massachusetts students and 1,500 Massachusetts educators piloted survey items in 2013-14—and were evaluated across four aspects of test validity: content, substantive, structural, and generalization validity. To see results from the student survey validation work from the pilot, download the full technical report. A brief write-up of the pilot and instrument development process is here.
Q: How do teacher candidates collect feedback from students with special needs?
A: From the Student Survey for Classroom Teachers ESE Model Survey Administration Protocol:
Collecting feedback from students with special needs is a valuable part of the evaluation process. Districts should make every effort to include all students, or a representative sample of all students, in their feedback collection. When students with disabilities participate in the Model Surveys, their accommodations must be consistent with IEPs and 504 Plans. Since the purpose of the Model Survey is to solicit students' opinions, accommodations can be more intensive than on instruments designed to assess student knowledge and skills.
This may mean very intensive adaptations of the survey content, depending on student need. In addition, Educator Evaluation is in the process of publishing the Educator Effectiveness Guidebook for Inclusive Practice, which will include Adapted Items for the Massachusetts Model Student Feedback Survey.
Q: What are the expectations regarding evidence documentation, especially regarding additional artifacts to support ratings?
A: In general, assessors will write a summary for any additional artifacts, such as lesson plans and video recordings that are collected to support ratings of essential elements. These summaries are to be written in the evidence text box provided on the applicable rubric for the essential element(s) that the artifact has been collected to support. Sponsoring organizations should outline to programs and teacher candidates their expectations regarding evidence gathering protocol. Summary statements should also include a discussion of the student feedback evidence and evidence of student learning measures embedded as part of CAP as well.
Q: Do all 6 of the Six Essential Elements need to be rated for both the formative and summative assessments?
A: Yes. Half-way through the practicum, the Program Supervisor and the Supervising Practitioner will have a conversation to calibrate Formative Assessment Quality, Scope, and Consistency ratings and evidence using Observation Forms (Appendix D), student feedback surveys, and other evidence gathered to provide one set of feedback to the teacher candidate for each of the elements thus far; they will evaluate what elements have met the minimum thresholds, what have not, and what have yet to be seen. In Step 4: Formative Assessment there is an opportunity for the program supervisor, supervising practitioner, and the teacher candidate to review and discuss the ratings, and make adjustments to the teacher candidate goals and plans as needed, including potentially modifying the goal, increasing support, scheduling more observations, etc. At end of the practicum and as part of Step 5: Summative Assessment, the Program Supervisor and the Supervising Practitioner will calibrate on the summative assessment ratings and meet to discuss with the teacher candidate as part of the final Three-Way meeting.
Q: What is the expectation around the forthcoming online platform?
A: ESE is developing an online platform that will allow evaluators to communicate online, upload their evaluations and feedback in real time, and provide their formative and summative ratings electronically, and to easily submit individual teacher candidate data to ESE annually. As this platform is being developed, we plan to engage interested Sponsoring Organizations in a pilot. The platform will be tested and ready for use prior to the 2016-2017 academic year. More information regarding the online platform, piloting the platform, and training for its use will be released later this fall.
Q: Do SO's need to report to the ESE how they are participating in the pilot?
A: No. Sponsoring organizations will not need to report to ESE how they will be piloting CAP; however, we will be collecting formative and summative assessment ratings of teacher candidate participating in the pilot from each Sponsoring Organization. We will provide additional information on how we will be collecting the assessment rating data later this fall.
Q: When will expectations around CAP be communicated to supervising practitioners?
A: ESE will be communicating with districts about basic resources and expectations beginning in August; however, it is the responsibility of the sponsoring organization (see review criteria) to communicate involvement with CAP, as well as provide applicable training and support surrounding CAP.
Q: Do all of the conversations between the PS and SP need to be in person?
A: No. Although all Three-Way Meetings need to be conducted in person, other forms of communication, such as calibration conversations, may be conducted over the phone, email, video conference, etc. Sponsoring Organizations should work to develop best practices in support of these conversations and may choose to establish expectations beyond those set forth by ESE.
Q: Do add license teacher candidates need to participate in the CAP Pilot?
A: No. At this time, CAP is not required for teacher candidates seeking to add a license in the following areas: early childhood, English language as a second language, or elementary teacher, as teacher of students with moderate disabilities, teacher of students with severe disabilities, teacher of the deaf and hard-of-hearing, or teacher of the visually impaired. Beginning September 1, 2016 teacher candidates applying for an additional license in one of these fields will be required to complete CAP. If teacher candidates completed a dual program where they are endorsed by the Sponsoring Organization for two licenses, CAP must be completed in both fields. See the Add License vs. Dual Licensure Advisory for more information.
For all other questions or inquiries, please contact your designated Sponsoring Organization representative.