Warming Up: Rubrics are often thought of solely as scoring tools. However through the warm-up, participants should be able to identify opportunities to use the CAP Rubric at points other than the formative and summative assessment steps, in which ratings are Slide 4 determined. For example, the rubric performance descriptors should guide the candidate’s self-assessment, both in terms of 7 minutes helping him/her to establish a baseline of practice, as well as signaling what expected practice looks like. Push participants to be specific how they use the rubric to analyze evidence and inform the feedback they provide to candidates. II. Learning (34 minutes) Learning: Slide 5 In this section, participants will learn about the purpose of the CAP Rubric, its architecture, and how it is used at each step of the 5-step Quick Transition cycle. Learning: Review the goals of CAP to ground the workshop. Slide 6 Note the responsibility of program supervisors and supervising 1 minute practitioners to support candidates’ growth and development through feedback. Feedback should be informed by the CAP Rubric. Learning: Introduce the threefold purpose of the CAP Rubric. Notice the phrases understanding” and “shared “common Slide 7 terminology.”The CAP rubric promotes consistent implementation of 1 minute CAP across all educator preparation programs because the elements of practice and associated descriptors at the core of CAP are the same statewide. Learning: Note that this slide focuses on the three points of the CAP process Slide 8 when the CAP Rubric is used to determine ratings. However, as 3 minutes discussed during the Warm Up and covered later on, the CAP Rubric is also used to analyze evidence and provide feedback.
Warming Up: Rubrics are often thought of solely as scoring tools. However through the warm-up, participants should be able to identify opportunities to use the CAP Rubric at points other than the formative and summative assessment steps, in which ratings are determined. For example, the rubric performance descriptors should guide the candidate’s self-assessment, both in terms of helping him/her to establish a baseline of practice, as well as signaling what expected practice looks like. Push participants to be specific how they use the rubric to analyze evidence and inform the feedback they provide to candidates. Slide 4 7 minutes II. Learning (34 minutes) Learning: In this section, participants will learn about the purpose of the CAP Rubric, its architecture, and how it is used at each step of the 5-step cycle. Slide 5 Quick Transition Learning: Review the goals of CAP to ground the workshop. Note the responsibility of program supervisors and supervising practitioners to support candidates’ growth and development through feedback. Feedback should be informed by the CAP Rubric. Slide 6 1 minute Learning: Introduce the threefold purpose of the CAP Rubric. Notice the phrases “shared understanding” and “common terminology.”The CAP rubric promotes consistent implementation of CAP across all educator preparation programs because the elements of practice and associated descriptors at the core of CAP are the same statewide. Slide 7 1 minute Learning: Note that this slide focuses on the three points of the CAP process when the CAP Rubric is used to determine ratings. However, as discussed during the Warm Up and covered later on, the CAP Rubric is also used to analyze evidence and provide feedback. Slide 8 3 minutes
RubricWorkshop-FacilitatorGuide.docx