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 Six CAP Assessment Elements

1.A.4: Well-Structured Lessons
Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

1.B.2: Adjustment to Practice
Organizes and 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 appropriate differentiated interventions and enhancements for students.

2.A.3: Meeting Diverse Needs
Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English language 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.D.2: High Expectations
Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on 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.

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