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Kentucky Teacher Internship Program (KTIP)

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Kentucky Teacher Internship Program (KTIP) Teacher Performance Assessment Training (TPA) * * TRAINER S NOTES: The post-observation conference provides an excellent ... – PowerPoint PPT presentation

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Title: Kentucky Teacher Internship Program (KTIP)


1
Kentucky Teacher Internship Program (KTIP)
  • Teacher Performance Assessment Training
  • (TPA)

2
Training Outcomes
  • Participants can
  • understand how their role as coach and mentor
    contributes to the success of the intern.
  • become familiar with KTIP Teacher Performance
    Assessment (TPA) materials.
  • develop an understanding of how to gather
    performance evidence and score intern performance.

3
Overview of Training Materials
  • KTIP TPA Handbook Fall 2011 edition for those
    beginning Fall 2011.
  • Intern Performance Record (IPR)
  • Table of Contents Checklist
  • Completed IPR for Standards 4 and 5

4
Intern and Committee Member Responsibilities
  • Responsibilities of the committee are listed on
    pages 9 10 of the KTIP TPA Handbook.
  • A schedule of activities for each of the
    committees members is on the EPSB Website as
    linked below.
  • Resource Teacher
  • Principal
  • Teacher Educator

5
KTIP Dates
  • For a full-year internship to occur, there must
    be a minimum of 140 instructional days from the
    first instructional day to the end of the school
    year.
  • If an intern is hired on August 1, the count for
    the minimum140 days for an internship to occur
    begins on August 1.
  • For KTIP CYCLES, the first day to count is the
    day following the Orientation meeting.

6
What are Instructional Days
  • Instructional Days are
  • 1. when teacher intern is performing regular
    teaching responsibilities in an instructional
    setting
  • 2. professional development for compensation from
    the district or employing school (4 days mandated
    by KDE).
  • Instructional days are not
  • annual leave
  • sick leave
  • other authorized or unauthorized leave time.
  • school closings

7
Cycles In order to provide opportunities for
growth and guidance throughout the internship,
assessment is divided into 3 increments of time.
Orientation First Committee Meeting Held Prior to any formal classroom observation Cycle 1 Observations and Second Committee Meeting Held 1-60 instructional days following the orientation meeting Assess Tasks A-F Cycle 2 Observations and Third Committee Meeting Held 61-110 instructional days following the orientation meeting Assess Tasks A-F Cycle 3 Observations and Fourth Committee Meeting Held 111-140 instructional days following the orientation meeting Assess All Tasks
8
Use of Calendar to Establish Cycle Dates
  • During the Orientation meeting establish
    tentative dates to ensure all observations and
    cycle meetings occur during the correct windows.
  • For Example, if the Orientation is held on
    September 4, begin counting on September 5 for
    day one of the 60 day span for Cycle 1.
  • The observations and Cycle 1 meeting must occur
    during the 1 60 day period following September
    4.

9
Use of Calendar to Establish Cycle Dates
  • The observations and Cycle 2 meeting must occur
    during the 61-110 day period following the
    Orientation meeting.
  • The observations and Cycle 3 meeting must occur
    during the 111-140 day period following the
    Orientation meeting.
  • The following is an example of a calendar used by
    a committee to establish dates.

10
Calendar Example
11
Calendar Example
12
Calendar Activity
  • Using a school calendar, pick a tentative
    Orientation meeting date in August or September.
  • Identify
  • 1 - 60 instructional days following the
    orientation meeting
  • 61-110 instructional days following the
    orientation meeting
  • 111-140 instructional days following the
    orientation meeting
  • Observations and Cycle meetings must occur in
    their respective windows. KTIP cannot be
    finished early.

13
Assessments of Interns
  • Assessment during the first two cycles is
    formative - identifying growth areas and giving
    the intern guidance for meeting the standards.
  • Assessment during the third cycle is summative -
    committee members consider the progress the
    intern has achieved throughout the school year,
    and make a final decision regarding the interns
    performance on the standards.

14
Formative Assessment of the Intern
  • The first two cycles of observation are
    formative. Formative assessments include
  • Task A-2 lesson plan review prior to the observed
    lesson.
  • lesson observation.
  • post-observation conference.
  • Performance Task A-F review.
  • committee meeting.

15
Summative Assessment of the Intern
  • The third cycle of observation is summative.
    Summative assessments include
  • unit planning using Tasks G-J2.
  • Task A-2 lesson plan review prior to the observed
    lesson.
  • lesson observation.
  • Task C for lesson reflection.
  • post-observation conference.
  • final committee meeting.

16
Intern Performance Record
  • Review the IPR to identify analytic and holistic
    scoring.

17
Analytic and Holistic Scoring
  • Both analytic and holistic scores must be
    recorded on the IPR for each standard in all
    cycles.
  • Only the holistic score is entered in the Record
    of Teacher Internship Year (RTIY).
  • If consensus cannot be reached in Cycle 3, two of
    the three committee members must assign a score
    of 3 on each standard for a successful
    internship.

18
The Analytic Score Is
  • assigned to each indicator within a standard.
  • used to inform the interns of strengths and
    growth areas.
  • used to guide mentoring focus.
  • used to inform the intern's choice of
    professional development activities.

19
The Holistic Score Is
  • used to communicate the committee members
    professional judgment of the interns
    performance.
  • a numerical rating (3, 2,1) for the whole
    standard.
  • supported by evidence recorded on the IPR.

20
Holistic Scoring for Cycle 3
  • Committee consensus is not required during Cycles
    1 and 2.
  • If consensus cannot be reached in Cycle 3, two of
    the three committee members must assign a score
    of 3 on each standard for a successful
    internship.

21
Guidelines for Collecting Evidence
  • Clear, specific, objective evidence is critical
    to ensure accurate, fair data collection.
  • Evidence describes what the observer actually
    sees when observing.
  • Evidence should be stated as precisely and
    objectively as possible in order to minimize
    interpretation

22
Guidelines for Collecting Evidence
  • Evidence will be used to explain your assessment
    decisions about a standard.
  • These notes will be used during mentoring
    sessions, committee meetings, and possibly in
    appeal hearings

23
Table of Contents Checklist
  • PRIOR to the orientation, interns must have
  • read all documents
  • downloaded them to their computer or
  • printed in a 3 ring binder
  • Interns must utilize the Table of Contents
    Checklist found on page 11 of the TPA Handbook.
  • A copy of the checklist must be placed in front
    of the appropriate cycle of the TPA notebook.

24
Tasks A - F
  • Cycles 1, 2, and 3
  • Task A1 Teaching and Learning Context
  • Task A2 Lesson Plan
  • Task B Classroom Observation
  • Task C Lesson Analysis and Reflection
  • Task D Collaborate to Address Special Learning
  • Needs
  • Task E Assess and Manage Professional Growth
  • Task F Leadership

25
Tasks A F Cycles 1, 2, and 3
  • Task A Standards 1, 2, 6
  • Task B Standards 1, 3, 4, 5, 6
  • Task C Standards 5, 7
  • Task D Standard 8
  • Task E Standard 9
  • Task F Standard 10

26
Task A-1 Teaching and Learning Context
  • Task A Using a partner, describe the work
    completed for Task A-1 on pages 16 and 18 of the
    TPA Handbook.

27
Discoveries for Task A-1
  • When does the intern complete A-1?
  • Complete once for the internship prior to the
    Cycle 1 observations to describe the teaching and
    learning context.
  • What data sources are available to assist the
    intern in completing this task?
  • How does the intern connect A-1 to A-2?
  • Connect the insights gained in Task A-1

28
Task A-2 Lesson Plan
  • When does the intern complete A-2?
  • Before each lesson being observed. In Task I,
    for each lesson being observed in the
    instructional unit, or only one if the lesson of
    the instructional unit is video recorded.

29
Task A-2 Lesson Plan
  • Task Review each of the requirements of Task
    A-2 on page 19 of the TPA Handbook.
  • Using prior knowledge and experiences in your
    school, create a context for a lesson.
  • Write one or two objectives/learning targets
    focusing on a content of your choice.
  • Identify an assessment strategy to measure your
    objective/target.
  • Use the IPR Standard 2 to construct your
    objective/target and assessment strategy.

30
Mentoring Questions for Task A
  • Does the intern
  • state objectives/targets for learning clearly and
    specifically?
  • align objectives/targets to the Program of
    Studies, Core Content, and/or Kentucky Core
    Academic Standards?
  • use assessments to measure students progress
    toward the learning objectives/targets?
  • differentiate among objectives/targets,
    instructional strategies, and assessments?
  • consider contextual factors and address multiple
    levels of learning?
  • use technology to improve student learning?

30
31
Task B Demonstrate Teaching Skills During
Classroom Observation
  • Using the completed IPR for Cycle 1, evaluate how
    well the evidence supports the analytic and
    holistic score of classroom observation.
  • Use the completed IPR for Standards 4 and 5
  • Discuss Analytic and Holistic scores based upon
    scripted evidence..

32
Task B Questions for Discussion
  • What evidence supports the assigned markings for
    analytic and holistic scores?
  • What evidence provides appropriate feedback to
    promote growth?
  • What evidence may be needed? Need facts, not
    general statements.
  • Is there a balance of observed behaviors and
    suggestions and comments?
  • What evidence of observed behavior supports the
    marking for any indicator receiving PD or ND?

33
Task C Lesson Analysis and Reflection
  • Analysis of student performance data and
    reflection on the impact of instruction are
    critical to improve teaching.
  • Review page 21 of the TPA Handbook.
  • Discuss with a partner mentoring suggestions for
    item 4 on page 21.
  • Share with a partner some specific
    differentiation strategies committee members
    should recommend to interns for item 5 on page
    21.
  • Item 6 What methods do schools have to
    communicate learning results to students and
    parents? The end of the nine weeks is not an
    acceptable option.

34
Task C Resources
  • The Missing Piece of the Proficiency Puzzle

34
35
The Post-Observation Conference
  • All committee members conduct a post- observation
    conference prior to the committee meeting.
  • The post-observation conference should take place
    within five working days after the observation.

36
Post-Observation Conference
  • Ask intern what was most/least effective.
  • Pose thoughtful, open-ended questions that
    encourage reflection by the intern.
  • Ask questions to clarify evidence or lack
    thereof.
  • Focus on critical issues.
  • Guide the intern to identify strengths and growth
    areas for mentoring focus.
  • Follow-up with suggestions and resources.
  • Provide copies of the completed IPR to the intern
    at the
  • conclusion of the post-observation conference.

37
Task D Collaborate to Address Special Learning
Needs
  • Review the guidelines and template in the TPA
    Handbook page 23 and IPR Standard 8.
  • Use a partner to look at each cycle. What
    questions/concerns do you anticipate from the
    intern?

38
Task D Discoveries for Task D Collaborate to
Address Special Learning Needs
  • Any student may be considered for this task. It
    is not limited to a student with an official plan
    (e.g. IEP, 504).
  • Consider students with emotional barriers (e.g.,
    child of divorce, death, relocation)
  • A student identified in Task A-1 may be the focus
    of this task.
  • The plan must be approved by the committee before
    implementation.

39
Task E Assess Manage Professional Growth
  • Review the guidelines and template on Handbook
    page 24-31and Standard 9 of the IPR.
  • Use a partner to look at each cycle. What
    questions/concerns do you anticipate from the
    intern?

40
Task E Assess and Manage Professional Growth
  • The professional growth task is a critical source
    of documentation that shows the intern has been
    afforded due process during the internship.
  • When assisting the intern in choosing
    professional development activities, it is
    important to direct the intern to activities that
    will specifically address priority growth needs.

41
TASK E Continued
  • TPA Handbook page 30-31
  • Task With your partner generate examples of
    effective activities. Discuss how this will also
    relate to Task B and Standards 4 and 5 on the
    completed IPR.
  • Review comments and ideas

42
Task F Leadership
  • The plan must be approved by the committee before
    implementation.
  • Read directions for Task F on page 32 of the TPA
    Handbook and IPR Standard 10.
  • With your partners, discuss possible leadership
    projects that will improve your school.
  • The leadership project plan must have measureable
    objectives and assessments.
  • The leadership project needs to be manageable and
    meaningful for a first-year teacher.

43
Task F Leadership
  • With a group of 4, develop a leadership idea on
    page 33 of the TPA Handbook.
  • Be ready to briefly describe your leadership
    project to another group.
  • The leadership project plan must have measureable
    objectives and assessments.

44
Task F Leadership
  • Share leadership ideas in groups.
  • Mentoring Notes
  • Committee should discuss with the intern ways in
    which a current project can be extended to
    include a leadership project.
  • Example intern reading teacher develops a parent
    collaboration project to create parent/child
    evening events focused on student learning and
    results.

45
Task F Leadership
  • SPECIAL NOTE It is possible that an intern has
    successfully completed the leadership project,
    but she/he did not get the intended results.
  • The intern does not repeat Task F if this occurs.
    Rather, the intern describes in Cycle 3 (or Cycle
    2 if completed during that cycle) a reflection
    concerning what did not work and why.

45
46
Tasks G-J The Instructional Unit
  • Task G Designing the Instructional Unit
  • Task H The Assessment Plan
  • Task I Designing Instructional
    Strategies and Activities
  • Task J-1 Organizing and Analyzing the
  • Results/Reflecting on the
    Impact of Instruction
  • Task J-2 Communication and Follow-Up

47
Tasks G-J Cycle 3
  • Task G Standards 1, 2, 5, 6
  • Task H Standards 1, 2, 5, 6
  • Task I Standards 1,2, 5, 6
  • Task J1 Standard 5, 6, 7
  • Task J2 Standard 7
  • For the instruction unit, the intern must
  • Submit draft copies of Tasks G and H templates
    for committee review and feedback before
    implementation.
  • Submit draft copies of Task I templates for
    committee review and feedback before implementing
    the unit.

48
Tasks G-J The Instructional Unit
  • Observations for the instructional unit cannot
    occur until the 111th instructional day following
    the orientation meeting.
  • Give the intern time to analyze student
    performance results and reflect on the
    effectiveness of his/her teaching.
  • The intern must electronically submit the
    completed tasks G-J to the committee members at
    least 2 days prior to the committee meeting.

49
Tasks G-J IPR Standards
  • Standard 1 Demonstrates Applied Content
  • Knowledge
  • Standard 2 Designs and Plans Instruction
  • Standard 5 Assesses and Communicates
  • Learning Results
  • Standard 6 Demonstrates Implementation of
  • Technology
  • Standard 7 Reflects on and Evaluates
  • Teaching and Learning

50
Task G The Instructional Unit
  • Review the guidelines of the Task G template page
    35.
  • What standards of the IPR are addressed in this
    task? (Refer to sources of evidence.)
  • Task G must be approved by the committee before
    completing Task I.

51
Task G The Instructional Unit
  • What questions or concerns do you anticipate from
    the intern?
  • When should you begin discussing this task with
    your intern?
  • When can the intern begin the instructional unit?

52
Task H The Assessment Plan
  • Review the guidelines of the five (5) sections of
    Task H template on pages 36-37.
  • What standards of the IPR are addressed in this
    task?
  • Share examples of effective assessment activities
    and how these are used to plan/ differentiate
    instruction.
  • As with Task G, this task must be approved by the
    committee before completing Task I.

53
Task I Designing Instructional Strategies and
Activities
  • Review the guidelines of the Task I template page
    39.
  • What standards of the IPR are addressed in this
    task?
  • Share mentoring ideas to assist the intern with
    this task.
  • Task I needs to be approved before the unit is
    implemented.

54
Task J-1 Organizing and Analyzing the
Results/Reflecting on the Impact of
Instruction
  • Review the guidelines of the Task J template
    pages 41- 44.
  • What standards of the IPR are addressed in this
    task?
  • Share mentoring ideas to assist the intern with
    this task.
  • What is the difference between Task C and Task J?

55
J-2 Communication and Follow Up
  • Review the guidelines of the Task
  • J-2 template page 44.
  • What standards of the IPR are addressed in this
    task?
  • Share mentoring ideas to assist the intern with
    this task.

56
Questions/Comments
  • Questions?
  • Both homework assignment and a face-to-face
    session must be completed in order to receive a
    certificate.

57
Additional Resources
  • Professional Learning Communities
  • Response to Intervention
  • KDE Systems of Intervention
  • English/Language Arts Deconstructed Standards
  • Math Deconstructed Standards

58
Intern Management System
  • After selecting, Log in to EPSB Here, at
    www.epsb.ky.gov you may select the Power Point
    Tutorial for creating a username and password.
  • See Tutorial
  • Once you have established a username and
    password, select Intern Management System (IMS)
    to create timesheets (resource teacher), create
    the Record for Internship Year (principal), and
    sign off on timesheets and reports.

59
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  • See IMS User Manual for complete details of the
    Intern Management System.

63
Contact Information
  • Sherri Henley sherri.henley_at_ky.gov
  • Sharon Salsman sharon.salsman_at_ky.gov
  • Robert Brown robertl.brown_at_ky.gov
  • 502-564-4606 888-598-7667
  • www.epsb.ky.gov
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