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1 KTIP TPA Committee Training EPSBhttp://www.kyepsb.net

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

3 TPA & Teacher Accountability Teachers are required to: relate objectives to assessment. relate objectives to assessment. carefully analyze data about students and their learning. carefully analyze data about students and their learning. tailor instruction in response to data analysis. tailor instruction in response to data analysis.

4 The IPR Provides analytic and holistic scoring rubrics for each of the Kentucky Teacher Standards. Provides analytic and holistic scoring rubrics for each of the Kentucky Teacher Standards. Is used to collect evidence and record feedback about an interns progress related to each Kentucky Teacher Standard. Is used to collect evidence and record feedback about an interns progress related to each Kentucky Teacher Standard. Is a legal document that will serve as evidence in the event of an appeal of an unsuccessful judgment; so recording clear, thorough evidence is imperative. Is a legal document that will serve as evidence in the event of an appeal of an unsuccessful judgment; so recording clear, thorough evidence is imperative.

5 Guiding Intern Growth through Formative and Summative Assessment Assessment during the first two cycles is formative - identifying growth areas and giving the intern guidance for meeting the standards. 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. 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.

6 Formative Assessment of the Intern The first two cycles of observation are formative. Formative assessment includes: A lesson plan review prior to the observed lesson. A lesson plan review prior to the observed lesson. Lesson observation. Lesson observation. Post-observation conference. Post-observation conference. Performance Task A-F review. Performance Task A-F review. Committee meeting. Committee meeting.

7 What is an analytic score? The analytic score is a rating assigned to each Indicator within a standard. The analytic score is a rating assigned to each Indicator within a standard. Analytic scores inform the interns of strengths and growth areas. Analytic scores inform the interns of strengths and growth areas. Analytic scores can guide mentoring and the intern's choice of professional development activities. Analytic scores can guide mentoring and the intern's choice of professional development activities.

8 What is a holistic score? The holistic score is used to communicate the intern's performance on each of the standards. It is a numerical rating (3, 2, 1) for the whole standard that represents a committee members professional judgment about the interns overall progress regarding that standard. Evidence recorded on the IPR is used to support the holistic score. The holistic score is used to communicate the intern's performance on each of the standards. It is a numerical rating (3, 2, 1) for the whole standard that represents a committee members professional judgment about the interns overall progress regarding that standard. Evidence recorded on the IPR is used to support the holistic score.

9 Both analytic and holistic scores must be recorded for all standards in all three cycles of assessment, but only the holistic score is entered into the Record of Teacher Internship Year.

10 Scoring the IPR Think about scoring the interns performance on the standards as a 4-step process: 1. Review the standard(s) and indicators; 2. Collect evidence related to the standard (or set of standards); 3. Relate evidence to the indicator to determine analytic score; and 4. Relate evidence to the standard to determine holistic score.

11 Feedback Is drawn from observations, conferences, IEP monitoring logs, parent communication logs, grade/attendance books, between you and the intern*, and TPA task reviews. Is drawn from observations, conferences, IEP monitoring logs, parent communication logs, grade/attendance books, between you and the intern*, and TPA task reviews. Informs both the analytic and holistic scores. Informs both the analytic and holistic scores.

12 Suggestions for Providing Feedback on Intern Progress Modified scripting Modified scripting Rephrase the Indicators as Questions Rephrase the Indicators as Questions Include questions. Include questions. Be constructive. If you have a concern, offer suggestions and helpful resources. Include examples of good practice. Be constructive. If you have a concern, offer suggestions and helpful resources. Include examples of good practice.

13 Scoring Precautions… The purpose of gathering evidence is to provide feedback that will give a rationale for marking and suggestions for improvement. The purpose of gathering evidence is to provide feedback that will give a rationale for marking and suggestions for improvement. Watch for contradictory evidence that does not support the score. Watch for contradictory evidence that does not support the score. You may not change an interns score once the IPR is signed. You may not change an interns score once the IPR is signed.

14 NA is Not Applicable Carefully consider using NA when scoring the indicators. Not applicable in this context is very different from not demonstrated. Carefully consider using NA when scoring the indicators. Not applicable in this context is very different from not demonstrated. If NA is scored for an indicator, remind the intern that the indicator must be demonstrated at some time before the end of the internship. If NA is scored for an indicator, remind the intern that the indicator must be demonstrated at some time before the end of the internship. Keep in mind that there is no NA score for the holistic scoring of the standards. Every standard must be assessed in every cycle. Keep in mind that there is no NA score for the holistic scoring of the standards. Every standard must be assessed in every cycle.

15 Practice in Pairs Review evidence recorded for Standards 1, 3 & 4 on page 2 of training materials: Collecting Evidence to Score the IPR for TASK B Review evidence recorded for Standards 1, 3 & 4 on page 2 of training materials: Collecting Evidence to Score the IPR for TASK B Record examples of evidence and inference on handout Record examples of evidence and inference on handout Assign analytic and holistic scores for Standards 1, 3, & 4 on the blank IPR in your packet, based on the evidence provided. Assign analytic and holistic scores for Standards 1, 3, & 4 on the blank IPR in your packet, based on the evidence provided. Identify areas of improvement for collecting evidence. Identify areas of improvement for collecting evidence.

16 "When the cook tastes the soup thats formative assessment; when the customer tastes the soup thats summative assessment." - Pamela Black

17 Components Three components of teacher performance are assessed: I. Classroom Teaching, II. Professional Responsibilities, III. Instructional Unit design and analysis.

18 Component I: Classroom Teaching Task A-1 - Teaching and learning context Task A-1 - Teaching and learning context Task A-2 - Lesson plans from each observed lesson Task A-2 - Lesson plans from each observed lesson Task B – Observations Task B – Observations Task C – Lesson analysis and reflection Task C – Lesson analysis and reflection

19 Component II: Professional Responsibilities Task D – Collaborate to address special learning needs Task D – Collaborate to address special learning needs Task E – Professional Growth Plan Task E – Professional Growth Plan Task F – Leadership Task F – Leadership

20 Component III: Instructional Unit Task G – Designing the instructional unit Task G – Designing the instructional unit Task H – The assessment plan Task H – The assessment plan Task I – Designing Instructional strategies and activities Task I – Designing Instructional strategies and activities Task J-1 – Reflecting on the Impact of the instruction Task J-1 – Reflecting on the Impact of the instruction Task J-2 – Communication and follow-up Task J-2 – Communication and follow-up

21 Task A-1 The Teaching and Learning Context The purpose of this task is to consider the instructional implications of contextual factors. The purpose of this task is to consider the instructional implications of contextual factors. This task will likely be completed at the beginning of the year and updated throughout the year This task will likely be completed at the beginning of the year and updated throughout the year The intern must complete Task A-1 for each observed class. If several committee members are observing the same class, the intern may use the same task for each observer. The intern must complete Task A-1 for each observed class. If several committee members are observing the same class, the intern may use the same task for each observer.

22 Task A-2 The Lesson Plan At least two days before teaching the lesson the intern must provide the lesson plan, including all assessments, handouts, and procedures for observer review and feedback before the lesson is taught.

23 Common Intern Difficulties Stating objectives for learning clearly and specifically. Stating objectives for learning clearly and specifically. Including specific assessments and performance criteria that relate well to objectives. Including specific assessments and performance criteria that relate well to objectives. Specifically analyzing the impact of their lessons on student learning and providing concrete suggestions for how to refine instruction to extend learning. Specifically analyzing the impact of their lessons on student learning and providing concrete suggestions for how to refine instruction to extend learning.

24 To identify difficulties ask: Do the interns assessments measure his/her students progress toward the learning objectives? Do the interns assessments measure his/her students progress toward the learning objectives? Does the intern know the difference between an instructional activity and an assessment? Does the intern know the difference between an instructional activity and an assessment? Did the intern consider the contextual factors and address multiple levels of learning? Did the intern consider the contextual factors and address multiple levels of learning? Is the technology used likely to improve student learning? Is the technology used likely to improve student learning?

25 Many interns struggle with understanding the importance of daily, formative assessment. You should be prepared to work with the intern on developing and using effective assessments, because the assessment standard is almost always identified as first-year teachers greatest need for growth.

26 To improve formative assessment ask: What questions will you ask? What questions will you ask? What are your expectations for student participation? What are your expectations for student participation? How will you communicate your expectations to students? How will you communicate your expectations to students? How will you document student participation? How will you document student participation?

27 To evaluate technology use ask: Is the planned technology appropriate and meaningful? Does it enhance instruction? Is the planned technology appropriate and meaningful? Does it enhance instruction? Is student use of technology is included? Would it enhance student learning? Is student use of technology is included? Would it enhance student learning? Is an internet site used in instruction? Have you previewed the site recently? Is an internet site used in instruction? Have you previewed the site recently?

28 To evaluate technology use ask: Do you know how all of the technology works? Do you know how all of the technology works? What is your plan if technology goes awry? What is your plan if technology goes awry?

29 Evaluating the lesson plan After the lesson plan review, record your feedback on the IPR and score Standard 2. After the lesson plan review, record your feedback on the IPR and score Standard 2. Standard 2 must be assessed before the lesson begins. Scores for Standard 2 do not change after you have observed the intern. Standard 2 must be assessed before the lesson begins. Scores for Standard 2 do not change after you have observed the intern. You will also record feedback on some indicators from Standards 5 and 6, but you do not assign a holistic score for these standards before the observation. You will also record feedback on some indicators from Standards 5 and 6, but you do not assign a holistic score for these standards before the observation.

30 Practice in Pairs Review Shannons Tasks A-1 & A-2 (pgs. 3-13). Review Shannons Tasks A-1 & A-2 (pgs. 3-13). Record evidence for Standard 2 Record evidence for Standard 2 Assign a score for Standard 2 on the blank IPR in your packet. (If appropriate, record evidence for Standards 1, 5, and 6, but do not score those standards) Assign a score for Standard 2 on the blank IPR in your packet. (If appropriate, record evidence for Standards 1, 5, and 6, but do not score those standards) Identify areas of improvement for Shannon, and suggestions you will make prior to observing the lesson. Identify areas of improvement for Shannon, and suggestions you will make prior to observing the lesson.

31 Group Discussion Based on your review of Shannons lesson plan and Standards 1, 2, 5, and 6, share ideas for providing Shannon guidance before she teaches this lesson.

32 Work in Groups Review evidence and markings for Standards 1, 3, and 4 for Shannons observed lesson. Does the evidence support the assigned markings for analytic and holistic scores? Does the evidence support the assigned markings for analytic and holistic scores? Does the evidence provide appropriate feedback to promote growth? Does the evidence provide appropriate feedback to promote growth? Is there a balance of observed behaviors and suggestions and comments? Is there a balance of observed behaviors and suggestions and comments? Is there evidence of observed behavior supporting the marking for any indicator receiving PD or ND? Is there evidence of observed behavior supporting the marking for any indicator receiving PD or ND?

33 Lesson Analysis and Reflection Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching.

34 Practice in Pairs Review Shannons Task C (pgs ). Review Shannons Task C (pgs ). Record evidence for Standards 5 and 7 on the IPR. Record evidence for Standards 5 and 7 on the IPR. Assign analytic and holistic scores for Standards 5 and 7. Assign analytic and holistic scores for Standards 5 and 7. Identify areas of improvement for Shannon, and suggestions you will make to improve her data analysis and reflection. Identify areas of improvement for Shannon, and suggestions you will make to improve her data analysis and reflection.

35 Discussion Based on your review of Shannons Task C share ideas for providing Shannon guidance.

36 The Post-Observation Conference All committee members conduct a post-observation conference prior to the committee meeting. All committee members conduct a post-observation conference prior to the committee meeting. The post-observation conference should take place as soon after the observation as possible. The post-observation conference should take place as soon after the observation as possible.

37 During the Post-observation Conference Start with what went well. Start with what went well. Avoid raising too many issues at one time. Avoid raising too many issues at one time. Come prepared with resources. Come prepared with resources. Stay on task. Stay on task.

38 In your post-observation conference: With the intern, review evidence and markings for the observed lesson to: Encourage reflection. Encourage reflection. Address questions drawn from the evidence. Address questions drawn from the evidence. Identify possible growth areas. Identify possible growth areas.

39 Cycles I & II Committee Meetings In Cycles I and II, committee meetings follow the same structure: The committee meets without the intern to review progress on TPA Tasks A-F and record holistic scores on the RTIY*. The committee meets without the intern to review progress on TPA Tasks A-F and record holistic scores on the RTIY*. The committee comes to consensus on the interns strengths and priority growth areas. The committee comes to consensus on the interns strengths and priority growth areas. The intern joins the committee to discuss the interns progress and agree upon strengths and priority growth areas. The intern joins the committee to discuss the interns progress and agree upon strengths and priority growth areas.

40 To begin with the end in mind means to start with a clear understanding of your destination. It means to know where youre going so that you better understand where you are now so that the steps you take are always in the right direction. -Stephen R. Covey The Seven Habits of Highly Effective People

41 Component III: The Instructional Unit The Instructional Unit is a two-to four-week body/unit of instruction for one class; the unit includes: Plans for instruction and assessment that are aligned with the identified learning outcomes; Plans for instruction and assessment that are aligned with the identified learning outcomes; Meaningful content; and Meaningful content; and The organization, analysis and reflection of student progress toward the identified learning outcomes. The organization, analysis and reflection of student progress toward the identified learning outcomes.

42 Practice in Groups Review: Review: 1) the guidelines and templates for Tasks G, H, I, & J (pgs ) in the TPA Handbook 2) Standards 1, 2, 5, 6, and 7 on the IPR and 3) Shannons completed Tasks G, H, I, and J. Record evidence and Assign scores for one of the following Standards: Record evidence and Assign scores for one of the following Standards: Group 1 – Standard 5 Group 2 – Standard 6 Group 3 – Standard 7 Identify strengths and growth areas related to these standards. Identify strengths and growth areas related to these standards.

43 Group Discussion Based on what you now understand about the Instructional Unit, how will you guide interns as they plan, implement and analyze their unit?

44 Component II: Professional Responsibilities All Professional Responsibilities tasks must provide: 1. Measurable objectives, and 2. Assessment of those objectives.

45 Task D – Collaborate to Address Special Learning Needs Six- to eight week learning plan for one student whose learning could be enhanced by collaboration. Six- to eight week learning plan for one student whose learning could be enhanced by collaboration. This task can address the learning needs for ANY student whose engagement is somehow limited, not just children identified as special needs. This task can address the learning needs for ANY student whose engagement is somehow limited, not just children identified as special needs.

46 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. 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. 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.

47 What Makes Professional Development Effective? One of the core features of professional development concerns the opportunities provided by the professional development activity for teachers to become actively engaged in meaningful discussion, planning, and practice. Opportunities for active learning can take a number of forms, including the opportunity to observe expert teachers and to be observed while teaching; to plan how new curriculum materials and new teaching methods will be used in the classroom; to review student work in the topic areas being covered; and to lead discussions and to engage in written work. Excerpt from What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, Winter 2001 by M. S. Garet, A.C. Porter, L. Desimone, B. F. Birman, and K.S. Yoon.

48 Task F - Leadership The purpose of this task is to allow interns an opportunity to demonstrate how they contribute to a group effort that results in a contribution to student learning and the professional environment of the school. The purpose of this task is to allow interns an opportunity to demonstrate how they contribute to a group effort that results in a contribution to student learning and the professional environment of the school. The intent is NOT to overburden first year teachers with leadership positions (i.e., committee chair or SBDM rep.), but were asking them to be involved beyond their classrooms. The intent is NOT to overburden first year teachers with leadership positions (i.e., committee chair or SBDM rep.), but were asking them to be involved beyond their classrooms.

49 Assessing the Professional Responsibilities Tasks The Professional Responsibilities Tasks correspond one-to-one with Standards 8, 9, and 10.

50 Formative Assessment of Component II Tasks D, E, and F must be assessed and feedback given during Cycles 1 and 2, but the indicators are sequential, and therefore some indicators will not be addressed during Cycles 1 and 2. Tasks D, E, and F must be assessed and feedback given during Cycles 1 and 2, but the indicators are sequential, and therefore some indicators will not be addressed during Cycles 1 and 2. Indicators to be addressed in future cycles will be marked N/A. An N/A should not negatively compromise the interns holistic score. Indicators to be addressed in future cycles will be marked N/A. An N/A should not negatively compromise the interns holistic score.

51 Cycle 1 Cycle 2 Cycle 3 Standard 8 Indicators 8.1, 8.2 & 8.3 (8.4 = NA) All Indicators Standard 9 Indicators 9.1, 9.2, 9.3 (9.4=NA) All Indicators Standard 10 Indicators 10.1, 10.2, 10.3 (10.4=NA) All Indicators

52 Practice in Pairs Review the guidelines and templates for Tasks D, E, and F in the TPA Handbook and Standards 8, 9, and 10 on the IPR. Review the guidelines and templates for Tasks D, E, and F in the TPA Handbook and Standards 8, 9, and 10 on the IPR. Review Shannons Tasks D, E, and F (pgs ). Review Shannons Tasks D, E, and F (pgs ). Record evidence and Assign scores for one of the following Standards: Record evidence and Assign scores for one of the following Standards: Task D (pgs ) – Standard 8 Task D (pgs ) – Standard 8 Task E (pgs ) – Standard 9 Task E (pgs ) – Standard 9 Task F (pgs ) – Standard 10 Task F (pgs ) – Standard 10 Identify strengths and growth areas related to these standards. Identify strengths and growth areas related to these standards.

53 Group Discussion Based on what you now understand about the Professional Responsibilities Tasks, how will you guide interns as they plan, implement and analyze their performance on these tasks?

54 Summative Assessment The third cycle of observation is summative. Summative data sources include: A lesson plan review prior to the observed lesson(s). A lesson plan review prior to the observed lesson(s). Lesson observation – usually a video. Lesson observation – usually a video. Performance Task A-J review. Performance Task A-J review. Post-observation conference. Post-observation conference. Committee meeting. Committee meeting.

55 Summative Assessment of the Intern Just as the intern uses formative and summative assessment to help support and enhance student learning, KTIP uses formative and summative assessment to help support and enhance the interns professional development. Just as the intern uses formative and summative assessment to help support and enhance student learning, KTIP uses formative and summative assessment to help support and enhance the interns professional development. Up until Cycle 3, all of the assessment has been formative, and during Cycle 3 the committee must make a summative assessment of the interns progress up to that point to determine whether he/she has met all certification requirements and can be recommended for a professional teaching certificate. Up until Cycle 3, all of the assessment has been formative, and during Cycle 3 the committee must make a summative assessment of the interns progress up to that point to determine whether he/she has met all certification requirements and can be recommended for a professional teaching certificate.

56 The Final Committee Meeting Same committee meeting structure as Cycles 1 & 2, except the committee must review the holistic markings for each standard and determine the Final Marking (Met or Not Met) by a majority vote. Same committee meeting structure as Cycles 1 & 2, except the committee must review the holistic markings for each standard and determine the Final Marking (Met or Not Met) by a majority vote. For a Standard to receive a Final Marking of MET, at least two of the three committee members must give the Standard a holistic score of 3 in Cycle 3. For a Standard to receive a Final Marking of MET, at least two of the three committee members must give the Standard a holistic score of 3 in Cycle 3. Satisfactory completion of the internship requires that all Standards have been met. Satisfactory completion of the internship requires that all Standards have been met.

57 Digital TPA Templates Templates for all tasks are available at the websites: Templates resize to include unlimited amounts of content.

58 Cycles In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time. 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 Second Committee Meeting Held: 1-60 instructional days following the orientation meeting Assess Tasks A-F Cycle 2 Third Committee Meeting Held: instructional days following the orientation meeting Assess Tasks A-F Cycle 3 Fourth Committee Meeting Held: instructional days following the orientation meeting Assess All Tasks

59 Unsuccessful Interns For any internships deemed unsuccessful, the district coordinator must submit all original documents to the EPSB, including all TPA Tasks, video tape (if produced), and a copy of the school calendar on or before May 1 for spring semester and on or before December 20 for fall semester. For any internships deemed unsuccessful, the district coordinator must submit all original documents to the EPSB, including all TPA Tasks, video tape (if produced), and a copy of the school calendar on or before May 1 for spring semester and on or before December 20 for fall semester.

60 In-Class and Out-of-Class Hours 50 hrs out-of-class resource time must be divided into appropriate increments throughout the year. (counting 20 hrs in the first two weeks of school will not count as appropriate) 50 hrs out-of-class resource time must be divided into appropriate increments throughout the year. (counting 20 hrs in the first two weeks of school will not count as appropriate) The resource teacher shall divide the consultation time into appropriate increments that provide support for the teacher intern throughout the semester. Formal observations may count as part of the 20 hours in-class hours. Formal observations may count as part of the 20 hours in-class hours. Red flag raises when increments of time are being submitted over 3 hrs. per activity. Red flag raises when increments of time are being submitted over 3 hrs. per activity.

61 Red Flag/ Green Flag Attended Faculty meeting with the intern. Principal discussed using Core Content for Assessment to develop lesson plans. Attended Faculty meeting with the intern. Principal discussed using Core Content for Assessment to develop lesson plans. 1 hr 1 hr Collaboratively planned lesson with the intern using the Core Content for Assessment. 1.5 hrs.

62 Red Flag/ Green Flag Attended a SBDM Council meeting with intern. Attended a SBDM Council meeting with intern. 2 hrs 2 hrs Met with the intern to discuss the impact of decisions made by SBDM Council. 1 hr

63 Red Flag/ Green Flag Met with the KTIP Committee to discuss interns performance.* Met with the KTIP Committee to discuss interns performance.* 1hr 1hr *KTIP Committee meetings can never be included as part of out-of-class or in-class hours. Met with the intern following the KTIP Committee to discuss growth areas and develop an action plan.* 1.5 hrs.

64 Phases of First Year Teachers Attitudes Towards Teaching From a study by the New Teacher Center Santa Cruz Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation

65 What makes a good mentor? Good mentors are committed to helping beginning teachers become successful and satisfied with their work. Theyre willing to invest time and energy in the mentor process. Good mentors are committed to helping beginning teachers become successful and satisfied with their work. Theyre willing to invest time and energy in the mentor process. Good mentors understand that new teachers go through developmental stages, and they dont expect novices to become master teachers overnight. Good mentors understand that new teachers go through developmental stages, and they dont expect novices to become master teachers overnight. Good mentors provide instructional support. They observe new teachers and invite them into their classrooms to observe and discuss lessons, teaching strategies, assessment strategies, and classroom management. Good mentors provide instructional support. They observe new teachers and invite them into their classrooms to observe and discuss lessons, teaching strategies, assessment strategies, and classroom management. Good mentors build intrapersonal connections with new teachers. They use two way conversations and keep communication open. Good mentors build intrapersonal connections with new teachers. They use two way conversations and keep communication open. Good mentors are continuous learners. They work with new teachers in a spirit of collegiality, and theyre willing to learn from and with inexperienced teachers. Good mentors are continuous learners. They work with new teachers in a spirit of collegiality, and theyre willing to learn from and with inexperienced teachers. Good mentors communicate hope and optimism. They convince new teachers they have the capacity to overcome difficulties, solve problems, and become better teachers. Good mentors communicate hope and optimism. They convince new teachers they have the capacity to overcome difficulties, solve problems, and become better teachers. Adapted from Rowley, James. The Good Mentor. Educational Leadership, May 1999.

66 Ways to provide support for growth and development: o Collaboratively plan lessons with your intern. o Analyze student work with your intern. o Model good teaching practice, and explain your rationale for professional decisions. o Introduce intern to key people. o Inform intern of important dates well in advance. o Share and help obtain resources o Provide meaningful and frank feedback.

67 Informing mentoring activities with formative assessment If an intern receives a 2 or a 1 on any standard in Cycles 1 and 2, committee members need to focus mentoring efforts in the early cycles on those standards with which the intern is struggling, so that by Cycle 3 the intern will have had adequate time and support to address committee concerns. Documentation of the committees advice and support is crucial as it provides evidence of due process. By the time the committee reviews the Cycle 3 documents and observes the interns final lesson the intern should have had time to address all committee concerns.

68 Make sure that you are consistently giving your intern feedback all year, so that Cycle 3 will be successful. Make sure that you are consistently giving your intern feedback all year, so that Cycle 3 will be successful. Remind interns that even if they do not achieve the outcome sought, the reflection should focus on what they learned by attempting the project, and what needs to happen from this point forward. Sometimes the lessons learned from a failed attempt are more important than success that came relatively effortlessly. Remind interns that even if they do not achieve the outcome sought, the reflection should focus on what they learned by attempting the project, and what needs to happen from this point forward. Sometimes the lessons learned from a failed attempt are more important than success that came relatively effortlessly.

69 Review the guidelines and checklists with the intern as early in the internship as possible, to help him/her acquire the habit of collecting evidence and analyzing student work from the beginning.

70 Help your intern think about what type of data would best show his/her students learning gains across the unit of instruction. Help your intern think about what type of data would best show his/her students learning gains across the unit of instruction. Advise the intern to create and save all documents digitally, for his/her own sake, but also for the ease of committee review. Interns may digital copies of the tasks to committee members in advance of the meetings, which will allow committee feedback in time for revision. Advise the intern to create and save all documents digitally, for his/her own sake, but also for the ease of committee review. Interns may digital copies of the tasks to committee members in advance of the meetings, which will allow committee feedback in time for revision.

71 Check in with your intern a week or so before the committee meets to make sure he/she is making progress on the analysis, and will have all documents ready for the committee meeting. Check in with your intern a week or so before the committee meets to make sure he/she is making progress on the analysis, and will have all documents ready for the committee meeting. Review and score the tasks before the committee meeting, in order to give them the careful consideration they require and to prepare yourself for a discussion of the interns progress at the committee meeting. Review and score the tasks before the committee meeting, in order to give them the careful consideration they require and to prepare yourself for a discussion of the interns progress at the committee meeting.

72 Video recording in Cycle 3 At the orientation meeting, discuss and decide whether the intern is going to do live lessons or a video recorded lesson in Cycle 3. In either case, all observed lessons in Cycle 3 must come from the instructional unit. At the orientation meeting, discuss and decide whether the intern is going to do live lessons or a video recorded lesson in Cycle 3. In either case, all observed lessons in Cycle 3 must come from the instructional unit. In the third cycle, complete lesson plans are necessary for only the observed lesson(s). In the third cycle, complete lesson plans are necessary for only the observed lesson(s). If the intern chooses video, record several lessons from the unit, in case one turns out better than the others. If the intern chooses video, record several lessons from the unit, in case one turns out better than the others.

73 Contact Information TPA page 4 Education Professional Standards Board Professional Learning and Assessment Division KTIP Program Manager Teresa Moore KTIP Consultants Sharon Salsman Sherri Henley Toll-free

74 KTIP Tuition Waiver Resource teachers are eligible for a tuition waiver for 6 hours of graduate coursework from any of the 8 state universities after serving an intern. Contact information for each university is available by visiting: kyepsb.net internships and resource information tuition waiver contacts


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