Kentucky Teacher Internship Program (KTIP)

Kentucky Teacher Internship Program (KTIP)
27-Mar-17 Kentucky Teacher Internship Program (KTIP) Teacher Performance Assessment Training (TPA) TRAINER’S NOTES: Welcome and introductions. Determine the number of RTs, TEs, and Principals Be sure all have completed the online homework: Collect any remaining e-tickets from the online homework. For those who have not completed homework, they may continue with the face-to-face, but must complete the homework before receiving a certificate of completion and serve on the committees. Be sure all have signed in. (note for university trainers: entering data into KyEducators to enter participants) 1

Training Outcomes Participants can:
27-Mar-17 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. TRAINER’S NOTES: 2

Overview of Training Materials
27-Mar-17 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 TRAINER’S NOTES: Introduce materials. IPR: Provides analytic and holistic scoring rubrics for each of the Kentucky Teacher Standards. Is used to collect evidence and record feedback about an intern’s 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. Reference guides are available to assist each committee member with their respective roles and responsibilities on the committee. Identify all the KTIP materials that will be used. Spend some time reviewing these to ensure each understands their responsibilities.

Intern and Committee Member Responsibilities
27-Mar-17 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 TRAINER’S NOTES: Schedule of Activities are available to assist each committee member with their respective roles and responsibilities on the committee. Committee members should review their particular roles sheet. Schedule of Activities are available for each committee member. There is a separate guide for: Resource Teacher Principal Teacher Educator A schedule of Activities on Page 9 of the TPA Handbook also provides additional resources. Refer to reference guides in the packet. There is a separate guide for:

27-Mar-17 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. There is always confusion regarding the dates for KTIP. The full-year internship must occur when the intern is instructing a minimum of 140 instructional days from the first day of school to the end of the school year. If an intern begins on August 1, the committee should use the school calendar to physically count from August 1 until the end of the school year to account for the 140 – 175 instructional days. If an intern is sick or school is canceled due to inclement weather, then the calendar must be readjusted. Sick days and snow days do not count during the instructional day period. Within the 140 – 175 instructional day span all 3 cycles must occur as identified in regulation. These will be discussed on the next slide. 5

What are Instructional Days
27-Mar-17 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 There is always confusion regarding the dates for KTIP. The full-year internship must occur when the intern is instructing a minimum of 140 instructional days from the first day of school to the end of the school year. If an intern begins on August 1, the committee should use the school calendar to physically count from August 1 until the end of the school year to account for the 140 – 175 instructional days. If an intern is sick or school is canceled due to inclement weather, then the calendar must be readjusted. Sick days and snow days do not count during the instructional day period. Within the 140 – 175 instructional day span all 3 cycles must occur as identified in regulation. These will be discussed on the next slide. 6

Cycles: In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time. 27-Mar-17 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: instructional days following the orientation meeting Cycle 3 Observations and Fourth Committee Meeting Held: instructional days following the orientation meeting Assess All Tasks TRAINER’S NOTES: Stress importance of the days past the ORIENTATION meeting. Many committees are trying to complete Cycle 3 during the Cycle 2 timeline. The day after the Orientation meeting begins day 1 for Cycle 1. Observations and the Cycle 3 meeting cannot occur until the 111 day past the ORIENTATION meeting. Some may try to count the 111 day from the first day of school. Don’t forget the big picture of components. All three members of the committee and the intern must be present at the orientation meeting. In some cases (medical issues, budget, etc.) a member may be present through electronic means such as phone conference, Skype, etc. The cycle increments are mandated by regulation. Note that the days in the cycles are counted from the orientation committee meeting. Possible questions… *Can a resource teacher log time spent with an intern prior to training? No time can be logged until a resource teacher has been KTIP trained. However, a trained resource teacher may work with the intern prior to the orientation meeting.

Use of Calendar to Establish Cycle Dates
27-Mar-17 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. 8

Use of Calendar to Establish Cycle Dates
27-Mar-17 Use of Calendar to Establish Cycle Dates The observations and Cycle 2 meeting must occur during the day period following the Orientation meeting. The observations and Cycle 3 meeting must occur during the day period following the Orientation meeting. The following is an example of a calendar used by a committee to establish dates. 9

Calendar Example 27-Mar-17
The dates in yellow represent the Cycle 1 dates 1 – 60 days following the Orientation meeting. The dates in green represent the Cycle 2 dates days following the Orientation meeting. The dates in pink represent the Cycle 3 dates days following the Orientation meeting. 10

Calendar Example 27-Mar-17
The dates in yellow represent the Cycle 1 dates 1 – 60 days following the Orientation meeting. The dates in green represent the Cycle 2 dates days following the Orientation meeting. The dates in pink represent the Cycle 3 dates days following the Orientation meeting. Days missed due to holidays, snow, and sick are indicated as well. 11

27-Mar-17 Calendar Activity Using a school calendar, pick a tentative Orientation meeting date in August or September. Identify instructional days following the orientation meeting instructional days following the orientation meeting instructional days following the orientation meeting Observations and Cycle meetings must occur in their respective windows. KTIP cannot be finished early.

Assessments of Interns
27-Mar-17 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 intern’s performance on the standards. TRAINER’S NOTES:

Formative Assessment of the Intern
27-Mar-17 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. TRAINER’S NOTES:

Summative Assessment of the Intern
27-Mar-17 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. TRAINER’S NOTES:

Intern Performance Record
27-Mar-17 Intern Performance Record Review the IPR to identify analytic and holistic scoring. TRAINER’S NOTES:

Analytic and Holistic Scoring
27-Mar-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. TRAINER’S NOTES: Provide evidence of positive and negative scores What are the challenges? Inform participates to be ready to have a difficult conversations when evidence results in a lower score. Discuss scoring during the orientation meeting. Discuss during orientation to “keep an eye on the end.”

The Analytic Score Is assigned to each indicator within a standard.
27-Mar-17 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. TRAINER’S NOTES: Indicators foster consistent professional expectations for meeting the Kentucky Teacher Standards Initial-Level Performances. The indicators are: based on what current research has identified as best practice. stated in behavioral terms, which should make it easier to identify and record evidence. expressed in terms that correspond with national standards. Analytic scores provide data about performance on the indicators. It provides the KTIP Committee with information about the intern's strengths and growth areas.

27-Mar-17 The Holistic Score Is used to communicate the committee member’s professional judgment of the intern’s performance. a numerical rating (3, 2,1) for the whole standard. supported by evidence recorded on the IPR. TRAINER’S NOTE: The holistic score is not an average, but should be supported by the evidence of the analytic scores. Discuss the pluses and minuses. Discuss the need to have realistic and honest feedback that encourages intern growth, but also that documents the need for growth in the even that the intern is unsuccessful. Stress that documentation provides evidence to support the committee’s decision.

Holistic Scoring for Cycle 3
27-Mar-17 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. TRAINER’S NOTES Specific, detailed evidence for committee scores of 1, 2, or 3 for all three cycles must be provided on the IPR. If an intern receives a holistic score of 1 or 2 in the first two cycles, this indicates a need for targeted mentoring efforts. Remember evidence for Cycles 1 and 2 are based on individual lessons. Scores for Cycle 3 are summative and based on evidence of meeting all standards and tasks A-J2 completed throughout the internship year.

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

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

Table of Contents Checklist
27-Mar-17 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. 23

Tasks A - F Cycles 1, 2, and 3 Task A1: Teaching and Learning Context
27-Mar-17 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 24

Tasks A – F Cycles 1, 2, and 3 Task A: Standards 1, 2, 6
27-Mar-17 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 Use the IPR to show where the Task relates to each standards and each cycle. 25

Task A-1: Teaching and Learning Context
27-Mar-17 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. TRAINER’S NOTES: Review types of assessments that may be used (e.g., state assessments, national assessments, school assessments) You may want to view links to assessments online for this activity. Use of school improvement plans/identify specific needs of the diverse group of students. Stress with the committee members that interns need to reflect using the following: What impact do the school improvement goals have on me? 26

Discoveries for Task A-1
27-Mar-17 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 TRAINER’S NOTES: The purpose of this task is to consider the instructional implications of contextual factors. The intern must complete Task A-1 once prior to the Cycle 1 observations to describe the teaching and learning context. If the teaching environment changes significantly (e.g. new school, change in classroom placement configuration, change in grade or courses taught) you will need to complete this form again. Highlight the components that should be connected between A-1 & A-2. 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. 27

Task A-2: Lesson Plan When does the intern complete A-2?
27-Mar-17 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. TRAINER’S NOTES: Complete task with a partner. Discuss that the resource teacher (with the intern) reviews to ensure A-2 links to A-1.

27-Mar-17 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. TRAINER’S NOTES: For this activity focus on one objective/one assessment/discuss where you would identify the additional indicators. Suggested script: “Today we will be asking you to create some of the parts of the TPA tasks to reinforce your understanding of the TPA process. We understand that normally, this work requires the use of outside resources and focused time and thought. The purpose of today’s practice is to simulate the process so that you can mentor and guide your interns.” This will keep the trainees focused and within time frames. Remind trainees that interns must pull objectives from standards: interns should complete a crosswalk between core content, program of studies, and/or Kentucky Core Academic Standards. 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. You will also record feedback on some indicators from Standards 1 and 6, but you do not assign a holistic score for these standards before the observation. 29

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

Task B: Demonstrate Teaching Skills During Classroom Observation
27-Mar-17 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.. TRAINER’S NOTES: Use Cycle 1 evidence of the completed IPR example provided. Assign groups to review markings. Participants read scripts and review IPR analytic and holistic score. The complete IPR is found on our website. The second bullet is hyperlinked to the correct webpage. 31

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? Trainer’s Notes:

Task C: Lesson Analysis and Reflection
27-Mar-17 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. TRAINER’S NOTES: Give positive ideas instead of what NOT to do. Reflection needs to be data driven. Discuss interns next steps. Stress the importance to interns of communication of student results as an ongoing process: It does not just happen at the end of the nine weeks. Emphasize the advice that should be given to the intern for #4 and #5. #4: Intern is analyzing classroom instruction based on student performance. #5: Refer to Response to Intervention in addition to participants feedback. Trainees should read through Task C for understanding. Discuss the Professional Learning Community as a means to help develop a reflection piece. Place heavy emphasis on helping students assess their own performance. Emphasize urgency to address concerns and issues (no later than two days after lesson) to be identified in Task C. TO INSURE THAT YOUR LESSON ANALYSIS AND REFLECTION HAVE AN IMPACT ON YOUR INSTRUCTION, THIS TASK MUST BE COMPLETED NO LATER THAN TWO DAYS AFTER EACH OBSERVED LESSON.

Task C: Resources The Missing Piece of the Proficiency Puzzle 34
This slide corresponds to item #6 of Task C. 34

The Post-Observation Conference
27-Mar-17 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. TRAINER’S NOTES: The post-observation conference provides an excellent opportunity for providing mentoring about specific instructional issues, which is necessary for the intern’s professional growth. Provide feedback that promotes best practices used during post-observation conference. Identify references to assist with effective post-observation conferences. Observations and post observation conferences shall occur within each cycle. Lessons in Cycle 3 can only be observed in the Cycle 3 timeline.

Post-Observation Conference
27-Mar-17 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. TRAINER’S NOTES: Allow the intern to describe what they felt went well first. Consider using Task C as a conversation guide, because it is easy to get sidetracked with casual conversation. Though rapport is very important, keep the focus on what will help improve student learning and instruction during the conference. Examples of open-ended questions: For those that were getting confused, what strategies might you use to help them understand the content? Your class seemed to really enjoy this topic. How might you extend this subject to keep the motivation for learning high?

Task D: Collaborate to Address Special Learning Needs
27-Mar-17 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? TRAINER’S NOTES: Special Needs does not mean special education only: Barriers (child of divorce, death, truancy issues, job) Gifted students needing enrichment Family Resource Center collaborations as well as other wrap around services (Comp Care, Counselors, etc) Trainer: What Response to Intervention strategies would help address issues for the Collaboration Task? Stress: Each plan for tasks D, E, and F must be approved by the committee before they are implemented. 37

27-Mar-17 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. TRAINER’S NOTES: Special Needs does not mean special education only: Barriers (child of divorce, death, truancy issues, job) Gifted students needing enrichment Family Resource Center collaborations as well as other wrap around services (Comp Care, Counselors, etc) Trainer: What Response to Intervention strategies would help address issues for the Collaboration Task? Stress: Each plan for tasks D, E, and F must be approved by the committee before they are implemented. 38

Task E: Assess & Manage Professional Growth
27-Mar-17 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? TRAINER’S NOTES: Task E is being introduced at this time as the self-assessment of Task E must be completed prior to the Orientation or any other tasks. Emphasize the connection between the self-assessment and the professional growth plan. 39

Task E: Assess and Manage Professional Growth
27-Mar-17 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. TRAINER’S NOTES: The self-assessment should have already been completed prior to the Orientation meeting. The committee uses the PGP to ensure the intern is receiving mentoring based upon needs identified in the PGP. The PGP is reviewed during the appeals committee to ensure the committee members have provided opportunities to assist the intern in meeting needs.

TASK E: Continued TPA Handbook page 30-31
27-Mar-17 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 TRAINER’S NOTES: Provide a walkthrough of pages 30-31 Utilize the completed IPR for Standards 4 and 5 as they generate professional development ideas.

27-Mar-17 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. TRAINER’S NOTES: Identify on page 32 of the TPA Handbook a list of examples and non-examples. The project can be an extension of a program currently being implemented in the school/district. The sentence, “Your project should go beyond your normal contract responsibilities,” will be revised. Interns should be focusing on developing a leadership activity that addresses a newly identified need with the school/district. It should be a natural part of their teaching responsibilities. 42

27-Mar-17 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. TRAINER’S NOTES: Stress with trainees that the leadership project is not an avenue by which a wanted project that has been sitting on the shelf, is now assigned to the intern. The Leadership Project needs to be manageable and meaningful for a first-year teacher. Generate ideas from the intern for which they are passionate. 43

Task F: Leadership Share leadership ideas in groups. Mentoring Notes:
27-Mar-17 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. TRAINER’S NOTES: The intern should not begin Task F until the committee has approved. 44

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

Tasks G-J: The Instructional Unit
27-Mar-17 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 TRAINER’S NOTES: Have participants read through page 34 to develop an understanding of the task descriptions. Emphasize the you must statements on page 34. Have participants identify the standards at the bottom of page 34 by which the committee will be collecting evidence. 46

Tasks G-J Cycle 3 Task G: Standards 1, 2, 5, 6
27-Mar-17 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. Use the IPR to show where the Task relates to each standards and each cycle. 47

Tasks G-J: The Instructional Unit
27-Mar-17 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. TRAINER’S NOTES: 48

Tasks G-J IPR Standards
27-Mar-17 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 TRAINER’S NOTES: Remind committee/intern that the instructional unit is a two-four week body or unit of instruction for one class that addresses the listed standards (TPA Handbook page 34). 49

Task G: The Instructional Unit
27-Mar-17 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. TRAINER’S NOTES: Reconnect to prior learning: Context and Implications/Objectives Highlight goals The intern needs to be directed to various resources, e.g., the state curriculum documents/program of studies/Kentucky Core Academic Standards/college readiness standards/Bloom’s Taxonomy. The intern should have a deep understanding of each standard. Clearly articulate stage at which teacher presents pre-assessment – prior knowledge For Learning Objectives, the intern may want to use Learning Targets: Example: Objective: “The students will be able to perform double digit multiplication with 100% accuracy.” or Student Learning Targets: “I can successfully perform double digit multiplication with 100% accuracy.” The focus remains on student performance. Stress that the committee should be discussing with the intern the instructional unit during Cycle II. The intern could begin the instructional unit prior to the 111 day. However, no observations of any lessons within the instructional unit can be observed until the 111 day or beyond. 50

Task G: The Instructional Unit
27-Mar-17 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? TRAINER’S NOTES: 51

Task H: The Assessment Plan
27-Mar-17 Task H: The Assessment Plan Review the guidelines of the five (5) sections of Task H template on pages 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. TRAINER’S NOTES: The Assessment Design Checklist on page 37 of the TPA Handbook is an excellent mentoring guide to use with the intern. Assessment discussions need to be included on the Resource Teacher Timesheets. These can be used for the Pre/Formative/Summative for Task H on page 38 of the TPA. Use Stiggins/Bloom/etc. 52

Task I: Designing Instructional Strategies and Activities
27-Mar-17 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. TRAINER’S NOTES: Remind that G and H must be approved by the committee prior to beginning Tasks I through J-2. Clearly articulate stage at which teacher presents pre-assessment – prior knowledge For Learning Objectives, the intern may want to use Learning Targets: Example: Objective: “The students will be able to perform double digit multiplication with 100% accuracy.” or Student Learning Targets: “I can successfully perform double digit multiplication with 100% accuracy.” The focus remains on student performance. How could the committee help the intern find technology resources? 53

27-Mar-17 Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction Review the guidelines of the Task J template pages 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? TRAINER’S NOTES: Ensure the committee members look through all documents of J-1: a. Organizing and Analyzing Results (tables for whole class and diverse learners) b. Reflecting on the Impact of Instruction. Be sure to give interns enough time to complete this task before the committee meeting is set. Remind the intern to electronically submit the completed tasks G-J to the committee members at least 2 days prior to the committee meeting. Interns must be given adequate time to complete the tasks, reflect, and provide information to committee members. This discussion should be held prior to beginning the unit. The fourth committee meeting should not occur one day after the unit is completed. Investigate the intervention plans within the school/district to meet the needs of all students. The link from allthingsplc.org has much information regarding intervention plans. The link also has information in guiding the intern and mentors with using effective professional learning communities using data to guide conversation and lesson development. What is the difference between Task C and Task J: Task C must be completed for the observed lesson(s) of the Instructional Unit. Task J reflects on the entire unit/not the individual lesson. 54

J-2: Communication and Follow Up
27-Mar-17 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. TRAINER’S NOTES: Stress the importance to interns of communication of student results as an ongoing process: It does not just happen at the end of the nine weeks. Use resources to help establish a communication plan: example from KDE website: The Missing Piece of the Proficiency Puzzle 55

Questions/Comments Questions?
27-Mar-17 Questions/Comments Questions? Both homework assignment and a face-to-face session must be completed in order to receive a certificate. TRAINER’S NOTES: Ensure all registration forms have been signed. Ensure you have collected all university training materials from participants. Participants that have completed the homework and face-to-face session should not leave without a certificate. For any who did not complete the homework, DO NOT provide a certificate until you have verification that the homework has been completed. 56

Additional Resources Professional Learning Communities
27-Mar-17 Additional Resources Professional Learning Communities Response to Intervention KDE Systems of Intervention English/Language Arts Deconstructed Standards Math Deconstructed Standards Click on each link to show the webpage for each additional resource. 57

Intern Management System
After selecting, “Log in to EPSB Here,” at 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.

Click Update

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

27-Mar-17 Contact Information Sherri Henley: Sharon Salsman: Robert Brown: (1 minute) 63

Kentucky Teacher Internship Program (KTIP)

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Kentucky Teacher Internship Program (KTIP)

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Presentation on theme: "Kentucky Teacher Internship Program (KTIP)"— Presentation transcript:

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