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

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Presentation on theme: "Kentucky Teacher Internship Program (KTIP) Teacher Performance Assessment Training (TPA)"— Presentation transcript:

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

2 2 Training Outcomes Participants can: 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 3 Overview of Training Materials KTIP TPA Handbook: Fall 2011 edition for those beginning Fall KTIP TPA Handbook: Fall 2011 edition for those beginning Fall Intern Performance Record (IPR) Intern Performance Record (IPR) Table of Contents Checklist Table of Contents Checklist Completed IPR for Standards 4 and 5 Completed IPR for Standards 4 and 5

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

5 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. 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. 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. For KTIP CYCLES, the first day to count is the day following the Orientation meeting.

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

7 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: instructional days following the orientation meeting Assess Tasks A-F Cycle 3 Observations and Fourth Committee Meeting Held: instructional days following the orientation meeting Assess All Tasks

8 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. 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. 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 9 Use of Calendarto Establish Cycle Dates 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 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 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. The following is an example of a calendar used by a committee to establish dates.

10 10 Calendar Example

11 11 Calendar Example

12 Calendar Activity Using a school calendar, pick a tentative Orientation meeting date in August or September. Using a school calendar, pick a tentative Orientation meeting date in August or September. Identify Identify instructional days following the orientation meeting instructional days following the orientation meeting instructional days following the orientation meeting 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. 12

13 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 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.

14 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.Task A-2 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.

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

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

17 17 Analytic and Holistic Scoring Both analytic and holistic scores must be recorded on the IPR for each standard in all cycles.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).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.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 18 The Analytic Score Is assigned to each indicator within a standard. assigned to each indicator within a standard. used to inform the interns of strengths and growth areas. used to inform the interns of strengths and growth areas. used to guide mentoring focus. used to guide mentoring focus. used to inform the intern's choice of professional development activities. used to inform the intern's choice of professional development activities.

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

20 20 Holistic Scoring for Cycle 3 Committee consensus is not required during Cycles 1 and 2.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.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. Clear, specific, objective evidence is critical to ensure accurate, fair data collection. Evidence describes what the observer actually sees when observing. Evidence describes what the observer actually sees when observing. Evidence should be stated as precisely and objectively as possible in order to minimize interpretation Evidence should be stated as precisely and objectively as possible in order to minimize interpretation 21

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

23 23 Table of Contents Checklist PRIOR to the orientation, interns must have read all documents read all documents downloaded them to their computer or downloaded them to their computer or printed in a 3 ring binder 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 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 Needs Task E: Assess and Manage Professional Growth Task F: Leadership

25 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 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 27 Discoveries for Task A-1 When does the intern complete 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? What data sources are available to assist the intern in completing this task? How does the intern connect A-1 to A-2? How does the intern connect A-1 to A-2? Connect the insights gained in Task A-1

28 28 Task A-2: Lesson Plan When does the intern complete A-2? Bef ore 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. Bef ore 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 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.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.Write one or two objectives/learning targets focusing on a content of your choice. Identify an assessment strategy to measure your objective/target.Identify an assessment strategy to measure your objective/target. Use the IPR Standard 2 to construct your objective/target and assessment strategy.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? state objectives/targets for learning clearly and specifically? align objectives/targets to the Program of Studies, Core Content, and/or Kentucky Core Academic Standards? align objectives/targets to the Program of Studies, Core Content, and/or Kentucky Core Academic Standards?Program of Studies, Core ContentKentucky Core Academic Standards?Program of Studies, Core ContentKentucky Core Academic Standards? use assessments to measure students progress toward the learning objectives/targets? use assessments to measure students progress toward the learning objectives/targets? differentiate among objectives/targets, instructional strategies, and assessments? differentiate among objectives/targets, instructional strategies, and assessments? consider contextual factors and address multiple levels of learning? consider contextual factors and address multiple levels of learning? use technology to improve student learning? use technology to improve student learning? 30

31 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. 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 Use the completed IPR for Standards 4 and 5 Use the completed IPR for Standards 4 and 5 Use the completed IPR for Standards 4 and 5 Discuss Analytic and Holistic scores based upon scripted evidence.. 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 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.Review page 21 of the TPA Handbook. Discuss with a partner mentoring suggestions for item #4 on page 21.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.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.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 The Missing Piece of the Proficiency Puzzle The Missing Piece of the Proficiency Puzzle The Missing Piece of the Proficiency Puzzle34

35 35 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 within five working days after the observation. The post-observation conference should take place within five working days after the observation.

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

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

38 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). 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) 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. A student identified in Task A-1 may be the focus of this task. The plan must be approved by the committee before implementation. The plan must be approved by the committee before implementation.

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

40 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. 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.

41 TASK E: Continued TPA Handbook page TPA Handbook page 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. 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 Review comments and ideas 41

42 42 Task F: Leadership The plan must be approved by the committee before implementation. 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. 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. 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 plan must have measureable objectives and assessments. The leadership project needs to be manageable and meaningful for a first-year teacher. The leadership project needs to be manageable and meaningful for a first-year teacher.

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

44 44 Task F: Leadership Share leadership ideas in groups. Share leadership ideas in groups. Mentoring Notes: 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. 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. 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 46 Tasks G-J: The 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: Organizing and Analyzing the Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction Results/Reflecting on the Impact of Instruction Task J-2: Communication and Follow-Up Task J-2: Communication and Follow-Up

47 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 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 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. Submit draft copies of Task I templates for committee review and feedback before implementing the unit.

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

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

50 50 Task G: The Instructional Unit Review the guidelines of the Task G template page 35. 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.) 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. Task G must be approved by the committee before completing Task I.

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

52 52 Task H: The Assessment Plan Review the guidelines of the five (5) sections of Task H template on pages Review the guidelines of the five (5) sections of Task H template on pages What standards of the IPR are addressed in this task? 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. 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. As with Task G, this task must be approved by the committee before completing Task I.

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

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

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

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

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

58 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.

59

60

61 Click Update

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

63 63 Contact Information Sherri Henley: Sherri Henley: Sharon Salsman: Sharon Salsman: Robert Brown: Robert Brown:


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