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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 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 3 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

4 4 TPA and 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. Professional Learning Communities:

5 Response to Intervention (Links below guide you to a Pyramid of Interventions) ple.pdf ple.pdf ample.pdf ample.pdf5

6 Additional Resources for RTI Additional resources for RTI may be found at the following sites: duEfP6Qhttp://rtinetwork.org/?gclid=CKDE_JapuZkCFRLoxgo duEfP6Q rces/Kentucky+System+of+Interventions/http://www.education.ky.gov/KDE/Instructional+Resou rces/Kentucky+System+of+Interventions/6

7 7 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.

8 8 Formative Assessment of the Intern The first two cycles of observation are formative. Formative assessments include: lesson plan review prior to the observed lesson.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.

9 9 What is an Analytic Score? Analytic scores are ratings assigned to each indicator within a standard. Analytic scores are ratings 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.

10 10 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.

11 11 Both analytic and holistic scores must be recorded for each standard in all cycles. However, the only score entered in the RTIY is holistic.

12 12 Reference Guides for Committee Members Resource Teacher Resource Teacher Principal Principal Teacher Educator Teacher Educator Reference Guides may be accessed on our website at:

13 13 Task E: Assess & Manage Professional Growth See pages 20 – 27 in TPA Workbook Prior to orientation meeting: Prior to orientation meeting: – Intern completes self-assessment – Intern reviews self-assessment with resource teacher – Resource teacher asks guided questions At orientation meeting: At orientation meeting: – Discuss results of self-assessment

14 14 Task A-1: Teaching and Learning Context Task A: Using a shoulder partner, describe the work completed for Task A-1 page 14 of the TPA Workbook.

15 15 Discoveries for Task A-1 When does the intern complete A-1?When does the intern complete A-1? Complete before each class for which the intern is being observed. 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 Student Diversity, Patterns of Achievement, Implication for Instructions with the lesson plan, Context, Assessment Plan, and Procedures.

16 16 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.

17 17 Task A-2: Lesson Plan Task: Review each of the requirements of Task A-2 on page 15 of your TPA Workbook. Using your prior knowledge and experiences in your school, create a context for your lesson.Using your prior knowledge and experiences in your school, create a context for your lesson. Write one or two objectives focusing on a content of your choice.Write one or two objectives focusing on a content of your choice. Identify one assessment strategy that may be used to measure your objective.Identify one assessment strategy that may be used to measure your objective. Use the IPR Standard 2 to guide you as you construct your objective and assessment strategy.Use the IPR Standard 2 to guide you as you construct your objective and assessment strategy.

18 Guided Questions for Task A Does the intern state objectives for learning clearly and specifically? Does the intern state objectives for learning clearly and specifically? 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 objectives, instructional activities and assessments? Does the intern know the difference between objectives, instructional activities and assessments? Does the intern consider the contextual factors and address multiple levels of learning? Does 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? 18

19 19 Task B: Demonstrate Teaching Skills During Classroom Observation Using the completed IPR for Cycle 1, evaluate how well it supports the analytic and holistic score of classroom observation. Using the completed IPR for Cycle 1, evaluate how well it supports the analytic and holistic score of classroom observation. Standards used: 4: IPR pages 8 and 94: IPR pages 8 and 9 5: IPR pages 10 and 115: IPR pages 10 and 11 Discuss outcomes. Discuss outcomes.

20 Task B Questions for Consideration Questions for consideration 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? – – 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?

21 21 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 17 of the TPA Workbook.Review page 17 of the TPA Workbook. Discuss with a shoulder partner mentoring suggestions for item #4 on page 17.Discuss with a shoulder partner mentoring suggestions for item #4 on page 17. Share with your shoulder partner some specific differentiation strategies committee members should recommend to interns for item #5 on page 17.Share with your shoulder partner some specific differentiation strategies committee members should recommend to interns for item #5 on page 17. 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.

22 Task C: Resources Communicating Learning Results to Students and Parents Communicating Learning Results to Students and Parents Communicating Learning Results to Students and Parents Communicating Learning Results to Students and Parents Units of Study Units of Study Units of Study Units of Study 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 Puzzle22

23 23 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 as possible after the observation. The post-observation conference should take place as soon as possible after the observation.

24 24 During the Post-Observation Conference Start with what went well. Start with what went well. Generate a few thoughtful, open-ended questions. Generate a few thoughtful, open-ended questions. 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.

25 25 In the 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.

26 26 Task D: Collaborate to Address Special Learning Needs Task D: Using a shoulder or face partner describe sequence of completion for Task D. Task D: Using a shoulder or face partner describe sequence of completion for Task D. Use the schedule of activities on pages 9 – 10 of the TPA Workbook as your guide. OrientationOrientation Cycle 1Cycle 1 Cycle 2Cycle 2 Cycle 3Cycle 3

27 27 Task D: Collaborate to Address Special Learning Needs Completing a Collaboration Task Template Review guidelines for completing Task DReview guidelines for completing Task D on page 18 of the TPA Workbook. With your shoulder partner create a Collaboration Project for Task D using the TPA Workbook page 19.With your shoulder partner create a Collaboration Project for Task D using the TPA Workbook page 19. RTI will assist in identifying intervention strategies (SLIDE 5)

28 28 Task D: Discoveries for Task D Collaborate to Address Special Learning Needs IPR Standard 8 Completed during Cycles 1, 2, and 3 Completed during Cycles 1, 2, and 3 Related to Standard 8: Collaborates with Colleagues/Parents/Others Related to Standard 8: Collaborates with Colleagues/Parents/Others Question: For how many students does the intern need to complete the collaboration project? Question: For how many students does the intern need to complete the collaboration project? Answer: Answer: One (1) One (1)

29 29 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.

30 TASK E: Continued TPA Workbook page TPA Workbook page Task: With your partner generate examples of effective activities. Refer to Task B, Standards 4 and 5 on the completed IPR. Task: With your partner generate examples of effective activities. Refer to Task B, Standards 4 and 5 on the completed IPR. Review comments and ideas Review comments and ideas 30

31 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. 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. 31

32 What Makes Professional Development Effective? (continued) 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. 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. 32

33 33 Task F: Leadership Read directions for Task F on page 28 of the TPA Workbook. Read directions for Task F on page 28 of the TPA Workbook. With your partners, discuss possible leadership projects that will improve your school. With your partners, discuss possible leadership projects that will improve your school.

34 34 Task F: Leadership With a group of 4, develop a leadership idea on page 29 of the TPA Workbook. With a group of 4, develop a leadership idea on page 29 of the TPA Workbook. Be ready to briefly describe your leadership project to another group. Be ready to briefly describe your leadership project to another group.

35 35 Task F: Leadership Share leadership ideas. Pair up in groups. Share leadership ideas. Pair up 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.

36 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) reflection piece 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) reflection piece concerning what did not work and why? 36

37 37 Tasks G-J: The Instructional Unit Tasks G-J: The Instructional Unit (page 30 of the TPA) 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

38 38 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

39 39 Task G: The Instructional Unit Review the directions on page 31 of the TPA Workbook. Review the directions on page 31 of the TPA Workbook. With a group of 4, complete page 32, items 4 and 7, using a current unit, a dream unit, etc. to complete the template. With a group of 4, complete page 32, items 4 and 7, using a current unit, a dream unit, etc. to complete the template. Learning context, objectives, and assessments have already been discussed in A-1 and A-2. Learning context, objectives, and assessments have already been discussed in A-1 and A-2.

40 40 Task H: The Assessment Plan Assessment Plan Purpose: To determine student knowledge and skills pertinent to this instructional unit. Assessment Plan Purpose: To determine student knowledge and skills pertinent to this instructional unit. What are the three forms of assessment? What are the three forms of assessment? Question: Why would an intern need to develop the assessment plan prior to instruction rather than after? Question: Why would an intern need to develop the assessment plan prior to instruction rather than after?

41 41 Task H: The Assessment Plan Same group of 4: Discuss components of the assessment plan. Discuss examples of types of assessments. Same group of 4: Discuss components of the assessment plan. Discuss examples of types of assessments. Use page 35 of the TPA Workbook. Use page 35 of the TPA Workbook. KDE Assessment Plan Resources KDE Assessment Plan Resources KDE Assessment Plan Resources KDE Assessment Plan Resources

42 42 Task I: Designing Instructional Strategies and Activities Question: When does the intern begin this task? (refer to page 30 of the TPA Workbook) Question: When does the intern begin this task? (refer to page 30 of the TPA Workbook) Each person in your group completes one lesson for Task I on page 36 of the TPA Workbook. Each person in your group completes one lesson for Task I on page 36 of the TPA Workbook. Share lesson with group members. Share lesson with group members.

43 43 Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction Discussion on pages of the TPA Workbook: Reflecting on the Impact of Instruction. Discussion on pages of the TPA Workbook: Reflecting on the Impact of Instruction. See Training Sample See Training SampleTraining SampleTraining Sample Response to Intervention Response to Intervention Response to Intervention Response to Intervention

44 44 J-2: Communication and Follow Up Use page 40 of TPA Workbook. Use page 40 of TPA Workbook. See Training Sample See Training SampleTraining SampleTraining Sample 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 Puzzle

45 45 Quiz-Quiz Trade Each person will have one card with a question. Each person will have one card with a question. Stand up and hold your card up high. Stand up and hold your card up high. Find a person who has a card held up high. Find a person who has a card held up high. Pair up. Person 1 reads question. Pair up. Person 1 reads question. Person 2 responds. (Person 1 coaches to get correct answer) Person 2 responds. (Person 1 coaches to get correct answer) Person 2 reads a question. Person 1 responds. (Person 2 coaches to get correct answer) Person 2 reads a question. Person 1 responds. (Person 2 coaches to get correct answer) Trade cards. Trade cards. Continue around the room until time is called. Continue around the room until time is called.

46 46 Questions/Comments Questions? Questions? Complete post training survey on KyEducators.org and print certificate. Complete post training survey on KyEducators.org and print certificate. Both homework assignment and a face-to- face session must be completed in order to access survey and print certificate. Both homework assignment and a face-to- face session must be completed in order to access survey and print certificate.

47 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.

48

49

50 Click Update

51 See full IMS User ManualIMS User Manual

52 52 Contact Information Teresa M. Moore: Teresa M. Moore: Sherri Henley: Sherri Henley: Sharon Salsman: Sharon Salsman: Jaime Rice: Jaime Rice: Robert Brown: Robert Brown:


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