Changes to Templates Important Reminders August 2011 KTIP Materials Update FOR PREVIOUSLY TRAINED COMMITTEE MEMBERS ONLY 2011 - 2012 Changes to Templates Important Reminders August 2011

All documents may be accessed at General Guidelines Utilize the link: KTIP Handbook, Fall 2011 Utilize the task templates on the following link: KTIP TASK TEMPLATES Review all materials for the internship committees here: KTIP Materials All documents may be accessed at http://www.epsb.ky.gov/internships/ktipforms11_12.asp

Highlights The KTIP Handbook and several Task Templates have been modified to accommodate for the KY Core Academic Standards and other state learning initiatives. Interns beginning in the fall of 2011 will utilize the new templates. Interns who started in the spring of 2011 may continue to use the original templates, or they may opt to use the new documents. If interns use the new documents, the committee should acquire a written statement from the intern about the choice and keep on file in case on an appeal.

Purposes: To build understanding of serving as a coach and mentor contributes to the success of the intern. To become familiar with KTIP Teacher Performance Assessment (TPA) materials. To develop an understanding of how to gather performance evidence and score intern performance. To provide updates that have been made to the handbook and Tasks.

KTIP Dates Reminders: 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. Example: If an intern begins 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 + instructional days. If an intern is sick or school is canceled due to inclement weather, then the calendar must be re-adjusted. Sick days and snow days do not count during the instructional day period. Within the 140 + instructional day span all 3 cycles must occur as identified in regulation.

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

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 window. The observations and Cycle 1 meeting must occur during the 1 – 60 day period. 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.

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

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 61-110 days following the Orientation meeting. The dates in pink represent the Cycle 3 dates 111-140 days following the Orientation meeting. 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 61-110 days following the Orientation meeting. The dates in pink represent the Cycle 3 dates 111-140 days following the Orientation meeting. Days missed due to holidays, snow, and sick are indicated as well. 10

Common Committee Error with Cycles KTIP cannot be completed early. The committee must follow the regulated dates as provided in slides 7 - 8. This error has resulted in numerous internships being nullified during an appeal. Because of this error, many committee members have attended additional training in KTIP prior to being assigned a new intern(s).

Cycles 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.

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

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

Analytic and Holistic Scoring Both analytic and holistic scores must be recorded on the Intern Performance Record (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.

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. 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.

Changes to Handbook and Tasks

Schedule of Activities (p. 9 – 10) Highlighted: READ THE TPA HANDBOOK THOROUGHLY Many issues are related to the committee members and intern not reading the handbook. Schedule of activities are available to assist each committee member with their respective roles and responsibilities on the committee. There is a separate guide for each committee member (guide can be found on the EPSB Website identified on slide 2).

Table of Contents Checklist (p. 11 – 12) The Table of Contents Checklist is a new item to assist with organizing the TPA Notebook of completed tasks. Highlighted: Place each checklist in front of the appropriate cycle of the notebook.

Intern Information Sheet (p. 15) Now requests last four digits of intern’s SSN and cell phone number. Includes statement verifying the intern has thoroughly read the TPA Handbook.

Task A-1: Teaching and Learning Context ( p. 18) Prior: Interns completed A-1 for each lesson plan. NOW: The intern completes Task A-1 once prior to the Cycle 1 observations to describe the teaching and learning context. An intern does not complete for each lesson. However, if the teaching environment changes significantly (e.g. new school, change in classroom placement configuration, change in grade or courses taught) the intern will complete A-1 again.

Task A-1: Teaching and Learning Context (p. 18) Prior: Students were provided check boxes to identify student categories NOW: Interns must identify and describe the diverse nature of the students in their class(es). NOW: Interns must provide three brief profiles of students in their class(es). Student struggling to meet lesson objectives Student meeting lesson objectives Student exceeding lesson objectives An example is provided in the KTIP Examples document on the KTIP Website.

Task A-2: Lesson Plan (p. 19) Prior: Students responded to questions and completed the Objective/Assessment Plan Organizer NOW: Questions are more clearly defined for ease of responding. Lesson Plan format has changed that aligns to expectations of the instructional unit. Lesson objectives/targets Assessment descriptions (with differentiation) Instructional Strategies/Activities (with differentiation) Media/Technology/Resources Requires the use of the Kentucky Core Academic Standards where applicable. References to DOK have been removed.

Task C: Lesson Analysis and Reflections (p. 21) Highlights: To ensure that the lesson analysis and reflection have an impact on instruction, this task must be completed no later than two days after each observed lesson. Communication of student results is an ongoing process: It does not just happen at the end of the nine weeks (which is no longer an acceptable response). Place heavy emphasis on helping students assess their own performance.

Task D: Collaboration Plan (p. 23) Highlights: This task must be approved by your committee before implementation. Prior: Progress reporting for Cycles 1 and 2 were combined in one descriptor box. NOW: Cycles 1 and 2 are separated for ease of use.

Task D (p. 23) Highlights: Any student with a special need may be considered for this task. Though special education students may be identified, this task is not limited to a student with an official plan (e.g. IEP, 504). Other students could include: Barriers (child of divorce, death, truancy issues, job) Gifted students needing enrichment Students utilizing Family Resource Centers as well as other wrap around services (Comp Care, Counselors, etc.). A student identified in Task A-1 may be the focus of this task.

Task E: Assess & Manage Professional Growth (p. 24) Highlights: The committee uses the PGP to ensure the intern is receiving mentoring based upon needs identified in the PGP. The PGP is reviewed during an appeal to ensure the committee members have provided opportunities to assist the intern in meeting needs.

Task F: Leadership (p. 32) Highlights: This task must be approved by the committee before implementation. There is a list of examples and non-examples of projects on page 32 of the Handbook. It is possible that an intern has successfully completed the leadership project without 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.

Instructional Unit: Task G (p. 35 - 36) Prior: completion of seven (7) sections to design the unit. NOW: completion of four (4) sections to design the unit which mandates the use of the Kentucky Core Academic Standards where applicable.

Instructional Unit: Task H (p. 37 – 39) Prior: Interns responded to seven (7) sections on the tasks. NOW: Intern responds to five (5) sections. An example is provided on page 37 of the directions for completing the assessment plans. References to DOK have been removed. Student self-assessment may be included with the Pre-Assessment Plan.

Instructional Unit: Task I (p. 40 – 41) Highlights: Task C must also be completed for each lesson being observed. Interns utilize the new template that identifies Lesson number Unit objective # Lesson objectives/targets Formative Assessment descriptions (with differentiation) Instructional Strategies/Activities (with Media/Technology/Resources

Instructional Unit: Task J-1 Organizing and Analyzing the Results (p Highlights: Prior: The template did not include a section that allowed the intern to collect the required pre-assessment data. No example was provided for the diverse group. NOW: The table has been updated to allow the intern to record the pre-assessment data. An example has been provided for the diverse group.

Instructional Unit: Task J-1 Reflecting on the Impact of Instruction (p. 44) Highlights: Prior: The intern responded to six (6) items in the task. NOW: The interns responds to five (5) items in this task.

Instructional Unit: J-2 Communication and Follow-Up (p. 45) Highlights: Prior: Multiple questions provided within one section. NOW: New questions, separately delineated, have been included with a focus on Use of formative assessment data Use of student self-reflection Teacher reflection on communication strategies

27-Mar-17 Contact Information Teresa M. Moore: teresam.moore@ky.gov Sharon Salsman: sharon.salsman@ky.gov Sherri Hensley: sherri.Hensley@ky.gov Robert Brown: robertl.brown@ky.gov 502-564-4606 888-598-7667 www.epsb.ky.gov 35