1. Kentucky Teacher Internship Program (KTIP) Committee Training 2015
20-Apr-17
Kentucky Teacher Internship Program (KTIP)
Committee Training
TRAINER’S NOTES: (5 minutes)
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.
Also, remind participants they must go back into KyEducators after the face-to-face session to complete the post assignment to receive a certificate of completion.
(note for university trainers: entering data into KyEducators to enter participants) 1

2. 20-Apr-17
KTIP Overview
Collection of evidence provided by the intern that demonstrates performance of the Kentucky Framework for Teaching (KFfT) that aligns to the Kentucky Teacher Standards;
Grounded in the developmental view of teaching, recognizing that the teaching profession improves after years of study, consultation, and reflective practice;
Designed to support beginning teachers in their development and to focus support through a process that is aligned with PGES;
Provides structure and feedback for continuous improvement through individual goals that target student and professional growth.
Page 3 of KTIP/PGES/TPA Handbook

3. Training Outcomes Participants will:
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Training Outcomes
Participants will:
understand their role as coach and how the role contributes to the success of the intern.
become familiar with KTIP materials and procedures.
develop an understanding of the Kentucky Framework for Teaching (KFfT) and how to evaluate and document teacher progress.
practice scoring videos of teachers demonstrating indicators in Domains 2 and 3.
Develop comfort in the new training materials designed for state-wide roll-out.
TRAINER’S NOTES: (10 minutes)
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. 3

4. IMPORTANT INFORMATION!!!
Kentucky Teacher Standards are STILL a critical component of the KTIP process!
KTIP is for CERTIFICATION; PGES is for EVALUATION and EMPLOYMENT!
Detailed Crosswalk – Pages 32 – 33 of the Handbook
The Kentucky Framework for Teaching and sources of evidence are used to determine that candidates are meeting the standards at a certain level.
KACI was charged with developing a certification system that was aligned with PGES so that schools did not have to use two different systems.

5. KTIP Same Different KTIP Organizer Tasks (Sources of Evidence)
Committee Composition
Timeline and Required In- and Out-of-Class Time
Number / Mode of Observations
Collaboration and Leadership Task – replaced with Professional Involvement Log
New Rating System (I, D, A, E)
No UNIT!
Different Forms

6. 20-Apr-17
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
Sources of Evidence 1 - 7
Cycle 2
Third Committee Meeting
Held: instructional days following the orientation meeting
Cycle 3
Fourth Committee Meeting
Held: instructional days following the orientation meeting
Sources of Evidence 1 - 9
TRAINER’S NOTES: (3 minutes)
Don’t forget the big picture of components.
All three members of the committee (Principal, Resource Teacher and Teacher Educator) 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)
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.

7. Use of District Calendar
140 instructional days means the first day the intern is in the classroom to the last day.
Orientation Meeting – establish tentative dates for ALL observations and committee meetings.
At each cycle meeting thereafter, adjust dates according to weather, sick or personal leave, or docked contract days.
Remember to begin counting the 140 cycle days on the day FOLLOWING the Orientation Meeting.
Cycle Days:
Days 1 – 60 FOLLOWING the Orientation – Cycle 1
Days 61 – 110 FOLLOWING the Orientation – Cycle 2
Days 111 – 140 FOLLOWING the Orientation – Cycle 3
Cycle 4 is appropriate as long as it is held within the Cycle 3 time line.

8. What are Instructional Days?
Instructional Days ARE:
When an intern is performing regular teaching responsibilities in an instructional setting;
Professional development for compensation from the district or employing school (4 days mandated by statute).
Instructional Days ARE NOT:
annual leave days;
sick leave days;
other authorized or unauthorized (dock) leave time;
non-student calendar days / holidays;
severe weather days (unless approved by KDE for the use of Non-Traditional Instruction grant – Snow Day Packet).

9. 20-Apr-17
Calendar Activity
Your intern’s Orientation Meeting is held on August 27.
Your intern has already completed the required FOUR (4) days of professional development.
September 28 and February 1 are REQUIRED contract days.
Using the Jessamine County Schools calendar, please identify the following dates for:
End of Cycle 1 (Days 1 – 60)
End of Cycle 2 (Days 61 – 110)
End of Cycle 3 (Days 111 – 140)
Update according to the district calendar that you choose to use…

10. Calendar Activity How’d you do? Day 60 = December 3
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Calendar Activity
How’d you do?
Day 60 = December 3
Day 110 = February 29
Day 140 = April 18
Update according to the district calendar that you use.

11. Calendar Activity
Remember that you can ONLY count a day as instructional if the intern is: (a) performing regular duties in the classroom; (b) participating in professional development as part of regular contract.
Still using August 27 as the Orientation Meeting date, determine the new dates for the end of each cycle if your intern misses the following days:
Sick Days – October 1 and 2, November 9 and 12, January 6, 7, 8
Snow Days (Not NTI Eligible) – February 8, 9, 10, March 14 – 15
Personal Day – April 1

12. Calendar Activity How’d you do? Day 60 = December 14
20-Apr-17
Calendar Activity
How’d you do?
Day 60 = December 14
Day 110 = March 22
Day 140 = May 11
Update according to the district calendar that you use.

13. Guiding Intern Growth through Formative and Summative Assessment
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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 requirements.
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 requirements.
TRAINER’S NOTES: Page 3 of Handbook

14. Let’s Take a Walk Through the KTIP Handbook!
20-Apr-17
Let’s Take a Walk Through the KTIP Handbook!
Overview – Page 3
Schedule of Activities for the Internship Year – Pages 4 – 5
KTIP Organizer and Checklist – Page 6
Intern Information Sheet – Page 7
TRAINER’S NOTES: Page 3 of Handbook 14

15. Sources of Evidence: Context
20-Apr-17
Sources of Evidence: Context
Addresses the following components of KFfT:
Component 1A – Content and Pedagogy
Component 1B – Knowledge of Students
Component 1D – Knowledge of Resources
Initiated prior to the Orientation Meeting as part of SGG development and used for lesson planning for Cycles 1, 2, 3
Context Source focuses on:
Content
Students
Resources
Pages 8 – 9 of KTIP Handbook
TRAINER’S NOTES: Handbook pages 8 - 9
When does the committee discuss videotaping?
The purpose of this task is to consider the instructional implications of contextual factors.
This task will likely be completed at the beginning of the year and updated throughout the year.
The intern must complete Task A-1 for each observed class. If several committee members are observing the same class, the intern may use the same task for each observer.
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. 15

16. Source of Evidence: Lesson Plan
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Source of Evidence: Lesson Plan
Addresses the following components of KFfT:
Component 1A: Knowledge of Pedagogy
Component 1B: Knowledge of Students
Component 1C: Instructional Outcomes
Component 1D: Knowledge of Resources / Technology
Component 1E: Developing Coherent Instruction
Component 1F: Designing Student Assessment
Guidelines for Developing Lesson Plan:
Learning Targets
Pre-Assessment
Formative Assessment
Resources / Technology
Lesson Procedures
Pages of KTIP Handbook
TRAINER’S NOTES: Pages of the Handbook
Complete task in shoulder partners.

17. Source of Evidence: Observations
Addresses the following components of KFfT:
Component 2A – 2E: Domain 2
Component 3A – 3E: Domain 3
Guidelines for Developing Lesson Plan:
Learning Targets
Pre-Assessment
Formative Assessment
Resources / Technology
Lesson Procedures
Page 12 of KTIP Handbook

18. Source of Evidence – Post-Observation Reflection
20-Apr-17
Source of Evidence – Post-Observation Reflection
Addresses the following components of KFfT:
Component 3E: Flexibility and Responsiveness
Component 4A: Reflecting on Teaching
Completion of Reflection Source of Evidence should:
Be based on formative data;
Include other student artifacts or evidence;
Describe impact of classroom environment and management;
Outline any changes to the instructional plan and the reasoning behind the need for change;
Explain how the lesson would be modified in the future and a rationale;
Identify professional growth needs based on formative assessment data collected.
Pages 13 – 14 of KTIP Handbook
TRAINER’S NOTES: slides 16 – 17 (10 minutes)
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 and program of studies.
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. 18

19. Source of Evidence: Records and Communication
Addresses the Following Components of KFfT:
Component 4B: Maintaining Accurate Records
Component 4C: Communicating with Families
Guidelines for Providing Evidence of Recordkeeping and Communication:
Evidence of both instructional (grades, homework) and non-instructional (field trips, attendance, book fair) events;
Evidence of multiple modes of communication to stakeholders (PT Conference notes, newsletters, screenshots of class webpages / Facebook pages, individual s, etc.);
Evidence should be included in KTIP Organizer.
Pages of KTIP Handbook

20. Source of Evidence: Professional Involvement
Address the Following Component of KFfT:
Component 4A: Reflecting on Teaching
Component 4B: Maintaining Accurate Records
Component 4D: Participating in a Professional Community
Component 4E: Growing and Developing Professionally
Component 4F: Showing Professionalism
Documents the intern’s involvement in the professional community of the school and is to be included in the KTIP Organizer.
Professional Involvement Log
Documents ways the intern is actively involved in the professional life of the school and district through all cycles
Opportunity for review and reflection
Pages 17 – 18 of KTIP Handbook

21. Source of Evidence: Professional Growth
Address the Following Components of KFfT:
Component 4A – Reflecting on Teaching
Component 4E: Growing and Developing Professionally
Initial Self-Assessment and Reflection
Completed BEFORE the Orientation Meeting
Possible Priority Growth Needs
BEFORE Cycle 1 Committee Meeting
Based on self-assessment of current performance on each component
Priority Component(s) for Professional Growth
AT the Cycle 1 Committee Meeting
Professional Growth Plan Development
AFTER the Cycle 1 Committee Meeting
No later than TWO WEEKS after Committee Meeting
Pages of KTIP Handbook
TRAINER’S NOTES: (2 minutes)
Who will do what, by when, and with what percent of accuracy?

22. Triangle of Support

23. Source of Evidence: Student Growth
Addresses the following components of KFfT:
Component 1B – Knowledge of Students
Component 1C – Instructional Outcomes
Component 1E – Coherent Instruction
Component 1F – Student Assessment
Component 4A – Reflecting on Teaching
Guidelines for Developing this Source of Evidence:
Target Content
Assessment of Enduring Skill
SMART Goal
Professional Learning Needs
Strategies to Accomplish Goal
Monitoring Plan for Goal Attainment
Committee Review – Cycle 1 Committee Meeting
Student Growth Monitoring and Reflection – During Cycle 2
Student Growth Review and Reflection – Cycle 2 Committee Meeting
Summative Assessment of Student Growth and Reflection – Cycle 3
Pages 23 – 25 of KTIP Handbook

24. Source of Evidence: Student Voice
20-Apr-17
Source of Evidence: Student Voice
Addresses the following component of KFfT:
Component 1B – Knowledge of Students
Student Voice Survey is a measure of the extent to which students perceive that their teacher provides:
Support through rigorous instruction;
Transparency through effective communication styles;
Understanding through appropriate and varied assessment;
Discipline through respectful classroom culture;
Engagement through innovative instruction;
Nurturing through attentive observation;
Trust through teamwork.
During the Orientation Meeting, the intern committee should discuss the completion of the survey as outlined by the district’s CEP.
Private and Public School Completion
Page 26 of the KTIP Handbook
TRAINER’S NOTES: (15 minutes)
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.

25. Source of Evidence: Showing Professionalism
Addresses the following component of KFft:
Component 4F – Showing Professionalism
Is not directly addressed by one or more of the preceding Sources of Evidence.
Each member of the intern committee will have opportunities to witness demonstration of this component from different perspectives.
Page 27 of KTIP Handbook

26. Part 2: Kentucky Framework for Teaching26

27. Kentucky Framework for Teaching
20-Apr-17
Kentucky Framework for Teaching
Domains and Themes – page 1
Framework Vocabulary – pages 2 - 3
Overview of Domains, Elements, Indicators – page 4
Domain 1 – Planning and Preparation – pages 6 -15
Domain 2 – The Classroom Environment – pages 17 – 24
Domain 3 – Instruction – pages 26 – 35
Domain 4 – Professional Responsibilities – pages 37 – 45
Crosswalk Document – pages 46 – 47
NOTE: See KTIP Handbook Appendix for detailed Kentucky Teacher Standard Crosswalk.
TRAINER’S NOTES: (5 minutes)
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.

28. ACTIVITY
Review the indicators under each performance levels and HIGHLIGHT the qualifying language differences among levels
***The resulting activity will assist participants when scoring sample videos.

29. Domain 1 – Planning and Preparation
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Domain 1 – Planning and Preparation
Sources of Evidence - Documentation
1A – Knowledge of Content
Context - Lesson Plan
1B – Knowledge of Students
Context - Lesson Plan - Student Growth – Student Voice
1C – Setting Instructional Outcomes
Lesson Plan - Student Growth
1D – Demonstrating Knowledge of Resources / Technology
1E – Designing Coherent Instruction
Lesson Plan – Student Growth
1F – Designing Student Assessments
TRAINER’S NOTES: (5 minutes)
Start with what went well.
Generate a few thoughtful, open-ended questions to help the intern reflect about specific instructional issues in relation to what students learned or didn’t learn.
Avoid raising too many issues at one time. It is better to select a few significant growth areas to address during the conference than to run the risk of overloading the intern with an unmanageable task. One easy way to do this is to consider indicators that received a PD or ND as potential growth areas.
Come prepared with resources. If you have a concern, think about how the intern might address it, and make that the focus of your mentoring efforts.
Stay on task. 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.

30. Domain 4 – Professional Responsibilities
Sources of Evidence - Documentation
4A – Reflecting on Teaching Reflection
Post-Observation – Professional Involvement – Professional Growth – Student Growth
4B – Maintaining Accurate Records
Records and Communication – Professional Involvement
4C – Communicating with Families
Records and Communication
4D – Participating in a Professional Community
Professional Involvement
4E – Growing and Developing Professionally
Professional Involvement – Professional Growth
4F – Showing Professionalism

31. Conducting the Observation
Evidence
What the Teacher and Students Say and Do
Relevant evidence may also include what teachers and students DO NOT do (ask questions, participate in an activity, no inappropriate behavior)
Interpretation
Defined as, “characterization of actual evidence from the classroom which would describe what students actually did or said.
Examples: (Students appear comfortable, happy, or bored; Love working with manipulatives, class is out of control, etc.)
Bias
Value judgments based on a teacher’s or students’ age, race, gender, appearance, economic status, accent, etc.

32. Sorting the Evidence Evidence MAY NOT sort evenly.
More evidence for some components than others
NOTE: A lack of evidence for some components may be important to consider when interpreting evidence.
No evidence of student misbehavior MIGHT constitute evidence for an interpretation that student behavior was entirely appropriate.
Evidence may be relevant for multiple components.
Some evidence MAY NOT sort at all.
Some evidence that you collect may be irrelevant for the Framework for Teaching

33. Domain 2: The Classroom Environment
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Domain 2: The Classroom Environment
Intern Performance Record
Video Training
2A – Creating an Environment of Respect and Rapport
2B – Establishing a Culture of Learning
2C – Managing Classroom Procedures
2D – Managing Student Behavior
(3 minutes)

34. Domain 3 - Instruction Video Training 3A – Communicating with Students
3B – Questioning and Discussion Techniques
3C – Engaging Students in Learning
3D – Using Assessment in Instruction

35. Observation Training
2A – Creating an Environment of Respect and Rapport

36. Observation Training
2B – Establishing a Culture for Learning

37. Observation Training
2C – Managing Classroom Procedures

38. Observation Training
2D – Managing Student Behavior

39. Observation Training
3A – Communicating with Students

40. Observation Training
3B – Questioning and Discussion Techniques

41. Observation Training
3C – Engaging Students in Learning

42. Observation Training
3D – Using Assessment in Instruction

43. Kentucky Professional Learning Standards

44. Intern Management System
After selecting, “Log in to EPSB,” at you may select the Power Point Tutorial for creating a username and password.
Once you have established a username and password, select Intern Management System (IMS) to create timesheets (resource teacher), create the Record for Internship Year, and sign off on time sheets and reports.

47. Click
Update

48. 20-Apr-17
Contact Information
Sherri Henley:
Sharon Salsman:
Bobbie Biby:
Donna Brockman:
(1 minute) 48