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Kansas Performance Teaching Portfolio

Kansas Performance Teaching Portfolio

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Kansas Performance Teaching Portfolio

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  1. Kansas Performance Teaching Portfolio KPTP Overview Teacher Education and Licensure Kansas State Department of Education Anne Keeler(785) 296-1105 or Nikkolas Nelson(785) 291-3371 or

  2. Purpose • The Kansas Performance Teaching Portfolio (KPTP) is designed to be a culminating experience in which the just qualified candidate has the opportunity to apply what he/she has learned throughout his/her Teacher Education Program, demonstrating how he/she uses contextual factors to design and implement a unit of study. • The teacher candidate will provide information about the unit’s lesson plans and assessments. • For the purpose of the KPTP, the KSDE Professional Education Standards have been clustered into 6 Focus Areas that represent key areas of teaching practice.

  3. The Six Focus Areas of the KPTP: B Analysis of Learning Environment Factors C Instructional Implementation A Analysis of Contextual Information F Reflection And Self- Evaluation D Analysis of Classroom Learning Environment E Analysis of Assessment Procedures

  4. The Four Tasks • Task #1: Contextual Information & Learning Environment Factors • Who you will be teaching. • Task #2: Designing Instruction • What you will be teaching. • Task #3: Teaching and Learning • How you will be teaching. • Task #4: Reflection and Professionalism • Examine and reflect. The six identified focus areas will be scored based on a unit of study designed by the teacher candidate and broken up into four specific tasks. We will review task 1 in depth.

  5. KPTP Guidelines • Review all task instructions and rubrics before beginning. • Develop a timeline for completion. • Do not use any names or identifying factors in portfolio. • Review Content Guidelines and purposefully select your: • Class • Subgroup – chosen from selected class • Focus Students – chosen from selected class • Unit – aligned to academic standards • Focus Lessons – two in-depth lessons

  6. KPTP Guidelines • Formatting Guidelines: • Do not exceed 35 pages – this does not include the appendices • This is the technical writing piece – use the page guidelines given. • Appendices – concise and data-driven (link to examples) • Video Recording Guidelines: • Work with classroom teacher • For instructional purposes only

  7. KPTP Guidelines Collaborative Work Plagiarism Defined as: To steal and pass off (the ideas or words of another) as one's own : use (another's production) without crediting the source. • Working together to: • Brainstorm • Share Ideas or collectively come up with ideas together • Observe/Reflect • Improve Skills • Learn from one another Merriam-Webster. Plagiarism. 2011. 8 July 2011 <>.

  8. TASK #1: Contextual Information & Learning Environment Factors WHO you are teaching.

  9. TASK #1: Contextual Information & Learning Environment Factors • Step 1: General Contextual Information • Step 2: Classroom Contextual Information • Step 3: Focus Students Information • Step 4: Implications for Classroom Learning Environment. Teacher candidates will demonstrate an understanding of who is in their classroom and how this will effect their instruction and classroom environment.

  10. Step 1 – General Contextual Information NARRATIVE 1.1.1 • General information not classroom specific. • Response should be in a technical format. • Use the provided page limit as a guide (1 page). • Remember: no specific names should be listed. • District and school requirements is a very important element, do not overlook.

  11. Step 2 – Classroom Contextual Information Table 1.2.1 Table 1.2.2 Student characteristics should include intellectual, social, and personal. Implications should be given for both the whole group and subgroup. Information should be data-driven. • Information about the students and class selected. • Use resources to track down information. • Make sure all sections are filled out. • Rationale for selection should specifically state why you have chosen your subgroup and provide concrete reasoning.

  12. Step 3 – Focus Students’ Information TABLE 1.3.1 • Review Focus Student selection in the Content Guidelines. • MUST select one with exceptionalities or ELL if applicable. • Rationale should be given in the “Why” column. • Table should be specific and detailed. • Include information from Table 1.2.1 and Table 1.2.2 in appropriate columns.

  13. Step 3 – Focus Students’ InformationExample/Non-Example of technical writing

  14. Step 4 – Implications for Classroom Learning Environment NARRATIVE 1.4.1 • Classroom Environment Strategies should address all areas listed on the rubric • Make sure to address all three areas and provide a rationale. • Whole Class • Subgroup • Focus Students • Multiple Strategies should be included. • Strategies should be detailed and appropriate.

  15. Step 4 – Implications for Classroom Learning Environment Example Focus Student • ELL student, Spanish is spoken at home, low level reader • What instructional strategies would you utilize in your content area for this student? (think of at least 3) • Discuss in pairs.

  16. TASK #2: Designing Instruction PLANNING

  17. TASK #2: Designing Instruction • Step 1: Grade Level, Content, Topic and Rationale • Step 2: Unit Design (including pre-assessment) • Step 3: Detailed Planning (formative and summative assessments) • Step 4: Unit Assessment Plan to Measure Student Learning. This task is all about PLANNING your unit of study.

  18. Step 1 – Grade Level, Content, Topic & Rationale TABLE 2.1.1 • Clearly articulate in written language the how and why. • Fill out all sections of the table clearly. • Make sure State Standards are in written format.

  19. Step 2 – Unit Design Table 2.2.1 Table 2.2.2 Provide clear responses to prompt questions. Use examples from classroom contextual information. • Read the directions in the Content Guidelines, they will walk you through the table. • Objectives must be measureable and should be varying levels • Unit design may need to be adapted based on pre-assessment results. • Address ALL objectives in lesson unit design.

  20. Step 3 – Detailed Planning NARRATIVE 2.3.1 and TABLE 2.3.2 • Create and attach TWO detailed lesson plans. • Lessons will be observed and video-recorded. • Address all questions for each lesson plan, if an item is not addressed, briefly explain why. • Include factual information. • Describe SPECIFIC adaptations/modifications for focus students. • If paraprofessional is used, describe their role.

  21. Step 4 – Unit Assessment Plan to Measure Student Learning TABLE 2.4.1 • Focusing on planned assessments. • Include all three types • Informal Formative • Formal Formative • Summative • Provide a copy in the appendix.

  22. Task #3: Teaching and Learning IMPLEMENTATION

  23. TASK #3: Teaching and Learning • Step 1: Daily Teaching Reflection • Step 2: Lesson Observation and Reflection • Step 3: Assessment Task 3 is often the most difficult and will overlap with Task 2. This task is all about IMPLEMENTATION. Task 1 and Task 2 set the stage for Task 3 and what you do!

  24. Step 1 – Daily Teaching Reflection TABLE 3.1.1 • The daily Teaching Reflection log should be completed DAILY. • Use technical writing and be specific. • NOT a re-creation of your lesson plan. • Answer the specific bulleted list provided in the Content Guidelines.

  25. Sample Daily Teaching Log: Day 3: Based on my pre-assessment results, I assumed most students already had mastered distinguishing different polygons. Few students missed the identifying question on the pre-test but more had missed the problem solving question involving polygons. So, I had planned on beginning my lesson by review what a polygon was and characteristics of different ones before moving on to more critical thinking type work. However, as we were reviewing, I realized many students were struggling identifying and distinguishing common polygons. We read from the textbook as the students recorded information in their booklets. I continued to ask questions like, “What is the difference between a square and a rhombus?” and “Is a square a rectangle? Is a rectangle a square?” It was difficult for the students to really relate the characteristics they were noting to class discussion. It was interesting because this line of questioning seemed easier for most in my subgroup, as they were more abstract. I do not feel my objective was fully met, as students were able to identify plane figures, but unsuccessful describing them. We will spend more time tomorrow before distinguishing polygons while also working with composite figures.

  26. Step 2 – Lesson Observation and Reflection Observed and Video Recorded Lessons TABLE 3.2.1 • NEED two detailed lessons observed and video-recorded. • Use the observation form in appendix to guide your reflection – do not submit this form for scoring. • Respond to ALL questions for reflection.

  27. Step 3 – Assessment TABLE 3.3.1, TABLE 3.3.2a, and TABLE 3.3.2b • Interpreting data from pre-assessment, formative assessments, and summative assessment. • Use prompts provided. • Disaggregated data should be analyzed and interpreted. • Make sure disaggregated data is based on the subgroup you selected and addresses the Focus Students.

  28. Examples of Disaggregated Data

  29. TASK #4: Reflection and Professionalism REFLECTION on Professional Practice

  30. TASK #4: Reflection & Professionalism • Step 1: Reflection on Learning Objectives • Step 2: Reflection on Future Professional Development. • Step 3: Professionalism.

  31. Step 1 – Reflection on Learning Objectives NARRATIVE 4.1.1 • Be concise and clear in response. • Be sure to identify TWO successful learning objectives AND TWO learning objectives that were least successful. • Include Rationale and Future Extensions.

  32. Step 2 – Reflection on Future Professional Development NARRATIVE 4.2.1 • Include TWO aspects for improvement. • List specific professional development activities. • Remember it is a technical writing piece. • Keep your answers concise (1/2 to 1 page).

  33. Step 3 - Professionalism TABLE 4.3.1 and TABLE 4.3.2 • Note: Communication log is filled out while you are teaching the unit, don’t wait until the end! • Include as many different members as possible (at least one person from each group) • Students • Parents • Community Members • Other Professionals • Don’t forget to reflect on the impact – be specific.


  35. Final Thoughts • Use the Glossary of Terms • Use the Checklists at the beginning and end of each task in the Content Guidelines. • Review Scoring Rubrics before submitting – you should be familiar with how you will be scored. • Don’t try to write your KPTP in one day! Anne Keeler Education Program Consultant (785)296-1105