Kentucky Teacher Internship Program (KTIP). Teacher Performance Assessment Training (TPA). Training Outcomes. Participants will: understand how their role as coach and mentor contributes to the success of the intern.
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Teacher Performance Assessment Training
understand how their role as coach andmentor contributes to the success of the intern.
become familiar with KTIP Teacher Performance Assessment (TPA) materials.
develop an understanding of how to gather performance evidence and score intern performance.
Cycles:In order toprovide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.
Teachers are required to:
relate objectives to assessment.
carefully analyze data about students and their learning.
tailor instruction in response to data analysis.
Professional Learning Communities:
Additional resources for RTI may be found at the following sites:
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 intern’s performance on the standards.
The first two cycles of observation are formative. Formative assessments include:
lesson plan review prior to the observed lesson.
Performance Task A-F review.
Analytic scores are ratings assigned to each indicator within a standard.
Analytic scores inform the interns of strengths and growth areas.
Analytic scores can guide mentoring and the intern's choice of professional development activities.
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 member’s professional judgment about the intern’s overall progress regarding that standard. Evidence recorded on the IPR is used to support the holistic score.
Both analytic and holistic scores must be recorded for each standard in all cycles. However, the only score entered in the RTIY is holistic.
Reference Guides may be accessed on our
See pages 20 – 27 in TPA Workbook
Prior to orientation meeting:
Intern completes self-assessment
Intern reviews self-assessment with resource teacher
Resource teacher asks guided questions
At orientation meeting:
Discuss results of self-assessment
Task A: Using a shoulder partner, describe the work completed for Task A-1 page 14 of the TPA Workbook.
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?
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.
When does the intern complete A-2?
Before 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.
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.
Write one or two objectives focusing on a content of your choice.
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.
Does the intern state objectives for learning clearly and specifically?
Do the intern’s 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 consider the contextual factors and address multiple levels of learning?
Is the technology used likely to improve student learning?
Using the completed IPR for Cycle 1, evaluate how well it supports the analytic and holistic score of classroom observation.
4: IPR pages 8 and 9
5: IPR pages 10 and 11
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?
Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching.
Review page 17 of the TPA Workbook.
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.
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.
Communicating Learning Results to Students and Parents
Units of Study
The Missing Piece of the Proficiency Puzzle
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.
Start with what went well.
Generate a few thoughtful, open-ended questions.
Avoid raising too many issues at one time.
Come prepared with resources.
Stay on task.
With the intern, review evidence and markings for the observed lesson to:
Address questions drawn from the evidence.
Identify possible growth areas.
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.
Completing a Collaboration Task Template
Review 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.
RTI will assist in identifying intervention strategies (SLIDE 5)
Completed during Cycles 1, 2, and 3
Related to Standard 8: Collaborates with Colleagues/Parents/Others
Question: For how many students does the intern need to complete the collaboration project?
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.
TPA Workbook page 26-27
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
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.
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.
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 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.
Share leadership ideas. Pair up in groups.
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.
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?
Task G: Designing the Instructional Unit
Task H: The Assessment Plan
Task I: Designing Instructional Strategies and Activities
Task J-1: Organizing and Analyzing the
Results/Reflecting on the Impact of Instruction
Task J-2: Communication and Follow-Up
Standard 1: Demonstrates Applied Content
Standard 2: Designs and Plans Instruction
Standard 5: Assesses and Communicates
Standard 6: Demonstrates Implementation of
Standard 7: Reflects on and Evaluates
Teaching and Learning
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.
Learning context, objectives, and assessments have already been discussed in A-1 and A-2.
Assessment Plan Purpose: To determine student knowledge and skills pertinent to this instructional unit.
What are the three forms of assessment?
Question: Why would an intern need to develop the assessment plan prior to instruction rather than after?
Same group of 4: Discuss components of the assessment plan. Discuss examples of types of assessments.
Use page 35 of the TPA Workbook.
KDE Assessment Plan Resources
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.
Share lesson with group members.
Discussion on pages 37-39 of the TPA Workbook: Reflecting on the Impact of Instruction.
See Training Sample
Response to Intervention
Use page 40 of TPA Workbook.
See Training Sample
The Missing Piece of the Proficiency Puzzle
Each person will have one card with a question.
Stand up and hold your card up high.
Find a person who has a card held up high.
Pair up. Person 1 reads question.
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)
Continue around the room until time is called.
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.
After selecting, “Log in to EPSB Here,” at www.epsb.ky.gov 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 (principal), and sign off on timesheets and reports.
Teresa M. Moore: email@example.com
Sherri Henley: firstname.lastname@example.org
Sharon Salsman: email@example.com
Jaime Rice: firstname.lastname@example.org
Robert Brown: email@example.com