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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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kentucky teacher internship program ktip

Kentucky Teacher Internship Program(KTIP)

Teacher Performance Assessment Training


training outcomes
Training Outcomes

Participants will:

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.

tpa and teacher accountability
TPA and Teacher Accountability

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:

response to intervention links below guide you to a pyramid of interventions
Response to Intervention(Links below guide you to a Pyramid of Interventions)


additional resources for rti
Additional Resources for RTI

Additional resources for RTI may be found at the following sites:


guiding intern growth through formative and summative assessment
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 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.

formative assessment of the intern
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 observation.

post-observation conference.

Performance Task A-F review.

committee meeting.

what is an analytic score
What is an Analytic Score?

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.

what is a holistic score
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 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 for committee members
Reference Guides for Committee Members

Resource Teacher


Teacher Educator

Reference Guides may be accessed on our

website at:

task e assess manage professional growth
Task E: Assess & Manage Professional Growth

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 1 teaching and learning context
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.

discoveries for task a 1
Discoveries for Task 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?

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.

task a 2 lesson plan
Task A-2: Lesson Plan

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 a 2 lesson plan1
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.

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.

guided questions for task a
Guided Questions for Task A

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?


task b demonstrate teaching skills during classroom observation
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.

Standards used:

4: IPR pages 8 and 9

5: IPR pages 10 and 11

Discuss outcomes.

task b questions for consideration
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?

task c lesson analysis and reflection
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.

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.

task c resources
Task C: Resources

Communicating Learning Results to Students and Parents

Units of Study

The Missing Piece of the Proficiency Puzzle


the post observation conference
The Post-Observation Conference

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.

during the post observation conference
During the Post-Observation Conference

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.

in the post observation conference
In the Post-Observation Conference

With the intern, review evidence and markings for the observed lesson to:

Encourage reflection.

Address questions drawn from the evidence.

Identify possible growth areas.

task d collaborate to address special learning needs
Task D: Collaborate to Address Special Learning Needs

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.


Cycle 1

Cycle 2

Cycle 3

task d collaborate to address special learning needs1
Task D: Collaborate to Address Special Learning Needs

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)

task d discoveries for task d collaborate to address special learning needs ipr standard 8
Task D: Discoveries for Task D Collaborate to Address Special Learning Needs IPR Standard 8

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?


One (1)

task e assess and manage professional growth
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.

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.

task e continued
TASK E: Continued

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

what makes professional development effective
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.


what makes professional development effective continued
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.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.


task f leadership
Task F: Leadership

Read directions for Task F on page 28 of the TPA Workbook.

With your partners, discuss possible leadership projects that will improve your school.

task f leadership1
Task F: Leadership

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.

task f leadership2
Task F: Leadership

Share leadership ideas. Pair up in groups.

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.

task f leadership3
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.

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?


tasks g j the instructional unit page 30 of the tpa
Tasks G-J: The Instructional Unit(page 30 of the TPA)

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

tasks g j ipr standards
Tasks G-J IPR Standards

Standard 1: Demonstrates Applied Content


Standard 2: Designs and Plans Instruction

Standard 5: Assesses and Communicates

Learning Results

Standard 6: Demonstrates Implementation of


Standard 7: Reflects on and Evaluates

Teaching and Learning

task g the instructional unit
Task G: The Instructional Unit

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.

task h the assessment plan
Task H: The Assessment Plan

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?

task h the assessment plan1
Task H: The Assessment Plan

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

task i designing instructional strategies and activities
Task I: Designing Instructional Strategies and Activities

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.

task j 1 organizing and analyzing the results reflecting on the impact of instruction
Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction

Discussion on pages 37-39 of the TPA Workbook: Reflecting on the Impact of Instruction.

See Training Sample

Response to Intervention

j 2 communication and follow up
J-2: Communication and Follow Up

Use page 40 of TPA Workbook.

See Training Sample

The Missing Piece of the Proficiency Puzzle

quiz quiz trade
Quiz-Quiz Trade

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)

Trade cards.

Continue around the room until time is called.

questions comments


Complete post training survey on and print certificate.

Both homework assignment and a face-to-face session must be completed in order to access survey and print certificate.

intern management system
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.




contact information
Contact Information

Teresa M. Moore:

Sherri Henley:

Sharon Salsman:

Jaime Rice:

Robert Brown:

502-564-4606 888-598-7667