Kentucky Teacher Internship Program (KTIP). Teacher Performance Assessment Training (TPA). Training Outcomes. Participants can: understand how their role as coach and mentor contributes to the success of the intern. become familiar with KTIP Teacher Performance Assessment (TPA) materials.
Kentucky Teacher Internship Program(KTIP) Teacher Performance Assessment Training (TPA)
Training Outcomes Participants can: 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.
Overview of Training Materials KTIP TPA Handbook: Fall 2011 edition for those beginning Fall 2011. Intern Performance Record (IPR) Table of Contents Checklist Completed IPR for Standards 4 and 5
Intern and CommitteeMember Responsibilities Responsibilities of the committee are listed on pages 9 – 10 of the KTIP TPA Handbook. A schedule of activities for each of the committees members is on the EPSB Website as linked below. Resource Teacher Principal Teacher Educator
KTIP Dates • For a full-year internship to occur, there must be a minimum of 140 instructional days from the first instructional day to the end of the school year. • If an intern is hired on August 1, the count for the minimum140 days for an internship to occur begins on August 1. • For KTIP CYCLES, the first day to count is the day following the Orientation meeting.
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
Cycles:In order toprovide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.
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 windows. • For 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. • The observations and Cycle 1 meeting must occur during the 1 – 60 day period following September 4.
Use of Calendarto Establish Cycle Dates • The observations and Cycle 2 meeting must occur during the 61-110 day period following the Orientation meeting. • The observations 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 Activity Using a school calendar, pick a tentative Orientation meeting date in August or September. Identify 1 - 60 instructional days following the orientation meeting 61-110 instructional days following the orientation meeting 111-140 instructional days following the orientation meeting Observations and Cycle meetings must occur in their respective windows. KTIP cannot be finished early.
Assessments of Interns 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 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.
Intern Performance Record Review the IPR to identify analytic and holistic scoring.
Analytic and Holistic Scoring • Both analytic and holistic scores must be recorded on the 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.
The Analytic Score Is assigned to each indicator within a standard. used to inform the interns of strengths and growth areas. used to guide mentoring focus. used to inform the intern's choice of professional development activities.
The Holistic Score Is used to communicate the committee member’s professional judgment of the intern’s performance. a numerical rating (3, 2,1) for the whole standard. supported by evidence recorded on the IPR.
Holistic Scoring for Cycle 3 • Committee consensus is not required during Cycles 1 and 2. • 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
Guidelines for Collecting Evidence • 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
Table of Contents Checklist PRIOR to the orientation, interns must have read all documents downloaded them to their computer or printed in a 3 ring binder Interns must utilize the Table of Contents Checklist found on page 11 of the TPA Handbook. A copy of the checklist must be placed in front of the appropriate cycle of the TPA notebook.
Tasks A - F Cycles 1, 2, and 3 Task A1: Teaching and Learning Context Task A2: Lesson Plan Task B: Classroom Observation Task C: Lesson Analysis and Reflection Task D: Collaborate to Address Special Learning Needs Task E: Assess and Manage Professional Growth Task F: Leadership
Tasks A – FCycles 1, 2, and 3 Task A: Standards 1, 2, 6 Task B: Standards 1, 3, 4, 5, 6 Task C: Standards 5, 7 Task D: Standard 8 Task E: Standard 9 Task F: Standard 10
Task A-1: Teaching and Learning Context Task A: Using a partner, describe the work completed for Task A-1 on pages 16 and 18 of the TPA Handbook.
Discoveries for Task A-1 When does the intern complete A-1? Complete once for the internship prior to the Cycle 1 observations to describe the teaching and learning context. What data sources are available to assist the intern in completing this task? How does the intern connect A-1 to A-2? Connect the insights gained in Task A-1
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 Plan Task: Review each of the requirements of Task A-2 on page 19 of the TPA Handbook. Using prior knowledge and experiences in your school, create a context for a lesson. Write one or two objectives/learning targets focusing on a content of your choice. Identify an assessment strategy to measure your objective/target. Use the IPR Standard 2 to construct your objective/target and assessment strategy.
Mentoring Questions for Task A Does the intern: state objectives/targets for learning clearly and specifically? align objectives/targets to the Program of Studies, Core Content, and/or Kentucky Core Academic Standards? use assessments to measure students’ progress toward the learning objectives/targets? differentiate among objectives/targets, instructional strategies, and assessments? consider contextual factors and address multiple levels of learning? use technology to improve student learning? 30
Task B: Demonstrate Teaching Skills During Classroom Observation Using the completed IPR for Cycle 1, evaluate how well the evidence supports the analytic and holistic score of classroom observation. Use the completed IPR for Standards 4 and 5 Discuss Analytic and Holistic scores based upon scripted evidence..
Task B Questions 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? Need facts, not general statements. 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 Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching. Review page 21 of the TPA Handbook. Discuss with a partner mentoring suggestions for item #4 on page 21. Share with a partner some specific differentiation strategies committee members should recommend to interns for item #5 on page 21. 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 The Missing Piece of the Proficiency Puzzle 34
The Post-Observation Conference All committee members conduct a post- observation conference prior to the committee meeting. The post-observation conference should take place within five working days after the observation.
Post-Observation Conference Ask intern what was most/least effective. Pose thoughtful, open-ended questions that encourage reflection by the intern. Ask questions to clarify evidence or lack thereof. Focus on critical issues. Guide the intern to identify strengths and growth areas for mentoring focus. Follow-up with suggestions and resources. Provide copies of the completed IPR to the intern at the conclusion of the post-observation conference.
Task D: Collaborate to Address Special Learning Needs Review the guidelines and template in the TPA Handbook page 23 and IPR Standard 8. Use a partner to look at each cycle. What questions/concerns do you anticipate from the intern?
Task D: Discoveries for Task D Collaborate to Address Special Learning Needs Any student may be considered for this task. It is not limited to a student with an official plan (e.g. IEP, 504). Consider students with emotional barriers (e.g., child of divorce, death, relocation) A student identified in Task A-1 may be the focus of this task. The plan must be approved by the committee before implementation.
Task E: Assess & Manage Professional Growth Review the guidelines and template on Handbook page 24-31and Standard 9 of the IPR. Use a partner to look at each cycle. What questions/concerns do you anticipate from the intern?
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 TPA Handbook page 30-31 Task: With your partner generate examples of effective activities. Discuss how this will also relate to Task B and Standards 4 and 5 on the completed IPR. Review comments and ideas
Task F: Leadership The plan must be approved by the committee before implementation. Read directions for Task F on page 32 of the TPA Handbook and IPR Standard 10. With your partners, discuss possible leadership projects that will improve your school. The leadership project plan must have measureable objectives and assessments. The leadership project needs to be manageable and meaningful for a first-year teacher.
Task F: Leadership With a group of 4, develop a leadership idea on page 33 of the TPA Handbook. Be ready to briefly describe your leadership project to another group. The leadership project plan must have measureable objectives and assessments.
Task F: Leadership Share leadership ideas 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: 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) a reflection concerning what did not work and why. 45
Tasks G-J: The Instructional Unit 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-JCycle 3 Task G: Standards 1, 2, 5, 6 Task H: Standards 1, 2, 5, 6 Task I: Standards 1,2, 5, 6 Task J1: Standard 5, 6, 7 Task J2: Standard 7 For the instruction unit, the intern must Submit draft copies of Tasks G and H templates for committee review and feedback before implementation. Submit draft copies of Task I templates for committee review and feedback before implementing the unit.
Tasks G-J: The Instructional Unit Observations for the instructional unit cannot occur until the 111th instructional day following the orientation meeting. Give the intern time to analyze student performance results and reflect on the effectiveness of his/her teaching. The intern must electronically submit the completed tasks G-J to the committee members at least 2 days prior to the committee meeting.
Tasks G-J IPR Standards Standard 1: Demonstrates Applied Content Knowledge Standard 2: Designs and Plans Instruction Standard 5: Assesses and Communicates Learning Results Standard 6: Demonstrates Implementation of Technology Standard 7: Reflects on and Evaluates Teaching and Learning
Task G: The Instructional Unit Review the guidelines of the Task G template page 35. What standards of the IPR are addressed in this task? (Refer to sources of evidence.) Task G must be approved by the committee before completing Task I.