Kentucky Teacher Internship ProgramKentucky Teacher Internship Program (KTIP)(KTIP)

Teacher Performance Assessment Training Teacher Performance Assessment Training (TPA)(TPA)

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Training OutcomesTraining Outcomes

Participants will:Participants will:

• understand how their role as understand how their role as coach andcoach and mentormentor contributes to the success of the contributes to the success of the intern.intern.

• become familiar with KTIP Teacher become familiar with KTIP Teacher Performance Assessment (TPA) materials.Performance Assessment (TPA) materials.

• develop an understanding of how to gather develop an understanding of how to gather performance evidence and score intern performance evidence and score intern performance.performance.

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Cycles:Cycles: In order toIn order to provide opportunities for growth and guidance provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.throughout the internship, assessment is divided into 3 increments of time.

Orientation Orientation

First Committee Meeting

Held: Prior to any formal classroom

observation

Cycle 1Cycle 1

Second Committee

Meeting

Held: 1-60 instructional

days following the orientation

meeting

Assess Tasks A-F

Cycle 2Cycle 2

Third Committee

Meeting

Held: 61-110 instructional

days following the orientation

meeting

Assess Tasks A-F

Cycle 3Cycle 3

Fourth Committee

Meeting

Held: 111-140 instructional

days following the orientation

meeting

Assess All Tasks

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TPA and Teacher AccountabilityTPA and Teacher Accountability

Teachers are required to: Teachers are required to:

• relate objectives to assessment.relate objectives to assessment.• carefully analyze data about students and carefully analyze data about students and

their learning.their learning.• tailor instruction in response to data tailor instruction in response to data

analysis.analysis.

Professional Learning Communities:Professional Learning Communities:http://www.allthingsplc.info/tools/samples.php

Response to InterventionResponse to Intervention(Links below guide you to a Pyramid of Interventions)(Links below guide you to a Pyramid of Interventions)

• http://www.allthingsplc.info/pdf/tools/elementaryPOI.pdf

• http://www.allthingsplc.info/pdf/links/POImiddlelevelexample.pdf

• http://www.allthingsplc.info/pdf/links/POIsecondarylevelexample.pdf

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Additional Resources for RTIAdditional Resources for RTI

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

• http://rtinetwork.org/?gclid=CKDE_JapuZkCFRLoxgoduEfP6Q

• http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/

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Guiding Intern Growth through Guiding Intern Growth through Formative and Summative AssessmentFormative and Summative Assessment

• Assessment during the first two cycles is Assessment during the first two cycles is formative formative - - identifying growth areas and giving identifying growth areas and giving the intern guidance for meeting the standards.the intern guidance for meeting the standards.

• Assessment during the third cycle is Assessment during the third cycle is summativesummative -- committee members consider the progress the committee members consider the progress the intern has achieved throughout the school year, intern has achieved throughout the school year, and make a final decision regarding the intern’s and make a final decision regarding the intern’s performance on the standards. performance on the standards.

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Formative Assessment of the InternFormative Assessment of the Intern

The first two cycles of observation are The first two cycles of observation are formative. Formative assessments include:formative. Formative assessments include:

• lesson plan review prior to the observed lesson plan review prior to the observed lesson.lesson.

• lesson observation.lesson observation.• post-observation conference.post-observation conference.• Performance Task A-F review. Performance Task A-F review. • committee meeting. committee meeting.

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What is an Analytic Score?What is an Analytic Score?

• Analytic scores are ratings assigned to Analytic scores are ratings assigned to each indicator within a standard. each indicator within a standard.

• Analytic scores inform the interns of Analytic scores inform the interns of strengths and growth areas.strengths and growth areas.

• Analytic scores can guide mentoring and Analytic scores can guide mentoring and the intern's choice of professional the intern's choice of professional development activities.development activities.

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What is a Holistic Score?What is a Holistic Score?

The The holistic holistic score is used to communicate score is used to communicate the intern's performance on each of the the intern's performance on each of the standards. It is a numerical rating (3, 2,1) standards. It is a numerical rating (3, 2,1) for the whole standard that represents a for the whole standard that represents a committee member’s professional committee member’s professional judgment about the intern’s judgment about the intern’s overall overall progress regarding that standard. progress regarding that standard. Evidence recorded on the IPR is used to Evidence recorded on the IPR is used to support the holistic score. support the holistic score.

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Both analytic and holistic scores must be Both analytic and holistic scores must be recorded for each standard in all cycles. recorded for each standard in all cycles.

However, the only score entered in the However, the only score entered in the RTIY is holistic.RTIY is holistic.

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Reference Guides for Reference Guides for Committee Members Committee Members

• Resource Teacher Resource Teacher • Principal Principal • Teacher Educator Teacher Educator

Reference Guides may be accessed on ourReference Guides may be accessed on ourwebsite at:website at:http://www.epsb.ky.gov/internships/ktipforms

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Task E: Assess & Manage Task E: Assess & Manage Professional GrowthProfessional Growth

See pages 20 – 27 in TPA Workbook See pages 20 – 27 in TPA Workbook • Prior to orientation meeting:Prior to orientation meeting:– Intern completes self-assessmentIntern completes self-assessment– Intern reviews self-assessment with Intern reviews self-assessment with

resource teacherresource teacher– Resource teacher asks guided questionsResource teacher asks guided questions

• At orientation meeting:At orientation meeting:– Discuss results of self-assessmentDiscuss results of self-assessment

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Task A-1: Teaching and Learning ContextTask A-1: Teaching and Learning Context

Task A: Using a shoulder partner, Task A: Using a shoulder partner, describe the work completed for Task A-1 describe the work completed for Task A-1 page 14 of the TPA Workbook. page 14 of the TPA Workbook.

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Discoveries for Task A-1Discoveries for Task A-1

• When does the intern complete A-1?When does the intern complete A-1?Complete before each class for which the Complete before each class for which the intern is being observed.intern is being observed.

• How does the intern connect A-1 to A-2?How does the intern connect A-1 to A-2?Connect the insights gained in Task A-1 Connect the insights gained in Task A-1

Student Diversity, Patterns of Achievement, Implication for Student Diversity, Patterns of Achievement, Implication for Instructions with the lesson plan, Context, Assessment Plan, Instructions with the lesson plan, Context, Assessment Plan, and Procedures.and Procedures.

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Task A-2: Lesson PlanTask A-2: Lesson Plan

When does the intern complete A-2?When does the intern complete A-2? BefBefore each lesson being observed. In ore each lesson being observed. In

Task I, for each lesson being observed Task I, for each lesson being observed in the instructional unit, or in the instructional unit, or only only one if the one if the lesson of the instructional unit is video lesson of the instructional unit is video recorded.recorded.

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Task A-2: Lesson PlanTask A-2: Lesson Plan

Task: Review each of the requirements of Task Task: Review each of the requirements of Task A-2 on page 15 of your TPA Workbook.A-2 on page 15 of your TPA Workbook.• Using your prior knowledge and experiences in Using your prior knowledge and experiences in

your school, create a context for your lesson.your school, create a context for your lesson.• Write one or two objectives focusing on a Write one or two objectives focusing on a

content of your choice.content of your choice.• Identify one assessment strategy that may be Identify one assessment strategy that may be

used to measure your objective.used to measure your objective.• Use the IPR Standard 2 to guide you as you Use the IPR Standard 2 to guide you as you

construct your objective and assessment construct your objective and assessment strategy.strategy.

Guided Questions for Task AGuided Questions for Task A

• Does the intern state objectives for learning clearly Does the intern state objectives for learning clearly and specifically?and specifically?

• Do the intern’s assessments measure his/her Do the intern’s assessments measure his/her students’ progress toward the learning objectives?students’ progress toward the learning objectives?

• Does the intern know the difference between Does the intern know the difference between objectives, instructional activities and objectives, instructional activities and assessments?assessments?

• Does the intern consider the contextual factors and Does the intern consider the contextual factors and address multiple levels of learning? address multiple levels of learning?

• Is the technology used likely to improve student Is the technology used likely to improve student learning? learning?

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Task B: Demonstrate Teaching Skills Task B: Demonstrate Teaching Skills During Classroom ObservationDuring Classroom Observation

• Using the completed IPR for Cycle 1, Using the completed IPR for Cycle 1, evaluate how well it supports the analytic evaluate how well it supports the analytic and holistic score of classroom observation.and holistic score of classroom observation.Standards used: Standards used: • 4: IPR pages 8 and 94: IPR pages 8 and 9• 5: IPR pages 10 and 115: IPR pages 10 and 11

• Discuss outcomes.Discuss outcomes.

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?

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Task C: Lesson Analysis and ReflectionTask C: Lesson Analysis and Reflection

Analysis of student performance data and Analysis of student performance data and reflection on the impact of instruction are reflection on the impact of instruction are critical to improve teaching.critical to improve teaching.

• Review page 17 of the TPA Workbook.Review page 17 of the TPA Workbook.

• Discuss with a shoulder partner mentoring suggestions Discuss with a shoulder partner mentoring suggestions for item #4 on page 17.for item #4 on page 17.

• Share with your shoulder partner some specific Share with your shoulder partner some specific differentiation strategies committee members should differentiation strategies committee members should recommend to interns for item #5 on page 17.recommend to interns for item #5 on page 17.

• Item #6: What methods do schools have to Item #6: What methods do schools have to communicate learning results to students and parents? communicate learning results to students and parents? The end of the nine weeks is not an acceptable option. The end of the nine weeks is not an acceptable option.

Task C: ResourcesTask C: Resources

• Communicating Learning Results to Students and Parents

• Units of Study

• The Missing Piece of the Proficiency Puzzle

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The Post-Observation ConferenceThe Post-Observation Conference

• All committee members conduct a post All committee members conduct a post observation conference observation conference prior to the prior to the committee meetingcommittee meeting..

• The post-observation conference should The post-observation conference should take place as soon as possible after the take place as soon as possible after the observation.observation.

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During the Post-Observation ConferenceDuring the Post-Observation Conference

• Start with what went well. Start with what went well. • Generate a few thoughtful, open-ended questions.Generate a few thoughtful, open-ended questions.

• Avoid raising too many issues at one time.Avoid raising too many issues at one time. • Come prepared with resources. Come prepared with resources.

• Stay on task. Stay on task.

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In the Post-Observation ConferenceIn the Post-Observation Conference

With the intern, review evidence and With the intern, review evidence and markings for the observed lesson to: markings for the observed lesson to: • Encourage reflection. Encourage reflection.

• Address questions drawn from the Address questions drawn from the evidence.evidence.

• Identify possible growth areas.Identify possible growth areas.

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Task D: Collaborate to Address Special Task D: Collaborate to Address Special Learning Needs Learning Needs

Task D: Using a shoulder or face partner Task D: Using a shoulder or face partner describe sequence of completion for Task D. describe sequence of completion for Task D. Use the schedule of activities on pages 9 – Use the schedule of activities on pages 9 – 10 of the TPA Workbook as your guide.10 of the TPA Workbook as your guide.• OrientationOrientation• Cycle 1Cycle 1• Cycle 2Cycle 2• Cycle 3Cycle 3

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Task D: Collaborate to Address Special Task D: Collaborate to Address Special Learning Needs Learning Needs

Completing a Collaboration Task TemplateCompleting a Collaboration Task Template

• Review guidelines for completing Task D Review guidelines for completing Task D on page 18 of the TPA Workbook.on page 18 of the TPA Workbook.

• With your shoulder partner create a Collaboration With your shoulder partner create a Collaboration Project for Task D using the TPA Workbook page 19.Project for Task D using the TPA Workbook page 19.

RTI will assist in identifying intervention strategies (SLIDE 5)

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Task D: Discoveries for Task D Task D: Discoveries for Task D Collaborate to Address Special Collaborate to Address Special

Learning Needs Learning Needs IPR Standard 8IPR Standard 8

• Completed during Cycles 1, 2, and 3Completed during Cycles 1, 2, and 3• Related to Standard 8: Collaborates with Related to Standard 8: Collaborates with

Colleagues/Parents/OthersColleagues/Parents/Others• Question: For how many students does Question: For how many students does

the intern need to complete the the intern need to complete the collaboration project?collaboration project?

• Answer:Answer:• One (1)One (1)

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Task E: Assess and Manage Task E: Assess and Manage Professional GrowthProfessional Growth

• The professional growth task is a critical The professional growth task is a critical source of documentation that shows the source of documentation that shows the intern has been afforded due process during intern has been afforded due process during the internship. the internship.

• When assisting the intern in choosing When assisting the intern in choosing professional development activities, it is professional development activities, it is important to direct the intern to activities that important to direct the intern to activities that will specifically address priority growth needs.will specifically address priority growth needs.

TASK E: ContinuedTASK E: Continued

• TPA Workbook page 26-27TPA Workbook page 26-27• Task: With your partner generate Task: With your partner generate

examples of effective activities. Refer to examples of effective activities. Refer to Task B, Standards 4 and 5 on the Task B, Standards 4 and 5 on the completed IPR.completed IPR.

• Review comments and ideasReview comments and ideas

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What Makes Professional What Makes Professional Development Effective?Development Effective?

• One of the core features of professional One of the core features of professional development concerns the opportunities development concerns the opportunities provided by the professional development provided by the professional development activity for teachers to become actively activity for teachers to become actively engaged in meaningful discussion, engaged in meaningful discussion, planning, and practice.planning, and practice.

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What Makes Professional What Makes Professional Development Effective?Development Effective?

(continued)(continued)

• Opportunities for active learning can take a Opportunities for active learning can take a number of forms, including the opportunity to number of forms, including the opportunity to observe expert teachers and to be observed while observe expert teachers and to be observed while teaching; to plan how new curriculum materials teaching; to plan how new curriculum materials and new teaching methods will be used in the and new teaching methods will be used in the classroom; to review student work in the topic classroom; to review student work in the topic areas being covered; and to lead discussions and areas being covered; and to lead discussions and to engage in written work.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.

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Task F: LeadershipTask F: Leadership

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

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

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Task F: LeadershipTask F: Leadership

• With a group of 4, develop a leadership With a group of 4, develop a leadership idea on page 29 of the TPA Workbook.idea on page 29 of the TPA Workbook.

• Be ready to briefly describe your Be ready to briefly describe your leadership project to another group.leadership project to another group.

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Task F: LeadershipTask F: Leadership

• Share leadership ideas. Pair up in groups.Share leadership ideas. Pair up in groups.• Mentoring Notes:Mentoring Notes:

– Committee should discuss with the intern Committee should discuss with the intern ways in which a current project can be ways in which a current project can be extended to include a leadership project.extended to include a leadership project.

– Example: intern reading teacher develops a Example: intern reading teacher develops a parent collaboration project to create parent collaboration project to create parent/child evening events focused on parent/child evening events focused on student learning and results. student learning and results.

Task F: LeadershipTask F: Leadership

• SPECIAL NOTESPECIAL NOTE: It is possible that an intern : It is possible that an intern has successfully completed the leadership has successfully completed the leadership project, but she/he did not get the intended project, but she/he did not get the intended results.results.

• The intern does not repeat Task F if this occurs. The intern does not repeat Task F if this occurs. Rather, the intern describes in Cycle 3 (or Cycle Rather, the intern describes in Cycle 3 (or Cycle 2 if completed during that cycle) reflection piece 2 if completed during that cycle) reflection piece concerning what did not work and why?concerning what did not work and why?

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Tasks G-J: The Instructional UnitTasks G-J: The Instructional Unit(page 30 of the TPA)

• Task G:Task G: Designing the Instructional Unit Designing the Instructional Unit• Task H: The Assessment PlanTask H: The Assessment Plan• Task I: Designing Instructional Task I: Designing Instructional

Strategies and ActivitiesStrategies and Activities• Task J-1: Organizing and Analyzing the Task J-1: Organizing and Analyzing the Results/Reflecting on the Results/Reflecting on the

Impact of InstructionImpact of Instruction• Task J-2: Communication and Follow-UpTask J-2: Communication and Follow-Up

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Tasks G-J IPR StandardsTasks G-J IPR Standards

Standard 1: Demonstrates Applied Content Standard 1: Demonstrates Applied Content KnowledgeKnowledgeStandard 2: Designs and Plans InstructionStandard 2: Designs and Plans InstructionStandard 5: Assesses and CommunicatesStandard 5: Assesses and Communicates Learning ResultsLearning ResultsStandard 6: Demonstrates Implementation of Standard 6: Demonstrates Implementation of TechnologyTechnologyStandard 7: Reflects on and Evaluates Standard 7: Reflects on and Evaluates Teaching and LearningTeaching and Learning

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Task G: The Instructional UnitTask G: The Instructional Unit

• Review the directions on page 31 of the Review the directions on page 31 of the TPA Workbook.TPA Workbook.

• With a group of 4, complete page 32, With a group of 4, complete page 32, items 4 and 7, using a current unit, a items 4 and 7, using a current unit, a dream unit, etc. to complete the template.dream unit, etc. to complete the template.

• Learning context, objectives, and Learning context, objectives, and assessments have already been assessments have already been discussed in A-1 and A-2.discussed in A-1 and A-2.

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Task H: The Assessment PlanTask H: The Assessment Plan

• Assessment Plan Purpose: To determine Assessment Plan Purpose: To determine student knowledge and skills pertinent to student knowledge and skills pertinent to this instructional unit.this instructional unit.

• What are the three forms of assessment?What are the three forms of assessment?• Question: Why would an intern need to Question: Why would an intern need to

develop the assessment plan develop the assessment plan priorprior to to instruction rather than instruction rather than afterafter??

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Task H: The Assessment Plan Task H: The Assessment Plan

• Same group of 4: Discuss components of Same group of 4: Discuss components of the assessment plan. Discuss examples the assessment plan. Discuss examples of types of assessments.of types of assessments.

• Use page 35 of the TPA Workbook.Use page 35 of the TPA Workbook.• KDE Assessment Plan Resources

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Task I: Designing Instructional Task I: Designing Instructional Strategies and ActivitiesStrategies and Activities

• Question: When does the intern begin this Question: When does the intern begin this task? (refer to page 30 of the TPA task? (refer to page 30 of the TPA Workbook)Workbook)

• Each person in your group completes one Each person in your group completes one lesson for Task I on page 36 of the TPA lesson for Task I on page 36 of the TPA Workbook.Workbook.

• Share lesson with group members.Share lesson with group members.

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Task J-1: Organizing and Analyzing the Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact Results/Reflecting on the Impact

of Instructionof Instruction

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

• See Training SampleSee Training Sample

• Response to InterventionResponse to Intervention

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J-2: Communication and Follow UpJ-2: Communication and Follow Up

• Use page 40 of TPA Workbook.Use page 40 of TPA Workbook.• See Training Sample See Training Sample • The Missing Piece of the Proficiency The Missing Piece of the Proficiency

PuzzlePuzzle

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Quiz-Quiz TradeQuiz-Quiz Trade

• Each person will have one card with a question.Each person will have one card with a question.• Stand up and hold your card up high.Stand up and hold your card up high.• Find a person who has a card held up high.Find a person who has a card held up high.• Pair up. Person 1 reads question.Pair up. Person 1 reads question.• Person 2 responds. (Person 1 coaches to get Person 2 responds. (Person 1 coaches to get

correct answer)correct answer)• Person 2 reads a question. Person 1 responds. Person 2 reads a question. Person 1 responds.

(Person 2 coaches to get correct answer) (Person 2 coaches to get correct answer) • Trade cards.Trade cards.• Continue around the room until time is called.Continue around the room until time is called.

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Questions/CommentsQuestions/Comments

• Questions? Questions?

• Complete post training survey on Complete post training survey on KyEducators.org and print certificate.KyEducators.org and print certificate.

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

Intern Management System

• 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.

• 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.

http://www.epsb.ky.gov

ClickUpdate

• See full IMS User Manual

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Contact InformationContact Information

• Teresa M. Moore: Teresa M. Moore: teresam.moore@ky.gov

• Sherri Henley: Sherri Henley: sherri.henley@ky.gov

• Sharon Salsman: Sharon Salsman: sharon.salsman@ky.gov

• Jaime Rice: Jaime Rice: jaime.rice@ky.gov

• Robert Brown: Robert Brown: robertl.brown@ky.gov

502-564-4606 888-598-7667502-564-4606 888-598-7667

www.epsb.ky.gov