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 can:Participants can:

• 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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Overview of Training MaterialsOverview of Training Materials

• KTIP TPA Handbook: Fall 2011 edition for those KTIP TPA Handbook: Fall 2011 edition for those beginning Fall 2011.beginning Fall 2011.

• Intern Performance Record (IPR)Intern Performance Record (IPR)

• Table of Contents ChecklistTable of Contents Checklist

• Completed IPR for Standards 4 and 5Completed IPR for Standards 4 and 5

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Intern and CommitteeIntern and CommitteeMember Responsibilities Member Responsibilities

• Responsibilities of the committee are listed on pages Responsibilities of the committee are listed on pages 9 – 10 of the KTIP TPA Handbook.9 – 10 of the KTIP TPA Handbook.

• A schedule of activities for each of the committees A schedule of activities for each of the committees members is on the EPSB Website as linked below.members is on the EPSB Website as linked below.

• Resource Teacher Resource Teacher

• Principal

• Teacher Educator

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KTIP DatesKTIP Dates

• For a full-year internship to occur, there For a full-year internship to occur, there must be a minimum of 140 instructional must be a minimum of 140 instructional days from the first instructional day to the days from the first instructional day to the end of the school year.end of the school year.

• If an intern is hired on August 1, the count If an intern is hired on August 1, the count for the minimum140 days for an internship for the minimum140 days for an internship to occur begins on August 1.to occur begins on August 1.

• For KTIP CYCLES, the first day to count is For KTIP CYCLES, the first day to count is the day following the Orientation meeting. the day following the Orientation meeting.

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What are Instructional Days

• Instructional Days are:Instructional Days are:• 1. when teacher intern is performing regular 1. when teacher intern is performing regular

teaching responsibilities in an instructional settingteaching responsibilities in an instructional setting

• 2. professional development for compensation 2. professional development for compensation from the district or employing school (4 days from the district or employing school (4 days mandated by KDE).mandated by KDE).

• Instructional days are not:Instructional days are not:– annual leaveannual leave– sick leavesick leave– other authorized or unauthorized leave time.other authorized or unauthorized leave time.– school closingsschool closings

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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

Observations and Second Committee

Meeting

Held: 1-60 instructional

days following the orientation

meeting

Assess Tasks A-F

Cycle 2Cycle 2

Observations and Third

Committee Meeting

Held: 61-110 instructional

days following the orientation

meeting

Assess Tasks A-F

Cycle 3Cycle 3

Observations and Fourth Committee

Meeting

Held: 111-140 instructional

days following the orientation

meeting

Assess All Tasks

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Use of Calendar to Establish Cycle Use of Calendar to Establish Cycle DatesDates

• During the Orientation meeting establish During the Orientation meeting establish tentative dates to ensure all observations tentative dates to ensure all observations and cycle meetings occur during the and cycle meetings occur during the correct windows.correct windows.

• For Example, if the Orientation is held on For Example, if the Orientation is held on September 4, begin counting on September 4, begin counting on September 5 for day one of the 60 day September 5 for day one of the 60 day span for Cycle 1. span for Cycle 1. – The observations and Cycle 1 meeting must The observations and Cycle 1 meeting must

occur during the 1 – 60 day period following occur during the 1 – 60 day period following September 4.September 4.

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Use of CalendarUse of Calendar to Establish Cycle to Establish Cycle DatesDates

• The observations and Cycle 2 meeting The observations and Cycle 2 meeting must occur during the 61-110 day period must occur during the 61-110 day period following the Orientation meeting.following the Orientation meeting.

• The observations and Cycle 3 meeting The observations and Cycle 3 meeting must occur during the 111-140 day period must occur during the 111-140 day period following the Orientation meeting.following the Orientation meeting.

• The following is an example of a calendar The following is an example of a calendar used by a committee to establish dates.used by a committee to establish dates.

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Calendar Example

1111

Calendar Example

Calendar ActivityCalendar Activity

•Using a school calendar, pick a tentative Orientation Using a school calendar, pick a tentative Orientation meeting date in August or September. meeting date in August or September.

•Identify Identify • 1 - 60 instructional days following the orientation meeting 1 - 60 instructional days following the orientation meeting • 61-110 instructional days following the orientation 61-110 instructional days following the orientation

meeting meeting • 111-140 instructional days following the orientation 111-140 instructional days following the orientation

meetingmeeting

Observations and Cycle meetings must occur in their Observations and Cycle meetings must occur in their respective windows. respective windows. KTIP cannot be finished KTIP cannot be finished earlyearly.. 1212

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Assessments of InternsAssessments of Interns

• 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 committee members consider the progress the intern has achieved throughout progress the intern has achieved throughout the school year, and make a final decision the school year, and make a final decision regarding the intern’s performance on the regarding the intern’s performance on the standards. 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:

• Task A-2 lesson plan review prior to the Task A-2 lesson plan review prior to the observed lesson.observed 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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Summative Assessment of the InternSummative Assessment of the Intern

The third cycle of observation is The third cycle of observation is summative. Summative assessments summative. Summative assessments include:include:• unit planning using Tasks G-J2.unit planning using Tasks G-J2.

• Task A-2 lesson plan review prior to the Task A-2 lesson plan review prior to the observed lesson. observed lesson.

• lesson observation.lesson observation.

• Task C for lesson reflection.Task C for lesson reflection.

• post-observation conference.post-observation conference.

• final committee meeting. final committee meeting.

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Intern Performance RecordIntern Performance Record

Review the IPR to identify analytic and Review the IPR to identify analytic and holistic scoring.holistic scoring.

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Analytic and Holistic ScoringAnalytic and Holistic Scoring

•Both analytic and holistic scores must be recorded on Both analytic and holistic scores must be recorded on the IPR for each standard in all cycles.the IPR for each standard in all cycles.

•Only the holistic score is entered in the Record of Only the holistic score is entered in the Record of Teacher Internship Year (RTIY).Teacher Internship Year (RTIY).

•If consensus cannot be reached in Cycle 3, two of the If consensus cannot be reached in Cycle 3, two of the three committee members must assign a score of 3 three committee members must assign a score of 3 on each standard for a successful internship.on each standard for a successful internship.

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The Analytic Score IsThe Analytic Score Is

• assigned to each indicator within a assigned to each indicator within a standard. standard.

• used to inform the interns of strengths and used to inform the interns of strengths and growth areas.growth areas.

• used to guide mentoring focus.used to guide mentoring focus.• used to inform the intern's choice of used to inform the intern's choice of

professional development activities.professional development activities.

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The Holistic Score IsThe Holistic Score Is

•used to communicate the committee used to communicate the committee member’s professional judgment of the member’s professional judgment of the intern’s performance.intern’s performance.

•a numerical rating (3, 2,1) for the whole a numerical rating (3, 2,1) for the whole standard.standard.

•supported by evidence recorded on the supported by evidence recorded on the IPR.IPR.

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Holistic Scoring for Cycle 3Holistic Scoring for Cycle 3

•Committee consensus is not required Committee consensus is not required during Cycles 1 and 2.during Cycles 1 and 2.

•If consensus cannot be reached in Cycle If consensus cannot be reached in Cycle 3, two of the three committee members 3, two of the three committee members must assign a score of 3 on each must assign a score of 3 on each standard for a successful internship.standard for a successful internship.

Guidelines for Collecting EvidenceGuidelines for Collecting Evidence

• Clear, specific, objective evidence is Clear, specific, objective evidence is critical to ensure accurate, fair data critical to ensure accurate, fair data collection.collection.

• Evidence describes what the observer Evidence describes what the observer actually sees when observing.actually sees when observing.

• Evidence should be stated as precisely Evidence should be stated as precisely and objectively as possible in order to and objectively as possible in order to minimize interpretationminimize interpretation

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Guidelines for Collecting EvidenceGuidelines for Collecting Evidence

• Evidence will be used to explain your Evidence will be used to explain your assessment decisions about a standard.assessment decisions about a standard.

• These notes will be used during mentoring These notes will be used during mentoring sessions, committee meetings, and sessions, committee meetings, and possibly in appeal hearingspossibly in appeal hearings

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Table of Contents ChecklistTable of Contents ChecklistPRIOR to the orientation, interns must have PRIOR to the orientation, interns must have • read all documentsread all documents• downloaded them to their computer or downloaded them to their computer or • printed in a 3 ring binderprinted in a 3 ring binder

Interns must utilize the Table of Contents Checklist Interns must utilize the Table of Contents Checklist found on page 11 of the TPA Handbook.found on page 11 of the TPA Handbook.

A copy of the checklist must be placed in front of A copy of the checklist must be placed in front of the appropriate cycle of the TPA notebook.the appropriate cycle of the TPA notebook.

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Tasks A - FTasks A - FCycles 1, 2, and 3Cycles 1, 2, and 3

Task A1: Teaching and Learning ContextTask A1: Teaching and Learning Context

Task A2: Lesson PlanTask A2: Lesson Plan

Task B: Classroom ObservationTask B: Classroom Observation

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

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

NeedsNeeds

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

Task F: LeadershipTask F: Leadership

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Tasks A – FTasks A – FCycles 1, 2, and 3Cycles 1, 2, and 3

Task A: Standards 1, 2, 6Task A: Standards 1, 2, 6

Task B: Standards 1, 3, 4, 5, 6Task B: Standards 1, 3, 4, 5, 6

Task C: Standards 5, 7Task C: Standards 5, 7

Task D: Standard 8Task D: Standard 8

Task E: Standard 9Task E: Standard 9

Task F: Standard 10Task F: Standard 10

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Task A-1: Teaching and Learning Task A-1: Teaching and Learning ContextContext

Task A: Using a partner, describe the work Task A: Using a partner, describe the work completed for Task A-1 on pages 16 and completed for Task A-1 on pages 16 and 18 of the TPA Handbook. 18 of the TPA Handbook.

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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 Complete once for the internshiponce for the internship prior to the Cycle prior to the Cycle 1 observations to describe the teaching and learning 1 observations to describe the teaching and learning context.context.

• What data sources are available to assist the intern in What data sources are available to assist the intern in completing this task?completing this task?

• 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

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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: Review each of the requirements of Task A-2 on page 19 of the TPA Handbook.Task A-2 on page 19 of the TPA Handbook.• Using prior knowledge and experiences in Using prior knowledge and experiences in

your school, create a context for a lesson.your school, create a context for a lesson.• Write one or two objectives/learning targets Write one or two objectives/learning targets

focusing on a content of your choice.focusing on a content of your choice.• Identify an assessment strategy to Identify an assessment strategy to

measure your objective/target.measure your objective/target.• Use the IPR Standard 2 to construct your Use the IPR Standard 2 to construct your

objective/target and assessment strategy.objective/target and assessment strategy.

Mentoring Questions for Task AMentoring Questions for Task A

Does the intern:Does the intern:• state objectives/targets for learning clearly and state objectives/targets for learning clearly and

specifically?specifically?• align objectives/targets to the align objectives/targets to the

Program of Studies, Core Content, and/or , and/or Kentucky Core Academic Standards?

• use assessments to measure students’ progress toward use assessments to measure students’ progress toward the learning objectives/targets?the learning objectives/targets?

• differentiate among objectives/targets, instructional differentiate among objectives/targets, instructional strategies, and assessments?strategies, and assessments?

• consider contextual factors and address multiple levels of consider contextual factors and address multiple levels of learning? learning?

• use technology to improve student learning? use technology to improve student learning? 3030

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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 the evidence supports the evaluate how well the evidence supports the analytic and holistic score of classroom analytic and holistic score of classroom observation.observation.

• Use the completed IPR for Standards 4 and Use the completed IPR for Standards 4 and 55

• Discuss Analytic and Holistic scores based Discuss Analytic and Holistic scores based upon scripted evidence..upon scripted evidence..

Task B Questions for DiscussionTask B Questions for Discussion

– What evidence supports the assigned markings for What evidence supports the assigned markings for analytic and holistic scores?analytic and holistic scores?

– What evidence provides appropriate feedback to What evidence provides appropriate feedback to promote growth? promote growth?

– What evidence may be needed? Need facts, not What evidence may be needed? Need facts, not general statements.general statements.

– Is there a balance of observed behaviors and Is there a balance of observed behaviors and suggestions and comments?suggestions and comments?

– What evidence of observed behavior supports the What evidence of observed behavior supports the marking for any indicator receiving PD or ND?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 21 of the TPA Handbook.Review page 21 of the TPA Handbook.

• Discuss with a partner mentoring suggestions for item Discuss with a partner mentoring suggestions for item #4 on page 21.#4 on page 21.

• Share with a partner some specific differentiation Share with a partner some specific differentiation strategies committee members should recommend to strategies committee members should recommend to interns for item #5 on page 21.interns for item #5 on page 21.

• 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

• The Missing Piece of the Proficiency PuzzleThe 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 within five working days after the take place within five working days after the observation.observation.

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Post-Observation ConferencePost-Observation Conference

• Ask intern what was most/least effective. Ask intern what was most/least effective. • Pose thoughtful, open-ended questions that encourage Pose thoughtful, open-ended questions that encourage

reflection by the intern.reflection by the intern.• Ask questions to clarify evidence or lack thereof.Ask questions to clarify evidence or lack thereof.• Focus on critical issues.Focus on critical issues.• Guide the intern to identify strengths and growth areas Guide the intern to identify strengths and growth areas

for mentoring focus. for mentoring focus. • Follow-up with suggestions and resources.Follow-up with suggestions and resources.

Provide copies of the completed IPR to the intern at theProvide copies of the completed IPR to the intern at theconclusion of the post-observation conference.conclusion of the post-observation conference.

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

• Review the guidelines and template in the TPA Review the guidelines and template in the TPA Handbook page 23 and IPR Standard 8. Handbook page 23 and IPR Standard 8.

• Use a partner to look at each cycle. What Use a partner to look at each cycle. What questions/concerns do you anticipate from the questions/concerns do you anticipate from the intern? intern?

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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 NeedsLearning Needs• Any student may be considered for this task. It is Any student may be considered for this task. It is

not limited to a student with an official plan (e.g. not limited to a student with an official plan (e.g. IEP, 504). IEP, 504).

• Consider students with emotional barriers (e.g., Consider students with emotional barriers (e.g., child of divorce, death, relocation)child of divorce, death, relocation)

• A student identified in Task A-1 may be the focus A student identified in Task A-1 may be the focus of this task.of this task.

• The plan must be approved by the committee The plan must be approved by the committee before implementation.before implementation.

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

• Review the guidelines and template on Review the guidelines and template on Handbook page 24-31and Standard 9 of Handbook page 24-31and Standard 9 of the IPR. the IPR.

• Use a partner to look at each cycle. What Use a partner to look at each cycle. What questions/concerns do you anticipate from questions/concerns do you anticipate from the intern? the intern?

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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 Handbook page 30-31TPA Handbook page 30-31

• Task: With your partner generate Task: With your partner generate examples of effective activities. Discuss examples of effective activities. Discuss how this will also relate to Task B and how this will also relate to Task B and Standards 4 and 5 on the completed IPR.Standards 4 and 5 on the completed IPR.

• Review comments and ideasReview comments and ideas

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Task F: LeadershipTask F: Leadership

• The plan must be approved by the committee The plan must be approved by the committee before implementation. before implementation.

• Read directions for Task F on page 32 of the Read directions for Task F on page 32 of the TPA Handbook and IPR Standard 10.TPA Handbook and IPR Standard 10.

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

• The leadership project plan must have The leadership project plan must have measureable objectives and assessments.measureable objectives and assessments.

• The leadership project needs to be manageable The leadership project needs to be manageable and meaningful for a first-year teacher.and meaningful for a first-year teacher.

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Task F: LeadershipTask F: Leadership

• With a group of 4, develop a leadership idea on With a group of 4, develop a leadership idea on page 33 of the TPA Handbook.page 33 of the TPA Handbook.

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

• The leadership project plan must have The leadership project plan must have measureable objectives and assessments.measureable objectives and assessments.

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Task F: LeadershipTask F: Leadership

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

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Tasks G-J: The Instructional UnitTasks G-J: The Instructional Unit

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

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Tasks G-JTasks G-JCycle 3Cycle 3

Task G: Standards 1, 2, 5, 6Task G: Standards 1, 2, 5, 6

Task H: Standards 1, 2, 5, 6Task H: Standards 1, 2, 5, 6

Task I: Standards 1,2, 5, 6Task I: Standards 1,2, 5, 6

Task J1: Standard 5, 6, 7Task J1: Standard 5, 6, 7

Task J2: Standard 7Task J2: Standard 7

For the instruction unit, the intern mustFor the instruction unit, the intern must

• Submit draft copies of Tasks G and H templates for Submit draft copies of Tasks G and H templates for committee review and feedback before implementation.committee review and feedback before implementation.

• Submit draft copies of Task I templates for committee Submit draft copies of Task I templates for committee review and feedback before implementing the unit.review and feedback before implementing the unit.

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Tasks G-J: The Instructional UnitTasks G-J: The Instructional Unit

• Observations for the instructional unit cannot Observations for the instructional unit cannot occur until the 111occur until the 111thth instructional day following instructional day following the orientation meeting.the orientation meeting.

• Give the intern time to analyze student Give the intern time to analyze student performance results and reflect on the performance results and reflect on the effectiveness of his/her teaching.effectiveness of his/her teaching.

• The intern must electronically submit the The intern must electronically submit the completed tasks G-J to the committee members completed tasks G-J to the committee members at least 2 days prior to the committee meeting. at least 2 days prior to the committee meeting.

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Tasks G-J IPR StandardsTasks G-J IPR Standards

Standard 1: Demonstrates Applied Content Standard 1: Demonstrates Applied Content

KnowledgeKnowledge

Standard 2: Designs and Plans InstructionStandard 2: Designs and Plans Instruction

Standard 5: Assesses and CommunicatesStandard 5: Assesses and Communicates

Learning ResultsLearning Results

Standard 6: Demonstrates Implementation of Standard 6: Demonstrates Implementation of

TechnologyTechnology

Standard 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 guidelines of the Task G Review the guidelines of the Task G template page 35.template page 35.

• What standards of the IPR are addressed What standards of the IPR are addressed in this task? (Refer to sources of in this task? (Refer to sources of evidence.)evidence.)

• Task G must be approved by the Task G must be approved by the committee before completing Task I.committee before completing Task I.

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Task G: The Instructional UnitTask G: The Instructional Unit

• What questions or concerns do you What questions or concerns do you anticipate from the intern?anticipate from the intern?

• When should you begin discussing this When should you begin discussing this task with your intern?task with your intern?

• When can the intern begin the instructional When can the intern begin the instructional unit? unit?

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

• Review the guidelines of the five (5) sections of Review the guidelines of the five (5) sections of Task H template on pages 36-37.Task H template on pages 36-37.

• What standards of the IPR are addressed in this What standards of the IPR are addressed in this task?task?

• Share examples of effective assessment Share examples of effective assessment activities and how these are used to plan/ activities and how these are used to plan/ differentiate instruction.differentiate instruction.

• As with Task G, this task must be approved by As with Task G, this task must be approved by the committee before completing Task I.the committee before completing Task I.

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

• Review the guidelines of the Task I template Review the guidelines of the Task I template page 39.page 39.

• What standards of the IPR are addressed in this What standards of the IPR are addressed in this task? task?

• Share mentoring ideas to assist the intern with Share mentoring ideas to assist the intern with this task.this task.

• Task I needs to be approved before the unit is Task I needs to be approved before the unit is implemented.implemented.

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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• Review the guidelines of the Task J template Review the guidelines of the Task J template

pages 41- 44.pages 41- 44.

• What standards of the IPR are addressed in this What standards of the IPR are addressed in this task? task?

• Share mentoring ideas to assist the intern with Share mentoring ideas to assist the intern with this task.this task.

• What is the difference between Task C and Task What is the difference between Task C and Task J?J?

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

• Review the guidelines of the TaskReview the guidelines of the Task

J-2 template page 44.J-2 template page 44.

• What standards of the IPR are addressed What standards of the IPR are addressed in this task? in this task?

• Share mentoring ideas to assist the intern Share mentoring ideas to assist the intern with this task.with this task.

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Questions/CommentsQuestions/Comments

• Questions? Questions?

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

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Additional ResourcesAdditional Resources

• Professional Learning CommunitiesProfessional Learning Communities

• Response to InterventionResponse to Intervention

• KDE Systems of InterventionKDE Systems of Intervention

• English/Language Arts Deconstructed StandardsEnglish/Language Arts Deconstructed Standards

• Math Deconstructed StandardsMath Deconstructed Standards

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.

ClickUpdate

• See IMS User Manual for complete details of the Intern Management System.

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Contact InformationContact Information

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

• Sharon Salsman: Sharon Salsman: sharon.salsman@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