Kentucky Teacher Internship Program: Kentucky Teacher Internship Program:

Teacher PerformanceTeacher PerformanceAssessment (TPA)Assessment (TPA)

Career and Technical Career and Technical Education SessionEducation Session

November 18, 2008November 18, 2008

1:00 – 6:00 pm1:00 – 6:00 pm

TPA OverviewTPA Overview • Welcome and IntroductionsWelcome and Introductions• ExpectationsExpectations

– Attendees need an understanding of the Attendees need an understanding of the TPA processTPA process

– Attendees will not be completing the face-Attendees will not be completing the face-to-face training during this sessionto-face training during this session

– Attendees need assistance in aligning the Attendees need assistance in aligning the Tasks of the TPA to CTE in-service intern Tasks of the TPA to CTE in-service intern

– Attendees will be active participants in the Attendees will be active participants in the process process

– Attendees understand the rule of two feetAttendees understand the rule of two feet

What is done, when? See page What is done, when? See page 9-12 of TPA9-12 of TPA

• Cycle 1: Tasks A – F Cycle 1: Tasks A – F – 1-60 instructional days following orientation1-60 instructional days following orientation

• Cycle 2: Tasks A – FCycle 2: Tasks A – F– 61-110 instructional days following orientation61-110 instructional days following orientation– Cycles 1 and 2 are formative evaluations.Cycles 1 and 2 are formative evaluations.

• Cycle 3: Tasks A – J2Cycle 3: Tasks A – J2– 111-140 instructional days following 111-140 instructional days following

orientation orientation – Cycle 3 is the summative evaluation.Cycle 3 is the summative evaluation.

How the TPA is organized? P How the TPA is organized? P 88

• Materials needed: see page 8Materials needed: see page 8

• Directions: see page 8Directions: see page 8

• (Organize by Cycles and Tasks, not (Organize by Cycles and Tasks, not standards).standards).

Task E: Self-AssessmentTask E: Self-Assessment

• See pages 22 – 25 in TPA: See pages 22 – 25 in TPA:

• Complete prior to Orientation Complete prior to Orientation MeetingMeeting

Activity OneActivity OneTask A-1Task A-1

•Shoulder PartnerShoulder Partner

•Pair SharePair Share

• 8 minutes8 minutes

Task A: Two components: A1 and A2 Task A: Two components: A1 and A2 Use pages 9, 10, 14, 15 of the TPAUse pages 9, 10, 14, 15 of the TPA

• Task A: Using a shoulder partner describe Task A: Using a shoulder partner describe the work completed for Task A in each Cycle the work completed for Task A in each Cycle using page 9 - 10 (using page 9 - 10 (yellowyellow) as your guide.) as your guide.

• Orientation:Orientation:

• Cycle 1:Cycle 1:

• Cycle 2:Cycle 2:

• Cycle 3:Cycle 3:

• When does the committee discuss video-When does the committee discuss video-taping?taping?

Discoveries for Task ADiscoveries for Task A

• When does the intern complete A-1?When does the intern complete A-1?– Complete for each class for which the Complete for each class for which the

intern is being observed.intern is being observed.

• When does the intern complete A-2?When does the intern complete A-2?– For each lesson being observed. In Task For each lesson being observed. In Task

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

Activity TwoActivity TwoTask A-2Task A-2

•Shoulder partnerShoulder partner

•15 minutes15 minutes• Create Task A-2 based upon a Create Task A-2 based upon a

project or program in the CTE project or program in the CTE classroom.classroom. ( (blueblue template) template)

Task Three Task Three A-2 IPRA-2 IPR

•Using IPR Standard 2: Using IPR Standard 2: Document evidence of Document evidence of completion for another pair of completion for another pair of principals by exchanging A-2 principals by exchanging A-2 tasks.tasks.

•Questions for Task A?Questions for Task A?

Task B: What is it? p.16 of the Task B: What is it? p.16 of the TPATPA

• Observation of the intern in the Observation of the intern in the classroomclassroom

• Standards used: 1, 3, 4, 5, 6 on the Standards used: 1, 3, 4, 5, 6 on the IPR (use cheat sheet)IPR (use cheat sheet)

Task C: Reflection p.16-17 of Task C: Reflection p.16-17 of the TPAthe TPA

• Use IPR Standards: 5, 7 Use IPR Standards: 5, 7

Activity FourActivity FourTask DTask D

•Two Parts: Two Parts: – Understanding the ProcessUnderstanding the Process– Completing a Collaboration Completing a Collaboration

Task TemplateTask Template

•20 minutes20 minutes

Task D: Collaboration Project Task D: Collaboration Project p. 18 – 19 in TPAp. 18 – 19 in TPA

• Task D: Using a shoulder or face Task D: Using a shoulder or face partner describe the work completed partner describe the work completed for Task D in each Cycle using page 9 for Task D in each Cycle using page 9 - 10 as your guide.- 10 as your guide.

• Orientation:Orientation:• Cycle 1:Cycle 1:• Cycle 2:Cycle 2:• Cycle 3:Cycle 3:

Task D ActivityTask D Activity

• With your shoulder partner create a With your shoulder partner create a Collaboration Project for Task D. Collaboration Project for Task D. ((lavenderlavender))

Task D: IPR Standard 8 Task D: IPR Standard 8

• Cycles 1, 2, and 3Cycles 1, 2, and 3• Standard 8: Collaborates with Standard 8: Collaborates with

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

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

• Answer:Answer:• One (1)One (1)

•Questions for Task D?Questions for Task D?

Task E: p 9 – 10, 20 - 27Task E: p 9 – 10, 20 - 27

• What happens prior to the Orientation?What happens prior to the Orientation?– Completion of Self-Assessment Completion of Self-Assessment (green)(green) on page 22 on page 22

of the TPAof the TPA– Work with resource teacher to identify strengths Work with resource teacher to identify strengths

and areas of professional growthand areas of professional growth• What happens during the Orientation Meeting?What happens during the Orientation Meeting?

– Discuss your completion of the self-Discuss your completion of the self-assessment assessment

• What happens prior to the Cycle 1 committee What happens prior to the Cycle 1 committee meeting?meeting?– Work with the resource teacher on strengths and Work with the resource teacher on strengths and

growth areas and develop possible professional growth areas and develop possible professional development plans to reach goals identified in the development plans to reach goals identified in the PGP.PGP.

Task E:Task E:

• What occurs during the Cycle 1 What occurs during the Cycle 1 committee meeting? committee meeting? – Reconcile the strengths and priority areas Reconcile the strengths and priority areas

for growth identified by the committeefor growth identified by the committee– To agree upon the professional growth To agree upon the professional growth

activities for Cycle 2 and the assistance and activities for Cycle 2 and the assistance and documentation needed for these activitiesdocumentation needed for these activities

– Clarify the expectationsClarify the expectations

Task E:Task E:

• What occurs prior to the Cycle 2 What occurs prior to the Cycle 2 committee meeting?committee meeting? – Continue the implementation of the Continue the implementation of the

work planswork plans– Electronically submit the Cycle 2 Electronically submit the Cycle 2

progress reports to your committee 2 – progress reports to your committee 2 – 3 days prior3 days prior

Task E:Task E:

• What happens during the Cycle 2 What happens during the Cycle 2 committee meeting?committee meeting?

– Discuss the progress made in Discuss the progress made in implementing the approved Task E work implementing the approved Task E work plansplans

• What occurs prior to the Cycle 3 What occurs prior to the Cycle 3 committee meeting?committee meeting?

– Complete the work plans for your Task EComplete the work plans for your Task E– Electronically submit the completed taskElectronically submit the completed task

Task ETask E

• What happens during the Cycle What happens during the Cycle 3 committee meeting?3 committee meeting?

– Discuss the completed professional Discuss the completed professional responsibilities taskresponsibilities task

Task ETask E

• Document evidence on IPR Standard Document evidence on IPR Standard 9: Evaluates Teaching and 9: Evaluates Teaching and Implements Professional Implements Professional DevelopmentDevelopment

Activity FiveActivity FiveTask ETask E

• Role ModelingRole Modeling

• In your group of 4 select someone to In your group of 4 select someone to serve as the intern.serve as the intern.

• The other three are the committee The other three are the committee members.members.

• Working with the intern, complete Working with the intern, complete Task E pages 26 – 27.Task E pages 26 – 27.

Task E: p 20-27 of the TPATask E: p 20-27 of the TPA

• Questions?Questions?

Task F: Leadership p 28 - 29 of Task F: Leadership p 28 - 29 of the TPAthe TPA

• Read directions for Task F on page Read directions for Task F on page 28 of the TPA28 of the TPA

• With your table, discuss some With your table, discuss some possible projects that are currently possible projects that are currently being completed by your teachers to being completed by your teachers to use as the leadership project.use as the leadership project.

Activity SixActivity SixTask F: LeadershipTask F: Leadership

•With a group of 4, use page 28 With a group of 4, use page 28 (pink) (pink) of the TPA to create a of the TPA to create a Leadership Project you have Leadership Project you have discussed.discussed.

•15 minutes15 minutes

•Be ready to briefly describe your Be ready to briefly describe your Leadership Plan to another groupLeadership Plan to another group

•Share Leadership Share Leadership IdeasIdeas

•3 minutes each group3 minutes each group

Task F: Leadership pages 9 – Task F: Leadership pages 9 – 10 of the TPA10 of the TPA

• What happens prior to the Orientation?What happens prior to the Orientation?– Identify possible leadership projects.Identify possible leadership projects.

• What happens during the Orientation?What happens during the Orientation?– Discuss possible leadership projects and Discuss possible leadership projects and

agree upon the project you will plan and agree upon the project you will plan and implement.implement.

• What happens prior to the Cycle 1 What happens prior to the Cycle 1 committee meeting?committee meeting?– Based upon the task completion time line Based upon the task completion time line

set at the Orientation meeting work on your set at the Orientation meeting work on your leadership work plans.leadership work plans.

– Electronically submit the work plan 2 – 3 Electronically submit the work plan 2 – 3 days prior to the Cycle 1 committee days prior to the Cycle 1 committee meeting.meeting.

Task F:Task F:

• What occurs during the Cycle 1 What occurs during the Cycle 1 committee meeting?committee meeting?– Discuss the progress on the projectDiscuss the progress on the project– Clarify the expectations for completion by Clarify the expectations for completion by

Cycle 2Cycle 2

• What occurs prior to the Cycle 2 What occurs prior to the Cycle 2 committee meeting?committee meeting?– Continue to implement the work planContinue to implement the work plan– Electronically submit to the committee 2 Electronically submit to the committee 2

– 3 days prior to the Cycle 2– 3 days prior to the Cycle 2

Task F: LeadershipTask F: Leadership

• What happens during the Cycle 2 What happens during the Cycle 2 committee meeting?committee meeting?– Discuss the progress made in implementing Discuss the progress made in implementing

the approved Task F work plansthe approved Task F work plans

**Progress of implementation may be Progress of implementation may be completion of Leadership Plan during Cycle 2completion of Leadership Plan during Cycle 2

• What occurs prior to the Cycle 3 What occurs prior to the Cycle 3 committee meeting?committee meeting?– Complete the work plans for your Task FComplete the work plans for your Task F– Electronically submit the completed taskElectronically submit the completed task

Task F: LeadershipTask F: Leadership

• What happens during the Cycle 3 What happens during the Cycle 3 committee meeting?committee meeting?– Discuss the completed professional Discuss the completed professional

responsibilities taskresponsibilities task

Task F: LeadershipTask F: Leadership

• Document evidence on IPR Standard Document evidence on IPR Standard 10: Provides Leadership Within 10: Provides Leadership Within School/Community/ProfessionSchool/Community/Profession

Tasks G-J: The Instructional Tasks G-J: The Instructional UnitUnitpage 30 of the TPApage 30 of the TPA• Task G: Designing the Instructional UnitTask G: Designing the Instructional Unit

• Task H: The Assessment PlanTask H: The Assessment Plan

• Task I: Designing InstructionalTask 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 Impact Results/Reflecting on the Impact ofof

InstructionInstruction

• Task J-2: Communication and Follow-UpTask J-2: Communication and Follow-Up

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

Activity SevenActivity SevenTask G: page 31-32Task G: page 31-32

• With a group of 4, design an With a group of 4, design an Instructional Unit for your students.Instructional Unit for your students.

• Use directions on page 31. Use directions on page 31.

• Use the Use the beigebeige template or additional template or additional sheets.sheets.

• Use a current unit, a dream unit, etc.Use a current unit, a dream unit, etc.

• 15 minutes15 minutes

Task H: The Assessment Task H: The Assessment PlanPlan• Assessment Plan PurposeAssessment Plan Purpose: Explain : Explain

how you will determine student how you will determine student knowledge and skills pertinent to this knowledge and skills pertinent to this instructional unit instructional unit priorprior to instruction. to instruction.

• QuestionQuestion: Why would an intern need : Why would an intern need to develop the assessment plan to develop the assessment plan priorprior to instruction rather than to instruction rather than afterafter??

Activity Eight:Activity Eight:Task H: The Assessment Plan Task H: The Assessment Plan

page 35 of the TPApage 35 of the TPA

•Same group of 4: Create the Same group of 4: Create the Assessment PlanAssessment Plan

•Use Use whitewhite page template page template

•10 minutes10 minutes

Activity NineActivity NineTask ITask I: Designing Instructional : Designing Instructional

Strategies and Activities page 36 of Strategies and Activities page 36 of the TPAthe TPA

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

• Use template on Use template on goldenrodgoldenrod color color paper.paper.

• Each person in your group completes Each person in your group completes one lesson for Task Ione lesson for Task I

• Share lesson with group membersShare lesson with group members

• 10 minutes10 minutes

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

• Use the example on Use the example on cream cream color paper for color paper for discussion of J-1.discussion of J-1.

• Discussion on page 39: Reflecting on the Discussion on page 39: Reflecting on the Impact of Instruction. Impact of Instruction.

• See training sample at See training sample at http://www.kyepsb.net/documents/Intern/08%20Training%20Sample.doc0

J-2: Communication and Follow J-2: Communication and Follow UpUp

• Use page 40 of TPAUse page 40 of TPA

• See training sample at See training sample at

•http://www.kyepsb.net/documents/Intern/08%20Training%20Sample.doc

Activity TenActivity TenQuiz 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 another person with their card held up.Find another person with their card held up.• Pair up. Person 1 reads question.Pair up. Person 1 reads question.• Person 2 responds. If correct give card.Person 2 responds. If correct give card.• Person 2 reads a question. Person 1 responds. Person 2 reads a question. Person 1 responds.

Trade card.Trade card.• If person misses, coach to correct answer then If person misses, coach to correct answer then

switch cards.switch cards.• Continue around the room until time is called.Continue around the room until time is called.• 10 - 15 minutes10 - 15 minutes

Questions and AnswersQuestions and Answers

ContactsContacts

• Teresa Moore, Teresa 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