KTIP TPA Committee Training EPSB

KTIP KTIP TPA Committee TPA Committee

TrainingTraining

EPSB EPSB http://www.kyepsb.nethttp://www.kyepsb.net

Training ObjectivesTraining ObjectivesParticipants will: Participants will: understand how their role as understand how their role as

coach andcoach and mentormentor contributes to contributes to the success of the intern.the success of the intern.

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

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

TPA & Teacher TPA & Teacher AccountabilityAccountability

Teachers are required to: Teachers are required to: relate objectives to relate objectives to

assessment.assessment. carefully analyze data about carefully analyze data about

students and their learning.students and their learning. tailor instruction in response tailor instruction in response

to data analysis.to data analysis.

The IPRThe IPR Provides Provides analyticanalytic and and holisticholistic scoring scoring

rubrics for each of the Kentucky Teacher rubrics for each of the Kentucky Teacher Standards.Standards.

Is used to collect evidence and record Is used to collect evidence and record feedback about an intern’s progress feedback about an intern’s progress related to each Kentucky Teacher related to each Kentucky Teacher Standard. Standard.

Is a legal document that will serve as Is a legal document that will serve as evidence in the event of an appeal of an evidence in the event of an appeal of an unsuccessful judgment; so recording clear, unsuccessful judgment; so recording clear, thorough evidence is imperative. thorough evidence is imperative.

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

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

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

Formative Assessment of Formative Assessment of the Internthe Intern

The first two cycles of observation are The first two cycles of observation are formative. Formative assessment formative. Formative assessment includes:includes:

A lesson plan review prior to the A 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.

What is an analytic score?What is an analytic score? The analytic score is a rating The analytic score is a rating

assigned to each Indicator within a assigned to each Indicator within a standard. 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 Analytic scores can guide mentoring and the intern's choice of and the intern's choice of professional development activities.professional development activities.

What is a holistic score?What is a holistic score?

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

Both analytic and Both analytic and holistic scores must be holistic scores must be

recorded for all recorded for all standards in all three standards in all three

cycles of assessment, but cycles of assessment, but only the holistic score is only the holistic score is entered into the Record entered into the Record of Teacher Internship of Teacher Internship

Year.Year.

Scoring the IPRScoring the IPR

Think about scoring the intern’s Think about scoring the intern’s performance on the standards as a performance on the standards as a 4-step process:4-step process:

1.1. Review the standard(s) and Review the standard(s) and indicators;indicators;

2.2. Collect evidence related to the Collect evidence related to the standard (or set of standards);standard (or set of standards);

3.3. Relate evidence to the indicator to Relate evidence to the indicator to determine analytic score; anddetermine analytic score; and

4.4. Relate evidence to the standard to Relate evidence to the standard to determine holistic score.determine holistic score.

FeedbackFeedback Is drawn from observations, Is drawn from observations,

conferences, IEP monitoring conferences, IEP monitoring logs, parent communication logs, parent communication logs, grade/attendance books, logs, grade/attendance books, email between you and the email between you and the intern*, and TPA task reviews. intern*, and TPA task reviews.

Informs both the analytic and Informs both the analytic and holistic scores. holistic scores.

Suggestions for Providing Suggestions for Providing Feedback on Intern Feedback on Intern

ProgressProgress Modified scriptingModified scripting Rephrase the Indicators as Rephrase the Indicators as

QuestionsQuestions Include questions. Include questions. Be constructive. If you have a Be constructive. If you have a

concern, offer suggestions and concern, offer suggestions and helpful resources . Include helpful resources . Include examples of good practice.examples of good practice.

Scoring Precautions…Scoring Precautions…The purpose of gathering The purpose of gathering

evidence is to provide feedback evidence is to provide feedback that will give a rationale for that will give a rationale for marking and suggestions for marking and suggestions for improvement.improvement.

Watch for contradictory Watch for contradictory evidence that does not support evidence that does not support the score.the score.

You may not change an intern’s You may not change an intern’s score once the IPR is signed.score once the IPR is signed.

NA is “Not Applicable”NA is “Not Applicable” Carefully consider using NA when scoring Carefully consider using NA when scoring

the indicators. “Not applicable in this the indicators. “Not applicable in this context” is very different from “not context” is very different from “not demonstrated”.demonstrated”.

If NA is scored for an indicator, remind the If NA is scored for an indicator, remind the intern that the indicator must be intern that the indicator must be demonstrated at some time before the end demonstrated at some time before the end of the internship.of the internship.

Keep in mind that there is no NA score for Keep in mind that there is no NA score for the holistic scoring of the standards. Every the holistic scoring of the standards. Every standard must be assessed in every cycle.standard must be assessed in every cycle.

Practice in PairsPractice in Pairs

ReviewReview evidence recorded for Standards 1, 3 evidence recorded for Standards 1, 3 & 4 on page 2 of training materials: & 4 on page 2 of training materials: Collecting Evidence to Score the IPR for Collecting Evidence to Score the IPR for TASK B TASK B

Record examples of evidence and Record examples of evidence and inference on handoutinference on handout

AssignAssign analytic and holistic scores for analytic and holistic scores for Standards 1, 3, & 4 on the blank IPR in your Standards 1, 3, & 4 on the blank IPR in your packet, based on the evidence provided. packet, based on the evidence provided.

IdentifyIdentify areas of improvement for collecting areas of improvement for collecting evidence.evidence.

"When the cook tastes "When the cook tastes the soup that’s formative the soup that’s formative

assessment; when the assessment; when the customer tastes the soup customer tastes the soup

that’s summative that’s summative assessment."assessment."

- -Pamela BlackPamela Black

Components Components

Three components of teacher performance are assessed:

I. Classroom Teaching, II. Professional Responsibilities,

III. Instructional Unit design and analysis.

Component I: Classroom Component I: Classroom TeachingTeaching

Task A-1Task A-1 - Teaching and - Teaching and learning contextlearning context

Task A-2Task A-2 - Lesson plans from - Lesson plans from each observed lessoneach observed lesson

Task BTask B – Observations – Observations Task CTask C – Lesson analysis and – Lesson analysis and

reflectionreflection

Component II: Component II: Professional Professional

Responsibilities Responsibilities Task DTask D – Collaborate to – Collaborate to address special learning address special learning needsneeds

Task ETask E – Professional – Professional Growth PlanGrowth Plan

Task FTask F – Leadership – Leadership

Component III: Component III: Instructional UnitInstructional Unit

Task GTask G – Designing the instructional – Designing the instructional unitunit

Task HTask H – The assessment plan – The assessment plan Task ITask I – Designing Instructional – Designing Instructional

strategies and activitiesstrategies and activities Task J-1Task J-1 – Reflecting on the Impact of – Reflecting on the Impact of

the instructionthe instruction Task J-2Task J-2 – Communication and follow- – Communication and follow-

upup

Task A-1 The Teaching and Task A-1 The Teaching and Learning ContextLearning Context

The purpose of this task is to consider The purpose of this task is to consider the instructional implications of the instructional implications of contextual factorscontextual factors. .

This task will likely be completed at the This task will likely be completed at the beginning of the year and updated beginning of the year and updated throughout the yearthroughout the year

The intern must complete Task A-1 for The intern must complete Task A-1 for each observed classeach observed class. If several . If several committee members are observing the committee members are observing the same class, the intern may use the same same class, the intern may use the same task for each observer.task for each observer.

Task A-2 The Lesson PlanTask A-2 The Lesson Plan

At At least two days before least two days before teaching the lessonteaching the lesson the the intern must provide the intern must provide the lesson plan, including all lesson plan, including all assessments, handouts, and assessments, handouts, and procedures for observer procedures for observer review and feedback before review and feedback before the lesson is taught.the lesson is taught.

Common Intern DifficultiesCommon Intern Difficulties Stating objectives for learning Stating objectives for learning

clearly and specifically. clearly and specifically. Including specific assessments and Including specific assessments and

performance criteria that relate performance criteria that relate well to objectives. well to objectives.

Specifically analyzing the impact of Specifically analyzing the impact of their lessons on student learning their lessons on student learning and providing concrete and providing concrete suggestions for how to refine suggestions for how to refine instruction to extend learning. instruction to extend learning.

To identify difficulties ask:To identify difficulties ask:

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

Does the intern know the difference Does the intern know the difference between an instructional activity and between an instructional activity and an assessment?an assessment?

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

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

Many interns struggle with Many interns struggle with understanding the understanding the

importance of daily, importance of daily, formative assessment. You formative assessment. You should be prepared to work should be prepared to work

with the intern on with the intern on developing and using developing and using effective assessments, effective assessments,

because the assessment because the assessment standard is almost always standard is almost always

identified as first-year identified as first-year teachers’ greatest need for teachers’ greatest need for

growth.growth.

To improve formative To improve formative assessment ask:assessment ask:

What questions will you ask?What questions will you ask? What are your expectations What are your expectations

for student participation?for student participation? How will you communicate How will you communicate

your expectations to students?your expectations to students? How will you document How will you document

student participation?student participation?

To evaluate technology To evaluate technology use ask:use ask:

Is the planned technology Is the planned technology appropriate and meaningful? appropriate and meaningful? Does it enhance instruction?Does it enhance instruction?

Is student use of technology is Is student use of technology is included? Would it enhance included? Would it enhance student learning?student learning?

Is an internet site used in Is an internet site used in instruction? Have you instruction? Have you previewed the site recently?previewed the site recently?

To evaluate technology To evaluate technology use ask:use ask:

Do you know how all of Do you know how all of the technology works?the technology works?

What is your plan if What is your plan if technology goes awry?technology goes awry?

Evaluating the lesson Evaluating the lesson planplan

After the lesson plan review, record your After the lesson plan review, record your feedback on the IPR and score Standard feedback on the IPR and score Standard 2. 2.

Standard 2 must be assessed before the Standard 2 must be assessed before the lesson begins. Scores for Standard 2 do lesson begins. Scores for Standard 2 do not change after you have observed the not change after you have observed the intern. intern.

You will also record feedback on some You will also record feedback on some indicators from Standards 5 and 6, but indicators from Standards 5 and 6, but you do not assign a holistic score for you do not assign a holistic score for these standards before the observation.these standards before the observation.

Practice in PairsPractice in Pairs ReviewReview Shannon’s Tasks A-1 & A-2 (pgs. Shannon’s Tasks A-1 & A-2 (pgs.

3-13).3-13). RecordRecord evidence for Standard 2 evidence for Standard 2 AssignAssign a score for Standard 2 on the a score for Standard 2 on the

blank IPR in your packet. (If appropriate, blank IPR in your packet. (If appropriate, record evidence for Standards 1, 5, and record evidence for Standards 1, 5, and 6, but do not score those standards)6, but do not score those standards)

IdentifyIdentify areas of improvement for areas of improvement for Shannon, and suggestions you will make Shannon, and suggestions you will make prior to observing the lesson.prior to observing the lesson.

Group DiscussionGroup Discussion

Based on your review of Based on your review of Shannon’s lesson plan Shannon’s lesson plan and Standards and Standards 1, 2, 5, 1, 2, 5, and 6, and 6, share ideas for share ideas for providing Shannon providing Shannon guidance before she guidance before she teaches this lesson.teaches this lesson.

Work in GroupsWork in GroupsReview evidence and markings for Standards Review evidence and markings for Standards 1, 3, and 4 for Shannon’s observed lesson.1, 3, and 4 for Shannon’s observed lesson. Does the evidence support the assigned Does the evidence support the assigned

markings for analytic and holistic scores?markings for analytic and holistic scores? Does the evidence provide appropriate Does the evidence provide appropriate

feedback to promote growth? feedback to promote growth? Is there a balance of observed behaviors Is there a balance of observed behaviors

and suggestions and comments?and suggestions and comments? Is there evidence of observed behavior Is there evidence of observed behavior

supporting the marking for any indicator supporting the marking for any indicator receiving PD or ND?receiving PD or ND?

Lesson Analysis and Lesson Analysis and ReflectionReflection

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

Practice in Pairs Practice in Pairs

Review Review Shannon’s Task C (pgs. 14-Shannon’s Task C (pgs. 14-16). 16).

RecordRecord evidence for Standards 5 evidence for Standards 5 and 7 on the IPR.and 7 on the IPR.

AssignAssign analytic and holistic scores analytic and holistic scores for Standards 5 and 7.for Standards 5 and 7.

IdentifyIdentify areas of improvement for areas of improvement for Shannon, and suggestions you will Shannon, and suggestions you will make to improve her data analysis make to improve her data analysis and reflection.and reflection.

DiscussionDiscussion

Based on your review Based on your review of Shannon’s Task Cof Shannon’s Task C share ideas for share ideas for providing Shannon providing Shannon guidance.guidance.

The Post-Observation The Post-Observation ConferenceConference

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

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

During the Post-observation During the Post-observation ConferenceConference

Start with what went Start with what went well. well.

Avoid raising too many Avoid raising too many issues at one time. issues at one time.

Come prepared with Come prepared with resources. resources.

Stay on task.Stay on task.

In your post-observation In your post-observation conference:conference:

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

Encourage reflection. Encourage reflection. Address questions drawn from Address questions drawn from

the evidence.the evidence. Identify possible growth areas. Identify possible growth areas.

Cycles I & II Committee Cycles I & II Committee MeetingsMeetings

In Cycles I and II, committee meetings In Cycles I and II, committee meetings follow the same structure:follow the same structure:

The committee meets without the intern The committee meets without the intern to review progress on TPA Tasks A-F and to review progress on TPA Tasks A-F and record holistic scores on the RTIY*.record holistic scores on the RTIY*.

The committee comes to consensus on The committee comes to consensus on the intern’s strengths and priority the intern’s strengths and priority growth areas.growth areas.

The intern joins the committee to discuss The intern joins the committee to discuss the intern’s progress and agree upon the intern’s progress and agree upon strengths and priority growth areas.strengths and priority growth areas.

To begin with the end in To begin with the end in mind means to start with mind means to start with a clear understanding of a clear understanding of

your destination. It your destination. It means to know where means to know where

you’re going so that you you’re going so that you better understand where better understand where you are now so that the you are now so that the

steps you take are always steps you take are always in the right direction. in the right direction.

-Stephen R. Covey-Stephen R. CoveyThe Seven Habits of Highly Effective PeopleThe Seven Habits of Highly Effective People

Component III: Component III: The Instructional UnitThe Instructional Unit

The Instructional Unit is a two-to four-The Instructional Unit is a two-to four-week body/unit of instruction for one week body/unit of instruction for one class; the unit includes:class; the unit includes:

Plans for instruction and assessment that Plans for instruction and assessment that are aligned with the identified learning are aligned with the identified learning outcomes;outcomes;

Meaningful content; and Meaningful content; and The organization, analysis and reflection The organization, analysis and reflection

of student progress toward the identified of student progress toward the identified learning outcomes. learning outcomes.

Practice in GroupsPractice in Groups Review: Review:

1)1) the guidelines and templates for Tasks G, the guidelines and templates for Tasks G, H, I, & J (pgs. 17-36) in the TPA Handbook H, I, & J (pgs. 17-36) in the TPA Handbook

2)2) Standards 1, 2, 5, 6, and 7 on the IPR and Standards 1, 2, 5, 6, and 7 on the IPR and

3)3) Shannon’s completed Tasks G, H, I, and J. Shannon’s completed Tasks G, H, I, and J. Record Record evidence and evidence and AssignAssign scores for one scores for one

of the following Standards: of the following Standards: Group 1 – Standard 5Group 1 – Standard 5

Group 2 – Standard 6Group 2 – Standard 6

Group 3 – Standard 7Group 3 – Standard 7 IdentifyIdentify strengths and growth areas related strengths and growth areas related

to these standards.to these standards.


Based on what you now Based on what you now understand about the understand about the Instructional Unit, how Instructional Unit, how will you guide interns will you guide interns as they plan, implement as they plan, implement and analyze their unit?and analyze their unit?

Component II: Component II: Professional ResponsibilitiesProfessional Responsibilities

All Professional Responsibilities All Professional Responsibilities tasks must provide:tasks must provide:

1. Measurable objectives, 1. Measurable objectives, andand

2. Assessment of those 2. Assessment of those objectives.objectives.

Task D – Collaborate to Task D – Collaborate to Address Special Learning Address Special Learning

Needs Needs Six- to eight week learning plan for Six- to eight week learning plan for

one student whose learning could be one student whose learning could be enhanced by collaboration.enhanced by collaboration.

This task can address the learning This task can address the learning needs for ANY student whose needs for ANY student whose engagement is somehow limited, not engagement is somehow limited, not just children identified as special just children identified as special needs. needs.

Task E – Assess and Task E – Assess and Manage Professional Manage Professional

GrowthGrowth The professional growth task is a The professional growth task is a

critical source of documentation that critical source of documentation that shows the intern has been afforded shows the intern has been afforded due process during the internship. due process during the internship.

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

What Makes Professional Development What Makes Professional Development Effective?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, planning, engaged in meaningful discussion, planning, and practice. Opportunities for active and practice. Opportunities for active learning can take a number of forms, learning can take a number of forms, including the opportunity to observe expert including the opportunity to observe expert teachers and to be observed while teaching; to teachers and to be observed while teaching; to plan how new curriculum materials and new plan how new curriculum materials and new teaching methods will be used in the 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 areas being covered; and to lead discussions and to engage in written work. and to engage in written work.

Excerpt from Excerpt from “What Makes Professional Development “What Makes Professional Development Effective? Results from a National Sample of TeachersEffective? Results from a National Sample of Teachers. . American Educational Research Journal, Winter 2001 by M. S. American Educational Research Journal, Winter 2001 by M. S.

Garet, A.C. Porter, L. Desimone, B. F. Birman, and K.S. Yoon.Garet, A.C. Porter, L. Desimone, B. F. Birman, and K.S. Yoon.

Task F - LeadershipTask F - Leadership The purpose of this task is to allow The purpose of this task is to allow

interns an opportunity to demonstrate interns an opportunity to demonstrate how they contribute to a group effort how they contribute to a group effort that results in a contribution to student that results in a contribution to student learning and the professional learning and the professional environment of the school. environment of the school.

The intent is NOT to overburden first The intent is NOT to overburden first year teachers with leadership positions year teachers with leadership positions (i.e., committee chair or SBDM rep.), (i.e., committee chair or SBDM rep.), but we’re asking them to be involved but we’re asking them to be involved beyond their classrooms.beyond their classrooms.

Assessing the Professional Assessing the Professional Responsibilities TasksResponsibilities Tasks

The Professional The Professional Responsibilities Responsibilities Tasks correspond Tasks correspond one-to-one with one-to-one with Standards 8, 9, and Standards 8, 9, and 10. 10.

Formative Assessment of Formative Assessment of Component IIComponent II

Tasks D, E, and F must be assessed Tasks D, E, and F must be assessed and feedback given during Cycles 1 and feedback given during Cycles 1 and 2, but the indicators are and 2, but the indicators are sequential, and therefore some sequential, and therefore some indicators will not be addressed indicators will not be addressed during Cycles 1 and 2. during Cycles 1 and 2.

Indicators to be addressed in future Indicators to be addressed in future cycles will be marked N/A. An N/A cycles will be marked N/A. An N/A should not negatively compromise should not negatively compromise the intern’s holistic score. the intern’s holistic score.

Cycle 1Cycle 1 Cycle 2Cycle 2 Cycle 3Cycle 3

Standard Standard 88

Indicators 8.1, 8.2 & 8.3

(8.4 = NA)

All Indicators All Indicators


Indicators

9.1, 9.2, 9.3

(9 .4=NA)

All Indicators

All Indicators


Indicators 10.1, 10.2,

10.3 (10.4=NA)

All Indicators All Indicators

Practice in Pairs Practice in Pairs ReviewReview the guidelines and templates for Tasks D, E, the guidelines and templates for Tasks D, E,

and F in the TPA Handbook and Standards 8, 9, and and F in the TPA Handbook and Standards 8, 9, and 10 on the IPR.10 on the IPR.

ReviewReview Shannon’s Tasks D, E, and F (pgs. 37-70). Shannon’s Tasks D, E, and F (pgs. 37-70). RecordRecord evidence and evidence and AssignAssign scores for one of the scores for one of the

following Standards: following Standards: Task D (pgs. 37-47) – Standard 8 Task D (pgs. 37-47) – Standard 8 Task E (pgs. 48- 56) – Standard 9Task E (pgs. 48- 56) – Standard 9 Task F (pgs. 57-70) – Standard 10Task F (pgs. 57-70) – Standard 10

IdentifyIdentify strengths and growth areas related to these strengths and growth areas related to these standards.standards.


Based on what you now Based on what you now understand about the understand about the Professional Professional Responsibilities Tasks, Responsibilities Tasks, how will you guide how will you guide interns as they plan, interns as they plan, implement and analyze implement and analyze their performance on their performance on these tasks?these tasks?

Summative AssessmentSummative Assessment

The third cycle of observation is The third cycle of observation is summative. Summative data sources summative. Summative data sources include:include:

A lesson plan review prior to the A lesson plan review prior to the observed lesson(s).observed lesson(s).

Lesson observation – usually a video.Lesson observation – usually a video. Performance Task A-J review. Performance Task A-J review. Post-observation conference.Post-observation conference. Committee meeting. Committee meeting.

Summative Assessment of Summative Assessment of the Internthe Intern

Just as the intern uses formative and Just as the intern uses formative and summative assessment to help support and summative assessment to help support and enhance student learning, KTIP uses formative enhance student learning, KTIP uses formative and summative assessment to help support and and summative assessment to help support and enhance the intern’s professional development. enhance the intern’s professional development.

Up until Cycle 3, all of the assessment has been Up until Cycle 3, all of the assessment has been formative, and during Cycle 3 the committee formative, and during Cycle 3 the committee must make a summative assessment of the must make a summative assessment of the intern’s progress up to that point to determine intern’s progress up to that point to determine whether he/she has met all certification whether he/she has met all certification requirements and can be recommended for a requirements and can be recommended for a professional teaching certificate.professional teaching certificate.

The Final Committee The Final Committee MeetingMeeting

Same committee meeting structure as Same committee meeting structure as Cycles 1 & 2, except the committee must Cycles 1 & 2, except the committee must review the holistic markings for each review the holistic markings for each standard and determine the Final Marking standard and determine the Final Marking (Met or Not Met) by a (Met or Not Met) by a majority votemajority vote. .

For a Standard to receive a Final Marking For a Standard to receive a Final Marking of MET, at least two of the three of MET, at least two of the three committee members must give the committee members must give the Standard a holistic score of 3 in Cycle 3.Standard a holistic score of 3 in Cycle 3.

Satisfactory completion of the internship Satisfactory completion of the internship requires that requires that allall Standards have been met. Standards have been met.

Digital TPA TemplatesDigital TPA Templates

Templates for all tasks are available Templates for all tasks are available at the websites:at the websites:

http://www.kyepsb.nethttp://www.kyepsb.net

Templates resize to include unlimited Templates resize to include unlimited amounts of content.amounts of content.

CyclesCyclesIn order toIn order to provide opportunities for growth provide opportunities for growth

and guidance throughout the internship, and guidance throughout the internship, assessment is divided into 3 increments of assessment is divided into 3 increments of

time.time.Orientation Orientation

First First Committee Committee

MeetingMeeting

Held: Prior Held: Prior to any to any formal formal classroom classroom observationobservation

Cycle 1Cycle 1

Second Second Committee Committee

MeetingMeeting

Held: 1-60 Held: 1-60 instructioninstructional days al days following following the the orientation orientation meeting meeting

Assess Assess Tasks A-FTasks A-F

Cycle 2Cycle 2

Third Third Committee Committee

MeetingMeeting

Held: 61-Held: 61-110 110 instructionainstructional days l days following following the the orientation orientation meetingmeeting

Assess Assess Tasks A-FTasks A-F

Cycle 3Cycle 3

Fourth Fourth Committee Committee

MeetingMeeting

Held: Held:

111-140 111-140 instructionainstructional days l days following following the the orientation orientation meetingmeeting

Assess All Assess All TasksTasks

Unsuccessful InternsUnsuccessful Interns For any internships deemed For any internships deemed

unsuccessful, the district unsuccessful, the district coordinator must submit all coordinator must submit all original documents to the EPSB, original documents to the EPSB, including all TPA Tasks, video including all TPA Tasks, video tape (if produced), and a copy of tape (if produced), and a copy of the school calendar the school calendar on or beforeon or before May 1 for spring semester and May 1 for spring semester and on or before December 20 for on or before December 20 for fall semester.fall semester.

In-Class and Out-of-Class In-Class and Out-of-Class HoursHours

50 hrs out-of-class resource time must be 50 hrs out-of-class resource time must be divided into appropriate increments divided into appropriate increments throughout the year. (counting 20 hrs in throughout the year. (counting 20 hrs in the first two weeks of school will not count the first two weeks of school will not count as appropriate)as appropriate)

The resource teacher shall divide the consultation The resource teacher shall divide the consultation time into appropriate increments that provide time into appropriate increments that provide support for the teacher intern throughout the support for the teacher intern throughout the semester.semester.

Formal observations may count as part of Formal observations may count as part of the 20 hours in-class hours. the 20 hours in-class hours.

Red flag raises when increments of time are being Red flag raises when increments of time are being submitted over 3 hrs. per activity.submitted over 3 hrs. per activity.

Red FlagRed Flag/ / Green FlagGreen Flag

Attended Faculty Attended Faculty meeting with the meeting with the intern. Principal intern. Principal discussed using Core discussed using Core Content for Content for Assessment to Assessment to develop lesson plans.develop lesson plans.

1 hr1 hr

Collaboratively Collaboratively planned lesson planned lesson with the intern with the intern using the Core using the Core Content for Content for Assessment. Assessment.

1.5 hrs.1.5 hrs.


Attended a SBDM Attended a SBDM Council meeting Council meeting with intern.with intern.

2 hrs2 hrs

Met with the intern Met with the intern to discuss the to discuss the impact of decisions impact of decisions made by SBDM made by SBDM Council.Council.

1 hr1 hr


Met with the KTIP Met with the KTIP Committee to discuss Committee to discuss intern’s performance.*intern’s performance.*

1hr1hr

*KTIP Committee meetings *KTIP Committee meetings can never be included as can never be included as part of out-of-class or in-part of out-of-class or in-class hours.class hours.

Met with the intern Met with the intern following the KTIP following the KTIP Committee to Committee to discuss growth discuss growth areas and develop areas and develop an action plan.*an action plan.*

1.5 hrs.1.5 hrs.

Phases of First Year Phases of First Year Teachers’ Attitudes Teachers’ Attitudes Towards TeachingTowards Teaching

From a study by the New Teacher Center Santa CruzFrom a study by the New Teacher Center Santa Cruz

Anticipation

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

What makes a good What makes a good mentor?mentor? Good mentors are committed to helping beginning teachers Good mentors are committed to helping beginning teachers

become successful and satisfied with their work. They’re become successful and satisfied with their work. They’re willing to invest time and energy in the mentor process.willing to invest time and energy in the mentor process.

Good mentors understand that new teachers go through Good mentors understand that new teachers go through developmental stages, and they don’t expect novices to developmental stages, and they don’t expect novices to become master teachers overnight.become master teachers overnight.

Good mentors provide instructional support. They observe Good mentors provide instructional support. They observe new teachers and invite them into their classrooms to new teachers and invite them into their classrooms to observe and discuss lessons, teaching strategies, observe and discuss lessons, teaching strategies, assessment strategies, and classroom management.assessment strategies, and classroom management.

Good mentors build intrapersonal connections with new Good mentors build intrapersonal connections with new teachers. They use two way conversations and keep teachers. They use two way conversations and keep communication open.communication open.

Good mentors are continuous learners. They work with new Good mentors are continuous learners. They work with new teachers in a spirit of collegiality, and they’re willing to teachers in a spirit of collegiality, and they’re willing to learn from and with inexperienced teachers.learn from and with inexperienced teachers.

Good mentors communicate hope and optimism. They Good mentors communicate hope and optimism. They convince new teachers they have the capacity to overcome convince new teachers they have the capacity to overcome difficulties, solve problems, and become better teachers. difficulties, solve problems, and become better teachers.

Adapted from Rowley, James. “The Good Mentor.” Educational Leadership, May Adapted from Rowley, James. “The Good Mentor.” Educational Leadership, May 1999.1999.

Ways to provide support for Ways to provide support for growth and development:growth and development:

o Collaboratively plan lessons with your Collaboratively plan lessons with your intern.intern.

o Analyze student work with your intern.Analyze student work with your intern.o Model good teaching practice, and explain Model good teaching practice, and explain

your rationale for professional decisions.your rationale for professional decisions.o Introduce intern to key people.Introduce intern to key people.o Inform intern of important dates well in Inform intern of important dates well in

advance.advance.o Share and help obtain resourcesShare and help obtain resourceso Provide meaningful and frank feedback.Provide meaningful and frank feedback.

Informing mentoring Informing mentoring activities with formative activities with formative

assessmentassessmentIf an intern receives a 2 or a 1 on If an intern receives a 2 or a 1 on anyany standard standard in Cycles 1 and 2, committee members need to in Cycles 1 and 2, committee members need to focus mentoring efforts in the early cycles on focus mentoring efforts in the early cycles on those standards with which the intern is those standards with which the intern is struggling, so that by Cycle 3 the intern will struggling, so that by Cycle 3 the intern will have had adequate time and support to address have had adequate time and support to address committee concerns. committee concerns. Documentation of the Documentation of the committee’s advice and support is crucial as committee’s advice and support is crucial as it provides evidence of due process.it provides evidence of due process. By the By the time the committee reviews the Cycle 3 time the committee reviews the Cycle 3 documents and observes the intern’s final lesson documents and observes the intern’s final lesson the intern should have had time to address all the intern should have had time to address all committee concerns.committee concerns.

Make sure that you are consistently Make sure that you are consistently giving your intern feedback all year, giving your intern feedback all year, so that Cycle 3 will be successful.so that Cycle 3 will be successful.

Remind interns that even if they do Remind interns that even if they do not achieve the outcome sought, the not achieve the outcome sought, the reflection should focus on what they reflection should focus on what they learned by attempting the project, and learned by attempting the project, and what needs to happen from this point what needs to happen from this point forward. Sometimes the lessons forward. Sometimes the lessons learned from a failed attempt are learned from a failed attempt are more important than success that more important than success that came relatively effortlessly.came relatively effortlessly.

Review the guidelines and Review the guidelines and checklists with the intern checklists with the intern as early in the internship as as early in the internship as possible, to help him/her possible, to help him/her acquire the habit of acquire the habit of collecting evidence and collecting evidence and analyzing student work analyzing student work from the beginning.from the beginning.

Help your intern think about what type Help your intern think about what type of data would best show his/her of data would best show his/her students’ learning gains across the unit students’ learning gains across the unit of instruction. of instruction.

Advise the intern to create and save all Advise the intern to create and save all documents digitally, for his/her own documents digitally, for his/her own sake, but also for the ease of committee sake, but also for the ease of committee review. Interns may email digital copies review. Interns may email digital copies of the tasks to committee members in of the tasks to committee members in advance of the meetings, which will advance of the meetings, which will allow committee feedback in time for allow committee feedback in time for revision. revision.

Check in with your intern a week or Check in with your intern a week or so before the committee meets to so before the committee meets to make sure he/she is making make sure he/she is making progress on the analysis, and will progress on the analysis, and will have all documents ready for the have all documents ready for the committee meeting.committee meeting.

Review and score the tasks before Review and score the tasks before the committee meeting, in order to the committee meeting, in order to give them the careful consideration give them the careful consideration they require and to prepare yourself they require and to prepare yourself for a discussion of the intern’s for a discussion of the intern’s progress at the committee meeting.progress at the committee meeting.

Video recording in Cycle Video recording in Cycle 33

At the At the orientationorientation meeting, discuss and meeting, discuss and decide whether the intern is going to do live decide whether the intern is going to do live lessons or a video recorded lesson in Cycle 3. lessons or a video recorded lesson in Cycle 3. In either case, all observed lessons in Cycle In either case, all observed lessons in Cycle 3 must come from the instructional unit. 3 must come from the instructional unit.

In the third cycle, complete lesson plans are In the third cycle, complete lesson plans are necessary for necessary for onlyonly the observed lesson(s). the observed lesson(s).

If the intern chooses video, record several If the intern chooses video, record several lessons from the unit, in case one turns out lessons from the unit, in case one turns out better than the others. better than the others.

Contact InformationContact InformationTPA page 4TPA page 4

Education Professional Standards BoardEducation Professional Standards BoardProfessional Learning and Assessment Professional Learning and Assessment

DivisionDivisionKTIP Program ManagerKTIP Program Manager

Teresa MooreTeresa MooreKTIP ConsultantsKTIP Consultants

Sharon SalsmanSharon SalsmanSherri Henley Sherri Henley

Toll-free 888-598-7667Toll-free 888-598-7667

KTIP Tuition WaiverKTIP Tuition Waiver

Resource teachers are eligible for a Resource teachers are eligible for a tuition waiver for 6 hours of tuition waiver for 6 hours of graduate coursework from any of the graduate coursework from any of the 8 state universities after serving an 8 state universities after serving an intern. intern.

Contact information for each Contact information for each university is available by visiting:university is available by visiting:

kyepsb.net→ internships and resource kyepsb.net→ internships and resource information→ tuition waiver contactsinformation→ tuition waiver contacts

Documents

KTIP TPA Committee Training EPSB