KTIP UPDATE for 2011 - 2012 by yurtgc548

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									KTIP Materials Update
 FOR PREVIOUSLY TRAINED
COMMITTEE MEMBERS ONLY
     2011 - 2012
   Changes to Templates
   Important Reminders

       August 2011
             General Guidelines
• Utilize the link: KTIP Handbook, Fall 2011
• Utilize the task templates on the following
  link: KTIP TASK TEMPLATES
• Review all materials for the internship
  committees here: KTIP Materials

        All documents may be accessed at
  http://www.epsb.ky.gov/internships/ktipforms11_12.asp
                    Highlights
• The KTIP Handbook and several Task Templates have
  been modified to accommodate for the KY Core
  Academic Standards and other state learning
  initiatives.
• Interns beginning in the fall of 2011 will utilize the
  new templates.
• Interns who started in the spring of 2011 may
  continue to use the original templates, or they may
  opt to use the new documents.
• If interns use the new documents, the committee
  should acquire a written statement from the intern
  about the choice and keep on file in case on an
  appeal.
                Purposes:
• To build understanding of serving as a coach
  and mentor contributes to the success of the
  intern.
• To become familiar with KTIP Teacher
  Performance Assessment (TPA) materials.
• To develop an understanding of how to gather
  performance evidence and score intern
  performance.
• To provide updates that have been made to
  the handbook and Tasks.
                     KTIP Dates
• Reminders:
– The full-year internship must occur when the intern is
  instructing a minimum of 140 instructional days from the
  first day of school to the end of the school year.
– Example: If an intern begins August 1, the committee
  should use the school calendar to physically count from
  August 1 until the end of the school year to account for the
  140 + instructional days. If an intern is sick or school is
  canceled due to inclement weather, then the calendar must
  be re-adjusted. Sick days and snow days do not count
  during the instructional day period.
– Within the 140 + instructional day span all 3 cycles must
  occur as identified in regulation.
      What are Instructional Days
• Instructional Days are:
• 1. When teacher intern is performing regular
  teaching responsibilities in an instructional setting.
• 2. Professional development for compensation from
  the district or employing school (4 days mandated by
  KDE).
• Instructional days are not:
– Annual leave
– Sick leave
– Other authorized or unauthorized leave time
– School closings
   Use of Calendar to Establish Cycle
                Dates
• During the Orientation meeting establish
  tentative dates to ensure all observations and
  cycle meetings occur during the correct
  window.
• The observations and Cycle 1 meeting must
  occur during the 1 – 60 day period.
• EXAMPLE: If the Orientation is held on
  September 4, begin counting on September 5
  for day one of the 60 day span for Cycle 1.
   Use of Calendar to Establish Cycle
             Dates (cont.)
• The observation and Cycle 2 meeting must
  occur during the 61-110 day period following
  the Orientation meeting.
• The observation and Cycle 3 meeting must
  occur during the 111-140 day period following
  the Orientation meeting.
• The following is an example of a calendar used
  by a committee to establish dates.
Calendar Example




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Calendar Example




                   10
Common Committee Error with Cycles
• KTIP cannot be completed early. The
  committee must follow the regulated dates as
  provided in slides 7 - 8.
• This error has resulted in numerous
  internships being nullified during an appeal.
• Because of this error, many committee
  members have attended additional training
  in KTIP prior to being assigned a new
  intern(s).
                  Cycles
• All three members of the committee and the
  intern must be present at the orientation
  meeting. In some cases (medical issues,
  budget, etc.) a member may be present
  through electronic means such as phone
  conference, Skype, etc.
  Formative Assessment of the Intern
• The first two cycles of observation are
  formative. Formative assessments include:
  – Task A-2 lesson plan review prior to the observed
    lesson
  – Lesson observation
  – Post-observation conference
  – Performance Task A-F review
  – Committee meeting
 Summative Assessment of the Intern
• The third cycle of observation is summative.
  Summative assessments include:
  – Unit planning using Tasks G-J2
  – Task A-2 lesson plan review prior to the observed
    lesson
  – Lesson observation
  – Task C for lesson reflection
  – Post-observation conference
  – Final committee meeting
     Analytic and Holistic Scoring
• Both analytic and holistic scores must be
  recorded on the Intern Performance Record
  (IPR) for each standard in all cycles.
• Only the holistic score is entered in the Record
  of Teacher Internship Year (RTIY).
• If consensus cannot be reached in Cycle 3, two
  of the three committee members must assign
  a score of 3 on each standard for a successful
  internship.
 Guidelines for Collecting Evidence
• Clear, specific, objective evidence is critical to ensure
  accurate, fair data collection.
• Evidence describes what the observer actually sees
  when observing.
• Evidence should be stated as precisely and objectively
  as possible in order to minimize interpretation.
• Evidence will be used to explain your assessment
  decisions about a standard.
• These notes will be used during mentoring sessions,
  committee meetings, and possibly in appeal hearings.
Changes to Handbook and Tasks
  Schedule of Activities (p. 9 – 10)
• Highlighted: READ THE TPA HANDBOOK
  THOROUGHLY
  • Many issues are related to the committee
    members and intern not reading the handbook.
  • Schedule of activities are available to assist each
    committee member with their respective roles
    and responsibilities on the committee.
  • There is a separate guide for each committee
    member (guide can be found on the EPSB
    Website identified on slide 2).
Table of Contents Checklist (p. 11 – 12)
• The Table of Contents Checklist is a new item
  to assist with organizing the TPA Notebook of
  completed tasks.
• Highlighted: Place each checklist in front of
  the appropriate cycle of the notebook.
  Intern Information Sheet (p. 15)
– Now requests last four digits of intern’s
  SSN and cell phone number.
– Includes statement verifying the intern has
  thoroughly read the TPA Handbook.
    Task A-1: Teaching and Learning
            Context ( p. 18)
• Prior: Interns completed A-1 for each lesson plan.
• NOW: The intern completes Task A-1 once prior
  to the Cycle 1 observations to describe the
  teaching and learning context. An intern does not
  complete for each lesson.
• However, if the teaching environment changes
  significantly (e.g. new school, change in
  classroom placement configuration, change in
  grade or courses taught) the intern will complete
  A-1 again.
       Task A-1: Teaching and Learning
               Context (p. 18)
• Prior: Students were provided check boxes to
  identify student categories
• NOW: Interns must identify and describe the
  diverse nature of the students in their class(es).
• NOW: Interns must provide three brief profiles
  of students in their class(es).
   –   Student struggling to meet lesson objectives
   –   Student meeting lesson objectives
   –   Student exceeding lesson objectives
   –   An example is provided in the KTIP Examples
       document on the KTIP Website.
    Task A-2: Lesson Plan (p. 19)
Prior: Students responded to questions and completed
  the Objective/Assessment Plan Organizer
NOW:
  •Questions are more clearly defined for ease of
  responding.
  •Lesson Plan format has changed that aligns to
  expectations of the instructional unit.
     –Lesson objectives/targets
     –Assessment descriptions (with differentiation)
     –Instructional Strategies/Activities (with
     differentiation)
     –Media/Technology/Resources
  •Requires the use of the Kentucky Core Academic
  Standards where applicable.
  •References to DOK have been removed.
       Task C: Lesson Analysis and
            Reflections (p. 21)
Highlights:
• To ensure that the lesson analysis and reflection
  have an impact on instruction, this task must be
  completed no later than two days after each
  observed lesson.
• Communication of student results is an ongoing
  process: It does not just happen at the end of the
  nine weeks (which is no longer an acceptable
  response).
• Place heavy emphasis on helping students assess
  their own performance.
       Task D: Collaboration Plan
                 (p. 23)
Highlights:
  • This task must be approved by your
    committee before implementation.
  • Prior: Progress reporting for Cycles 1
    and 2 were combined in one descriptor
    box.
  • NOW: Cycles 1 and 2 are separated for
    ease of use.
                   Task D (p. 23)
Highlights:
• Any student with a special need may be
  considered for this task. Though special
  education students may be identified, this task is
  not limited to a student with an official plan (e.g.
  IEP, 504).
• Other students could include:
   – Barriers (child of divorce, death, truancy issues, job)
   – Gifted students needing enrichment
• Students utilizing Family Resource Centers as well
  as other wrap around services (Comp Care,
  Counselors, etc.).
• A student identified in Task A-1 may be the focus
  of this task.
Task E: Assess & Manage Professional
           Growth (p. 24)
• Highlights:
• The committee uses the PGP to ensure the
  intern is receiving mentoring based upon
  needs identified in the PGP.
• The PGP is reviewed during an appeal to
  ensure the committee members have
  provided opportunities to assist the intern in
  meeting needs.
       Task F: Leadership (p. 32)
Highlights:
 • This task must be approved by the committee
 before implementation.
 • There is a list of examples and non-examples of
 projects on page 32 of the Handbook.
 •It is possible that an intern has successfully
 completed the leadership project without the
 intended results.
    –The intern does not repeat Task F if this occurs. Rather,
    the intern describes in Cycle 3 (or Cycle 2 if completed
    during that cycle) a reflection concerning what did not
    work and why.
          Instructional Unit: Task G
                 (p. 35 - 36)
• Prior: completion of seven (7) sections to design the
  unit.
• NOW: completion of four (4) sections to design the
  unit which mandates the use of the Kentucky Core
  Academic Standards where applicable.
        Instructional Unit: Task H
               (p. 37 – 39)
• Prior: Interns responded to seven (7) sections
  on the tasks.
• NOW: Intern responds to five (5) sections.
• An example is provided on page 37 of the
  directions for completing the assessment
  plans.
• References to DOK have been removed.
• Student self-assessment may be included with
  the Pre-Assessment Plan.
          Instructional Unit: Task I
                 (p. 40 – 41)
Highlights:
• Task C must also be completed for each lesson being
  observed.
• Interns utilize the new template that identifies
     –Lesson number
     –Unit objective #
     –Lesson objectives/targets
     –Formative Assessment descriptions (with
      differentiation)
     –Instructional Strategies/Activities (with
      differentiation)
     –Media/Technology/Resources
 Instructional Unit: Task J-1 Organizing and
            Analyzing the Results
                (p. 42 – 43)
Highlights:
• Prior: The template did not include a section that
  allowed the intern to collect the required pre-
  assessment data.
• No example was provided for the diverse group.
• NOW: The table has been updated to allow the
  intern to record the pre-assessment data.
• An example has been provided for the diverse
  group.
  Instructional Unit: Task J-1 Reflecting on
          the Impact of Instruction
                    (p. 44)
Highlights:
• Prior: The intern responded to six (6)
  items in the task.
• NOW: The interns responds to five (5)
  items in this task.
Instructional Unit: J-2 Communication and
             Follow-Up (p. 45)
Highlights:
• Prior: Multiple questions provided within one
  section.
• NOW: New questions, separately delineated,
  have been included with a focus on
   – Use of formative assessment data
   – Use of student self-reflection
   – Teacher reflection on communication strategies
             Contact Information
Teresa M. Moore: teresam.moore@ky.gov
Sharon Salsman: sharon.salsman@ky.gov
Sherri Hensley: sherri.Hensley@ky.gov
Robert Brown: robertl.brown@ky.gov
502-564-4606    888-598-7667
               www.epsb.ky.gov
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