Kentucky Teacher Internship Program (KTIP) Committee Training 2015 1

Kentucky Teacher Internship Program

(KTIP) Committee Training

2015

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• Collection of evidence provided by the intern that demonstrates performance of the Kentucky Framework for Teaching (KFfT) that aligns to the Kentucky Teacher Standards;

• Grounded in the developmental view of teaching, recognizing that the teaching profession improves after years of study, consultation, and reflective practice;

• Designed to support beginning teachers in their development and to focus support through a process that is aligned with PGES;

• Provides structure and feedback for continuous improvement through individual goals that target student and professional growth.

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Participants will:

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

• become familiar with KTIP materials and procedures.

• develop an understanding of the Kentucky Framework for Teaching (KFfT) and how to evaluate and document teacher progress.

• practice scoring videos of teachers demonstrating indicators in Domains 2 and 3.

• Develop comfort in the new training materials designed for state-wide roll-out.

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• Kentucky Teacher Standards are STILL a critical component of the KTIP process!

• KTIP is for CERTIFICATION; PGES is for EVALUATION and EMPLOYMENT!

• Detailed Crosswalk – Pages 32 – 33 of the Handbook• The Kentucky Framework for Teaching and sources

of evidence are used to determine that candidates are meeting the standards at a certain level.

• KACI was charged with developing a certification system that was aligned with PGES so that schools did not have to use two different systems.

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Same• KTIP Organizer• Tasks (Sources of

Evidence)• Committee

Composition• Timeline and Required

In- and Out-of-Class Time

• Number / Mode of Observations

Different• Collaboration and

Leadership Task – replaced with Professional Involvement Log

• New Rating System (I, D, A, E)

• No UNIT!• Different Forms

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Orientation Orientation

First Committee Meeting

Held: Prior to any formal classroom

observation

Cycle 1Cycle 1

Second Committee

Meeting

Held: 1-60 instructional

days following the orientation

meeting

Sources of Evidence 1 - 7

Cycle 2Cycle 2

Third Committee Meeting



meeting


Cycle 3Cycle 3

Fourth Committee

Meeting



meeting


• 140 instructional days means the first day the intern is in the classroom to the last day.

• Orientation Meeting – establish tentative dates for ALL observations and committee meetings.

• At each cycle meeting thereafter, adjust dates according to weather, sick or personal leave, or docked contract days.

• Remember to begin counting the 140 cycle days on the day FOLLOWING the Orientation Meeting.

• Cycle Days:• Days 1 – 60 FOLLOWING the Orientation – Cycle 1• Days 61 – 110 FOLLOWING the Orientation – Cycle 2• Days 111 – 140 FOLLOWING the Orientation – Cycle 3• Cycle 4 is appropriate as long as it is held within the Cycle 3 time

line.

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• Instructional Days ARE:• When an intern is performing regular teaching

responsibilities in an instructional setting;• Professional development for compensation from the

district or employing school (4 days mandated by statute).

• Instructional Days ARE NOT:• annual leave days;• sick leave days;• other authorized or unauthorized (dock) leave time;• non-student calendar days / holidays;• severe weather days (unless approved by KDE for the use

of Non-Traditional Instruction grant – Snow Day Packet).

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• Your intern’s Orientation Meeting is held on August 27.

• Your intern has already completed the required FOUR (4) days of professional development.

• September 28 and February 1 are REQUIRED contract days.

• Using the 2015-16 Jessamine County Schools calendar, please identify the following dates for:

• End of Cycle 1 (Days 1 – 60)• End of Cycle 2 (Days 61 – 110)• End of Cycle 3 (Days 111 – 140)

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How’d you do?

Day 60 = December 3 Day 110 = February 29 Day 140 = April 18

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• Remember that you can ONLY count a day as instructional if the intern is: (a) performing regular duties in the classroom; (b) participating in professional development as part of regular contract.

• Still using August 27 as the Orientation Meeting date, determine the new dates for the end of each cycle if your intern misses the following days:• Sick Days – October 1 and 2, November 9 and 12, January 6,

7, 8• Snow Days (Not NTI Eligible) – February 8, 9, 10, March 14 –

15• Personal Day – April 1

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How’d you do?

Day 60 = December 14 Day 110 = March 22 Day 140 = May 11

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

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

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Overview – Page 3 Schedule of Activities for the Internship Year – Pages 4 – 5

KTIP Organizer and Checklist – Page 6

Intern Information Sheet – Page 7

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Addresses the following components of KFfT:• Component 1A – Content and Pedagogy• Component 1B – Knowledge of Students• Component 1D – Knowledge of Resources

Initiated prior to the Orientation Meeting as part of SGG development and used for lesson planning for Cycles 1, 2, 3

Context Source focuses on:ContentStudentsResources

Pages 8 – 9 of KTIP Handbook15

• Addresses the following components of KFfT:Component 1A: Knowledge of PedagogyComponent 1B: Knowledge of StudentsComponent 1C: Instructional OutcomesComponent 1D: Knowledge of Resources / TechnologyComponent 1E: Developing Coherent InstructionComponent 1F: Designing Student Assessment

• Guidelines for Developing Lesson Plan:Learning TargetsPre-AssessmentFormative AssessmentResources / TechnologyLesson Procedures

• Pages 10-11 of KTIP Handbook16

• Addresses the following components of KFfT:Component 2A – 2E: Domain 2Component 3A – 3E: Domain 3

• Guidelines for Developing Lesson Plan:Learning TargetsPre-AssessmentFormative AssessmentResources / TechnologyLesson Procedures

• Page 12 of KTIP Handbook17

Addresses the following components of KFfT:Component 3E: Flexibility and ResponsivenessComponent 4A: Reflecting on Teaching

Completion of Reflection Source of Evidence should:

Be based on formative data;Include other student artifacts or evidence;Describe impact of classroom environment and

management;Outline any changes to the instructional plan and

the reasoning behind the need for change;Explain how the lesson would be modified in the

future and a rationale;Identify professional growth needs based on

formative assessment data collected.

Pages 13 – 14 of KTIP Handbook18

• Addresses the Following Components of KFfT:Component 4B: Maintaining Accurate RecordsComponent 4C: Communicating with Families

• Guidelines for Providing Evidence of Recordkeeping and Communication:Evidence of both instructional (grades, homework)

and non-instructional (field trips, attendance, book fair) events;

Evidence of multiple modes of communication to stakeholders (PT Conference notes, newsletters, screenshots of class webpages / Facebook pages, individual emails, etc.);

Evidence should be included in KTIP Organizer.

• Pages 15-16 of KTIP Handbook 19

Address the Following Component of KFfT:Component 4A: Reflecting on TeachingComponent 4B: Maintaining Accurate RecordsComponent 4D: Participating in a Professional CommunityComponent 4E: Growing and Developing ProfessionallyComponent 4F: Showing Professionalism

Documents the intern’s involvement in the professional community of the school and is to be included in the KTIP Organizer.

Professional Involvement Log Documents ways the intern is actively involved in the

professional life of the school and district through all cycles Opportunity for review and reflection

Pages 17 – 18 of KTIP Handbook

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Address the Following Components of KFfT:Component 4A – Reflecting on TeachingComponent 4E: Growing and Developing Professionally

Initial Self-Assessment and ReflectionCompleted BEFORE the Orientation Meeting

Possible Priority Growth NeedsBEFORE Cycle 1 Committee MeetingBased on self-assessment of current performance on

each component

Priority Component(s) for Professional GrowthAT the Cycle 1 Committee Meeting

Professional Growth Plan DevelopmentAFTER the Cycle 1 Committee MeetingNo later than TWO WEEKS after Committee Meeting

Pages 19-22 of KTIP Handbook21

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Addresses the following components of KFfT:Component 1B – Knowledge of StudentsComponent 1C – Instructional OutcomesComponent 1E – Coherent InstructionComponent 1F – Student AssessmentComponent 4A – Reflecting on Teaching

Guidelines for Developing this Source of Evidence:Target ContentAssessment of Enduring SkillSMART GoalProfessional Learning NeedsStrategies to Accomplish GoalMonitoring Plan for Goal AttainmentCommittee Review – Cycle 1 Committee MeetingStudent Growth Monitoring and Reflection – During Cycle 2Student Growth Review and Reflection – Cycle 2 Committee MeetingSummative Assessment of Student Growth and Reflection – Cycle 3

Pages 23 – 25 of KTIP Handbook

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Addresses the following component of KFfT: Component 1B – Knowledge of Students

Student Voice Survey is a measure of the extent to which students perceive that their teacher provides:

Support through rigorous instruction; Transparency through effective communication styles; Understanding through appropriate and varied assessment; Discipline through respectful classroom culture; Engagement through innovative instruction; Nurturing through attentive observation; Trust through teamwork.

During the Orientation Meeting, the intern committee should discuss the completion of the survey as outlined by the district’s CEP.

Private and Public School Completion Page 26 of the KTIP Handbook

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Addresses the following component of KFft:Component 4F – Showing Professionalism

Is not directly addressed by one or more of the preceding Sources of Evidence.

Each member of the intern committee will have opportunities to witness demonstration of this component from different perspectives.

Page 27 of KTIP Handbook

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Domains and Themes – page 1Framework Vocabulary – pages 2 - 3Overview of Domains, Elements, Indicators – page 4Domain 1 – Planning and Preparation – pages 6 -15Domain 2 – The Classroom Environment – pages 17 –

24Domain 3 – Instruction – pages 26 – 35Domain 4 – Professional Responsibilities – pages 37 –

45Crosswalk Document – pages 46 – 47

NOTE: See KTIP Handbook Appendix for detailed Kentucky Teacher Standard Crosswalk.

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Review the indicators under each performance levels and HIGHLIGHT the qualifying language differences among levels

***The resulting activity will assist participants when scoring sample videos.

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Sources of Evidence - Documentation1A – Knowledge of Content

Context - Lesson Plan1B – Knowledge of Students

Context - Lesson Plan - Student Growth – Student Voice

1C – Setting Instructional OutcomesLesson Plan - Student Growth

1D – Demonstrating Knowledge of Resources / Technology

Context - Lesson Plan 1E – Designing Coherent Instruction

Lesson Plan – Student Growth1F – Designing Student Assessments

Lesson Plan – Student Growth29

Sources of Evidence - Documentation4A – Reflecting on Teaching Reflection

Post-Observation – Professional Involvement – Professional Growth – Student Growth

4B – Maintaining Accurate RecordsRecords and Communication – Professional Involvement

4C – Communicating with FamiliesRecords and Communication

4D – Participating in a Professional CommunityProfessional Involvement

4E – Growing and Developing ProfessionallyProfessional Involvement – Professional Growth

4F – Showing ProfessionalismProfessional Involvement

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EvidenceWhat the Teacher and Students Say and DoRelevant evidence may also include what teachers and

students DO NOT do (ask questions, participate in an activity, no inappropriate behavior)

InterpretationDefined as, “characterization of actual evidence from the

classroom which would describe what students actually did or said.

Examples: (Students appear comfortable, happy, or bored; Love working with manipulatives, class is out of control, etc.)

BiasValue judgments based on a teacher’s or students’ age, race,

gender, appearance, economic status, accent, etc.

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• Evidence MAY NOT sort evenly.• More evidence for some components than others• NOTE: A lack of evidence for some components may be important to consider when interpreting evidence.• No evidence of student misbehavior MIGHT

constitute evidence for an interpretation that student behavior was entirely appropriate.

• Evidence may be relevant for multiple components.

• Some evidence MAY NOT sort at all.• Some evidence that you collect may be irrelevant for the Framework for Teaching

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Intern Performance RecordVideo Training

2A – Creating an Environment of Respect and Rapport

Video Training2B – Establishing a Culture of Learning

Video Training2C – Managing Classroom Procedures

Video Training2D – Managing Student Behavior

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Video Training3A – Communicating with Students

Video Training3B – Questioning and Discussion Techniques

Video Training3C – Engaging Students in Learning

Video Training3D – Using Assessment in Instruction

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• 2A – Creating an Environment of Respect and Rapport

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• 2B – Establishing a Culture for Learning

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• 2C – Managing Classroom Procedures

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• 2D – Managing Student Behavior

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• 3A – Communicating with Students

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• 3B – Questioning and Discussion Techniques

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• 3C – Engaging Students in Learning

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• 3D – Using Assessment in Instruction

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http://education.ky.gov/teachers/PD/Documents/KY%20Professional%20Learning%20Guidance.pdf

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• After selecting, “Log in to EPSB,” at www.epsb.ky.gov you may select the Power Point Tutorial for creating a username and password.

• Once you have established a username and password, select Intern Management System (IMS) to create timesheets (resource teacher), create the Record for Internship Year, and sign off on time sheets and reports.

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Click Update

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Sherri Henley: [email protected] Sharon Salsman: [email protected] Biby: [email protected] Brockman: [email protected]

502-564-4606 888-598-7667 www.epsb.ky.gov