KTIPUPDATEfor2011-2012

1、KTIP Materials UpdateFOR PREVIOUSLY TRAINED COMMITTEE MEMBERS ONLY 2011 - 2012Changes to TemplatesImportant RemindersAugust 2011General GuidelinesUtilize the link: KTIP Handbook, Fall 2011Utilize the task templates on the following link: KTIP TASK TEMPLATESReview all materials for the internship com

2、mittees here: KTIP MaterialsAll documents may be accessed at/internships/ktipforms11_12.aspHighlightsThe 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 utili

3、ze 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 appea

4、l.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 t

5、hat have been made to the handbook and Tasks.KTIP DatesReminders: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 schoo

6、l 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 per

7、iod.Within the 140 + instructional day span all 3 cycles must occur as identified in regulation. What are Instructional DaysInstructional Days are:1.When teacher intern is performing regular teaching responsibilities in an instructional setting.2.Professional development for compensation from the di

8、strict or employing school (4 days mandated by KDE).Instructional days are not:Annual leaveSick leaveOther authorized or unauthorized leave timeSchool closingsUse of Calendar to Establish Cycle DatesDuring the Orientation meeting establish tentative dates to ensure all observations and cycle meeting

9、s 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 an

10、d 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

11、9Calendar Example10Common Committee Error with CyclesKTIP 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

12、additional training in KTIP prior to being assigned a new intern(s).CyclesAll 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.F

13、ormative Assessment of the InternThe first two cycles of observation are formative. Formative assessments include:Task A-2 lesson plan review prior to the observed lessonLesson observationPost-observation conferencePerformance Task A-F reviewCommittee meetingSummative Assessment of the InternThe thi

14、rd cycle of observation is summative. Summative assessments include:Unit planning using Tasks G-J2Task A-2 lesson plan review prior to the observed lessonLesson observationTask C for lesson reflectionPost-observation conferenceFinal committee meeting Analytic and Holistic ScoringBoth analytic and ho

15、listic 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 stan

16、dard for a successful internship.Guidelines for Collecting EvidenceClear, 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

17、 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 TasksSchedule of Activities (p. 9 10)Highlighted: READ THE TPA HANDBOOK

18、 THOROUGHLYMany 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 fou

19、nd 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

20、 (p. 15)Now requests last four digits of interns 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 t

21、he 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-

22、1 again. Task A-1: Teaching and Learning Context (p. 18)Prior: Students were provided check boxes to identify student categoriesNOW: 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)

23、.Student struggling to meet lesson objectivesStudent meeting lesson objectivesStudent exceeding lesson objectivesAn 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 Or

24、ganizerNOW: Questions are more clearly defined for ease of responding.Lesson Plan format has changed that aligns to expectations of the instructional unit.Lesson objectives/targetsAssessment descriptions (with differentiation)Instructional Strategies/Activities (with differentiation)Media/Technology

25、/ResourcesRequires 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

26、 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)Highlig

27、hts: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 s

28、pecial 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 enrichmentStudents utilizing Family Resource Centers as well as other w

29、rap 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 revi

30、ewed 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

31、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 wh

32、y.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 s

33、even (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 identifiesLesson numberUnit objective #Lesson objectives/targetsFormative Assessment descriptions (with differentiation)Instructional