Kentucky Teacher Internship Program (KTIP) Committee Training 2015

1. Kentucky Teacher Internship Program (KTIP) Committee Training2015

2. KTIP Overview • 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.

3. Training Outcomes 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.

4. IMPORTANT INFORMATION!!! • 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.

5. KTIP Same Different Collaboration and Leadership Task – replaced with Professional Involvement Log New Rating System (I, D, A, E) No UNIT! Different Forms • KTIP Organizer • Tasks (Sources of Evidence) • Committee Composition • Timeline and Required In- and Out-of-Class Time • Number / Mode of Observations

6. Cycles:In order toprovide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.

7. Use of District Calendar • 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.

8. What are Instructional Days? • 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).

9. Calendar Activity • 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)

10. Calendar Activity How’d you do? Day 60 = December 3 Day 110 = February 29 Day 140 = April 18

11. Calendar Activity • 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

12. Calendar Activity How’d you do? Day 60 = December 14 Day 110 = March 22 Day 140 = May 11

13. Guiding Intern Growth through Formative and Summative Assessment • 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.

14. Let’s Take a Walk Through the KTIP Handbook! • Overview – Page 3 • Schedule of Activities for the Internship Year – Pages 4 – 5 • KTIP Organizer and Checklist – Page 6 • Intern Information Sheet – Page 7

15. Sources of Evidence: Context • 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: • Content • Students • Resources • Pages 8 – 9 of KTIP Handbook

16. Source of Evidence: Lesson Plan • Addresses the following components of KFfT: • Component 1A: Knowledge of Pedagogy • Component 1B: Knowledge of Students • Component 1C: Instructional Outcomes • Component 1D: Knowledge of Resources / Technology • Component 1E: Developing Coherent Instruction • Component 1F: Designing Student Assessment • Guidelines for Developing Lesson Plan: • Learning Targets • Pre-Assessment • Formative Assessment • Resources / Technology • Lesson Procedures • Pages 10-11 of KTIP Handbook

17. Source of Evidence: Observations • Addresses the following components of KFfT: • Component 2A – 2E: Domain 2 • Component 3A – 3E: Domain 3 • Guidelines for Developing Lesson Plan: • Learning Targets • Pre-Assessment • Formative Assessment • Resources / Technology • Lesson Procedures • Page 12 of KTIP Handbook

18. Source of Evidence – Post-Observation Reflection • Addresses the following components of KFfT: • Component 3E: Flexibility and Responsiveness • Component 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 Handbook

19. Source of Evidence: Records and Communication • Addresses the Following Components of KFfT: • Component 4B: Maintaining Accurate Records • Component 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

20. Source of Evidence: Professional Involvement • Address the Following Component of KFfT: • Component 4A: Reflecting on Teaching • Component 4B: Maintaining Accurate Records • Component 4D: Participating in a Professional Community • Component 4E: Growing and Developing Professionally • Component 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

21. Source of Evidence: Professional Growth • Address the Following Components of KFfT: • Component 4A – Reflecting on Teaching • Component 4E: Growing and Developing Professionally • Initial Self-Assessment and Reflection • Completed BEFORE the Orientation Meeting • Possible Priority Growth Needs • BEFORE Cycle 1 Committee Meeting • Based on self-assessment of current performance on each component • Priority Component(s) for Professional Growth • AT the Cycle 1 Committee Meeting • Professional Growth Plan Development • AFTER the Cycle 1 Committee Meeting • No later than TWO WEEKS after Committee Meeting • Pages 19-22 of KTIP Handbook

22. Triangle of Support

23. Source of Evidence: Student Growth • Addresses the following components of KFfT: • Component 1B – Knowledge of Students • Component 1C – Instructional Outcomes • Component 1E – Coherent Instruction • Component 1F – Student Assessment • Component 4A – Reflecting on Teaching • Guidelines for Developing this Source of Evidence: • Target Content • Assessment of Enduring Skill • SMART Goal • Professional Learning Needs • Strategies to Accomplish Goal • Monitoring Plan for Goal Attainment • Committee Review – Cycle 1 Committee Meeting • Student Growth Monitoring and Reflection – During Cycle 2 • Student Growth Review and Reflection – Cycle 2 Committee Meeting • Summative Assessment of Student Growth and Reflection – Cycle 3 • Pages 23 – 25 of KTIP Handbook

24. Source of Evidence: Student Voice • 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

25. Source of Evidence: Showing Professionalism • 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

26. Part 2: Kentucky Framework for Teaching 26

27. Kentucky Framework for Teaching • Domains and Themes – page 1 • Framework Vocabulary – pages 2 - 3 • Overview of Domains, Elements, Indicators – page 4 • Domain 1 – Planning and Preparation – pages 6 -15 • Domain 2 – The Classroom Environment – pages 17 – 24 • Domain 3 – Instruction – pages 26 – 35 • Domain 4 – Professional Responsibilities – pages 37 – 45 • Crosswalk Document – pages 46 – 47 NOTE: See KTIP Handbook Appendix for detailed Kentucky Teacher Standard Crosswalk.

28. ACTIVITY • 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.

29. Domain 1 – Planning and Preparation Sources of Evidence - Documentation • 1A – Knowledge of Content • Context - Lesson Plan • 1B – Knowledge of Students • Context - Lesson Plan - Student Growth – Student Voice • 1C – Setting Instructional Outcomes • Lesson Plan - Student Growth • 1D – Demonstrating Knowledge of Resources / Technology • Context - Lesson Plan • 1E – Designing Coherent Instruction • Lesson Plan – Student Growth • 1F – Designing Student Assessments • Lesson Plan – Student Growth

30. Domain 4 – Professional Responsibilities Sources of Evidence - Documentation • 4A – Reflecting on Teaching Reflection • Post-Observation – Professional Involvement – Professional Growth – Student Growth • 4B – Maintaining Accurate Records • Records and Communication – Professional Involvement • 4C – Communicating with Families • Records and Communication • 4D – Participating in a Professional Community • Professional Involvement • 4E – Growing and Developing Professionally • Professional Involvement – Professional Growth • 4F – Showing Professionalism • Professional Involvement

31. Conducting the Observation • Evidence • What the Teacher and Students Say and Do • Relevant evidence may also include what teachers and students DO NOT do (ask questions, participate in an activity, no inappropriate behavior) • Interpretation • Defined 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.) • Bias • Value judgments based on a teacher’s or students’ age, race, gender, appearance, economic status, accent, etc.

32. Sorting the Evidence • 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

33. Domain 2: The Classroom Environment • Intern Performance Record • Video Training • 2A – Creating an Environment of Respect and Rapport • Video Training • 2B – Establishing a Culture of Learning • Video Training • 2C – Managing Classroom Procedures • Video Training • 2D – Managing Student Behavior

34. Domain 3 - Instruction • Video Training • 3A – Communicating with Students • Video Training • 3B – Questioning and Discussion Techniques • Video Training • 3C – Engaging Students in Learning • Video Training • 3D – Using Assessment in Instruction

35. Observation Training • 2A – Creating an Environment of Respect and Rapport

36. Observation Training • 2B – Establishing a Culture for Learning

37. Observation Training • 2C – Managing Classroom Procedures

38. Observation Training • 2D – Managing Student Behavior

39. Observation Training • 3A – Communicating with Students

40. Observation Training • 3B – Questioning and Discussion Techniques

41. Observation Training • 3C – Engaging Students in Learning

42. Observation Training • 3D – Using Assessment in Instruction

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

44. Intern Management System • 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.

47. Click Update

48. Contact Information Sherri Henley: sherri.henley@ky.gov Sharon Salsman: sharon.salsman@ky.gov Bobbie Biby: bobbie.biby@ky.gov Donna Brockman: donna.brockman@ky.gov 502-564-4606 888-598-7667 www.epsb.ky.gov