Kentucky Teacher Internship Program (KTIP) Committee Training 2017

1. Kentucky Teacher Internship Program (KTIP) Committee Training2017

2. What is KTIP? • Collection of evidence provided by the intern; • Grounded in the developmental view of teaching; • Designed to support beginning teachers in their development; • Provides structure and feedback for continuous improvement.

3. Training Outcomes Participants will: • understand their role and how it contributes to the intern’s success. • review KTIP materials and procedures. • understand the Kentucky Framework for Teaching and how to evaluate and document teacher progress. • calibrate evidence for domains.

4. PLEASE NOTE • KTIP is for certification. • PGES is for evaluation and employment. • Sources of Evidence must determine that candidates are at least DEVELOPING for successful internship. • All previous KTIP materials should be discarded.

5. Cycles:In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into three increments of time.All committee members must be in attendance at all committee meetings.

6. KTIP/Cycle Days There are two sets of days for KTIP: • Internship days • 140 instructional days for the internship year • Begin counting from the first day of teaching to the last day of teaching • PD for compensation from employing school • Cycle days • Cycle 1: 1-60 instructional days from Orientation • Cycle 2: 61-110 instructional days from Orientation • Cycle 3: 111- close; instructional days from Orientation • Observations and committee meetings can happen anytime within the above cycle time frame.

7. 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. 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).

8. Counting Cycle Days • 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–Close FOLLOWING the Orientation –Cycle 3 • Cycle 4 is appropriate as long as it is held within the Cycle 3 time line.

9. Guiding Intern Growth through Formative and Summative Assessment • Assessment during Cycles 1 and 2 is formative – committee members identify growth areas and give the intern guidance for meeting the requirements. • Assessment during Cycle 3 is summative - committee members consider the progress the intern has made throughout the school year, and make a final decision regarding the intern’s performance on the requirements. • A successful internship requires committee consensus of at least Developing on every component. If consensus cannot be reached, use majority rule.

10. Where to Find Electronic KTIP Documents • Go to the EPSB website www.epsb.ky.gov (do not login) • Click on Internships • Click on KTIP • Click on KTIP/IECE Forms and Resource Information This is where you will find all KTIP documents, including Source of Evidence templates.

11. Intern Performance Record (IPR) • The IPR is the document used for collecting evidence for all components during the internship. • If an intern’s performance is considered unsatisfactory, documentation found in the IPR provides evidence during the appeals process of the intern’s performance. • The IPR is not housed in IMS; scripting and evidence contained in the IPR is not entered into IMS. • The IPR must be kept electronically or in hard copy and copies given to the intern at each cycle.

12. The 7 KTIP Sources of Evidence are used to determine the intern’s performance levels on the 22 Framework components. Activity: Evidence or Opinion? (#2)

13. Source of Evidence: Lesson Plan Purpose: Provides the foundation upon which you will create the classroom environment and implement instruction. Required for all lessons observed by KTIP committee. Submitted to the appropriate committee member 2-3 days before the scheduled observation. Guidelines for Developing Lesson Plan: • Context • Lesson Learning Targets/Objectives • Students’ Baseline Knowledge and Skills • Formative Assessment • Resources / Technology • Lesson Procedures • Watch for’s Pages 8-9 of the KTIP Handbook

14. Lesson Plan Activity 20-30 minutes • On each table, we have several lesson plans. • With a shoulder partner, take two lesson plans. • Take the Framework for Teaching rubric and review each Domain 1a, 1b, 1c, 1d, 1e, 1f. • Look at the criteria in the Framework for Teaching and the section of the lesson plan and score the lesson plan for all of Domain 1. In the IPR list your specific evidence for why you scored the lesson as you did. • Discuss what types of feedback you would provide the intern regarding the lesson plan.

15. Source of Evidence: Post-Observation Reflection Purpose: Reflect on the impact of the decisions you made in planning, implementing, and assessing an observed lesson. Completed within two days after each observed lesson. Post-Observation Reflection should: • Be based on formative data; • 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 will be modified in the future and a rationale; • Identify professional growth needs based on formative assessment data collected. Pages 10-11 of the KTIP Handbook

16. Post Observation Reflection Activity • Provide each table with 2-3 sample post observation reflections (POR). • Have shoulder partners choose one POR to score using the FfT rubric for Domain 4a. • Provide blank IPR Domain 4a forms for the partners to complete by scoring and listing evidence. • Take 15 minutes to complete activity. • Table partners share • Group Share for Calibration • What feedback would you share with the intern regarding this POR?

17. Source of Evidence: Records and Communication Purpose: Keep accurate records of instructional and non-instructional events; establish relationships with families and the community. Initiated during Cycle 1 to inform Post-Observation Conferences. If scored as ineffective by one or more committee members in Cycle 1, this source of evidence must be further developed and submitted for reevaluation during Cycle 2. 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.). Pages 12-13 of KTIP Handbook

18. Source of Evidence: Professional Involvement Purpose: Documents active participation in a range of activities and makes a contribution to the professional community of the school. Initiated during the Orientation Meeting and updated during each cycle. Evidence could be: • Involvement in instructional collaborations with colleagues • PLCs • Department/grade level groups • School events/activities • Student clubs/groups • School/district committees and projects Pages 14-15 of KTIP Handbook

19. Source of Evidence: Professional Growth Purpose: Identify strengths and areas for professional growth related to successful performance in the internship. Documents the intern has been afforded due process. Completion Schedule: • 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 • Within TWO WEEKS after Cycle 1 Committee Meeting Pages 16-19 of KTIP Handbook

20. Source of Evidence: Observations Purpose: Demonstration of components in Domains 2 and 3 Requirement: Intern will be observed by each committee member in Cycles 1, 2, and 3 for a total of 9 observations. The intern should review the components of Domains 2 and 3 to prepare for observations. Page 20 of KTIP Handbook

21. Source of Evidence: Student Voice Survey Purpose: To measure 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. Administered during Cycle 3. An analysis of Cycle 3 survey data will be included in the Cycle 3 Final Report for the PGP. Preschool – Grade 2, survey is not required. Page 21 of the KTIP Handbook

22. Part 2: Kentucky Framework for Teaching

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

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

25. Activity Domain 1 and Lesson Plan • This can be completed earlier with Lesson Plan or scored during discussion of Domain 1. • Take one of the lesson plans provided on your table. • With a shoulder partner, review the lesson plan and each of the sub-domains of Domain 1. • Actually score the lesson plan in Domain 1. • What discussion and feedback would you provide the intern?

26. Domain 4 – Professional Responsibilities Sources of Evidence - Documentation 4A – Reflecting on Teaching Reflection • Post-Observation – Professional Involvement – Professional 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

27. Post Observation Reflection, Records of Communication, Professional Involvement Log, and PGP Activity • Use the post observation reflection you have on your table. • Choose a shoulder partner and score it according to Domain 4a. • Use the professional involvement log and score for Domains 4d and 4f. • Use the PGP and score for Domain 4e. • Use the Records and Communication and score for Domains 4b and 4c.

28. ACTIVITY Review the indicators under each performance level of Domains 2 and 3 and code the scenarios to the appropriate subdomain of 2 and/or 3. *This activity will prepare participants to score sample videos.

29. Conducting the Observation • Domains 2 and 3 are directly observable in the classroom. • Evidence • What the teacher and students say and do • Relevant evidence may also include what teachers and students DO NOT say or do (ask questions, participate in an activity, misbehave) • Interpretation • Observer’s characterization of evidence from the classroom to describe what students did or said • Examples: (students “appear” comfortable, happy, or bored; students “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.

30. Sorting the Evidence Evidence might not sort evenly, or at all. Some components may have more evidence than others. A lack of evidence for some components may be important when considering evidence. • No evidence of student misbehavior might constitute an interpretation that student behavior was entirely appropriate (which may or may not be accurate). Evidence may be relevant for multiple components. Some evidence that you collect may be irrelevant for the Framework for Teaching.

31. Observation Training

32. Observation Training

33. Mentoring and Coaching Interns • Using the Handout, “Tips for Mentoring New Teachers” have a table discussion about mentoring. • Have group develop some additional tips for mentoring. • Discuss when and how mentoring and coaching will occur during the pre and post conference sessions with the interns.

34. www.epsb.ky.gov www.epsb.ky.gov

36. Click Update

37. Electronic Reporting Intern Management System (IMS) is the online reporting system for KTIP • Resource Teacher Time Sheet (RTT) • Signed by resource teacher, intern, and principal • Submitted by District KTIP Coordinator • Required hours: • In-class – 20 (not paid by EPSB) • Out-of-class – 40 (paid by EPSB) • Payments • Fall/Spring time sheets – 2 payments • Full Year time sheet – 1 payment at the end • At the discretion of the resource teacher unless mandated by the district/school. • Record of Teacher Internship Year (RTIY) • Committee members submit their own component scores for each cycle after the observation. • Sign-off is done at the Committee Meeting.

38. Record of Teacher Internship Year Reporting • All committee members must submit observation dates/component scores before the principal can create the cycle report. • Edits can be made to individual component scores/observation dates once the cycle report is created and the committee member is ready to sign the report. • All committee members must electronically sign the cycle report before the next one is available. • Cycle 3: • The principal will enter the meeting date, strength/priority areas for growth, AND committee rating. • All committee members will then sign.

39. Resignations • An intern cannot resign from KTIP, unless he/she resigns the position. • The intern shall immediately provide written notice of the KTIP resignation to his/her employer. The resignation form located on the EPSB website should be filled out completely and signed. • EPSB staff shall give final approval of resignations from KTIP or the internship could be deemed as unsuccessful. Note: Interns who do not complete their internship during the initial school year must complete KTIP within two consecutive school years.

40. Leave Medical or Military Leave • If the intern resigns due to medical or military leave and will be returning to work during the same school year, the District KTIP Coordinator will place the intern on leave through the IMS. • If the intern resigns due to medical or military leave and will not be returning to work, the District KTIP Coordinator will submit the resignation form to EPSB.

41. Session Evaluation • What was most helpful? • What do you still need? • Comments/Suggestions…

42. Contact Information Sherri Henley: sherri.henley@ky.gov Sharon Salsman: sharon.salsman@ky.gov Jennifer Elliott: jennifer.elliott@ky.gov Ben Boggs: ben.boggs@ky.gov 502-564-5832 888-598-7667 www.epsb.ky.gov