Kentucky Teacher Internship Program: Teacher Performance Assessment (TPA)

1. Kentucky Teacher Internship Program: Teacher PerformanceAssessment (TPA) Career and Technical Education Session November 18, 2008 1:00 – 6:00 pm

2. TPA Overview • Welcome and Introductions • Expectations • Attendees need an understanding of the TPA process • Attendees will not be completing the face-to-face training during this session • Attendees need assistance in aligning the Tasks of the TPA to CTE in-service intern • Attendees will be active participants in the process • Attendees understand the rule of two feet

3. What is done, when? See page 9-12 of TPA • Cycle 1: Tasks A – F • 1-60 instructional days following orientation • Cycle 2: Tasks A – F • 61-110 instructional days following orientation • Cycles 1 and 2 are formative evaluations. • Cycle 3: Tasks A – J2 • 111-140 instructional days following orientation • Cycle 3 is the summative evaluation.

4. How the TPA is organized? P 8 • Materials needed: see page 8 • Directions: see page 8 • (Organize by Cycles and Tasks, not standards).

5. Task E: Self-Assessment • See pages 22 – 25 in TPA: • Complete prior to Orientation Meeting

6. Activity OneTask A-1 • Shoulder Partner • Pair Share • 8 minutes

7. Task A: Two components: A1 and A2 Use pages 9, 10, 14, 15 of the TPA • Task A: Using a shoulder partner describe the work completed for Task A in each Cycle using page 9 - 10 (yellow) as your guide. • Orientation: • Cycle 1: • Cycle 2: • Cycle 3: • When does the committee discuss video-taping?

8. Discoveries for Task A • When does the intern complete A-1? • Complete for each class for which the intern is being observed. • When does the intern complete A-2? • For each lesson being observed. In Task I, for each lesson being observed in the instructional unit, or one if the lesson of the instructional unit is video recorded.

9. Activity TwoTask A-2 • Shoulder partner • 15 minutes • Create Task A-2 based upon a project or program in the CTE classroom. (blue template)

10. Task Three A-2 IPR • Using IPR Standard 2: Document evidence of completion for another pair of principals by exchanging A-2 tasks.

11. Questions for Task A?

12. Task B: What is it? p.16 of the TPA • Observation of the intern in the classroom • Standards used: 1, 3, 4, 5, 6 on the IPR (use cheat sheet)

13. Task C: Reflection p.16-17 of the TPA • Use IPR Standards: 5, 7

14. Activity FourTask D • Two Parts: • Understanding the Process • Completing a Collaboration Task Template • 20 minutes

15. Task D: Collaboration Project p. 18 – 19 in TPA • Task D: Using a shoulder or face partner describe the work completed for Task D in each Cycle using page 9 - 10 as your guide. • Orientation: • Cycle 1: • Cycle 2: • Cycle 3:

16. Task D Activity • With your shoulder partner create a Collaboration Project for Task D. (lavender)

17. Task D: IPR Standard 8 • Cycles 1, 2, and 3 • Standard 8: Collaborates with Colleagues/Parents/Others • Question: For how many students does the intern need to complete the collaboration project? • Answer: • One (1)

18. Questions for Task D?

19. Task E: p 9 – 10, 20 - 27 • What happens prior to the Orientation? • Completion of Self-Assessment (green) on page 22 of the TPA • Work with resource teacher to identify strengths and areas of professional growth • What happens during the Orientation Meeting? • Discuss your completion of the self-assessment • What happens prior to the Cycle 1 committee meeting? • Work with the resource teacher on strengths and growth areas and develop possible professional development plans to reach goals identified in the PGP.

20. Task E: • What occurs during the Cycle 1 committee meeting? • Reconcile the strengths and priority areas for growth identified by the committee • To agree upon the professional growth activities for Cycle 2 and the assistance and documentation needed for these activities • Clarify the expectations

21. Task E: • What occurs prior to the Cycle 2 committee meeting? • Continue the implementation of the work plans • Electronically submit the Cycle 2 progress reports to your committee 2 – 3 days prior

22. Task E: • What happens during the Cycle 2 committee meeting? • Discuss the progress made in implementing the approved Task E work plans • What occurs prior to the Cycle 3 committee meeting? • Complete the work plans for your Task E • Electronically submit the completed task

23. Task E • What happens during the Cycle 3 committee meeting? • Discuss the completed professional responsibilities task

24. Task E • Document evidence on IPR Standard 9: Evaluates Teaching and Implements Professional Development

25. Activity FiveTask E • Role Modeling • In your group of 4 select someone to serve as the intern. • The other three are the committee members. • Working with the intern, complete Task E pages 26 – 27.

26. Task E: p 20-27 of the TPA • Questions?

27. Task F: Leadership p 28 - 29 of the TPA • Read directions for Task F on page 28 of the TPA • With your table, discuss some possible projects that are currently being completed by your teachers to use as the leadership project.

28. Activity SixTask F: Leadership • With a group of 4, use page 28 (pink) of the TPA to create a Leadership Project you have discussed. • 15 minutes • Be ready to briefly describe your Leadership Plan to another group

29. Share Leadership Ideas • 3 minutes each group

30. Task F: Leadership pages 9 – 10 of the TPA • What happens prior to the Orientation? • Identify possible leadership projects. • What happens during the Orientation? • Discuss possible leadership projects and agree upon the project you will plan and implement. • What happens prior to the Cycle 1 committee meeting? • Based upon the task completion time line set at the Orientation meeting work on your leadership work plans. • Electronically submit the work plan 2 – 3 days prior to the Cycle 1 committee meeting.

31. Task F: • What occurs during the Cycle 1 committee meeting? • Discuss the progress on the project • Clarify the expectations for completion by Cycle 2 • What occurs prior to the Cycle 2 committee meeting? • Continue to implement the work plan • Electronically submit to the committee 2 – 3 days prior to the Cycle 2

32. Task F: Leadership • What happens during the Cycle 2 committee meeting? • Discuss the progress made in implementing the approved Task F work plans *Progress of implementation may be completion of Leadership Plan during Cycle 2 • What occurs prior to the Cycle 3 committee meeting? • Complete the work plans for your Task F • Electronically submit the completed task

33. Task F: Leadership • What happens during the Cycle 3 committee meeting? • Discuss the completed professional responsibilities task

34. Task F: Leadership • Document evidence on IPR Standard 10: Provides Leadership Within School/Community/Profession

35. Tasks G-J: The Instructional Unitpage 30 of the TPA • Task G: Designing the Instructional Unit • Task H: The Assessment Plan • Task I: Designing Instructional Strategies and Activities • Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction • Task J-2: Communication and Follow-Up

36. Tasks G-J IPR Standards • Standard 1: Demonstrates Applied Content Knowledge • Standard 2: Designs and Plans Instruction • Standard 5: Assesses and Communicates Learning Results • Standard 6: Demonstrates Implementation of Technology • Standard 7: Reflects on and Evaluates Teaching and Learning

37. Activity SevenTask G: page 31-32 • With a group of 4, design an Instructional Unit for your students. • Use directions on page 31. • Use the beige template or additional sheets. • Use a current unit, a dream unit, etc. • 15 minutes

38. Task H: The Assessment Plan • Assessment Plan Purpose: Explain how you will determine student knowledge and skills pertinent to this instructional unit prior to instruction. • Question: Why would an intern need to develop the assessment plan prior to instruction rather than after?

39. Activity Eight:Task H: The Assessment Plan page 35 of the TPA • Same group of 4: Create the Assessment Plan • Use white page template • 10 minutes

40. Activity NineTask I: Designing Instructional Strategies and Activities page 36 of the TPA • Question: When does the intern begin this task? (refer to page 30) • Use template on goldenrod color paper. • Each person in your group completes one lesson for Task I • Share lesson with group members • 10 minutes

41. Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction • Use the example on cream color paper for discussion of J-1. • Discussion on page 39: Reflecting on the Impact of Instruction. • See training sample at http://www.kyepsb.net/documents/Intern/08%20Training%20Sample.doc0

42. J-2: Communication and Follow Up • Use page 40 of TPA • See training sample at • http://www.kyepsb.net/documents/Intern/08%20Training%20Sample.doc

43. Activity TenQuiz Quiz Trade • Each person will have one card with a question. • Stand up and hold your card up high. • Find another person with their card held up. • Pair up. Person 1 reads question. • Person 2 responds. If correct give card. • Person 2 reads a question. Person 1 responds. Trade card. • If person misses, coach to correct answer then switch cards. • Continue around the room until time is called. • 10 - 15 minutes

44. Questions and Answers

45. Contacts • Teresa Moore, teresam.moore@ky.gov • Sherri Henley, sherri.henley@ky.gov • Sharon Salsman, sharon.salsman@ky.gov • Jaime Rice, jaime.rice@ky.gov