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 Inand 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
Cycle 1
Cycle 2
Cycle 3
First Committee
Meeting
Second
Committee
Meeting
Third Committee
Meeting
Fourth
Committee
Meeting
Held: Prior to
any formal
classroom
observation
Held: 1-60
instructional
days following
the orientation
meeting
Held: 61-110
instructional
days following
the orientation
meeting
Held: 111-140
instructional
days following
the orientation
meeting
Sources of
Evidence 1 - 7
Sources of
Evidence 1 - 7
Sources of
Evidence 1 - 9
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• 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 NonTraditional 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:
Content
Students
Resources
Pages 8 – 9 of KTIP Handbook
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• 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
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• 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
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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
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• 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 noninstructional (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
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 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
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 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
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 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
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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 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.
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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 - 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
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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
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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.
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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 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
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 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
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• 2A – Creating an Environment of Respect and Rapport
35
• 2B – Establishing a Culture for Learning
36
• 2C – Managing Classroom Procedures
37
• 2D – Managing Student Behavior
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• 3A – Communicating with Students
39
• 3B – Questioning and Discussion Techniques
40
• 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%20Professi
onal%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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Update
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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
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