KPTP Overview

Teacher Education and Licensure Kansas State Department of Education

www.ksde.org Anne Keeler(785) 296-1105 or Nikkolas Nelson(785) 291-3371

akeeler@ksde.org or nnelson@ksde.org

• The Kansas Performance Teaching Portfolio (KPTP) is designed to be a culminating experience in which the just qualified candidate has the opportunity to apply what he/she has learned throughout his/her Teacher Education Program, demonstrating how he/she uses contextual factors to design and implement a unit of study.

• The teacher candidate will provide information about the unit’s lesson plans and assessments.

• For the purpose of the KPTP, the KSDE Professional Education Standards have been clustered into 6 Focus Areas that represent key areas of teaching practice.

AAnalysis of Contextual Information

BAnalysis of Learning Environment Factors

CInstructionalImplementation

EAnalysis of Assessment Procedures

FReflectionAnd Self-EvaluationD

Analysis of ClassroomLearningEnvironment

Task #1: Contextual Information & Learning Environment Factors• Who you will be teaching.

Task #2: Designing Instruction• What you will be teaching.

Task #3: Teaching and Learning• How you will be teaching.

Task #4: Reflection and Professionalism• Examine and reflect.

The six identified focus areas will be scored based on a unit of study designed by the teacher candidate and broken up into four specific tasks. We will review task 1 in depth.

Review all task instructions and rubrics before beginning.

Develop a timeline for completion.

Do not use any names or identifying factors in portfolio.

Review Content Guidelines and purposefully select your:• Class• Subgroup – chosen from selected class• Focus Students – chosen from selected class• Unit – aligned to academic standards• Focus Lessons – two in-depth lessons

Formatting Guidelines:• Do not exceed 35 pages – this does not include the

appendices• This is the technical writing piece – use the page guidelines

given.

• Appendices – concise and data-driven (link to examples)

Video Recording Guidelines:• Work with classroom teacher• For instructional purposes only

Collaborative Work Working together to:

• Brainstorm• Share Ideas or

collectively come up with ideas together

• Observe/Reflect• Improve Skills• Learn from one

another

Plagiarism Defined as: To steal and pass off (the

ideas or words of another) as one's own : use (another's production) without crediting the source.

Merriam-Webster. Plagiarism. 2011. 8 July 2011 <www.merriam-webster.com/dictionary>.

WHO you are teaching.

Step 1: General Contextual Information Step 2: Classroom Contextual Information Step 3: Focus Students Information Step 4: Implications for Classroom Learning

Environment.

Teacher candidates will demonstrate an understanding of who is in their classroom and how this will effect their instruction and classroom environment.

1) General information not classroom specific.2) Response should be in a technical format.3) Use the provided page limit as a guide (1 page).4) Remember: no specific names should be listed.5) District and school requirements is a very

important element, do not overlook.

NARRATIVE 1.1.1

Table 1.2.1 Information about the

students and class selected.

Use resources to track down information.

Make sure all sections are filled out.

Rationale for selection should specifically state why you have chosen your subgroup and provide concrete reasoning.

Table 1.2.2 Student characteristics

should include intellectual, social, and personal.

Implications should be given for both the whole group and subgroup.

Information should be data-driven.

Review Focus Student selection in the Content Guidelines.

MUST select one with exceptionalities or ELL if applicable.

Rationale should be given in the “Why” column. Table should be specific and detailed. Include information from Table 1.2.1 and Table

1.2.2 in appropriate columns.

TABLE 1.3.1

  

Based on this information, what are implications for this student’s

instruction?Focus Student A

Based on this information presented, Student A will be placed in whole group math and science. For reading he will receive one-on-one guided reading time but for whole group reading he will be placed back into the classroom. Throughout the entire school day Student A will receive one-on-one assistance from a trained teacher to help him stay on task and complete his work. Text will be read to him for the basis for total understanding.

  

Based on this information, what are implications for this student’s

instruction?Focus Student A

For this student, I need to find something that I can use to keep her attention during instruction. This student needs to really work on her listening skills. I think she needs a goal that is an accomplishable for her to work towards each week. One week could be staying on task without needing to be asked to do something. This student needs to have a time limit when she is given tasks such as picking up papers. During instruction this student needs to be engaged and included in to keep her attention on the lesson. I try to call her to more frequent that others just so that I can check to make sure she is paying attention

Classroom Environment Strategies should address all areas listed on the rubric

Make sure to address all three areas and provide a rationale.• Whole Class• Subgroup• Focus Students

Multiple Strategies should be included. Strategies should be detailed and appropriate.

NARRATIVE 1.4.1

ELL student, Spanish is spoken at home, low level reader

• What instructional strategies would you utilize in your content area for this student? (think of at least 3)

• Discuss in pairs.

Example Focus Student

PLANNING

Step 1: Grade Level, Content, Topic and Rationale Step 2: Unit Design (including pre-assessment) Step 3: Detailed Planning (formative and

summative assessments) Step 4: Unit Assessment Plan to Measure Student

Learning.

This task is all about PLANNING your unit of study.

Clearly articulate in written language the how and why.

Fill out all sections of the table clearly. Make sure State Standards are in written format.

TABLE 2.1.1

Table 2.2.1 Read the directions in

the Content Guidelines, they will walk you through the table.

Objectives must be measureable and should be varying levels

Unit design may need to be adapted based on pre-assessment results.

Address ALL objectives in lesson unit design.

Table 2.2.2 Provide clear

responses to prompt questions.

Use examples from classroom contextual information.

Create and attach TWO detailed lesson plans. Lessons will be observed and video-recorded. Address all questions for each lesson plan, if an

item is not addressed, briefly explain why. Include factual information. Describe SPECIFIC adaptations/modifications for

focus students. If paraprofessional is used, describe their role.

NARRATIVE 2.3.1 and TABLE 2.3.2

Focusing on planned assessments. Include all three types

• Informal Formative• Formal Formative• Summative

Provide a copy in the appendix.

TABLE 2.4.1

IMPLEMENTATION

Step 1: Daily Teaching Reflection Step 2: Lesson Observation and Reflection Step 3: Assessment

Task 3 is often the most difficult and will overlap with Task 2.

This task is all about IMPLEMENTATION. Task 1 and Task 2 set the stage for Task 3 and what you do!

The daily Teaching Reflection log should be completed DAILY.

Use technical writing and be specific. NOT a re-creation of your lesson plan. Answer the specific bulleted list provided in the

Content Guidelines.

TABLE 3.1.1

Day 3: Based on my pre-assessment results, I assumed most students already had mastered distinguishing different polygons. Few students missed the identifying question on the pre-test but more had missed the problem solving question involving polygons. So, I had planned on beginning my lesson by review what a polygon was and characteristics of different ones before moving on to more critical thinking type work. However, as we were reviewing, I realized many students were struggling identifying and distinguishing common polygons. We read from the textbook as the students recorded information in their booklets. I continued to ask questions like, “What is the difference between a square and a rhombus?” and “Is a square a rectangle? Is a rectangle a square?” It was difficult for the students to really relate the characteristics they were noting to class discussion. It was interesting because this line of questioning seemed easier for most in my subgroup, as they were more abstract. I do not feel my objective was fully met, as students were able to identify plane figures, but unsuccessful describing them. We will spend more time tomorrow before distinguishing polygons while also working with composite figures.

NEED two detailed lessons observed and video-recorded.

Use the observation form in appendix to guide your reflection – do not submit this form for scoring.

Respond to ALL questions for reflection.

Observed and Video Recorded LessonsTABLE 3.2.1

Interpreting data from pre-assessment, formative assessments, and summative assessment.

Use prompts provided. Disaggregated data should be analyzed and

interpreted. Make sure disaggregated data is based on the

subgroup you selected and addresses the Focus Students.

TABLE 3.3.1, TABLE 3.3.2a, and TABLE 3.3.2b

Questions MissedFocus Student A 5 6 9 10Focus Student B 2 3 5 6 10

REFLECTION on Professional Practice

Step 1: Reflection on Learning Objectives Step 2: Reflection on Future Professional

Development. Step 3: Professionalism.

Be concise and clear in response. Be sure to identify TWO successful learning

objectives AND TWO learning objectives that were least successful.

Include Rationale and Future Extensions.

NARRATIVE 4.1.1

Include TWO aspects for improvement. List specific professional development activities. Remember it is a technical writing piece. Keep your answers concise (1/2 to 1 page).

NARRATIVE 4.2.1

Note: Communication log is filled out while you are teaching the unit, don’t wait until the end!

Include as many different members as possible (at least one person from each group)• Students• Parents• Community Members• Other Professionals

Don’t forget to reflect on the impact – be specific.

TABLE 4.3.1 and TABLE 4.3.2

Use the Glossary of Terms Use the Checklists at the beginning and end of each

task in the Content Guidelines. Review Scoring Rubrics before submitting – you should

be familiar with how you will be scored. Don’t try to write your KPTP in one day!

Anne KeelerEducation Program Consultant

www.ksde.org(785)296-1105

akeeler@ksde.org