1. Kansas Performance Teaching Portfolio
For a general Overview of the KPTP (“KPTP 101”), see slides 1 – 7.
For detailed guidance on the Tasks of the KPTP, see the whole power point.
KPTP Overview
Teacher Education and Licensure Kansas State Department of Education
Anne Keeler(785) or Nikkolas Nelson(785) or

2. Purpose
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.

3. The Six Focus Areas of the KPTP:B
Analysis of Learning Environment Factors C
Instructional
Implementation A
Analysis of
Contextual
Information F
Reflection
And Self-
Evaluation D
Analysis of
Classroom
Learning
Environment
Refer to Page 2-3 of the Content Guidelines for detailed description of each Focus Area. E
Analysis of Assessment Procedures

4. The Four Tasks
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.
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.
Refer to Page 3 of the Content Guidelines for detailed description of each task.
The Focus Areas evaluated by task are as follows:
Task #1: Focus Areas A & D
Task #2: Focus Areas A, B, & E
Task #3: Focus Areas C, D, E, & F
Task #4: Focus Area F

5. KPTP Guidelines
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
Refer to Pages 4-5 in the Content Guidelines.
Emphasis on developing a timeline for completion. This is not a project that should be done in one day at the end of student teaching – it is a comprehensive portfolio that should coincide with the student teaching experience.
Tasks #1 and #2 should be completed prior to the actual teaching of the unit.
Task #3 daily reflections should be completed during the teaching of the unit on a daily basis AND the Communications Log in Task #4 should be completed during the teaching of the unit.

6. KPTP Guidelines Formatting Guidelines: Video Recording 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
Refer to Page 5 in the Content Guidelines.
Note: Any responses that exceed the 35 page maximum will not be scored.
Response items that are supposed to be within the Tasks that are put in the Appendices will be counted toward the 35 page maximum.
(Example: a candidate put the three pages of disaggregated data for Task #3 in the appendices – those three pages were added into the appropriate place in Task #3 for scoring and then bumped three pages out of Task #4 that could not be scored.)

7. KPTP Guidelines Collaborative Work Plagiarism Working together to:
Brainstorm
Share Ideas or collectively come up with ideas together
Observe/Reflect
Improve Skills
Learn from one another
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.
See Page 1 of the Content Guidelines for the Academic Integrity Policy.
Refer to academic integrity policies at individual colleges/universities.
Merriam-Webster. Plagiarism July 2011 <

8. TASK #1: Contextual Information & Learning Environment Factors
WHO you are teaching.

9. TASK #1: Contextual Information & Learning Environment Factors
Teacher candidates will demonstrate an understanding of who is in their classroom and how this will effect their instruction and classroom environment.
Step 1: General Contextual Information
Step 2: Classroom Contextual Information
Step 3: Focus Students Information
Step 4: Implications for Classroom Learning Environment.
Refer to Page 6 in the Content Guidelines.

10. Step 1 – General Contextual Information
NARRATIVE 1.1.1
General information not classroom specific.
Response should be in a technical format.
Use the provided page limit as a guide (1 page).
Remember: no specific names should be listed.
District and school requirements is a very important element, do not overlook.
Refer to Page 7 in the Content Guidelines.

11. Step 2 – Classroom Contextual Information
Table 1.2.1
Table 1.2.2
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.
Student characteristics should include intellectual, social, and personal.
Implications should be given for both the whole group and subgroup.
Information should be data-driven.
Refer to Pages 8-9 in the Content Guidelines and to the Glossary for definition:
“Subgroup” A group is a number of students in a broad category e.g., gender. A subgroup refers to a subordinate group within the group e.g., males or females. Categories do not have to be limited to physical attributes. They can include cognitive characteristics.
(Glossary Page 57)

12. Step 3 – Focus Students’ Information
TABLE 1.3.1
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 and Table in appropriate columns.
Refer to Pages in the Content Guidelines.
Implications for each Focus Student addressing each type of characteristic – intellectual, social, and personal – should be detailed and appropriate.

13. Step 3 – Focus Students’ Information Example/Non-Example of technical writing
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
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.
First is non-example of technical writing that is detailed and appropriate. The red items are evidence of implications for instruction.
Second is example of good technical writing that is detailed and appropriate. The red items are evidence of implications for instruction.

14. Step 4 – Implications for Classroom Learning Environment
NARRATIVE 1.4.1
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.
Refer to Page 11 in the Content Guidelines and to Pages (Rubric).
Characteristics to be addressed that are listed on the Rubric include:
Intellectual
Social
Personal
Developmental

15. Step 4 – Implications for Classroom Learning Environment
Example Focus Student
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.
This is an activity for candidates to discuss multiple appropriate strategies that candidates are expected to know and apply from methods coursework.

16. TASK #2: Designing Instruction
PLANNING

17. TASK #2: Designing Instruction
This task is all about PLANNING your unit of study.
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.
Refer to Pages in the Content Guidelines. Rubrics are on Pages

18. Step 1 – Grade Level, Content, Topic & Rationale
TABLE 2.1.1
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.
Refer to Page 17 in the Content Guidelines.
Please include the language of the Standard:
Example: underlined phrases/sentences are examples of what could be included in the KPTP.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 3: The student understands how the United States Constitution allocates power and responsibility in the government.

19. Step 2 – Unit Design Table 2.2.1 Table 2.2.2
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.
Provide clear responses to prompt questions.
Use examples from classroom contextual information.
Refer to Pages in the Content Guidelines.
Glossary Definitions:
“Objective” Generally, learning objectives are written in terms of learning outcomes: What do you want your students to learn as a result of the lesson?
(Full Definition, Glossary Page 56)
“Lesson” a structured period of time where learning is intended to occur. It involves one or more students being taught.
(Full Definition, Glossary Page 55)
“Assessment” (Full Definition, Glossary Pages 53)
Pre-assessment is given before instruction to identify the students’ abilities, skills, or knowledge about the topic that is about to be taught. The teacher uses this assessment to determine students’ prior knowledge in order to prepare or adjust instruction appropriately.
Formative assessment of student performance, formal or informal, done during the unit to give both the teacher and the student feedback regarding learning and the possible need for remediation or enrichment.
Summative assessment is comprehensive, given at the end of the unit of instruction to determine the levels of student learning.
Formal assessment have data which support the conclusions made from the test (standardized measures)
Informal assessments are not data driven, but rather content and performance driven.

20. Step 3 – Detailed Planning
NARRATIVE and TABLE 2.3.2
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.
Refer to Pages in the Content Guidelines.

21. Step 4 – Unit Assessment Plan to Measure Student Learning
TABLE 2.4.1
Focusing on planned assessments.
Include all three types
Informal Formative
Formal Formative
Summative
Provide a copy in the appendix.
Refer to Pages in the Content Guidelines.
“Assessment” (Full Definition, Glossary Page 53)
Pre-assessment is given before instruction to identify the students’ abilities, skills, or knowledge about the topic that is about to be taught. The teacher uses this assessment to determine students’ prior knowledge in order to prepare or adjust instruction appropriately.
Formative assessment of student performance, formal or informal, done during the unit to give both the teacher and the student feedback regarding learning and the possible need for remediation or enrichment.
Summative assessment is comprehensive, given at the end of the unit of instruction to determine the levels of student learning.
Formal assessment have data which support the conclusions made from the test (standardized measures)
Informal assessments are not data driven, but rather content and performance driven.

22. Task #3: Teaching and Learning
IMPLEMENTATION

23. TASK #3: Teaching and Learning
This task is all about IMPLEMENTATION. Task 1 and Task 2 set the stage for Task 3 and what you do!
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.
Refer to Pages in the Content Guidelines. Task #3 is the longest task and addresses the most Focus Areas and Standards. Refer to Rubric on Pages in the Content Guidelines.

24. Step 1 – Daily Teaching Reflection
TABLE 3.1.1
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.
Refer to specific bulleted questions to address on Page 33 of the Content Guidelines.
Note: The Daily Communications Log should be completed along with the Daily Teaching Reflection Log.

25. Sample Daily Teaching Log:
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.

26. Step 2 – Lesson Observation and Reflection
Observed and Video Recorded Lessons
TABLE 3.2.1
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.
Refer to Pages in the Content Guidelines.

27. TABLE 3.3.1, TABLE 3.3.2a, and TABLE 3.3.2b
Step 3 – Assessment
TABLE 3.3.1, TABLE 3.3.2a, and TABLE 3.3.2b
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.
Refer to Pages in the Content Guidelines.

28. Examples of Disaggregated Data
Reminder: Data should reflect the Whole Class, Subgroup, and Focus Students.

29. TASK #4: Reflection and Professionalism
REFLECTION on Professional Practice

30. TASK #4: Reflection & Professionalism
Step 1: Reflection on Learning Objectives
Step 2: Reflection on Future Professional Development.
Step 3: Professionalism.
Refer to Page 44 in the Content Guidelines. Rubrics on Pages

31. Step 1 – Reflection on Learning Objectives
NARRATIVE 4.1.1
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.
Refer to Pages in the Content Guidelines.
Note: Utilize goals, objectives, adaptations, instruction, and assessment along with student characteristics and other contextual factors to develop your reflection. It may be useful to review your response to Tasks #1 and #2.

32. Step 2 – Reflection on Future Professional Development
NARRATIVE 4.2.1
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).
Refer to Page 47 in the Content Guidelines.

33. Step 3 - Professionalism
TABLE and TABLE 4.3.2
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.
Refer to Pages in the Content Guidelines.

34. FINAL THOUGHTS

35. Education Program Consultant
Final Thoughts
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 Keeler
Education Program Consultant
(785)
Glossary of Terms begins on Page 53 of the Content Guidelines.