nbrc.illinoisstate.edu facilitator guide sessio… · web viewplanning for assessment. 20-25. 1.7...

Commitment to Excellence for Students, Parents, Community and Your Practice

National Board For Professional Teaching Standards

Component 4: Effective & Reflective Practitioner Session 1: Planning Data Collection

Expected work completed Prior to Component 4 Session #1 1. Read the Portfolio Instructions and Scoring Rubric for your Certificate Area.2. Become familiar with the Standards measured by Component 4 as listed in your Portfolio Instructions.3. Bring Curriculum with Units of Study for the school year.4. Re-Read the Knowledge of Students standard for your certificate area. 5. Read and highlight your certificate specific Portfolio Instructions for Component 4. Bring questions about Component 4.

Expected outcomes from Session 1: by the end of Session #1, candidates should be able to… Relate their work on Component 2 with the expectations for Component 4 to understand the similarities between components. Become familiar with the C4 Portfolio Entry Instructions and outline the Component 4 expectations. Develop a plan to gather student information from various sources in relation to the Unit of Study selected. Understand and plan for the different types of Assessment used in Component 4. Create a plan to gather data from a formative assessment, a student self-evaluation/feedback and a summative assessment. Begin completing the Contextual Information Sheet and the Group Information and Profile Form. Unpack Certificate Specific Standards for building school-family relationships.

Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. Component 4 Session 1 Facilitator Guide June 2018 1

Candidate Pacing Guide- By End of C4 Session 1 – Portfolio Entry Work Addressed in SessionsComponent Standards – at least Forms Collecting Information Written Commentary

Component 2

Knowledge of StudentsContent AreaDifferentiationAssessment & Others for EntryReflection

Student Release formsContextual Information SheetAll certificate- specific forms

Whole Class student workStudent work sample 1Student work sample 2Assessment Information

Draft of Entire C2 Entry: Instructional Context Planning & Instruction Analysis Reflection Certificate – Specific sections

Component 4

Partnerships with Families & CommunityRevisit - Assessment

Review Student & Adult Release Forms

Contextual Information Sheet Group Information & Profile

Form

Begin planning data collection Determine Unit of Study Collect assessment information Begin determining information

sources

Read C4 Portfolio Entry Instructions





Topics Time Resources Overview of Component 4- Session 1

Welcome10 - 15 1.1

Welcome Candidates to Session. Emphasize the component change to C4. Candidates discuss how their work in C2 supports their work in C4 by highlighting similarities between the

two components. The discussion may be led by returning candidate(s). The group determines how/when C2 component questions may be addressed in sessions now.

Topic 1: Reviewing C4 Entry

Instructions25 - 30

1.21.31.4

Candidates will review the C4 Resource 1.1 Component 4 Organizer (F2.15). Facilitator will share the C4 Resource 1.2 Overview and Planning Chart. Walk through instructions to give an overview of the requirements of Component 4.

Topic 2:Gathering Knowledge

of Students from Multiple Sources

15 - 20

1.51.6

StandardsPortfolio Instructions

Candidates will plan to gather relevant information from multiple sources to build their Knowledge of Students that will provide the basis for instructional planning.

Candidates begin to develop a strategy for collecting student information relevant to the Unit of Study.

Topic 3: Contextual Information

Sheet & Group Information and Profile

Form

15 - 20Portfolio Instructions

Facilitators will explain the content of the Contextual Information Sheet and Group Information and Profile Form to allow candidates to become familiar with these forms.

Candidates compare forms and determine the type of information required on each form. Candidates begin to plan how to collect the required information.

Topic 4:Planning for Assessment

20-25

1.7 1.7a

1.81.9

Candidates will study the differences between Formative Assessments and Summative Assessments and begin to think about how they will use them in their Unit of Study.

Candidates will also plan to use a Student Self-Assessment/Feedback.

Topic 5: Unpacking Standards 10 - 20

Certificate Specific

Standards 1.10

Candidates will unpack the standards related to this part of Component 4, including Knowledge of Students, building school-family relationships, and assessment.

Closure 5-10• NBCT Facilitator reminds the group about the outcomes for the session.• Candidates may discuss any insights or plans they’ve developed during this session.

Preparing for Component 4 Session 2 / Developing a Timeline for C4

5-10

Resources and Forms from

this session &Personal timelines

1.11 Scavenger Hunt

• NBCT Facilitator models and explains. • Candidates continue to unpack Standards - building school-family relationships, assessment.• Candidates develop a plan to collect information about students relevant to a Unit of Study.• Candidates review and discuss their personal timeline for completion of NB work (could be both C2 & C4).

Evaluation 10- 15 1.12 or 1.13

• NBCT Facilitator will consider the evaluations & the needs of the group when preparing for session 2.• PD cohorts – be sure to take time to revisit the cohort goal when evaluating the session.




Facilitator Preparation Set the expectation that candidates will have a digital device to access digital content throughout all sessions. Email Candidates ahead of time instructing them to bring or have access to: C4 Portfolio Instructions and Scoring Rubric for their

Certificate Area, General Portfolio Instructions, Standards for their Certificate Area, Scoring Guide, Curriculum for the school year, and Architecture of Accomplished Teaching Placemat.

C4 Resource 1.11 Component 4 Scavenger Hunt is included at the end of this session’s resources. You may decide to use this resource with your candidates, either in advance or during the session, if it is appropriate for your candidates. It has not been included with instructions in the Facilitators Guide but provided as an extra resource for Facilitators. Sometimes candidates consider this type of task as busywork and sometimes it is looked upon as a valuable way to introduce candidates to the nuances of the Component.

Review the Instructions for Component 4 in a Certificate Area to become familiar Component 4 expectations. Instructions for Certificate Areas are similar, but there may be slight differences depending on the certificate area.

Review the C4 Resource 1.3 Overview and Planning Chart to familiarize yourself with the Component 4 expectations. This document lays out the expectations in sequential order when the plan is implemented, however, candidates may find it necessary to move back and forth and between columns when planning.

Facilitator Notes This facilitator guide is written with the assumption that candidates in this cohort already worked on Component 2 in earlier sessions

during the school year. The work done on Component 2 serves as a foundation for work in Component 4. Several aspects of Component 2 will help candidates complete Component 4. Candidates have already used the Architecture of Accomplished Teaching as a framework for examining their teaching, unpacked standards, have completed a draft of the written commentary, and have begun to learn how to write for National Board. During the welcome part of this session emphasize how candidates’ work on Component 2 will help them approach the demands of Component 4. This discussion also gives an opportunity to emphasize other aspect of accomplished teaching highlighted in C4 – collaboration with families and the community, using assessment information and reflection.

The sessions should generally be spaced 3-4 weeks apart to account for work to be accomplished between sessions. All topics are important to cover. The Key Ideas capture the essence of the topic. Procedures /Activities develop the topic and the

Application Activities can be completed during the session or assigned for homework. The depth that you cover each topic should be determined by your candidates’ needs.

Candidates began unpacking standards as a part of Component 2 sessions and can use their notes for C4 as well. They will be unpacking standards in the first 4 sessions of C4. Some of the standards were addressed in Component 2 sessions, but this time candidates are approaching the standards with the lens of Component 4. Their standard knowledge should deepen as a result of the opportunity to





revisit standards with a new perspective. Resources are provided to support the candidates, but it is their choice if and how they will use these resources. There is a strong tie between C4 and the Student Growth Model Illinois has adopted. It is important to note: “The evidence submitted for Component 2 and Component4 and one of the two video recordings submitted for

Component 3 may be from the same unit of instruction but must be from different lessons that have unique lesson goals and objectives—even if all evidence is drawn from a single instructional setting.” (from p. 4 of the General Portfolio Instructions 2018).

Forms in the Instructions are PDF’s and are for example only; forms to type in and submit are in the downloadable folder for Certificate Specific Portfolio Instructions.

C4 Resource 1.7 Formative_Assessment_Article_Aug2013 – came from the Association for Middle Level Education Web Site.

Virtual Facilitator Suggestions• Use of a message board and /or video blogging may allow candidates to share what has gone well since the last session.• Consider using a shared Google document when application or extended practice calls for use of chart paper.

Procedures & Activities Materials Time

Welcome Show slide 2. Candidates log into their National Board Profile to check the accuracy of their status.

This will be listed at the beginning of each session to make sure candidates are checking their profile regularly.

Show slide 3 to share outcomes and goals for this session. Revisit group norms as needed. Show slide 4, 5 to reinforce the idea that since candidates have completed one draft entry for

Component 2, this experience will help them with Component 4. As time allows, you may have returning candidates lead a discussion on how completing a draft on one component prepares them to more efficiently begin this component.

Both components:o Ask for knowledge of students supported by evidenceo Require a written commentary featuring a unit of studyo Include a contextual information sheet

Sign-in sheet Participant

agenda Chart paper for

Parking Lot Markers/Pens LCD projector

C4 PowerPoint for Session 1

PowerPoint slides 1-5

C4 Resource 1.1

10-15





o Require analysis and reflectiono Include collecting student assessment information o Include NBPTS Standards for Knowledge of Students, Assessment, Content Area, Reflection….o Use the Architecture of Accomplished Teaching as a framework for discussing accomplished

teaching Decide as a cohort how Component 2 questions will be addressed in this session and future sessions.

Since the cohort is focusing on Component 4 for the next several sessions, candidates will need to have a designated time to address the C2 work they may be completing outside the C4 cohort sessions.

Solicit, answer & share resources that address participants’ questions.

Comparing Component 2 vs Component 4


Topic 1: Reviewing Component 4 Instructions and Forms

Purpose: Gain an understanding of Component 4 expectations to develop a plan of action for completing the portfolio entry.

Key Information: Candidates gather information from a variety of sources about a group of students. Candidates use assessments to effectively plan for & positively impact students’ learning and growth. Candidates provide evidence of collaboration with families & caregivers, the community, &

colleagues. Candidates provide evidence of contributions to learning communities to advance student learning. Candidates are responsible for reading and following the Certificate Specific Instructions and the

Instructions provided on the forms. Candidates need to see the “path” that they will be following to develop a plan for collecting data in

relation to their unit of study.Procedures:

PowerPoint slides 6 – 19

C4 Resource 1.2 Component 4 Organizer F2.15

C4 Resource 1.3 Overview and Planning Chart

C4 Resource 1.4 Comparing C4 to SLO (note – this resource is to be used with the Application portion of this topic)

25-30





1. Show slide 6 to introduce topic 1 – Reviewing Component 4.2. Show slide 7 to give an example of the Component 4 level 4 rubric. “Overall, there is clear,

consistent, and convincing evidence the teacher develops and uses knowledge of students gathered from multiple sources to inform instruction and assessment; reflects on his or her own practice; and collaborates with families and caregivers, the community, colleagues, and others to create improvements that advance student learning and growth.” (Taken directly from Level 4 Rubric)

3. Have the group discuss the language of this overview. Invite candidates to cite specific language and share thoughts on the significance or connection to 5 Core Propositions or Standards. Language to discuss Clear, consistent and convincing evidence Develops and uses knowledge of children Gathered from multiple sources To inform instruction and assessment Reflect on own practice Collaborates with… Create improvements Advance student learning and growth– the ultimate goal

4. Show slides 8-16 to walk through the Certificate Specific Portfolio Instructions and Scoring Rubric. 5. Show slide 17 – Distribute and review the C4 Resource 1.2 Component 4 Organizer (C2 Resource

1.14). Explain that the light blue boxes at the top of the organizer are the major concepts they demonstrate in this entry. The bottom of the organizer shows the parts of the Written Commentary and how the forms and other evidence support the entry. This is a complex entry with several parts. It is worthwhile to emphasize advance planning for completing each section of the entry.

6. Show Slide 18. Have candidates find the “Submission at a Glance” page in their Certificate Specific Portfolio Instructions. Have them compare the Organizer to the “Submission at a Glance” page. Encourage them to add information to the Organizer that will help remind them of all the parts of Component 4. They will need to locate and add the standards that this component will measure in their Portfolio Instructions.

7. Show slide 19 to view and discuss C4 Resource 1.3 Overview and Planning Chart. You may also Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. Component 4 Session 1 Facilitator Guide June 2018 7




distribute this resource at this time. Explain that this is a possible path for them to help organize and sequence tasks to complete the parts of Component 4. Notice the similarity of these parts to the Architecture of Accomplished Teaching – Know students – set goals – plan instruction – implement instruction – evaluate learning – provide feedback - reflect upon student learning and effectiveness of instructional design – set new goals.

8. Walk through the steps of the plan. This is an overview of how Component 4 is organized. These steps will be examined in depth as the candidate plans the Unit of Study.

9. On pages 2-3 of the C4 Resource 1.3 Overview and Planning Chart there is space for the candidate to plan. This resource is to support candidate decisions and support answering the questions in the written commentary. Candidates may choose if and how they use this resource.

o Explain that candidates will need to select a Whole Group of Students. Refer candidates to Portfolio Instructions for information on how to select these students.

o Then candidates need to select a Unit of Study for this group of students. The word unit or unit of study is used to describe sequential lessons aligned to standard(s) taught within a time frame.

o The knowledge of students they need to gather (from multiple sources) will be in relation to the objectives for this Unit of Study.

Application10. Ask candidates to share a Unit of Study they currently teach they may be able to use for Component 4.11. Compare C4 Resource 1.3 Overview and Planning Chart to the AAT Placemat. Candidates should be

able to see how the steps in this plan align with the AAT. If they don’t, guide them so they see how the two correlate.

12. This process may also show strong similarities to Candidate’s District Student Growth Plan or a Student Learning Outcome (SLO) defined by ISBE. Refer to the C4 Resource 1.4 Comparing C4 to SLO to see connections between C4 and an SLO.

13. It is important to note: “The evidence submitted for Component 2 and Component4 and one of the two video recordings submitted for Component 3 may be from the same unit of instruction but must be from different lessons that have unique lesson goals and objectives—even if all evidence is drawn from a single instructional setting.” (from General Portfolio Instructions 2018)





14. The idea of using a Unit of Study for different components might be helpful to some candidates and confusing to others. It is the candidate’s choice on what evidence they choose to submit.


Topic 2: Gathering Knowledge of Students from Multiple Sources

Purpose: Candidates will develop and use knowledge of students gathered from multiple sources to inform instruction and assessment.

Key Information: Certificate Specific Standards have standards that address Knowledge of Students and Partnering

with Families/Community, but titles of standards may differ. Component 4 requires candidates to describe or build a profile of a group of students by collecting

relevant information from Families & caregivers, the community, colleagues and other sources. Candidates need to strategically plan the kinds of information they need to collect based upon the

Unit of Study.

Procedures/Practice:1. Show slide 20 to introduce this topic, emphasizing that accomplished teachers strategically collect

information about their students in relation to the Unit of Study.2. Show slide 21 or refer to C4 Resource 1.3 Overview and Planning Chart to point out that this topic

centers on the planning part of the organizer. This resource will be used with the next steps listed in this topic. Other resources – 1.5 & 1.6 will also be referenced for collecting information about students during this topic.

3. Show slide 22 – This slide focuses in on the “Planning” (Green) portion of the Overview Chart – it also has a large space under each column for candidates to use to take notes and plan.

a. 1st column: Select a Unit of Study for your Group of Students. It is important to select a Unit of Study that the candidate will have time to plan for. They will need time to gather relevant

PowerPoint slides 20 - 23

C4 Resource 1.5 What I Know About My Students

C4 Resource 1.6 Gathering Knowledge of Students

15-20





information from multiple sources and plan the assessments that are required in this component. The Unit of Study must be long enough to allow the candidate to analyze the formative assessment (and self-assessment if appropriate) to adjust learning goals and instruction before giving the summative assessment (and self-assessment if appropriate).

b. 2nd column: Knowledge of Students in relation to the Standards/Objectives of the Unit of Study. Explain that it is important to only include knowledge of students relevant to this Unit of Study. Consider what information is relevant to this unit of study.

4. It is also important to use multiple resources when gathering this knowledge of your students. On a chart (or in a Google Doc) brainstorm possible sources where a teacher could gain more

information about their students – for example, but not limited to: parents, caregivers, previous teachers, specialists (gym, art, music, reading, special education teachers, club organizers, coaches)

Show slide 23. Distribute C4 Resource 1.5 What I Know About My Students. This is a list of descriptive categories and possible resources to learn information about your students.

Distribute C4 Resource 1.6 Gathering Knowledge of Students– Explain that this is the place to record information about students from multiple sources and decide if it is relevant to the Unit of Study.

5. 3rd column, site the evidence that substantiates your relevant knowledge about your students – use C4 Resource 1.5 Gathering Knowledge of Students–to help fill out this column.

6. 4th column: Plan appropriate and worthwhile goals for the Unit of Study. The Unit of Study has standards or objectives that make this learning worthwhile-based on local curriculum, state standards, or CCSS. Your knowledge of students will help you create learning goals that are appropriate for your students.

7. Refer to Foundational Session 3 Topic, Selecting Learning Goals, to review Learning Goals, as needed for your candidates.


Topic 3: Forms: Contextual Information Sheet and Group Information and Profile Form PowerPoint slides 24 – 27 15 - 20





Purpose: To familiarize candidates with the forms that will contain information about their school setting and the relevant information they gathered about their students.

Key Information: Contextual Information Sheet – gives an overview of the broader context in which you teach. Group Information and Profile Form – describes the relevant information gathered, from multiple

sources, to increase the knowledge of your students. Candidates will include 2 pages of evidence that shows information was gathered from multiple

sources.

Procedures/Practice: 1. Show slide 26 – Contextual Information Sheet and Slide 27 – Group Information and Profile

Form. Candidates access the Contextual Information Sheet in the Certificate Specific Portfolio Instructions or in the downloaded folder for Component 4 Instructions.

2. Lay forms side by side. Candidates read the directions provided on each form. Remind candidates that they must follow the directions on these forms precisely. You may want to note that the Group Information and Profile form allows 2 pages of information. This is an opportunity for candidates to include more information about their students in relation to the Unit of Study.

3. Ask candidates to note differences in the forms. (Contextual Information Sheet focuses on school setting and classroom setting – Group Information and Profile Form focuses on the information gathered from multiple sources about the featured group of children).

4. Lead a discussion to generate different types of evidence that could be collected to show information was gathered from multiple sources. Candidates may have difficulty determining the difference between the two questions on the Group Information and Profile Form. The first question asks candidates to describe the information about the group of students from multiple sources and how they collected it. The second question asks them to describe the group of students based on the information they gathered.

5. Refer to the Three Types of Writing Chart found in Foundational Session #3 or Component 2 Session 3. It is important to clearly paint a picture of the teaching context and the students in the selected

Portfolio Instructions –Contextual Information Sheet and Group Information and Profile Form (PDF Versions)

Downloadable Portfolio Instructions - Contextual Information Sheet and Group Information and Profile Form in Word Format





whole group. Remind candidates to include information that is relevant to the Unit of Study, rather than trying to include everything they know about their students.


Topic 4: Planning for Assessment

Purpose: Select, develop, and use assessment to inform instruction and evaluate learning.

Key Information: Assessment is a recursive process that informs instruction and evaluates learning. Formative assessment provides feedback and information during the instructional process while

learning is taking place and is used to adjust instruction. Student Self-Assessment allows students to give feedback on their own learning. Summative Assessment takes place after the learning has been completed and provides information

and feedback that evaluates the learning.

Procedures: 1. Show slide 28 to introduce the types of assessment.2. Share the C4 Resource 1.7 Formative_Assessment_Article_Aug2013”.3. Give candidates 10 minutes to read C4 Resource 1.7 Formative_Assessment_Article_Aug2013. 4. Show slide 29 – Types of Assessment Chart. You can share this chart by:

Accessing C4 Resource 1.8 Types of Assessment Chart on your computer and projecting on a screen and fill in as a group. Then send a completed chart.

Have candidates access the C4 Resource 1.8 Types of Assessment Chart on their computer and make individual notes.

Give candidates a hard copy of the C4 Resource 1.8 Types of Assessment Chart to take notes. Upload C4 Resource 1.8 Types of Assessment Chart to Google Doc and share with cohort members

PowerPoint slides28, 29

C4 Resource 1.7 Formative_Assessment_ArticleAug2013

C4 Resource 1.8 Types of Assessment Chart

C4 Resource 1.8a Types of Assessment Chart with Examples

C4 Resource 1.9 Every Teacher’s Guide to Assessment with Examples

20-25





so everyone can add ideas. Use 3 large pieces of chart paper with each type of assessment listed at the top.

5. Record the purpose of each type of assessment in the C4 Resource 1.8 Types of Assessment Chart found in key ideas above.

6. Brainstorm examples of each type of assessment and record. NOTE – it is how the teacher uses the data collected from the assessment that defines it as a formative or a summative assessment – not the assessment itself.

7. Encourage candidates to use the completed C4 Resource – 1.8 Types of Assessment Chart as they plan assessments for their Unit of Study - which are found in Columns 5 and 6 in the C4 Resource 1.2 Overview and Planning Chart.

8. Facilitators may read to prepare and/or share C4 Resource 1.8a Types of Assessment Chart with examples to gain ideas for chart.

9. Facilitators may suggest that candidates read C4 Resource – 1.9 Every Teacher’s Guide to Assessment for more information about different types of assessment.


Topic 5: Unpacking Standards for Component 4

Purpose: Unpack the standards that correlate with the planning of data collection.

Key Information:

Standards articulate the behaviors of accomplished teachers. Examples of accomplished teaching are provided to bring clarity to the standards. Candidates will develop a solid understanding of what accomplished teaching looks like and strive to

incorporate these behaviors and skills into their practice. Component 4 asks candidates to describe / build a profile of a group of students by collecting relevant

information from families, the community, colleagues and other sources.

PowerPoint Slides 30, 31

Component 4 Portfolio Entry Instructions

Certificate Specific Standards

C4 Resource 1.10 Specific Concepts from the Standards

10-20





Procedures:1. Show slide 30. Have candidates locate the standards addressed in their Component 4 Portfolio Entry

Instructions.2. Give candidates time to review the listed standards related to Collaboration or Partnership with

Families and the Community. Standards have different names depending upon the certificate area.3. Stress the importance of understanding and showing evidence of their Certificate Specific Standards

measured in this component.4. Since candidates have been unpacking at least one standard per session since beginning their cohort

work this year, they should have notes on the Knowledge of Students, Content Area, Assessment and Reflection standards they’ve already unpacked for Component 2. While they will need to revisit these notes in relation to Component 4, candidates should be familiar with the process of unpacking standards and now are addressing standards more specific to Component 4 such as Collaboration or Partnerships with Families and the Community.

5. Distribute C4 Resource 1.10 Specific Concepts in the Standards. Give candidates time to review their standards and begin completing the resource. This should jumpstart their thinking on practices they already use to connect with families, colleagues and the community. Sometimes candidates naturally do this kind of collaboration and need to be prompted to recall all they actually do to collaborate with others. You may give candidates a few minutes to reflect and unpack their standards on their own, then pair them for discussion.

6. Due to time constraints in sessions, you may need to get candidates started on the unpacking process, then encourage them to finish this work on their own.

7. If candidates express the need for further support in “unpacking the standards,” you may choose to do the Application Activity below during the session.

Application: Modeling Unpacking a standard 1. Direct candidates to take a few moments to look at the Standard, the Standard Statement and the

elaboration of the standard.2. Direct candidates to unpack this standard by reading and annotating parts of the standard that they





are currently showing in their practice, and parts of the standard that they need to include in their practice.

3. After 5-10 minutes ask candidates to share thoughts about their standards.4. Tell candidates as part of their homework, they should finish “unpacking” this standard.5. Direct candidates to unpack this standard by reading and annotating parts of the standard that they

are currently showing in their practice, and parts of the standard that they need to include in their practice. If there is not time during the session, have candidates complete for homework.


Closure 1. As you bring this session to a close, refer to the outcomes and questions for this session on slide 32. 2. You may use the questions under each topic to review the content of the session and prompt

candidates on their planning for Component 4.3. This session was meant to dedicate time to begin to plan a Unit of Study where you can highlight your

abilities to develop and use assessment data effectively. 4. This session also encouraged candidates to consider all the sources they use to get to know their

students.5. If you are a Professional Development school, be sure to refer to your goal. The Teacher Liaison will

need time to have a conversation with the group about goals, but this may fit more appropriately during the evaluation portion of the session. Discuss how today’s work supports progress toward the goal(s).

Reference your agenda for Component 4 Session 1

PowerPoint Slide 32

5-10

Preparing for Component 4, Session 21. Show slide 33.2. Direct candidates to revisit their standards that address “Knowledge of Students.” They may highlight

or annotate in their standards, or they may use one of the organizers introduced in Component 2.

PowerPoint Slide 33

Certificate Specific Standards

5-10





3. Direct candidates to also unpack their standards that address “Partnering with Families/Community,” and “Assessment,” by highlighting or annotating parts they are currently showing in their practice and/or highlighting or annotating parts that they need to incorporate into their practice.

4. Begin to fill in the Overview and Planning Chart by selecting a Group of Students and a Unit of Study.5. Gather information from multiple sources for knowledge of students.6. Begin to fill out Contextual Information Sheet and the Group Information and Profile Form. Plan how

they will show evidence of information collected from multiple sources.7. Remind candidates to check their student and adult release forms in case they need to have additional

forms signed for Component 4.8. Candidates should be thinking ahead about their Professional Learning Need and Student Need. At

this point, it will be helpful for them to reread this portion of their Instructions and bring their questions for the next cohort session.

9. Candidates review their personal timelines for completion of Component 4 work and share with a partner or the cohort.


Evaluation of the Session1. If you are using the Communication Update, complete session evaluation on the Communication

Update 2018/19 Form. Remind candidates that their reflections will help guide future sessions. In the Professional Development Cohorts, either the Teacher Liaison (PD cohorts) or a designated candidate can take notes from the group on the Communication Update form. The upper 2 questions on the form are the most important. Be sure to tell candidates at the beginning of the session that they will have a chance to “group evaluate” the session at the end. The intent is that one person is the note taker and the group responds to the top two questions. You want the candidates to reflect on what they learned about their students because of the work in the session and what they learned about their instructional strategies, approaches … because of this cohort session. The facilitator is not in charge of completing this form. In PD schools, this form is used by the Teacher Liaison to communicate with the administrator.

2. You may also elect to have candidates complete an individual evaluation form. Even if it is very brief, be sure to include a feedback opportunity at the end of each session to allow for more efficient future

PowerPoint Slides

C4 Resource 1.12 Communication Update

OR C4 Resource 1.13

Reflection on Cohort Session

10 -15





planning and to ensure this is a safe environment for all candidates. 3. Virtual candidates fill out a Google form for Reflection.4. Take a moment yourself to reflect on today’s cohort work. You may find it helpful to use the

“Facilitator’s Reflection” area on the session description to record what went well, changes you’d like to make and next steps. Your feedback to the design team on the contents of this session is greatly appreciated. Please submit a copy of the Facilitator’s Reflection with your monthly logs.

Facilitator’s Reflection on Component 4 Session 1What went well in this session? Changes I would make to this

sessionMy Next Steps





NOTE: NBRC needs your feedback on Component 4 Session 1. Please Xerox a copy of this page & attach it to your monthly log with any suggestions or comments on what worked or didn’t work. This is designed as a reflection and feedback form. You can also attach the session agenda with highlighted areas or notes


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