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National Board Resource Center at Illinois State UniversityNational Board For Professional Teaching Standards

Component 3: Teaching Practice and Learning EnvironmentSession 3: Articulating Your Practice

Planning for Session 3

Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. C3 Facilitator Guide-S.3 2017

Expected outcomes from Session 3: by the end of Session #3, candidates will … Review and practice descriptive, analytical, and reflective writing, in order to articulate their practice. Analyze 3-5 minute videotape, for evidence of student interaction. Recognize the first step of Accomplished Teaching is to know your students and that all candidates have a standard that

addresses Knowledge of Students. Identify effective resources and strategies candidates can use to gain a deeper understanding about their students. Use the National Board Contextual Information Form to describe their teaching context and students. Provide information so

that NBPTS Assessors clearly understand the context where learning takes place and the strengths and challenges of their students.

Expected work completed Prior to Session #3: Read and become familiar with the “Recording Videos for Component 3” section of the General Portfolio Instructions, p. 28-

36. This section has technical advice, guidelines, and helpful information about making effective videos. Bring assessment data that supports the range of abilities of students. Outline the Knowledge of Students Standard for your certificate area. Have signed National Board release forms for each student and adult that may appear in your video tapings. More detailed

information is available on p. 28 of the General Portfolio Instructions.

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Overview of Session 3

Topics – Some topics have options for extended practice. The extended practice can be saved for the end of the session or can be recommended to candidates as “homework”. Remind the group that the cohort is a professional learning community where all members have opportunities to share their practice

including the facilitator. This sharing will evolve as the year progresses, but everyone is considered an “expert” on their students, thus will have important information to share with the group. Returning candidates may be more comfortable with sharing their practice early in the cohort year, but this is very dependent upon the cohort climate.

Facilitator Preparation View PowerPoint to determine which slides will meet your needs for this Session If choosing to show “Top Ten Technical Tips for Video” bookmark: http://www.azk12.org/podcast/top-10-video-tips Read and become familiar with the General Portfolio Instructions on videotaping for the National Board Process on pages 28-36. There

was an activity in Session 2 based on these pages, although each candidate is responsible for the information on these pages. Read and become familiar with the General Portfolio Instructions on writing for the National Board Process on pages 13-27. Be ready to send Resource 3.5 – Sample Instructional Context Form to candidates digitally.

Facilitator Notes This session is designed to show candidates how to articulate the complexities of their practice. The written commentary is structured

on the AAT and requires candidates to describe what happened during their lesson, analyze that lesson to tell why it was or was not

Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. C3 Facilitator Guide-S.3 2017

Topics Time Notes on Facilitator, Returning Candidates & First Time CandidatesWelcome / Overview 10-15 Facilitator explains, all cohort members share and give feedback to one another.Three Types of Writing 30-45 Candidates will be introduced to the importance of the Three Types of Writing required in their Written

CommentaryAnalysis of Video Segment for Student Engagement

15-25 Candidates will watch a video “Top Ten Technical Tips.” Candidates will share a 3-5 minute videotape with a partner while looking for different types of student

engagement.Instructional Context Forms 30-35 Facilitators will show candidates the Instructional Context Form.

Candidates will begin to fill out the form.Closure 5-10 Candidates will share data that they brought about their students.

Facilitator will give candidates other ideas about where to gather information.Preparing for Next Session 5-10 NBCT Facilitator models and explains.Evaluation 5-10 Entire Group. Eventually the group will determine the agenda for the next session.

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http://www.azk12.org/podcast/top-10-video-tips



effective (did your students learn?) and reflect on what they have learned from the analysis to inform and improve their practice in the future (how will you improve learning?). In order to articulate your practice to the NB assessors, candidates must use all three types of writing.

Descriptive writing is a retelling of the facts. In the Level 4 Rubrics, is asks for clear, consistent, and convincing evidence. Good descriptive writing will give assessors a clear picture of your classroom situation so that they can understand the context of your later analysis and reflection. Analytical writing deals with reasons, rationales, motives and interpretations and is grounded in the concrete evidence you provide in the materials you submit. This may be new to some teachers since this may not be part of their daily practice. Analysis is crucial in the written commentary for the assessors to understand your instructional decisions and provide convincing evidence. Reflection is a thought process that you engage in after a teaching experience. In the reflection part of your written commentary, candidates must show assessors how they used what they learned from their teaching to inform and improve future instruction. When all writing is aligned and supports your practice, you provide consistent evidence.

The Architecture of Accomplished Teaching is the underlying structure for the written commentary. That is why the discussion about what types of writing you would need in each step of the AAT is relevant because is will be linked to their written commentary.

You do not have to do all parts to a topic, but rather choose what you feel your candidates need. The extended practice can wait until the end of the session to determine if you have time. It’s always OK to revisit the earlier sessions. It’s important for candidates to be able to say what they need and help determine the agenda for later sessions.

Most candidates are nervous about videotaping, so continuing to practice using videotapes will be helpful to your candidates. You may want to let them know up front that they will do a 4-5 minute video to share with a partner during session 4. Stress again that these videos do not need to be perfect, but rather give an authentic view of your classroom.

Remind candidates to find out about the videotaping procedures in their school and district. Some districts have district release forms families complete at registration each year. Students and adults appearing in the videos that are submitted will be required to fill out an official National Board Release Form.

Virtual Facilitator Suggestions You need to consider how to candidates will share videos with each other. Use of a discussion board to allow candidates to share what has gone well since the last session. Consider using Google format when application or extended practice calls for use of chart paper.

Procedures & Activities Materials Minutes

Welcome Candidates log into their National Board Profile to check their status. This will be listed monthly to

make sure candidates are checking the profile regularly.

PowerPoint C3-for Session 3 – Articulating

10-15 minutes

Copyright © 2015 National Board Resource Center at Illinois State University. All Rights Reserved. C3 Facilitator Guide-S.3 2017 3



Candidates briefly share what has gone well since last session. Review outline of agenda topics for this session. Share outcomes for this session. Revisit group norms

as needed. Explain that we will be using their 3-5 minute video after the presentation of the Three Types of

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

Your Practice Slides 1-3

Norms if needed Participant

agenda Evaluation Sign-in sheet LCD projector

Topic: Three Types of Writing for the Written Commentary

Purpose: Use descriptive, analytical, and reflective writing to articulate the complexities of your practice, providing clear, consistent, and convincing evidence of your practice.

Key Information: All certificate portfolio instructions are grounded in the Architecture of Accomplished Teaching

Framework and will require candidates to describe, analyze, and reflect on their practice. Since assessors will only have what is provided to them in the entry materials (video recordings,

instructional materials, and written commentary), candidates must demonstrate that they appropriately described, analyzed, and reflected upon their practice and have used this analysis appropriately to guide future teaching.

Your analysis of your featured teaching is a crucial element conveyed solely by your written commentary. In other words, you may have strong evidence, but your analysis of that evidence is what “unpacks” your thinking and makes it convincing for the assessors.

Consistent evidence is provided when the description, analysis, and reflection of your practice is aligned and linked to one another.

Procedures:Introduce the Three Types of Writing

1. Pass out the “Three Types of Writing Chart.” Each type of writing is designed to help you provide evidence about your teaching practice.

2. Use the PowerPoint and/or have candidates follow along on their chart to define the types of writing

PowerPoint C3 Slides 4-10

Materials

Resource 3.1: Three Types of Writing Chart

30-45 minutes




and their purposes. Descriptive Writing {D} – Descriptive Writing is a retelling of the facts of what happened in a

classroom situation. Contains accurate and precise enumeration and/or explanation of critical features. Provides clear and logical ordering of the elements or features of the event, person, concept, or strategy described. Includes all features or elements that an outsider would need to be able to visualize your classroom (sets the stage). Specifies the meaning of any abbreviation or acronym the first time it is used.

Analytical Writing {A} – Analytical Writing deals with reasons, motive, interpretations of why elements or events descried as the way they are – provides rationales. Shows assessors the thought processes that you used to arrive at your conclusions about a given teaching situation. Demonstrates the significance of the evidence you submit. Provides convincing reasoning, based on evidence, for your interpretations and rationales.

Reflective Writing {R} – Reflective writing and Analytical Writing can overlap. Reflection is a thought process you engage in after a teaching experience. Reflection allows you to make decisions about how you would approach similar situations in the future. Reflective writing shows assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future.

When all areas of your writing are aligned and support your practice, then you are providing consistent evidence.

3. Point out that also in this chart are some key words that questions are prompts could begin with that would indicate the type of writing required to answer that question. The chart also contains ideas for you to start writing your answers. It is important that the candidates know that the types of writing may overlap. They need to recognize that they may need to use more than one type of writing to answer a question.

Application:4. Using the Architecture of Accomplished Teaching Placemat Tool, discuss what type of writing a

candidate would use during each step. Possible answers are included below, but it is important for candidates to determine what kind of writing and justify why that type of writing is appropriate.

Assessment of Students: Descriptive when describing who they are, where they are, but moving into analytical writing when talking about what they need and when they need it,

2015

AAT Placemat Tool




because they should be giving rationales behind this thinking. Set high, worthwhile goals: Descriptive writing when creating the goals, analytical writing

when rationalizing why these goals are appropriate. Implement Instruction: Descriptive writing when telling about the planned instruction.

Analytical if they are rationalizing their planning. Evaluate Student Learning: Descriptive writing when telling the “what happened” - did

they meet the goal or not? Analytical when telling “why” they did or didn’t meet the goals. Provide Feedback to students: Descriptive writing when telling students if they did or

didn’t meet goal. Analytical when teachers tell “why” they think the student did or didn’t meet the goal. Analytical on the student’s part when asked by the teacher “why” they think they did or didn’t meet the goal.

Reflect on Student Learning, effectiveness of instructional design: combination of all three – describe what happened, why it happened, and how you would or would not change future instruction.

Set new high and worthwhile goals: descriptive writing when creating the goals, analytical writing when rationalizing why these goals are appropriate.

Extended Practice: Write about the arrangement of your classroom5. Sketch your classroom and write a brief description of the arrangement of your classroom.6. Write an analysis of your classroom arrangement and how it is meeting the needs of your students.7. Write a reflection that considers if you will leave your classroom the same or if you will change the

arrangement of your classroom.8. Share your writing with a partner to rationalize why your classroom is set up the way it is and if you

see the need to change it.

Extended Practice: Models of the Three Types of Writing9. Provide models of the types of writing for candidates to read and think about. (If you do not have time

to do this now, you may assign for homework or you may revisit this activity in a later session.) Turn to p. 17 in the General Portfolio Directions. Chose one example to read, noting the types of writing. Share thoughts you may have about the Three Types of Writing.

PowerPoint C3-Slide 11

Paper or computer where candidate can sketch and record writing

PowerPoint C3- Slide 12




Which type of writing seems the most natural? Which type of writing seems the most difficult?

Extended Practice: Take the Three Types of Writing Quiz10. Give candidates the “Three Types of Writing Quiz.”11. Give them time to take on their own.12. Hold a discussion to share answers. During the discussion, you will find that candidates can justify labeling

them differently. The three types of writing, although appear to be separate, can overlap depending on the context of the question. It is important that candidates realize that they will need to use the different types of writing in conjunction with each other to fully answer the questions in their written commentary.

PowerPoint C3-Slide 13

Resource 3.2: Three Types of Writing Quiz


Topic: Analysis of Video for Student Engagement

Purpose: Practice videotaping to give an authentic view of your classroom and to look for types of student engagement.

Key Information: Videotapes should give an authentic view of your classroom. It is important to practice videotaping so students and teachers become comfortable with being video

taped, to provide a truly authentic view of your classroom. Your video should convey to assessors how you practice your profession, the decisions you make, and

your relationships with students. It does not have to be “perfect”, but rather a realistic portrayal.

Procedures:1. Pass out Resource 3.3 - Technical Tips. Give time for candidates to read and comment.

Application:2. Have candidates get with a partner. Have them discuss briefly (2 min.) what they think is evidence of

students being engaged in a lesson.

PowerPoint C3-Slides 14-15

Resource 3.3 - Technical Tips.

Access “Top Ten Technical Tips

15-25 minutes




3. Pass out Resource 3.4 – Student Engagement - Review the bullets at the top of the sheet to bring focus to their observations and what student engagement may look like, but is not limited too.

4. Have candidates get with a partner. If a candidate has not brought a video, s/he may join a set of partners in order for them to do the activity.

5. Watch one video and use Resource 3.4 – Student Engagement sheet to record observations about student engagement. Candidates should also be evaluating the quality of their video – could they hear the conversations? Could they see facial expressions?

6. Candidates share what they saw that indicated student engagement in the video with each other. Remember to pay particular attention to body language and expressions. This is the area that videotaping allows us to view in more detail than when we are in the midst of teaching.

7. Watch the other video and use Resource 3.4 – Student Engagement sheet to record observations about student engagement.

8. Candidates share what they saw that indicated student engagement.9. You may choose to have a whole class share if time permits.10. Inform candidates that they will be bringing a 4-5 minute video to Session 4.

for Video” @ http://www.azk12.org/podcast/top-10-video-tips

PowerPoint C3- Slide 16

Candidates 3-5 minutes video

Resource 3.4 – Student Engagement


Topic: Instructional Context Forms

Purpose: For each video submitted, the candidate will need to fill out an “Instructional Context Form” that gives assessors information about their school, classroom, and students – and how the relevant characteristics of their classroom and students, influenced their instructional choices.

Key Ideas:

30-35 minutes







The first Core Proposition and the first step in the Architecture of Accomplished Teaching is to know your students. An accomplished teacher has knowledge about their students, so they can determine what these students need at this point and time, and so they can set appropriate learning goals.

All certificate areas have a Certificate Specific Standard that addresses Knowledge of Students. There are many different ways to gain knowledge about your students. The Instructional Context Form was designed for candidates to provide information about their

teaching context and their knowledge of students. They will fill out a form for each video tape. This form requires a description of the school and classroom environments, along with relevant

characteristics of students that influenced your instructional planning.

Procedures:1. Give candidates time to share the types of data they brought about the range of ability of their

students. Other candidates may gain ideas about how to gather information about the range of ability of their own students.

2. Give candidates time to share what they found out when unpacking their Knowledge of Students Standard.

3. Hand out Resource 3.5 – Instructional Context - What I Know About My Students.4. Look at the top of the sheet. Explain to candidates that these are categories for more in depth learning

about students.5. Explain that there are resources listed in the middle of the page for candidates to gather more

information about their students.Application:

6. Although the final version word document for the Instructional Context Form has not been released, we will be using the information on the Field Test Version (pdf) to prepare candidates. There has been a sample prepared in a word document that will allow candidates to type in a similar form, Resource 3.6 – Sample Instructional Context Form. This it is not the National Board Form and the information will need to be transferred to the NB Form when it is available. This is only to provide practice and give the candidates guidance.

7. Have candidates read the information in the box at the top of the page. Important information contained in this box that candidates must follow: Candidates must not alter or change the prompts in any way. Candidates are to use Arial 11-pt font and type between the brackets. The form must stay 1 page in length – additional pages will not be looked at or scored.

Data that candidates brought about their students

PowerPoint C3-Slides 17-20

Resource 3.5 – Instructional Context -What I Know About My Students

Resource 3.6 –




8. This form requires a description of the school and classroom environments.9. It asks you to describe relevant characteristics that influenced your instructional planning. There

are a multitude of characteristics in every classroom, too many to address in a one-page document. It is important to describe the characteristics of your teaching context and your students that made an impact on your decision-making as you planned for instruction.

10. This form is taking the place of the previous Contextual Information Form and the Contextual Information portion of the Written Commentary.

11. They will need 1 form for each video they submit for a total of 2 Instructional Context Forms.12. Give candidates time to fill out the form, discuss, and ask questions.13. Tell candidates they will be expected to have one sample form filled out for the next session. This

form will be altered in the future, to match the content of each videotape you will submit.

Sample Instructional Context Form- they will need this form sent to them digitally


Closure1. As you bring this session to a close, refer back to the outcomes for this session. Come back to the idea

that the topics presented today and the resources utilized were designed to help them articulate their practice.

2. All candidates will be required to describe, analyze, and reflect upon their practice in their written commentary. The evidence/materials candidates sent in (videotapes, instructional materials) cannot “stand alone”. The description, analysis and reflection in the written commentary will make “visible” your thought processes behind your evidence/materials.

3. All candidates will need to continue to practice videotaping to improve the quality of the videotaping and practice analyzing the student interactions.

4. All candidates will need to show information about their teaching context and knowledge of their students through the use of the contextual information form.

5. If you are a National Board Professional Development School, be sure to refer to your goal. Discuss how today’s work supports success toward this goal.

Powerpoint C3-Slide 21

Session outcomes

If a PD School, the cohort goals

5-10 minutes




Preparing for the next session1. Candidates complete and bring their sample of the Instructional Context Form.2. Candidates will bring a 3-5 minute video from their current class that shows interaction between

students. This can be in any subject area. They will share this with a partner to practice looking at videotapes.

3. Candidates will need to make sure they have the proper equipment to share their video with a partner.

4. Find the Certificate Specific Standard that relates to the Knowledge of Content. – This standard has different names for different certificate areas. Read and highlight key concepts within this standard.

5. Clarify upcoming dates.

PowerPoint C3 – Slide 22

Calendars or schedule for upcoming cohort dates

Resource 2.15 – Exploring the Knowledge of Students Standard

5-10 minutes

Evaluation of Session 31. Please remind your candidates that the cohort will evolve over the year based upon their needs.

While the facilitator can support the work through the planned sessions, it is the candidate’s responsibility to begin to speak up about what they need and to begin to share their practice with the cohort. While the risk - taking involved in being a cohort member is significant, each member can help create a trusting, vibrant community where everyone learns and grows. This will take honesty from everyone and a willingness to give feedback to shape the next sessions.

2. If you are using the Communication Update, complete and communicate to all stakeholders. Remind candidates that their reflections will help guide future sessions. In the Professional Development Cohorts, either the teacher leader (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 as a result of the work in the session and what they learned about their instructional strategies, approaches … as a result of this cohort session. The facilitator is not in charge of completing this form. In PD schools, this form may be used for communication with the

PowerPoint C3 – Slide 23

Evaluation sheet or

Communication Update form

5-10 minutes




administrator.

3. You may also elect to have candidates complete an individual evaluation form. Even if it is very brief, be sure to include some kind of feedback opportunity at the conclusion of each session to allow for more efficient future planning and to ensure this is a safe environment for all candidates. You may elect to have candidates complete the ½ sheet form – Reflection on Today’s Cohort Session.

4. Virtual candidates fill out a Google Form for Reflection.

5. Take a moment yourself to reflect on today’s cohort work. You may find it helpful to use the “Facilitators 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. You can submit a copy of this form with your monthly logs.




NOTE: NBRC needs your feedback on session #3. Please feel free to Xerox a copy of this page & attach it to your monthly log with any suggestions or comments on what worked or didn’t work. You can also attach the session document with highlighted areas or notes.


Facilitator’s Reflection on the SessionName: ______________________________________

What went well in this session? Changes I would make to this session

My Next Steps

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