Welcome National Welcome National Board Candidates Board Candidates

Sign in. Pick up your name tag and

handouts. Sit in certificate groups. Place a copy of your homework in

the box provided.

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November Workshop: November Workshop: Analysis of Student Work and Analysis of Student Work and Documented AccomplishmentsDocumented Accomplishments

Revisiting our Professional Norms Entry 1: Student Work

WORKING LUNCH Entry 4: Understanding Documented

Accomplishments January Homework

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Revisiting our Revisiting our Professional NormsProfessional Norms

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2013-2014 NBC Cohort Professional Norms

• Be on time and end on time• Be prepared- be mentally engaged and have materials (homework)• Communicate with someone if you are unable to attend/will be late• Limit/monitor side bar conversations.• Use the parking lot for individual questions.• Let all voices be heard and avoid steamrolling conversation• Provide support to each other• Know that confidentiality is critical

Look at your Entry 2 and 3 Questions Look at the standards for each of

these entries Next to each question record the

standard number that each question is focusing on

This is a great review of the STANDARDS!

Revisiting the Revisiting the Standards…Standards…

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Learning From Learning From ExperienceExperience

We’ve had a month to keep experimenting with DVDs

What highs have you experienced?

What else can you add to the tips sheet?

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Learning From Learning From ExperienceExperience

We’ve discussed videos, made videos, and written about videos…

If you still have video questions please share on the “I NEED HELP WITH VIDEOTAPING” chart!

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THE CORE PROPSITIONSTHE CORE PROPSITIONS

Take 6 minutes and reflect on your week in light of the following Core Proposition from NBPTS.Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

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Analyzing Student Analyzing Student Work:Work:

Entry 1Entry 1 With two others from your

certificate area (or similar certificate area)… Write down what Entry 1 is asking of

you (don’t cheat, use your brain and each other)

Write down the Standards (by name, not just number) that this entry asks you to meet

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Analyzing Student Analyzing Student Work:Work:

Entry 1Entry 1NOW… Use your Entry 1 Instructions and

Evaluation of Evidence Guide to perfect your Entry 1 requirements.

REMEMBER: Don’t make assumptions about the entry instructions. Reread instructions during planning, implementation, and writing phases of entry preparation.

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Analyzing Student Analyzing Student Work:Work:

Entry 1Entry 1Now: Correlate the standards to the

questions for this entry just like we did for Entries 2 & 3.

REMEMBER: You need to think about specific standards as you answer specific questions. Don’t know what to do next? Read the standards again!

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10 Minute Break!10 Minute Break!

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Analyzing Student Analyzing Student Work:Work:

Entry 1Entry 1 Take out your homework & stay in

your groups of three… Each group member will provide an

ORAL context for your assignment and give the objectives

Once you have a context/objectives for each person, you will look at the student work from your group members and complete the sheet for each candidate.

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Insights?Insights?

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Success on Entry 1Success on Entry 1

1. Know what the entry is asking you to do…

2. Pick the right students and the right work to highlight how YOU ARE THE STANDARDS!!

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WRITING

Where’s the Evidence?

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Writing to AchieveWriting to Achieve

•Pull out returned October HW assignment

•Add things you need to remember when writing

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Writing to AchieveWriting to Achieve

What does your table think the differences are between goals and objectives?

Jot down ideas. Individually complete Goals versus

Objectives sheet and then share as a table.

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Writing to AchieveWriting to Achieve

Homework Feedback from Peers

Complete the WRITING FEEDBACK form for your peers

Once you get back your feedback, add to your writing reminders sheet!

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Entry 1Entry 1

Look at the timeline you created. Based on today’s feedback do

you… Have a great timeline? Need to tweak your timeline? Need to revamp the timeline?

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Entries 1, 2, and Entries 1, 2, and 3…3…

We’re DONE!We’re DONE! You know what the entry is asking

you to do. Portfolio, Evaluation of Evidence

Guide, Written Commentary You know how to write analytically

and reflectively. Know the STANDARDS and where

they fit in (entries & questions).21

Step 1. . .

Follow the Lesson Design Process in the. . .Architecture of

Accomplished Teaching

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Enhanced Architecture of Accomplished Teaching

START HERE:

•Lesson Design Process

•Who are they?

•Where are they now?

•What do they need and

when do they need it?

•Where should I begin?

Set high, worthwhile goals appropriate for these students, at this time, in this setting

Implement instruction designed to attain these goals.

Evaluate student learning in light of the goals and the instruction.

Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.

Set new high and worthwhile goals that are appropriate for these students at this time.

Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.

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Step 2. . .

Architecture of Assessment

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Architecture of Assessment

Assessment Process

Set high, worthwhile objectives appropriate for these students, at this time, in this setting.

Use the language from the NBPTS standards and the Scoring Guide.

Identify the language in the level four rubric in the Scoring Guide that determines what the assessor is looking for.

Create a rubric that:

•Reflects the standards and the objectives of the lesson

•uses the language of the level four rubric

Design a lesson/assessment that meets the

•Objectives

•Standards

• Criteria described in the NBPTS level four rubric for the certificate area

Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.

Provide timely, meaningful feedback to students about their level of accomplishment of the targeted objectives.

Use the rubric to measure the level of accomplishment for each student.

Adapted from Einhorn by Joyce 2006

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Prep for Prep for

WorkinWorking g

Lunch!Lunch!

Quick break to •use restroom, •grab lunch, and •move to sit with colleagues in your school division

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Documented Documented AccomplishmentsAccomplishments

Making Good Choices

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Accomplishments Accomplishments must . . .must . . .

Have significance in your teaching context.

Have a positive impact on student learning.

Address each of the three categories, teacher as partner with families and community, teacher as learner, and teacher as collaborator.

Address the standards. Evidence of accomplishment & impact.

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The StandardsThe Standards Family and Community

Partnerships

Contributing to the Profession and to Education

Reflective Practice

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Three CategoriesThree Categories

Teacher as a Partner with families and community (Current year) Remember: You must show

evidence of TWO-WAY communication with parents!

Teacher as Learner (within last 5 years)

Teacher as Collaborator (within last 5 years)

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The FactsThe Facts No more than 8 accomplishments

(Assessors will only read 8) 10 pages of description/analysis 16 pages of documentation

The division of pages is up to you 2 pages of reflection

Let’s look at the reflection questions

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Which Which accomplishments accomplishments should I choose?should I choose?

Choose activities which have been very effective in promoting students’ learning.

Think outside the box. Choose activities that are beyond routine. Descriptions must explain why or how the

activity had an impact on student learning. Don’t assume assessors will know--you

must tell them!

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Our ThoughtsOur Thoughts

Accomplishment is…

Something Special

IMPACT

Evidence of Completion

Evidence of Impact on Learning

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Remember:Remember: Your accomplishments must demonstrate

an impact (direct or indirect) on student learning. Impact on student learning is meant in a broad sense. For instance, evidence of measured student achievement is not necessary. Your descriptions of your accomplishments must say to assessors why or how improved student learning is a likely result. Specific examples of impact, where appropriate, will be helpful. p. 142

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Answer the Questions!Answer the Questions!Describe and AnalyzeDescribe and Analyze

What is the nature of the accomplishment? “What?”

Why is this accomplishment significant? “So What?”

How has what you have described had an impact on students’ learning? “So What?”

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Examples:Examples: In the summer of ____, I created a ____ that

made it easier for our teachers to _______. This was in direct response to a need that had

been growing over the years because of ______________. Our population…

Because of this project, our teachers were able to ________.

This was so successful (resulting in a significant improvement in_______), that I presented this idea at a State conference.

My evidence is __________.38

What will be your What will be your evidence?evidence?

Letters from co-workers Letters from participants in workshop Brochure from conference Photographs? Verification form Other ideas?**** Be sure to follow the directions about evidence

very carefully!

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Chart for Chart for Organization:Organization:

# Verification?Who/W hat

Accomplishment Pages Learner Leader Family/

Community

2 evaluations Class on Ancient Egypt 1.25

1

Letter from teacher

Class on info processing 1.5

1

Brochure Art brochure 1

1

Letter sent home

International fair 1.25

1

Letter from teacher

Florist 1

1

Photo Class at museum 2

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Answer the Questions!Answer the Questions!Reflect (overall)Reflect (overall)

What patterns did you see emerge? What was the most effective in

improving student learning? What are your plans to further impact

student learning? “Now What?”

“I wish I had. . .I should have. . .I realize now. . .

--Looking for the “AHA! Eureka!” moments.

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Let’s Look at the Let’s Look at the HomeworkHomework

Orally share your DAE homework with three of your tablemates. Take 10 minutes per person.

As you listen to your peers DAE information, write questions on sticky notes for your peers about their accomplishments. What clarifying information would be helpful? What type of evidence is working for you? What categories are being met? Are the accomplishments significant and you

know why? Do the accomplishments impact student

learning and you know how?

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Before you write…Before you write…

Have you met all three categories? Do you have evidence? Are there any obvious weaknesses

you see? Do you feel like your

accomplishments are well developed?

If so…then move to writing…

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Start WritingStart Writing Use headings or write the questions

within your analysis. This will help you stay organized and will help the assessors.

Don’t be modest! Take credit for what you have done.

Use I, me, my, mine, myself, etc. Have you illustrated the standards

through your entry?

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Timeline Check?Timeline Check?

Look at your DAE timeline homework. Are you RED, YELLOW, or GREEN for

Documented Accomplishments? Make adjustmentsRemember to… First, find good accomplishments. Next, gather Evidence. Finally, write.

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How will my entry be How will my entry be scored?scored?

Assessors are trained to use the. . . STANDARDS to evaluate candidate

responses Instructions and questions for the

entry Scoring rubric Evaluation of Evidence Guide Benchmarks for the entry that

demonstrate characteristics described in the rubric 46

ScoringScoring

Assessors utilize all of the items and record the evidence found in the entry on an Exercise Scoring Record (ESR).

Assessors receive bias training to enable objective scoring based on the EVIDENCE provided by the candidate.

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The Scoring RubricThe Scoring Rubric

Level 4 performance provides CLEAR, CONSISTENT, and CONVINCING evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner.

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Find Your Scoring Find Your Scoring Rubric for Entry 4Rubric for Entry 4

Discuss with a shoulder partner the differences in the vocabulary between each level

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Key words in the level 4 Key words in the level 4 rubricrubric

thoughtfully chosen effective engaging highly interactive extensive two-way communication deliberate rich and detailed

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Level 3Level 3

Level 3 performance provides CLEAR evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner

Level 2 performance provides limited… Level 1 performance provides little or

no…

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Accomplished or Accomplished or not?not?

Extensive Interactive Detailed Two-way Thoughtful Conscious Significant

Limited Vague Procedural One-way Unclear Infrequent Trivial

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Preparing for Checkpoint Preparing for Checkpoint CharlieCharlie

Submit a polished entry and required pieces by deadline Bring clean copies of all pieces to the workshop.

Create an Evaluation of Evidence guide for the entry you have polished and score yourself on it.

Complete the Checkpoint Charlie Progress Form.

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Questions about Questions about homework?homework?

Remember: You will not be allowed to sign up for an NBCT coach if you do not submit the January 2 homework on time!

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Assessing our Professional Assessing our Professional NormsNorms

How are we doing?

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Assessing the Analysis of Assessing the Analysis of Student Work/Document Student Work/Document

Accomplishment WorkshopAccomplishment Workshop

What worked? What didn’t?56