welcome national board candidates sign in and pick up your name tag. some of you will need to make...

Welcome National Board Candidates• Sign in and pick up your name tag. Some of you

will need to make your name tag because some are missing.

• Place a copy of your homework in the appropriate space. Remember to keep the other copy with you. We will use it later.

• Place the Facilitator-Candidate Agreement in the appropriate box.

• Sit with your division.

Writing to Achieve Agenda• Specific Question Parking Lot• Revisiting our Professional Norms• Creating Your Personal NBC Timeline• Analyzing Your Writing

LUNCH• Evidence of Accomplished Teaching• Preparing for the Videotaping Workshop• Showing Evidence of Meeting the Standards• Homework Assignments• Assessing our Professional Norms / Burning ???

Revisiting our Professional Norms

2012-2013 NBC Cohort Professional Norms

• Be prompt, on time.• Be prepared, complete homework, and be open

to feedback.• Practice the Golden Rule.• Limit/monitor side bar conversations.• Use the parking lot for individual questions.• Respect equity of voice. Allow quieter voices to

speak. • Have a positive attitude.• Be open minded and non-judgmental.

2012-2013 NBC Cohort Professional Norms

• Keep cell phones on vibrate and leave room if need to take a call.

• Maintain confidentiality.

Enforcement of Norms:-Review norms each time we meet-Place a copy of norms on each table-Practice self governance-Conduct periodic norm checks to monitor

observance of norms.

Creating Your Personal Timeline

• Take out the timeline and/or calendar you prepared for homework.

• Working with a partner in your school division, compare timelines.

• Insights?

Tips for Timeline, Planning, and Getting Organized

• Use the NBC workshops to guide scheduling of NB activities• Be organized and ready with video equipment• Consider school calendar items: end of 9 weeks, parent

conferences report cards, testing windows• Use back-to-school night to discuss permission with parents• Scheduling with own children, sports events• Think about your content pacing guides and plan accordingly with

NBC lessons

Day/Night Partners

→Find two people in a different certificate area that you don’t know.→Ask one to be your day partner and one to be your night partner.

3 Types of Writing forNational Board Certification

Using your sticky notes…

- Write down something you know for sure about descriptive, analytical and/or reflective writing.

- Stick your note on the appropriate poster and return to your seat.

What we know about writing…Descriptive What happened in your room?

Setting the scene? Who are your students? Be clear and concise. Be Specific. Details(colorful)You can move beyond age and gender when describing. Those students at that moment in that lesson.

Analytical Why? Why? Why? Break into parts. It is the “so what.”

Because…

Reflective “Next time I will because…” Change, I will, So what

did I learn from this? Next time I teach this lesson I will… Looks back and to the future…

Writing Stemsand

Sleuth Activity!

Sleuth Activity

• With your partner, look at each statement. Decide if each is descriptive, analytical, or reflective. Remember it may have more than one answer.

• Discuss answers as a table.

• Exchange papers.(Guided Writing Activity Homework)

• Using three different colored highlighters, highlight examples of description, analysis, and reflection in each other’s writing. Don’t forget: more than one type can be in a sentence.

• You’ll only have 10 minutes. You won’t necessarily finish the paper.

With your partner. . .

Discuss your highlighted papers with your partner.

• How many different stems did you find?• What was the bulk of your writing?• What do you need more of? Why will that help?• Did you have sentences that addressed multiple

styles?• What did you find “easier” or “challenging?”• What is a goal you have for your writing?

With your partner. . .

Reviewing Your Writing

• Read silently the section entitled “Reviewing Your Writing.” This is your General Portfolio Instructions on page 1-34.

• Using post-it notes and/or highlighters, identify critical information you need to remember.

• Before you break, write one piece of advice about writing for NB that you want to remember. Add the note to our poster.

Copyright VCU Center for Teacher Leadership

BREAK!


Your Tips for Writing

Add to the sheet provided…

How do I provide evidence of accomplished

teaching?

**Accomplished Teachers are the standards!


Your writing shows evidence that you are the standards/an accomplished

teacher.1. You design a lesson that demonstrates the

standards.

2. Your video/student work puts the standards into action.

3. Your writing provides evidence to the assessors that you know you are the standards/ an accomplished teacher.

**This why you must KNOW and USE the standards. This is why we asked you to personalize them.

YOU Are the Standards!


** Just doing the standards in the video/student work isn’t enough.**You must use your writing to point out the evidence of the standards in practice.

Choices when writing…Heather uses note cards in her video lesson to show fairness.

Choice 1: “ I ensure fairness and equity throughout the lesson.”

Choice 2: “ In the lesson I used notecards when soliciting answers to question #2. I did this because I know that some students will never raise their hand to answer this type of question, and I want to ensure fairness. When John…

DON’T BE FOOLED - QUOTING THE STANDARDS IS NOT ENOUGH!

• Accomplished teachers EMBODY and DEMONSTRATE the standards.

• This can only be “seen” by an assessor if the candidate provides EVIDENCE in his/her Written Commentary that the standards were demonstrated in Video/Student Work Samples/ Verification Forms.

Standard Quoting• In my class I ensure that I adjust the

curriculum to match the students in ways that promote learning within each student’s developmental range. (Page 8 EA-ELA Standards)

• Where is the evidence???• Scorers are trained to look for EVIDENCE!• Use those Stem examples!


Using the Language of the Standards with Evidence. . .

• Having a deep knowledge of my students individually and as a whole contributes to my ability to adjust curriculum to match each student in a way which will promote learning.

• For example, four of my students are learning disabled and can participate in class discussion about a novel but find it difficult to put their thoughts in writing. To meet their needs, I vary the curriculum and assess them orally while encouraging them to write their thoughts down expressively using a journal. This serves to strengthen their writing ability while also ensuring they are learning the material.

**Do you see the description, analysis, and reflection?

Remember:

Descriptive, Analytical, and Reflective writing must be interwoven in order to show evidence that you are an accomplished teacher (using the standards).

“I did ______, because I know…, in the future I will…”

**Don’t forget use the standards vocabulary as you write.

Building Walls of Evidence: What does accomplished teaching look like?


4

3

2

1@ 2000 NBPTS

Clear, consistent, convincing evidence

Clear evidence

Limited evidence

Little or no evidence

Strong vs. Weak Evidence: What’s the difference?

• Find your day partner and “Student Work Analysis” sheet

• Analyze the difference between the accomplished responses and those that are not as strong.

• Record your thoughts in the space provided.

• Add two sticky notes to poster about insights your partnership has about evidence of accomplished teaching.


Evidence of Accomplished Teaching

• Be detailed and specific, references to data

• Explain the reasons why and implications for students

• Clear, consistent, convincing evidence!• Evidence of impact on student learning• Writing stems in use (analysis and

reflection)• Strong connection with stakeholders

Lunch!Please let vegetarians go first.


Using “Breaking Down the Entry”

• Move to your certificate areas.

• Take out your completed “Breaking Down the Entry” form for the whole group instruction videotaping entry and the “Entry Prompt Sheet” for this entry.

• Compare your completed sheets with others in your certificate area.

• Clarify with your group any terms or questions you have about the entry directions.


Showing Evidence of the Standards

Name: ____Christy Ellis_____________ Certificate Area:__ AYA English/Language Arts

Standard: Learning EnvironmentKey Strands:

l manage class rules andprocedures to deliver a clear,focused and efficient lesson

l encourage student engagementand student to studentinteraction

l manage the classroom to ensurethat students reach instructionalgoals and stay focused on thelesson

l create a safe atmosphere thatfosters creativity and sharing ofstudent ideas—trust andcooperation!

Evidencel students raise their hands to offer ideas, questions and

commentsl students listen to each other's ideas and offer comments

that respond to and develop those ideasl teacher offers supportive comments that encourage

participation. When redirection is necessary, bodylanguage, tone and content of teacher speech send amessage that she is glad the student is participating:“You're on to something there—let's see if we can takethat logic one step further.” “That is a very interestinginsight—how can we tie that in with the theme we haveidentified?”

l Physical layout of the room allows students to make eyecontact with each other and the teacher.

l Physical norms and procedures sent the message thatappropriate participation is required: triangle signs onstudent desks show when students have an idea, aquestion, or when they can at least sum up the laststudent's comment

Standard: Integrated InstructionKey Strands:

l reading

l writing

l speaking

Evidencel Students read the piece “The Metamorphosis” prior to

this whole class discussion. l Students produced a graphic/visual representation of

the tone of the novella and must explain to their smallgroup why they chose the colors, images, textures, andsymbols they did to represent the feeling of the story.

l Use previous lesson about principles of visual

Showing Evidence of the Standards• In groups of no more than 3, use the

graphic organizer to identify 2 standards that you must demonstrate in your videotaping entry (Entry 2 or 3).

• What would you see in a teacher's classroom that would convince you that the teacher has met each standard? What does this standard look like in practice?


What have we done?What have you learned?

Write some summary statements about today’s workshop focusing on writing types, evidence of standards, and

planning/organizing for the process

These should be your “take aways” for the future.

BREAK!


“Take Aways” from Today

Insights from Group

Insights from NBCTs

Homework Due by October 13

• Identify at least two critical friends who will read for you – one in education and one who is not an educator. Remember: You may want different people for different entries.

• Read Phase 2: Develop: Recording Video Entries section of your General Portfolio Instructions.

• Videotape a whole class lesson that could be used for the whole group instruction videotaping entry and respond to the questions outlined on your assignment sheet.

Assessing our Professional Norms


How are we doing?

Burning Questions?

welcome national board candidates sign in and pick up your name tag. some of you will need to make...

Documents

copy of norms

nbc cohort professional

review norms

observance of norms

enforcement of norms

professional normscreating

nbc lessons

nbc workshops