Eliminating Barriers to Improving Teaching

Transcript Eliminating Barriers to Improving Teaching

Welcome National 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.

November 17: Analysis of Student Work and Documented Accomplishments

 Revisiting our Professional Norms  Reflecting on My Practice  Architecture of Accomplished Teaching  Using Standards to Assess Student Work  Creating an Assessment of Student Work LUNCH  Understanding Documented Accomplishments  Making Good Choices  January Homework/Wrap Up

Revisiting our Professional Norms

Today’s NBCT Facilitators

 Christy Ellis, AYA/ELA, Chesterfield  Wendy Bohannon , EC/Gen, Hanover  Ginny Willis, EA/Math, Henrico  Cookie Edmonds , Literacy, Richmond Copyright VCU Center for Teacher Leadership

Writing Prompt: Reflecting on My Practice

 What did I learn about my practice from this homework?

 What have I learned about the difference between evaluating student work and assessing student work to guide instruction?

Discuss your responses with colleagues at your table. . .

 What did I learn about my practice from this homework?

 What have I learned about the difference between evaluating student work and assessing student work to guide instruction?

Insights?

Analyzing Student Work: A Discussion Protocol

 Take out your completed ASW form and student work samples.

 Working in small groups, use the ASW discussion protocol to get feedback on your homework.

 Provide copies of your case study student’s work to all members of your group.

 Stick to the recommended timeframes.

Insights?

BREAK!

Analyzing Student Work: Where’s the Evidence?

Step 1. . .

Follow the Lesson Design Process in the. . .

Architecture of Accomplished Teaching

Enhanced Architecture of Accomplished Teaching START HERE:

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Lesson Design Process

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Who are they?

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Where are they now?

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What do they need and when do they need it?

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Where should I begin?

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

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

Set high, worthwhile goals appropriate for these students, at this time, in this setting Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.

Implement instruction designed to attain these goals.

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

Step 2. . .

Architecture of Assessment

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.

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.

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

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

Design a lesson/assessment that meets the

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Objectives

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Standards

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

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Create a rubric that: Reflects the standards and the objectives of the lesson uses the language of the level four rubric

Adapted from Einhorn by Joyce 2006

Using the Standards to Assess Student Work

 Using chart paper, create two columns, one for each standard that is assessed in this entry and one for the Entry 1 Level Four Rubric.  Using post-it notes, write up the various statements in the scoring rubric. As a group, put the post-it notes in the second column by the appropriate standards. Copyright VCU Center for Teacher Leadership

Standard Assessed I. Knowledge of Student II. Valuing Diversity III. Knowledge of Subject Matter IV. Advancing Disciplin ary Knowledge and Understanding VII. Instructional Resources IX. Assessment X. Reflection Level 4 Rubric

Insights?

Creating an Assessment of Student Work: One Approach

    

Look at the EA/History-SS sample Assessment Worksheet for Student Work.

Design a rubric that measures student success.



Use words that replace the NBPTS language that students will understand.

Assign a value to each criteria identified in the rubric. Determine the student’s performance level.

Provide a space on the rubric to provide student feedback.

Grading Rubric for Chunnel Writing Prompt

Prompt #1 Student Name_______________ Student A or B

Criteria Points Possible

Formative Assessment  Completed KWL Chart  Participated in small group discussion Summative Assessment

Paper format

 Introduction  Three paragraph body  Conclusion, etc

Writing Mechanics

 Capitalization, etc

Content

 Correctly located the Chunnel on a map of Europe  Included ways the Chunnel had a positive impact on the economy  Included ways the Chunnel had a negative impact on the economy,etc  Total Score

Teacher comments

Things I did right Things I can improve on Copyright VCU Center for Teacher Leadership ?

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Points Earned

Here is the best part. . .

Submit the rubric with your portfolio as evidence of student learning.

• Your feedback on the formative and

summative assessment criteria will provide clear, consistent, and convincing evidence of learning.

• If you measure some of the same criteria on

all student work samples and the student’s score increases each time--that’s clear, convincing, and consistent evidence of learning.

Advice from the Experts on Analysis of Student Work

Lunch!

Sit with colleagues in your school division!!!

Documented Accomplishments

Making Good Choices

Accomplishments must. . .

 Have

significance

context.

in your teaching  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

The Standards

 Family and Community Partnerships  Contributing to the Profession and to Education  Reflective Practice Copyright VCU Center for Teacher Leadership

Three Categories

 Teacher as a Partner with families and community (Current year)  Teacher as Learner (within last 5 years)  Teacher as Collaborator years) (within last 5 Remember: You must show evidence of TWO-WAY communication with parents!

The Facts

 No more than 8 accomplishments (Assessors will only read 8)  10 pages of description/analysis  16 pages of documentation  2 pages of reflection Copyright VCU Center for Teacher Leadership

Which accomplishments 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!

Answer the Questions!

Describe 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?”

Answer the Questions!

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.

Making Good Choices:

One Approach

Linda Hollett, EMC/Art Henrico County Public Schools Copyright VCU Center for Teacher Leadership

Start 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?

Advice from the Experts on Documented Accomplishments

Documented Accomplishments: Am I making good choices?

 Look at your DAE homework.

 With others at your table, discuss one of the accomplishments you are thinking of including in this entry. (3 minutes)  Seek feedback from your colleagues on the accomplishment. Does it meet the requirement of the entry? (2 minutes) Copyright VCU Center for Teacher Leadership

BREAK!

Preparing for Checkpoint Charlie

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Submit a polished entry with:

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Area(s) in which you need help and

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Questions for NBCT coach.

(Due 1/3) 

Read and score the sample entry.

(Due 1/28) 

Complete the Checkpoint Charlie Progress Form.

(Due 1/28) Copyright VCU Center for Teacher Leadership

How will my entry be scored?

Assessors are trained to use the. . .

 STANDARDS to evaluate candidate responses  Instructions and questions for the entry  Scoring rubric  Note-taking guide  Benchmarks for the entry that demonstrate characteristics described in the rubric Copyright VCU Center for Teacher Leadership

Scoring

 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.

The Scoring Rubric

 Level 4 performance provides as a learner.

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 Copyright VCU Center for Teacher Leadership

Key words in the level 4 rubric

 thoughtfully chosen  effective  engaging  highly interactive  extensive two-way communication  deliberate  rich and detailed Copyright VCU Center for Teacher Leadership

Level 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… Copyright VCU Center for Teacher Leadership

Accomplished or not?

 Extensive  Interactive  Detailed  Two-way  Thoughtful  Conscious  Significant  Limited  Vague  Procedural  One-way  Unclear  Infrequent  Trivial Copyright VCU Center for Teacher Leadership

Questions about homework?

Remember: You will not be allowed to sign up for an NBCT coach if you do not submit the January 3 homework on time!

Send homework to. . .

Terry Dozier Center for Teacher Leadership VCU School of Education 1015 West Main Street Richmond, VA 23284-2020 OR Drop off homework in my mailbox in the Dean’s Office, 2 nd Floor of Oliver Hall Copyright VCU Center for Teacher Leadership

Assessing our Professional Norms

How are we doing?

Assessing the Analysis of Student Work/Document Accomplishment Workshop What worked? What didn’t?

Eliminating Barriers to Improving Teaching

Transcript Eliminating Barriers to Improving Teaching

Today’s NBCT Facilitators

Insights?

Insights?

BREAK!

Architecture of Accomplished Teaching

Step 2. . .

Architecture of Assessment

Insights?

Lunch!

Documented Accomplishments

Accomplishments must. . .

The Standards

Three Categories

The Facts

Which accomplishments should I choose?

Making Good Choices:

Start Writing

BREAK!

Scoring

The Scoring Rubric

Accomplished or not?

Questions about homework?

Send homework to. . .

How are we doing?

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