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.
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Teacher Leadership
November 15: 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
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Teacher Leadership
Today’s NBCT Facilitators
 Christy
Ellis, AYA/ELA, Chesterfield
 Chris Stallings, Exceptional Needs, Henrico
 Carrie Simmons, CTE, Henrico
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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?
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Teacher Leadership
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.
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Teacher Leadership
Insights?
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Teacher Leadership
BREAK!
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Teacher Leadership
Analyzing Student Work:
Where’s the Evidence?
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Teacher Leadership
Step 1. . .
Follow the Lesson Design
Process in the. . .
Architecture of
Accomplished Teaching
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Teacher Leadership
Enhanced Architecture of Accomplished Teaching
START HERE:
•Lesson Design Process
Set new high and worthwhile goals
that are appropriate for these students
at this time.
•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.
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 goals.
Evaluate student learning in
light of the goals and the
instruction.
Step 2. . .
Architecture of
Assessment
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Teacher Leadership
Architecture of Assessment
Reflect on student learning, the
effectiveness of instructional design,
particular concerns and issues.
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.
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.
Design a lesson/assessment
that meets the
•Objectives
Create a rubric that:
•Standards
•Reflects the standards and the
objectives of the lesson
• Criteria described in the
NBPTS level four rubric for the
certificate area
•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.
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Teacher Leadership
Standard Assessed
I. Knowledge of Student
II. Valuing Diversity
III. Knowledge of Subject
Matter
IV. Advancing Disciplinary Knowledge and
Understanding
VII. Instructional
Resources
IX. Assessment
X. Reflection
Level 4 Rubric
Insights?
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Teacher Leadership
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.

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Teacher Leadership
Grading Rubric for Chunnel Writing Prompt
Prompt #1
Student Name_______________
Criteria
Student A or B
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
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Teacher Leadership
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.
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Teacher Leadership
Advice from the Experts on
Analysis of Student Work
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Teacher Leadership
Lunch!
Sit with colleagues in your school division!!!
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Teacher Leadership
Documented
Accomplishments
Making Good Choices
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Teacher Leadership
Accomplishments 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.
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Teacher Leadership
The Standards
Family
and Community
Partnerships
Contributing
to Education
Reflective
to the Profession and
Practice
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Teacher Leadership
Three Categories
 Teacher
as a Partner with families and
community (Current year)
 Teacher as Learner (within last 5 years)
 Teacher as Collaborator (within last 5
years)
Remember: You must show evidence of
TWO-WAY communication with
parents!
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Teacher Leadership
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
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Teacher Leadership
Which accomplishments
should I choose?
 Choose
activities which have been very
effective in promoting students’ learning.
 Think outside the box. (letter)
 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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Teacher Leadership
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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Teacher Leadership
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?”
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Teacher Leadership
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.

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Teacher Leadership
What will be your evidence?
 Letters
from co-workers
 Letters from participants in workshop
 Brochure from conference
 Photographs?
 Verification form
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Teacher Leadership
Chart for Organization:
#
Verif ication?
Who/What
A ccomplishment
Pages
evaluations
Class on Ancient Egypt
1.25
Letter from
teacher
Brochure
Class on info processing
1.5
Art brochure
1
Letter sent
home
Letter from
teacher
Photo
International fair
1.25
Florist
1
Class at museum
2
Learner
Leader
Family/
Community

2
1
1
1
1
1
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Teacher Leadership









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.
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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?
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Teacher Leadership
Advice from the Experts on
Documented Accomplishments
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Teacher Leadership
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)
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Teacher Leadership
BREAK!
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Teacher Leadership
Preparing for Checkpoint Charlie
 Submit
a polished entry with:
 Area(s) in which you need help and
 Questions for NBCT coach. (Due 1/5)

Mail to Terry Dozier or drop off at VCU, Room 2100 Oliver Hall




 Read
Center for Teacher Leadership
VCU School of Education
1015 West Main Street
Richmond, VA 23284-2020
and score the sample entry. (Due 1/26)
 Complete
(Due 1/26)
the Checkpoint Charlie Progress Form.
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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
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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.
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Teacher Leadership
The 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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Teacher Leadership
Key words in the level 4 rubric
 thoughtfully
chosen
 effective
 engaging
 highly
interactive
 extensive two-way communication
 deliberate
 rich and detailed
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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…
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Teacher Leadership
Accomplished or not?
 Extensive
 Limited
 Interactive
 Vague
 Detailed
 Procedural
 Two-way
 One-way
 Thoughtful
 Unclear
 Conscious
 Infrequent
 Significant
 Trivial
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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 5 homework on time!
Assessing our Professional Norms
How are we doing?
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Teacher Leadership
Assessing the Analysis of Student
Work/Document Accomplishment
Workshop
What worked? What didn’t?
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Teacher Leadership