Transcript Slide 1

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
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Specific Question Parking Lot
Revisiting our Professional Norms
Creating Your Personal NBC Timeline
Analyzing Your Writing
LUNCH
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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 for
National 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 Stems
and
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.
With your
partner. . .
• 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.
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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?
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!
Copyright VCU Center for Teacher
Leadership
Your Tips for Writing
Add to the sheet provided…
How do I provide evidence
of accomplished
teaching?
**Accomplished Teachers are the
standards!
Copyright VCU Center for Teacher
Leadership
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.
Copyright VCU Center for Teacher
Leadership
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!
Copyright VCU Center for Teacher
Leadership
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.
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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
Clear,
consistent,
convincing
evidence
3
Clear
evidence
2
Limited
evidence
1
Little or no
evidence
@ 2000 NBPTS
Copyright VCU Center for Teacher
Leadership
Strong vs. Weak Evidence: What’s
the difference?
• Find your day
sheet
partner and “Student Work Analysis”
• 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.
Copyright VCU Center for Teacher
Leadership
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.
Copyright VCU Center for Teacher
Leadership
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_____________
Standard: Learning Environment
Key Strands:
l manage class rules and
procedures to deliver a clear,
focused and efficient lesson
Certificate Area:__ AYA English/Language Arts
Evidence
l students raise their hands to offer ideas, questions and
comments
l students listen to each other's ideas and offer comments
that respond to and develop those ideas
l teacher offers supportive comments that encourage
l encourage student engagement
participation. When redirection is necessary, body
and student to student
language, tone and content of teacher speech send a
interaction
message that she is glad the student is participating:
“You're on to something there—let's see if we can take
l manage the classroom to ensure
that logic one step further.” “That is a very interesting
that students reach instructional
insight—how can we tie that in with the theme we have
goals and stay focused on the
identified?”
lesson
l Physical layout of the room allows students to make eye
contact with each other and the teacher.
l create a safe atmosphere that
l Physical norms and procedures sent the message that
fosters creativity and sharing of
appropriate participation is required: triangle signs on
student ideas—trust and
student desks show when students have an idea, a
cooperation!
question, or when they can at least sum up the last
student's comment
Standard: Integrated Instruction
Evidence
Key Strands:
l Students read the piece “The Metamorphosis” prior to
l reading
this whole class discussion.
l Students produced a graphic/visual representation of
l writing
the tone of the novella and must explain to their small
group why they chose the colors, images, textures, and
l speaking
symbols
they for
didTeacher
to represent the feeling of the story.
Copyright VCU
Center
l Use previous lesson about principles of visual
Leadership
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?
Copyright VCU Center for Teacher
Leadership
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!
Copyright VCU Center for Teacher
Leadership
“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?
Copyright VCU Center for Teacher
Leadership
Burning Questions?