Transcript Eliminating Barriers to Improving Teaching

Welcome National Board
Candidates 
 Sign
in.
 Pick up your name tag and a copy of our
professional norms.
 Place a copy of your homework in the box
provided. 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.
September 15: Writing to Achieve
Revisiting our Professional Norms
 Creating Your Personal NBC Timeline
 Analyzing Your Writing

LUNCH
Evidence of Accomplished Teaching
 Preparing for the Videotaping Workshop
 Discussing Evidence: A Protocol
 Homework Assignments
 Assessing our Professional Norms / Burning ???

Revisiting our Professional
Norms
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Teacher Leadership
Today’s NBCT Facilitators
 Cookie
Edmonds, Literacy, Richmond
 Christy
Ellis, AYA/ELA, Chesterfield
 Susan
Lloyd, Literacy, Hanover
 Natalie
Randolph, Exceptional Needs, Henrico
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Teacher Leadership
Creating Your Personal Timeline
 Take
out the timeline you
prepared for homework.
 Working
with a partner in
your school division,
compare timelines.
 Insights?
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Teacher Leadership
Advice from the Experts
Share your timeline with your principal!
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Teacher Leadership
Day/Night Partners
Go to the appropriate corner.
•Find two people in a different division and a
certificate area that you don’t know.
•Ask one to be your day partner and one to be
your night partner.
With your
partner. . .
•Exchange papers.
•Using three different colored highlighters,
highlight examples of description, analysis,
and reflection in each other’s writing.
•Discuss your highlighted papers with
your partner.
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Teacher Leadership
Writing Stems
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Teacher Leadership
Reviewing Your Writing

Read silently the section entitled “Reviewing
Your Writing.”
 Using post-it notes and/or highlighters,
identify critical information you need to
remember .

List two “critical friends” who you will ask
to read for you – one in education and one
who is not an educator.
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Teacher Leadership
BREAK!
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Teacher Leadership
How do I provide
evidence of
accomplished teaching?
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Teacher Leadership
a
Evidence starts with the standards!
Accomplished teachers support the development of readers by
assessing where their students are along the developmental
continuum. To achieve this end, teachers determine the instructional
needs of students by observing their literacy behaviors and using a
variety of formative and summative assessments, such as oral retelling,
paraphrasing activities, a variety of comprehension assessments,
everyday work samples, and formal written response prompts.
Teachers know that standardized tests are one way to assess a
student’s reading ability, and they are aware of how standardized
assessments can open or close important doors for students. Above
all, they know that it takes multiple sources of evidence collected over
time to develop a complete picture of a student’s growth and
accomplishment as a reader; they do not base judgments about student
reading competence on any one assessment.
YOU Are the Standards!
=
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Teacher Leadership
DON’T BE FOOLED - QUOTING
THE STANDARDS IS NOT
ENOUGH!
 Accomplished
teachers EMBODY the
standards.
 This can only be “seen” by an assessor
if the candidate provides EVIDENCE in
his/her Written Commentary and
Video/Student Work Samples/
Verification Forms.
Copyright VCU Center for
Teacher Leadership
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!
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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.
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.
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Teacher Leadership
Building Walls of Evidence:
What does accomplished teaching look like?
Clear,
consistent, and
convincing
evidence
4
Clear
evidence
3
Limited
evidence
2
1
Little or no
evidence
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Teacher Leadership
@ 2000 NBPTS
Strong vs. Weak Evidence:
What the difference?
 Find
your day
partner.
 Analyze
the difference between the
accomplished responses and those that are
not as strong.
 Record your thoughts in the space
provided.
 Insights?
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Teacher Leadership
Advice from NBPTS Assessors
Christy Ellis and Natalie Randolph
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Teacher Leadership
Lunch!
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Teacher Leadership
Preparing for the Videotaping
Workshop
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.

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Teacher Leadership
Discussing Evidence: A Protocol
 In
groups of no more than 3, use the
protocol to share with each other
examples of the types of evidence you
are planning on providing for the
whole group instruction entry.
 Provide feedback to each other on the
extent to which you think the examples
given provide clear, consistent, and
convincing evidence of having met the
standards.
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Teacher Leadership
BREAK!
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Teacher Leadership
Homework Due by October 20
 Identify
at least two critical friends who will read for
you – one in education and one who is not an
educator.
 Read “Video Recording Practical Matters” and
“Video Recording Technical Matters” in the “Get
Started” section of your portfolio.
 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?
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Teacher Leadership
Burning Questions?