Transcript Slide 1
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 Showing Evidence of Meeting the Standards Homework Assignments Assessing our Professional Norms / Burning ??? Revisiting our Professional Norms Today’s NBCT Facilitators • Cookie Edmonds, Literacy, Richmond • Christy Ellis, AYA/ELA, Chesterfield • Kim Dye, MCGen, Hanover • Chris Stallings, Henrico Creating Your Personal Timeline • Take out the timeline you prepared for homework. • Working with a partner in your school division, compare timelines. • Insights? Advice from the Experts Share your timeline with your principal! 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. Writing Stems 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. Copyright VCU Center for Teacher Leadership BREAK! Copyright VCU Center for Teacher Leadership How do I provide evidence of accomplished teaching? Copyright VCU Center for Teacher Leadership 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! = Copyright VCU Center for 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. 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! 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. • 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. Building Walls of Evidence: What does accomplished teaching look like? Clear, consistent, and convincing evidence 4 Clear evidence 3 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 partner. • Analyze the difference between the accomplished responses and those that are not as strong. • Record your thoughts in the space provided. • Insights? Copyright VCU Center for Teacher Leadership Advice from NBPTS Assessors Copyright VCU Center for Teacher Leadership Lunch! Please let vegetarians go first. Copyright VCU Center for 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. 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. • 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 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 BREAK! Copyright VCU Center for Teacher Leadership Homework Due by October 18 • 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? Copyright VCU Center for Teacher Leadership Burning Questions?