Eliminating Barriers to Improving Teaching
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Transcript Eliminating Barriers to Improving Teaching
Welcome National Board
Candidates
Sign
in.
Pick up your name tag and a playing
card.
Find the table that matches your
playing card.
Place a copy of your homework in the
appropriate area.
Copyright VCU Center for
Teacher Leadership
October 20: Videotaping Workshop
Revisiting our Professional Norms
Feedback on Homework
Discussing My Feedback
Video Viewing
LUNCH
Video Tips and Questions
Preparing for Analysis of Student Work
November Homework
Wrap Up/Burning Questions
Revisiting our Professional
Norms
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Teacher Leadership
Today’s NBCT Facilitators
Christy
Ellis, AYA/ELA, Chesterfield
Yvonne
Marion, Library Media, Richmond
Kim
Dye, MC/Gen, Hanover
Susan
Ramsey, AYA/Science, Henrico
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Teacher Leadership
Feedback from September
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Teacher Leadership
Writing Reminders
Description
This
is called for when the prompt uses
verbs like state, list, describe or what.
Be
accurate, precise in your enumeration/
explanation.
Provide clear logical ordering of what you are
describing, whether it is an event, person,
concept or strategy.
Include all of the supporting features or
elements to allow the reader to see what you
are describing.
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Teacher Leadership
Writing Reminders
Analysis
This
is called for when a prompt asks how, why or
in what way(s).
You
are to interpret and examine why the things
described are the way they are.
You are showing the thought processes you go through
to arrive at the conclusions about a teaching situation.
You are demonstrating the significance of the evidence
you submit.
The subject of your analysis should be available to the
reader (student work, videotape) or give a clear
description.
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Teacher Leadership
Writing Reminders
Reflection
This
is a thought process that occurs after a teaching
situation. You might see verbs like improve,
change, re-teach, build upon.
Reflection
and analysis overlap somewhat.
Reflection is based on the analysis of student response to
the instruction.
You are considering the success of your lessons, what you
would do differently, what would come next, and
providing evidence/reasons for your conclusions.
Do not skimp on your reflection! Reflect on all aspects of
the lesson, and use all the space allowed. Make your
personal thoughts visible to assessors.
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Teacher Leadership
Writing Pitfalls to Avoid
Getting
on your “soapbox” to express your
personal philosophies, positive or negative,
about education and/or the students you teach.
Do not explain how your students cannot learn
due to social, economic or other factors, but
show how you are an accomplished teacher, and
provide the best learning experience you can for
your students.
Being a philosopher, writing of your educational
beliefs, such as “ What all children need to learn
is. . .” or “Education today . . .” Assessors want to
see how you produce learning in your students.
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Teacher Leadership
More Pitfalls to Avoid
Being
the “Invisible Teacher” in your Written
Commentary. Show that you are in control of what
happens in your classroom, that what happens there
is purposeful. Write “I assigned the students to
groups of four, paying attention to diversity….” or “I
told the groups to brainstorm….” Avoid passive
tense. “The students were seated in groups…” and
“They brainstormed…..” or “We decided…”
Assuming the assessors know what you are
thinking. You must consciously explain and analyze
your decision-making and reasoning. Do not assume
that “everyone does this,” and remember to be
thorough in explaining in detail why you do what
you do.
Don’t forget the Standards
that MUST BE MET!
There
are specific STANDARDS for
each entry.
Can you connect STANDARDS to
specific sections/questions in the
Written Commentary?
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Teacher Leadership
Preparing to Give Feedback
Evidence
Opinion
Descriptive
Not
Inferential
Draws conclusions
Subjective
May include value
judgments
May be based upon
personal judgments or
estimations
subject to debate
(unambiguous)
Free from value
judgments
Objective
Observable
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Teacher Leadership
Evidence vs. Opinion
The
students were excited.
The class was out of control.
Pacing of the lesson was too slow.
The teacher began the lesson 20 minutes
after the bell rang to begin class.
My students understood the lesson.
Most students were on task in the
video.
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Teacher Leadership
Lauren’s response to each of the two writing assignments
shows insight and depth to her writing.
In essay #1, Ashley demonstrated limited success in
using evidence to prove her understanding of the
importance of the development of agriculture.
She made statements like “. . .by making things much
easier,” “. . .in a lot of different ways,” and “. . .had more
things they could get done.” None of these statements
were followed by specific examples. In essay #2, she
cited more evidence from the unit and demonstrated that
she could back up a statement with learned facts. For
example, she wrote “. . .code of law was unfair he had a
lot of consequences.” And “. . .10 commandments, which
Moses got from God and that would help Jews be safe if
they followed them.” These specifics showed that she
had both learned something from the lesson and also
knew how to apply it to help prove the thesis.
Feedback on Homework
Divide
your table in half with no more
than 3 in a group.
Pass your homework paper to the right
for your colleague to read. You will be
provided 30 minutes to read silently the
papers for two colleagues.
Provide feedback to your colleagues by
making comments or raising questions
directly on the homework assignment.
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Teacher Leadership
Discussing Feedback on
Your Homework
Discuss
the feedback you received
from your colleagues.
Take
turns so that each candidate
gets no more than 10 minutes.
Chimes will ring when it’s time to
switch to the next candidate.
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Teacher Leadership
Insights?
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Teacher Leadership
BREAK!
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Teacher Leadership
Analyzing a Video: One Approach
Find
a quiet place and bring a tape recorder.
First watch the video in its entirety. Your
objective is to decide if there is a segment that
is usable or if the entire clip needs to be
abandoned.
When you’ve found the segment that you
want to use, watch it 4 different times.
Focus: Your teaching
Focus: Student/teacher interaction
Focus: Dialogue (Use tape recorder.)
Focus: Standards
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Teacher Leadership
Video View Form
Your Teaching
Interaction
How do you interact with the students? How do they interact with
one another? Consider body language and facial expressions.
Dialogue
The focus is pedagogy and content knowledge. Don’t take
anything for granted. Why do you walk around the room? Why
did you use a handout/chalkboard/overhead projector?
Listen intently to what you say and what the students say. Find a
connection to your goals/objectives and that of the entry in
general.
Standards
Note the standard(s) being met as a result of your teaching,
interaction and dialogue.
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Teacher Leadership
Video Viewing Activity
Within
your group, each of you will briefly
explain your teaching context and the nature
of your entry.
Show no more than 3-5 minutes of your video.
Colleagues will provide feedback based on the
focus areas we’ve discussed.
Take notes on the feedback you receive on the
form provided.
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Teacher Leadership
Video Viewing Groups
DVD Format
VHS Format
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Teacher Leadership
VHS Room Assignments
Group 1 – Room 201
Group 2 – Room 201 Annex
Group 3 – Room
Group 4 – Room
Group 5 – Room
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Teacher Leadership
Lunch!
We’ll sit in certificate areas
after lunch.
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Teacher Leadership
Advice from the Experts on
Videotaping
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Teacher Leadership
Important!
PLEASE
HAVE
SOMEONE ELSE
ANALYZE
YOUR VIDEOTAPE.
THEY MAY SEE SOMETHING
YOU DON’T.
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Teacher Leadership
Remember: You are the
Standards!
The
standards are what you do in your
classroom. The videotape and the
writing serve as the evidence.
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Teacher Leadership
???Videotaping Questions???
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Teacher Leadership
Preparing for Analysis of
Student Work Workshop
Take
out your completed “Breaking Down the
Entry” form for Entry 1.
With your colleagues (1) confirm that you have
a shared understanding of the requirements for
the entry and (2) determine which standards
are addressed by this entry. Record the
standards on your form.
Using the Discussion Protocol form, discuss
with colleagues the kind of student work you
plan to use to meet the Entry 1 requirements.
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Teacher Leadership
BREAK!
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Teacher Leadership
Analysis of Student Work
At your table, use the Sample Analysis
of Student Work to sort the student
work samples into four categories.
Select a case study student in each
column.
Describe the performance of each of
the case study students.
If time permits, begin working on the
rest of the form.
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Teacher Leadership
Insights?
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Teacher Leadership
Homework Due by November 17
Read the “Analysis Practice and Activities” in the
“Get Started” section of your portfolio
instructions. Use a highlighter and/or post-it notes,
to identify critical information you need to
remember about Entry 1.
Complete the Analysis of Student Work (ASW)
form for a classroom set of student work samples.
Select student work that you think you may use for
Entry 1. Bring both the ASW sheet and 5 copies of
the case study student work samples with you to
the November 17 workshop.
To prepare for the Documented Accomplishment
Entry, complete one of the two attached forms.
Assessing our Professional Norms
How are we doing?
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Teacher Leadership
Assessing the Videotaping
Workshop
What worked? What didn’t?
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Teacher Leadership
Burning Questions?