Transcript Eliminating Barriers to Improving Teaching
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Welcome National Board Candidates
Sign in.
Pick up the handouts, your name tag, and a playing card. Find the table that matches your playing card.
Hold on to your homework until we do the video activity this morning.
Pick up your September Homework Copyright VCU Center for Teacher Leadership
October 19: 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
2013-2014 NBC Cohort Professional Norms • •
Be on time and end on time Be prepared- be mentally engaged and have
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materials (homework) Communicate with someone if you are unable to
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attend/will be late Limit/monitor side bar conversations.
Use the parking lot for individual questions.
Let all voices be heard and avoid steamrolling
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conversation Provide support to each other Know that confidentiality is critical
Writing Practice
In the next 6 minutes… Describe, Analyze and Reflect on how you embody this Core Proposition:
Teachers Think Systematically about Their Practice and Learn from Experience.
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Writing Reminders
Description
This is called for when the prompt use 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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When describing word… look at every
Example: • • “Describe the relevant your classroom.” Relevant to what… characteristics of Copyright VCU Center for 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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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. Copyright VCU Center for Teacher Leadership
The National Board Process…
• • • • Is about YOUR teaching !
Is about finding areas of improvement !
Is about getting better !
Is a process !
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What changes have you made in your writing since the first assignment?
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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 see how you , writing of your educational beliefs, such as “ What all children need to learn is. . .” or “Education today . . .” Assessors want to produce learning in your students.
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More Pitfalls to Avoid
Being the “Invisible Teacher” Commentary. Show that you in your Written 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.
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More Pitfalls to Avoid
Answering part of the question . Answer all parts of every single question. You might find it helpful to restate the question, start new paragraphs, or place question stems/main points in bold.
Providing OPINIONS only without EVIDENCE.
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What’s the difference??
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“The students were excited”
Writing Pitfalls to Avoid
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Because the SOL says so.
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Ignoring length requirements.
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Being inactive.
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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?
Let’s do it!
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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 15 minutes to read silently the papers for each colleague.
Provide feedback to your colleagues by making comments or raising questions directly on the homework assignment.
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Feedback on Homework
• • Read • Highlight potential evidence of accomplished teaching Reread • • Place a “ +” where you would like to see more information Place a “?” where you want to ask “So What?” **Reference the packet from September Accomplished v. Weak Responses** Copyright VCU Center for Teacher Leadership
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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 switch to the next candidate.
. Chimes will ring when it’s time to Copyright VCU Center for Teacher Leadership
BREAK AS YOU FINISH!
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Insights?
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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 or close eyes.) Focus: Standards Copyright VCU Center for Teacher Leadership
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Video View Form
Your Teaching •
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?
Interaction •
How do you interact with the students? How do they interact with one another? Consider body language and facial expressions.
Dialogue •
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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Video Viewing Activity
• • • • Within your group, briefly explain your teaching context.. Show no more than 5 minutes of your video.
Colleagues will provide feedback based on the focus area on the sticky notes • • • 1 st Your Teaching 2 nd 3 rd Interaction Dialogue Take notes on the feedback you receive on the form provided.
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Working Lunch!
Please sit in certificate areas for lunch.
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Lunchtime!!
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Working lunch
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Place your video in your envelope with your homework and turn in
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Come together at 12:30ish
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Sit with your certificate area
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Advice on videotaping
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Important!
PLEASE HAVE SOMEONE ELSE ANALYZE YOUR VIDEOTAPE.
THEY MAY SEE SOMETHING YOU DON’T.
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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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Remember: You are the Standards!
YOU HAVE TO… • Show, Say, & Explain • Don’t assume that an assessor will know WHY you did something.
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???Videotaping Questions???
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Suggestions & Goals
Thinking about your certificate and entry requirements… Where do you go from here?
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Preparing for Analysis of Student Work Workshop
• • • Take out your completed “Breaking Down the Entry” form for Entry 1 AND “Showing Evidence of the Standards” Form.
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.
General Specific Copyright VCU Center for Teacher Leadership
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Homework Due by November 23
Read the “Analysis of “Student Work” in the “Phase II” section of your General 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. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 23 workshop.
To prepare for the Documented Accomplishment Entry, complete the worksheet for documented accomplishments that asks you to identify accomplishments in each of the three categories required.
Assessing our Professional Norms
How are we doing?
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Assessing the Videotaping Workshop What worked? What didn’t?
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Burning Questions?