Transcript Document
Welcome National Board Candidates
• Sign in.
• Pick up the handouts and your name tag.
• Turn in one copy of your homework.
• Sit in certificate areas.
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Tonight’s Agenda
• • • • • Revisiting writing for the National Board Breaking down Component 2
Working dinner
Analyzing student work Architecture of accomplished teaching
Professional Norms • Practice active listening.
• Maintain equity of voice—no dominators • Be respectful. • Provide feedback to others; be honest. • Maintain confidentiality. • Provide clear expectations (facilitators and candidates).
• Start and end workshops on time.
• Attend all workshops or notify Terry/colleagues and make arrangements to get information missed. • Take breaks as needed.
• Keep phone use and sidebar conversations to a minimum.
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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Description
Writing Reminders
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 look at every word…
Example: • “Describe the classroom.” relevant characteristics of your • Relevant to what… 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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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
you , writing of your educational beliefs, such as “ What all children need to learn is. . .” or “Education today . . .” Assessors want to see how produce learning in your students.
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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.
More Pitfalls to Avoid
• Answering part of the question.
stems/main points in bold.
Answer all parts of every single question. You might find it helpful to restate the question, start new paragraphs, or place question
• Providing OPINIONS only without EVIDENCE. • What’s the difference?? • “The students were excited”
Writing Pitfalls to Avoid
• Because the SOL says so. • Ignoring page length suggestions. • Being inactive.
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Component 2: Breaking Down the Entry
• Review Component 2 instructions and complete “Breaking Down the Entry”
independently
form. • Compare your completed form with others in your certificate area.
• Clarify with your group any terms or questions you have about the entry directions.
• Useful tool for reader feedback: “Entry Prompt Sheet”
Working Dinner!
• Please let vegetarians go first.
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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Analyzing Student Work: Component 2
• In groups of 3, take out your homework… – Each group member will provide an
ORAL context
for your assignment and give the objectives – Once you have a context/objectives, look at the student work and complete the
Peer Feedback
sheet for each candidate.
• Give feedback orally, then share your sheets.
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Insights?
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Success on Component 2
1. Know what the entry is asking you to do… 2. Pick the right students and the right work to highlight how YOU ARE THE STANDARDS!!
3. Visit p. 37-40 of the General Portfolio Instructions for other tips!
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Step 1. . .
Follow the Lesson Design Process in the. . .
Architecture of Accomplished Teaching
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Enhanced Architecture of Accomplished Teaching START HERE:
•
Lesson Design Process
•
Who are they?
•
Where are they now?
•
What do they need and when do they need it?
•
Where should I begin?
Set new high and worthwhile goals that are appropriate for these students at this time.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Set high, worthwhile goals appropriate for these students, at this time, in this setting Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Implement instruction designed to attain these goals.
Evaluate student learning in light of the goals and the instruction.
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Step 2. . .
Architecture of Assessment
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Architecture of Assessment Assessment Process
Set high, worthwhile objectives appropriate for these students, at this time, in this setting. Use the language from the NBPTS standards and the Scoring Guide.
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted objectives.
Identify the language in the level four rubric in the Scoring Guide that determines what the assessor is looking for.
Use the rubric to measure the level of accomplishment for each student.
Design a lesson/assessment that meets the
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Objectives
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Standards
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Criteria described in the NBPTS level four rubric for the certificate area
• •
Create a rubric that: Reflects the standards and the objectives of the lesson uses the language of the level four rubric
Adapted from Einhorn by Joyce 2006 24
Looking Ahead…
• • • January 24: – Coaching session with NBCTs to get feedback on Component 2 Bring semi-polished entry to the session, shoot for having as much done as you can (bring 2 copies—1 to turn in) – Come with SPECIFIC questions for your coach for feedback (bring 2 copies) – Complete the Entry Prompt Sheet for Readers (bring 2 copies) February 21: Coaching session with NBCTs for Component 2/Workshop on Component 1 --Totally polished entry turned in for morning coaching session April 15: META deadline for submission of Component 2
Assessing our Professional Norms
How are we doing?
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