Transcript WS3.Ppnt Analyzing Stds

Analyzing National
Board Standards
2014-2015
CERRA National Board Candidate Support
Workshop Toolkit
WS3
2014
Essential Questions
• How can I best examine the NB standards?
• How do I connect my work and my students’
work to these standards in order to
demonstrate them in the NB components?
• What resources do I have available to help
me?
• What are some examples of NB standards?
CERRA National Board Toolkit
2
Activity
• Think of a few teachers who had a positive
impact upon you and your learning.
• Make a list of their strengths and/or positive
attributes.
• Compare these strengths and/or positive
attributes to the Five Core Propositions on the
next slide.
CERRA National Board Toolkit
3
Five Core Propositions
•
•
•
•
•
Teachers are committed to students and their
learning.
Teachers know the subjects they teach and how to
teach those subjects to students.
Teachers are responsible for managing and
monitoring student learning.
Teachers think systematically about their practice and
learn from experience.
Teachers are members of learning communities.
Some Questions to Think
About
• What patterns emerged as you began to
match your teachers’ positive traits to the Five
Core Propositions?
• What makes some Core Propositions easier to
demonstrate than others?
• As a self-analysis question, which of the Five
Core Propositions are you excellent in
demonstrating? Where are your areas of
growth?
CERRA National Board Toolkit
5
Keep Thinking
•
•
•
Read two to three paragraphs from one of your
National Board standards.
After reading, think of
• a question or
• a brief summary or
• a key point or
• an interesting idea or
• a new connection
Make note of the insight(s). Share with a colleague
who is a NB candidate or mentor.
CERRA National Board Toolkit
6
Making Connections
• Make connections between what you just
read and what you wrote in the previous
activity regarding what you would see, hear
and feel in an accomplished teacher’s
classroom.
• Make connections between what you do as
an accomplished teacher demonstrating
the Five Core Propositions.
CERRA National Board Toolkit
7
What Does Accomplished
Teaching Look Like?
What
Teachers
Do
CERRA National Board Toolkit
What
Students
Do
8
Candidates Must Demonstrate
Clear Connections Between…
Instructional Goals
Assessment
Student Learning
Planned Activities
CERRA National Board Toolkit
9
NBPTS® Standards
Equity, Fairness &
Diversity
The Art of Teaching
Reflective Practice
Families & Communities
Assessment
Understanding Young
Children
Instructional Decision
Making
Knowledge of Students
Multiple Paths to
Knowledge
CERRA National Board Toolkit
10
Representative NB standards from ENS, ELA, Math & GEN Certificates
®
NBPTS
Values
Accomplished Teaching
 Accomplished teaching is defined by the
NBPTS Standards, not by NBCTs or by
candidate support providers.
 Student learning is at the heart of the
certification process. Components should
reflect the candidate’s demonstration of
standards and the impact on student learning.
CERRA National Board Toolkit
11
What do we mean when we say
“Standards”?
• National Content Standards
• SC State Content Standards
• Student Performance Standards
• Professional Teaching Standards (NBPTS)
CERRA National Board Toolkit
12
A Closer Look at the
Standards
• You will analyze and reflect on your practice
as it relates to the National Board Standards.
• You will note which of the National Board
Standards are currently integrated in your
practice and identify those that need to be
incorporated into your practice.
• Ultimately you will demonstrate application of
standards in your written commentaries of the
four NB components.
CERRA National Board Toolkit
13
Time to practice…
• Select and read through a standard.
• Highlight or mark the standard:
•
•
•
Green: behaviors that are currently evident in your
practice
Yellow: behaviors that you exhibit occasionally, or
things you could do better in your practice
Pink: behaviors that are not part of your practice
• Continue this process with the next standard.
CERRA National Board Toolkit
14
Excerpt from…
Standard IV Middle Childhood Generalist:
Respect for Diversity
CERRA National Board Toolkit
15
Accomplished teachers help students
learn to respect and appreciate
individual and group differences.
Accomplished teachers nurture the
development of sound civic values in their
students as they seek to develop them
academically and socially. They teach and model
concern for the rights of all students, including
those with physical and intellectual challenges,
CERRA National Board Toolkit
16
those with learning disabilities, and those with
abilities to speak a variety of languages or
dialects at home. They work toward these
ends by helping students understand and use
democratic principles of freedom, justice, and
equity and by helping them recognize
discrimination, prejudice, and stereotypes
when they occur in their classroom and
elsewhere.
CERRA National Board Toolkit
17
These teachers design activities and raise
questions that require students to think about
ethical issues and conflicts from a variety of
perspectives. They foster civic and personal
responsibility in their students by providing
opportunities for joint decision making and rule
making and by encouraging students to
address actively the social, economic, and
environmental issues in their community.
CERRA National Board Toolkit
18
Process Questions
• What patterns emerge in the way you marked
the standards?
• What are your hunches about which standards
will be the easiest (hardest) to demonstrate in
the components?
• In what ways do the standards overlap one
another?
CERRA National Board Toolkit
19
Analysis/Demonstration of
Previous Standard
•
•
•
•
Identify instructional goals: promoting civic values,
valuing human rights, respecting those who are
different, understanding freedom, applying principles
of justice/equity, and recognizing discrimination,
prejudice and stereotypes in and out of school.
Specify objectives and planned activities related to
the standard.
Measure student learning regarding the standard
(assessments).
Relate to Five Core Propositions.
CERRA National Board Toolkit
20
Example: Standards for
AYA ELA
Preparing the Way for Productive Student
Learning (from 101-page booklet on NB standards for
high school English teachers)
I. Knowledge of Students
II. Knowledge of English Language Arts
III. Instructional Design and Decision Making
IV. Fairness, Equity, and Diversity
V. Learning Environment
VI. Instructional Resources
CERRA National Board Toolkit
21
Example: Standards for
AYA ELA (cont.)
Advancing Student Learning in Classroom
(continuation of 101-page booklet on NB standards for
high school English teachers)
VII. Integrated Instruction
VIII.Reading
IX. Writing
X. Speaking and Listening
XI. Viewing and Producing Media Texts
XII. Language Study
XIII.Assessment
CERRA National Board Toolkit
22
Example: Standards for
AYA ELA (cont.)
Supporting Student Learning (continuation of 101page booklet on NB standards for high school English
teachers)
XIV.Self-Reflection
XV. Professional Community
XVI.Family and Community Involvement
CERRA National Board Toolkit
23
In Summary…
• Download, read, highlight, and interpret the
NB standards for your certification area.
• Refer to your NB standards in the written
documentation of your four NB components.
• Provide evidence that your teaching as well as
your students’ work, learning, and
achievements are connected to these
standards. Scoring is based on your doing so.
CERRA National Board Toolkit
24
Resources
•
•
•
•
•
•
www.boardcertifiedteachers.org
www.nbpts.org
Assessment Center Policy and Guidelines
Guide to National Board Certification
Scoring Guide for Candidates
NB Customer Support 1-800—22TEACH
(83224)
• www.cerra.org; NB link
CERRA National Board Toolkit
25