1 / 34

Take One!

Take One! . January 28, 2009 . How Do I Become A “Good” Teacher?. Five Core Propositions (NBPTS). Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students.

tosca
Download Presentation

Take One!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Take One! January 28, 2009

  2. How Do I Become A “Good” Teacher?

  3. Five Core Propositions (NBPTS) • 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.

  4. What Makes an Accomplished Teacher?

  5. Activity Studying the Standards

  6. Teaching Standards • What is valued? • What would you see in a classroom of a teacher who was definitely meeting the standard? • What can you point to in your practice that is evidence of this standard?

  7. Architecture of Accomplished Teaching • Illustrates how effective learning occurs • NBPTS certification process is based upon this structure • Helix build upon each other (teacher and student)

  8. Step 1: Know Students and Subject Area • Who are my students? • Where are they now? • What do they need? • In what order do they need it? • Where should I begin?

  9. Step 2: Set Learning Goals • Set high, worthwhile goals appropriate for your students, at this time, in this setting

  10. Step 3: Implement Instruction to Achieve Goals • What instructional strategies would be most effective for meeting goals? • What materials, people, or places can I use to enhance student learning? • How can I vary the learning experiences and teaching strategies to meet the needs of learners?

  11. Step 4: Evaluate Student Learning • Following instruction, evaluate student learning to see if goals were met

  12. Step 5: Reflect on Teaching Practice • What would I do differently? • What are my next steps?

  13. Step 6: Set New Learning Goals • Based on your evaluation of student learning, set appropriate goals for your students

  14. Reflecting on Accomplished Teaching • Helix and Take One! Instructions work together • You will only be graded on how well you meet the NBPTS not the state standards!

  15. Take One! Activity Book and CD • Load CD • Click “Standards” • Click “Take One! Instructions” • In the middle of the “Take One! Overview” is the title of your Entry and specific directions for your certificate area • Each certificate may have a different Entry number and contains different requirements for the paper and video.

  16. Entry Numbers • To complete the full National Board certification process, teachers complete 4 entries and a content knowledge test. • The entry number for Take One! is simply the task number if you were completing the entire certification. • The Entry # should match the Entry # on the blue label in your Take One! box.

  17. Requirements • Entry ___: _____________________________ • This is the focus of your video. • Each content area is different. • Example: Social Studies-History/Adolescence and Young Adulthood is Entry 3: Promoting Social Understanding • The focus of the video is then explained in further detail • Below the Entry explanation is a list of standards. These standards will be represented within your video and the paper. • Some numbers are missing. You would only complete all standards if you were completing full board certification.

  18. What Will I Need To Do? • Requirements for paper and video • Maximum pages and minutes means exactly that • You will not be docked for writing a shorter paper. • Anything over the page/time limit will not be seen/read. • Each certificate area is different! Some papers are shorter and some videos are longer.

  19. How Will My Response Be Scored? • Review the standards for your area • How are you implementing these standards already? • Evidence based • 4- clear, consistent, and convincing evidence • 1- little evidence

  20. Composing My Written Commentary • Organized into sections • Example: Instructional Context, Planning and Instruction, Video Recording Analysis, Reflection • Answer the italicized questions under each section • Suggested page lengths

  21. Developing Writing • Descriptive- retelling what happened in classroom • No judgments or justifications are made • Analytical- reasons, motives, and interpretations of actions in classroom • Why, how, in what ways • See handout “Questions That Push A Candidate’s Analytical Thinking” for more help • Reflective- evaluating performance and planning for future • More examples of descriptive, analytical, reflective under “Get Started” link on CD

  22. Take One! Booklet • 5 Stages • Blue box at the end of each “Stage” tells you where to use the information in your commentary • Pg. 26: Instructional Context and Knowledge of your students • Pg. 39: Instructional Planning, Design, Assessment of Students • You do not submit your booklet to the NB so do NOT put all of your efforts toward the exercises. • The exercises are there to help you analyze and reflect upon your classroom practices.

  23. Making Good Choices • Selecting a topic • Selecting a class • Selecting the video segment

  24. Format Specifications • How do I write my paper? • Not a writing assessment • Use your “voice” • How do I record my video? • Instructional Materials • Reading, Worksheets, Rubrics, Etc.

  25. Cover Sheets and Forms • Contextual Information Sheet- background of our school and your classroom • Cannot all be the same • Add your voice • What do I send? What do I need to sign? • Copy everything • Tracking number

  26. Key Elements in the Entry • Answers to all of the questions • Clear, consistent, and convincing evidence of student learning • Quality links between the evidence

  27. #1 Answer All Questions • Are answers included in the commentary? • You do not have to answer questions in the order they are written. • If you do not answer a question, this should raise a red flag. • Address the missing information and explain why it is missing

  28. #2 State Your Evidence • Evidence may be found anywhere. • Evidence must be stated to be scored by the assessors • Don’t assume anything. • The candidate (you) are the only person who should decide what evidence should be included in the entry

  29. #3 Connect the Links • There must be links among the different parts of the Architecture of Accomplished Teaching

  30. How Will My Response Be Scored • Test your paper and video against these requirements

  31. Ready, Set, Go! • All entries are due (postmarked) April 15 • Packing Party? • Defer= No Money • Questions? Materials? • 1-800-22-TEACH • NBCT list (Brinkman/Kitchenmaster) • Listserv (k-12 email interface- k12 listserv- General Education- National Board Connection for SD Teachers) • Never email anyone your commentary or show anyone your video that you do not personally know!

  32. Getting Started • Review the Standards • Fill in “Entry Instructions Activity” (T-chart) • What is valued? (Page 1 of your Entry document- focus and standards) • What do I need to do? (explain how you will represent the focus/standard during your video and in your paper) • What areas do you need information or clarification?

  33. Good Luck!

More Related