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National Board Candidate Support – Session 2. CSU Fullerton College of Education. Agenda. Parking Lot for questions Setting Groundrules Parameters for breakout session interactions Articulating a Vision of Accomplished Teaching Contextual Information Page

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national board candidate support session 2

National Board Candidate Support – Session 2

CSU Fullerton

College of Education

agenda
Agenda
  • Parking Lot for questions
  • Setting Groundrules
  • Parameters for breakout session interactions
  • Articulating a Vision of Accomplished Teaching
  • Contextual Information Page
  • Useful Tools for Getting Started
  • Breakout Sessions
  • Wrap Up
our groundrules
Our Groundrules
  • Collaborate (constructive feedback-examples, reasons, specific, honest; avoid sarcasm)
  • Designate a Time-keeper/Moderator
  • Avoid side bars (e.g., personal story telling) and interrupting
  • Avoid dominating the conversation
  • Be open-minded & non-judgmental
  • Come prepared & on-time
  • Have a clear focus for activity/work
setting groundrules
Setting Groundrules
  • Can everyone abide by these groundrules?
    • 5 – I agree 100%
    • 4 – Sounds good
    • 3 – I agree
    • 2 – Not sure, but I’ll try
    • 1 – I have serious doubts
    • Fist – Absolutely not
parameters for candidate support
Parameters for Candidate Support
  • What do you remember about what candidate support is and is not from last time?
parameters for candidate support1
Parameters for Candidate Support
  • CSPs will
    • be available via e-mail and will respond within 1 week’s time
    • not be available via phone
    • read written work once it has been read by at least one other person
    • ask questions to focus your entry, but not serve as editors
    • act as facilitators, but not as instructors or graders
parameters for candidate support2
Parameters for Candidate Support
  • Candidates will
    • find at least one “reading buddy” and exchange contact information
    • have his/her reading buddy read written work before sending to his/her CSP to read
    • avoid exchanging entire entries with anyone
    • consult the www.nbpts.org or 1800 22-teach if questions arise
when giving feedback
When Giving Feedback
  • Use the word “I”
  • Be specific
  • Ask questions
  • Use short sentences
  • Speak slowly
  • Give it with care
  • Place work on table
    • “Powerful Communication Skills” Rockhurst University
    • National School Reform Faculty
types of questions
Types of Questions
  • Tell me more about. . .
  • Why did you. . .
  • How did you. . .
  • How would you describe. . .
  • Where in the writing / video / work do you see. . .
  • How does this relate to. . .
  • Was this what you expected?
  • Would you do anything differently?
  • What are you going to do next?
  • Where are your students now?

Accomplished Teaching pgs. 306 and 307

make and take
Make and Take

Write down three ideas you have for Entry 4 (Documented Accomplishments)

Walk around and share

Record 6 ideas from other teachers

painting the picture the contextual information page
“Painting the Picture” the Contextual Information Page
  • Do not assume your classroom, your community is like all others
  • Use positive language
    • Explain, don’t complain
    • Describe, without diatribes
    • Take credit
  • Refer to exercises 6.1 & 6.2
useful tools for getting started
Useful Tools For Getting Started
  • Exercise 5.1 – Entry Mapping
  • Exercises 7.1 & 7.2 – Lesson Mapping
wrap up
Wrap-up
  • Parking lot questions
  • Evaluations
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