National Board Candidate Support Session 4 CSU Fullerton College of Education
Agenda • Parking Lot for Questions • Analyzing Student Work As Evidence • Breakout Sessions • Burning Questions and Wrap Up
Parameters for Candidate Support CSPs will be available via e-mail to read entries and respond to questions read written work ONLY once ask questions to focus your entry, but not serve as editors act as facilitators, but not as instructors, mentors or evaluators
Parameters for Candidate Support Candidates will make connections within your group, and exchange contact information collaborate and support one another consult the www.nbpts.org or 1-800-22-TEACH
Sources of Evidence of Teacher’s Performance • Samples of student work • Assessments • Videotapes of classroom practice • Documentation of accomplishments outside the classroom
Analyzing Student Work as Evidence Refer to: • Specific instructions for each entry • “Format Specifications,” provided for each entry • Scoring guide for each entry • Accomplished Teaching Chapter 11, and Chapter 12, Part 1
Evidence Student Work Provides: • What students are asked to do. • How student responses are interpreted by the teacher. • What the teacher does with the information provided by the student work.
What is “quality” evidence? • Evidence should relate to the stated learning goal/objective • Evidence should be specific – focus when possible on what students say, do, write, draw, ask
Student Work AnalysisAnalysis of Instruction and Student Work AYA ELA –Danielle’s responses show she is able to analyze, understand, and appreciate texts. She writes in her journal how the book My Darling My Hamburger relates to a moral struggle.
Student Work AnalysisAnalysis of Instruction and Student Work AYA ELA Danielle’s responses show an independent reader who is able to analyze, understand and appreciate different texts. For example, Danielle shows understanding an appreciation when she writes that My Darling My Hamburger was “a great book with the emphasis on moral decisions and their effects.” Previously in her journal she stated “I think that Sean made the right decision by not marrying Liz. Not only were they both too young and still in school, but they would have a baby to care for and support also.” Danielle is not only showing her understanding of the text, but also she ties her journal entry to the major emphasis of the unit given that the unit was based on moral struggles.
MC GEN Entry 2Thematic Exploration: Connection to Science -In the first assignment Darryl follows the scientific process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis
MC GEN Entry 2Thematic Exploration: Connection to Science In the first assignment (observation of the water cycle) Darryl follows the scientific inquiry process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis. He articulates very well both the concept of the water cycle and how it was modeled in the experiment and the big idea of change in the cycle. An example of this is in his concluding hypothesis when he summarizes the process by stating, “the water vapor condenses…cooler air makes a cloud…water vapor accumulates…water droplets grow in size and become too heavy for the cloud…then precipitation is formed.”
When Choosing Student Work, Consider the Following • The purpose of student work is to understand evidence provided in the written commentary. • Emphasize quality over quantity. • Choice of student work varies from one entry to another. • What kinds of things about teaching practice can and can’t be seen in student work. • Assessors are reading for evidence.
Tips to Remember • Follow requirements in the “Format Specifications.” • Submit only the number of student work samples required by the entry. • Show only student’s first name to ensure anonymity. • Consult each entry for page limits. • Include samples that are most important in your certificate area!
The Bottom Line is That: Student work presented as evidence should reflect clear connections between stated goals, accomplished teaching and student learning.
Entries Featuring Assessment Selecting students: You should select at least six students as potential cases and collect or make copies of the assessments and the students’ responses. Only two or three of these will be chosen to analyze. Selecting Assessments: The assessments should be appropriate to the task and learning objectives to which they are matched.
More about Assessments and Student Responses • The assessment may be the same for each student. • It may be formal or informal, but at least one of the assessments should be something produced by the student, although it does not necessarily have to be written. • The assessments may be given in any mode (unless specified in the format specifications), and the responses may be collected in any mode, drawings, art, projects, models, presentations, essays, cloze exercises, tests, and others.
Wrap-up • Parking Lot Questions • Evaluations • Next Session February 07, 2009 “Reflective Practice and Understanding Evidence”