Welcome National Board Candidates 

1. Welcome National Board Candidates  • Sign in. • Pick up your name tag and handouts. • Sit in certificate groups. • Place a copy of your homework in the box provided.

2. November Workshop: Analysis of Student Work and Documented Accomplishments • Revisiting our Professional Norms • Entry 1: Student Work WORKING LUNCH • Entry 4: Understanding Documented Accomplishments • January Homework

3. Revisiting our Professional Norms

4. 2013-2014 NBC Cohort Professional Norms • Be on time and end on time • Be prepared- be mentally engaged and have materials (homework) • Communicate with someone if you are unable to attend/will be late • Limit/monitor side bar conversations. • Use the parking lot for individual questions. • Let all voices be heard and avoid steamrolling conversation • Provide support to each other • Know that confidentiality is critical

5. Revisiting the Standards… • Look at your Entry 2 and 3 Questions • Look at the standards for each of these entries • Next to each question record the standard number that each question is focusing on • This is a great review of the STANDARDS!

6. Learning From Experience • We’ve had a month to keep experimenting with DVDs • What highs have you experienced? • What else can you add to the tips sheet?

7. Learning From Experience • We’ve discussed videos, made videos, and written about videos… • If you still have video questions please share on the “I NEED HELP WITH VIDEOTAPING” chart!

8. THE CORE PROPSITIONS Take 6 minutes and reflect on your week in light of the following Core Proposition from NBPTS. • Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

9. Analyzing Student Work:Entry 1 • With two others from your certificate area (or similar certificate area)… • Write down what Entry 1 is asking of you (don’t cheat, use your brain and each other) • Write down the Standards (by name, not just number) that this entry asks you to meet

10. Analyzing Student Work:Entry 1 NOW… • Use your Entry 1 Instructions and Evaluation of Evidence Guide to perfect your Entry 1 requirements. • REMEMBER: Don’t make assumptions about the entry instructions. Reread instructions during planning, implementation, and writing phases of entry preparation.

11. Analyzing Student Work:Entry 1 Now: • Correlate the standards to the questions for this entry just like we did for Entries 2 & 3. • REMEMBER: You need to think about specific standards as you answer specific questions. Don’t know what to do next? Read the standards again!

12. 10 Minute Break!

13. Analyzing Student Work:Entry 1 • Take out your homework & stay in your groups of three… • Each group member will provide an ORAL context for your assignment and give the objectives • Once you have a context/objectives for each person, you will look at the student work from your group members and complete the sheet for each candidate.

14. Insights?

15. Success on Entry 1 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!!

16. Clear? Convincing? Consistent? WRITING Where’s the Evidence?

17. Writing to Achieve Pull out returned October HW assignment Add things you need to remember when writing

18. Writing to Achieve • What does your table think the differences are between goals and objectives? • Jot down ideas. • Individually complete Goals versus Objectives sheet and then share as a table.

19. Writing to Achieve Homework Feedback from Peers • Complete the WRITING FEEDBACK form for your peers • Once you get back your feedback, add to your writing reminders sheet!

20. Entry 1 • Look at the timeline you created. • Based on today’s feedback do you… • Have a great timeline? • Need to tweak your timeline? • Need to revamp the timeline?

21. Entries 1, 2, and 3… We’re DONE! • You know what the entry is asking you to do. • Portfolio, Evaluation of Evidence Guide, Written Commentary • You know how to write analytically and reflectively. • Know the STANDARDS and where they fit in (entries & questions).

22. Step 1. . . Follow the Lesson Design Process in the. . . Architecture of Accomplished Teaching

23. Enhanced Architecture of Accomplished Teaching Set new high and worthwhile goals that are appropriate for thesestudents at this time. • 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? 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 goals. Set high, worthwhile goals appropriate for these students, at this time, in this setting Evaluate student learning in light of the goals and the instruction. Implement instruction designed to attain these goals.

25. Step 2. . . Architecture of Assessment

26. Architecture of Assessment Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. 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. 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 • Objectives • Standards • 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

27. Prep for Working Lunch! Quick break to use restroom, grab lunch, and move to sit with colleagues in your school division

28. Documented Accomplishments Making Good Choices

29. Accomplishments must . . . • Have significance in your teaching context. • Have a positive impact on student learning. • Address each of the three categories, teacher as partner with families and community, teacher as learner, and teacher as collaborator. • Address the standards. • Evidence of accomplishment & impact.

30. The Standards • Family and Community Partnerships • Contributing to the Profession and to Education • Reflective Practice

31. Three Categories • Teacher as a Partner with families and community (Current year) • Remember: You must show evidence of TWO-WAY communication with parents! • Teacher as Learner (within last 5 years) • Teacher as Collaborator (within last 5 years)

32. The Facts • No more than 8 accomplishments (Assessors will only read 8) • 10 pages of description/analysis • 16 pages of documentation • The division of pages is up to you • 2 pages of reflection • Let’s look at the reflection questions

33. Which accomplishments should I choose? • Choose activities which have been very effective in promoting students’ learning. • Think outside the box. • Choose activities that are beyond routine. • Descriptions must explain why or how the activity had an impact on student learning. • Don’t assume assessors will know--you must tell them!

34. Our Thoughts Accomplishment is… Something Special IMPACT Evidence of Impact on Learning Evidence of Completion

35. What Type of Evidence?? Clear, Consistent, Convincing Evidence

36. Remember: • Your accomplishments must demonstrate an impact (direct or indirect) on student learning. Impact on student learning is meant in a broad sense. For instance, evidence of measured student achievement is not necessary. Your descriptions of your accomplishments must say to assessors why or how improved student learning is a likely result. Specific examples of impact, where appropriate, will be helpful. p. 142

37. Answer the Questions!Describe and Analyze • What is the nature of the accomplishment? “What?” • Why is this accomplishment significant? “So What?” • How has what you have described had an impact on students’ learning? “So What?”

38. Examples: • In the summer of ____, I created a ____ that made it easier for our teachers to _______. • This was in direct response to a need that had been growing over the years because of ______________. Our population… • Because of this project, our teachers were able to ________. • This was so successful (resulting in a significant improvement in_______), that I presented this idea at a State conference. • My evidence is __________.

39. What will be your evidence? • Letters from co-workers • Letters from participants in workshop • Brochure from conference • Photographs? • Verification form • Other ideas? **** Be sure to follow the directions about evidence very carefully!

40. Chart for Organization:

41. Answer the Questions!Reflect (overall) • What patterns did you see emerge? • What was the most effective in improving student learning? • What are your plans to further impact student learning? “Now What?” “I wish I had. . .I should have. . .I realize now.. . --Looking for the “AHA! Eureka!” moments.

42. Let’s Look at the Homework Orally share your DAE homework with three of your tablemates. Take 10 minutes per person. • As you listen to your peers DAE information, write questions on sticky notes for your peers about their accomplishments. • What clarifying information would be helpful? • What type of evidence is working for you? • What categories are being met? • Are the accomplishments significant and you know why? • Do the accomplishments impact student learning and you know how?

43. Before you write… • Have you met all three categories? • Do you have evidence? • Are there any obvious weaknesses you see? • Do you feel like your accomplishments are well developed? • If so…then move to writing…

44. Start Writing • Use headings or write the questions within your analysis. This will help you stay organized and will help the assessors. • Don’t be modest! Take credit for what you have done. • Use I, me, my, mine, myself, etc. • Have you illustrated the standards through your entry?

45. Timeline Check? • Look at your DAE timeline homework. • Are you RED, YELLOW, or GREEN for Documented Accomplishments? • Make adjustments Remember to… • First, find good accomplishments. • Next, gather Evidence. • Finally, write.

46. How will my entry be scored? Assessors are trained to use the. . . • STANDARDS to evaluate candidate responses • Instructions and questions for the entry • Scoring rubric • Evaluation of Evidence Guide • Benchmarks for the entry that demonstrate characteristics described in the rubric

47. Scoring • Assessors utilize all of the items and record the evidence found in the entry on an Exercise Scoring Record (ESR). • Assessors receive bias training to enable objective scoring based on the EVIDENCE provided by the candidate.

48. The Scoring Rubric • Level 4 performance provides CLEAR, CONSISTENT, and CONVINCINGevidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner.

49. Find Your Scoring Rubric for Entry 4 • Discuss with a shoulder partner the differences in the vocabulary between each level

50. Key words in the level 4 rubric • thoughtfully chosen • effective • engaging • highly interactive • extensive two-way communication • deliberate • rich and detailed