Component 4 Effective and Reflective Practitioner Session 1 Planning Data Collection Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Welcome! Please sign-in Login to your National Board Profile on boardcertifiedteachers.org to check for accuracy of information. Preview Agenda Be ready to share comments, questions, or concerns. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Goals for Session 1 Understand expectations set forth in Component 4 – Effective and Reflective Practitioner. Develop a plan to gather information from multiple sources about students, in relation to the Unit of Study selected. Understand and plan for the different types of Assessment used in Component 4. Create a plan to gather data from formative assessments, student self- evaluation/feedback and a summative assessment. View and beginning filling in the Contextual Information Sheet and the Group Information and Profile Form. Unpack Certificate Specific Standards for Knowledge of Students, building school-family relationships, and assessment. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Resources 5 Core Propositions Certificate Specific Standards General Portfolio Instructions for Components 2, 3, and 4 Portfolio Instructions: and Scoring Rubric for your Certificate Area Architecture of Accomplished Teaching Placemat Scoring Guide 5 Core Propositions – underlying principles of what Accomplished Teachers Do-introduced in the Foundational Sessions. Certificate Specific Standards – Based on the 5 Core Propositions, the standards bring specificity of accomplished teaching within your certificate area. General Portfolio Instructions for Components 2, 3, and 4: These General Instructions are the same for all National Board Candidates. The instructions include an overview of the National Board Process and outlines how you demonstrate your accomplished teaching practice and the resources available to you. Portfolio Instructions: and Scoring Rubric for your Certificate Area: gives directions and specifications for developing your response, choosing evidence of your teaching practice, completing forms, and submitting your portfolio materials. Scoring Rubrics that will be used to assess your portfolio entry. Architecture of Accomplished Teaching Placemat – underlying structure of accomplished teaching, introduced during the Foundational Sessions. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Effective and Reflective Practitioner Overall, there is clear, consistent, and convincing evidence the teacher develops and uses knowledge of children gathered from multiple sources to inform instruction and assessment; reflects on his or her own practice; and collaborates with families and caregivers, the community, colleagues, and others to create improvements that advance children’s learning and growth. {Level 4 Rubric} Language to discuss Clear, consistent and convincing evidence Develops and uses knowledge of children Gathered from multiple sources To inform instruction and assessment Reflect on own practice Collaborates with… Create improvements Advance children’s learning and growth Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Table of Contents for Certificate Specific Instructions and Scoring Guide – these instructions look very similar for all certificate areas, although there might be slight differences. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Overview of Component 4 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Directions for developing and submitting Component 4 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Standards measured in Component 4 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Parts of the Written Commentary Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Knowledge of Students Questions Generation & Use of Assessment Data Questions Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Generation & Use of Assessment Data Questions Participation In Learning Communities Questions Reflection Questions Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Submission at a Glance Chart Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Have candidates compare this slide to the Submission at a Glance page in the Portfolio Instructions. Have candidates add the standards that will be measured in this component.

C4 – Overview and Planning Chart Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

It gives the candidate to take notes while planning. This page focuses on the first part of the plan – planning on gathering knowledge of students and planning on assessment. It gives the candidate to take notes while planning. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Follow directions precisely!!! Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Fostering Cognitive Development Excerpt of EC-Gen Standard Using Knowledge of Child Development to Understand the Whole Child Fostering Cognitive Development Accomplished early childhood teachers understand that early childhood is a critical period in cognitive development. Teachers understand how children are thinking at a given phase in their development and know how to help them move to the next level of reasoning. Teachers know that whereas most young children draw upon all of their senses to learn, some children are primarily visual learners, other children learn best through auditory means, and still others can best process information when it is presented in multiple modalities. Teachers use their knowledge of individual children’s learning styles to create learning experiences that are accessible to each child. In the case of a child who has difficulty maintaining attention during cognitive tasks, the teacher might intersperse cognitive tasks with periods of intense physical activity; whereas with children who learn cognitively best in a consistently quiet, still environment, the accomplished teacher would take a different approach. Use this excerpt as a possible discussion as to address the underlined language and how it would look in the classroom, or what a teacher might need to do in order to include in their practice. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Excerpt of EAYA-Math Commitment to Mathematics Learning for all Students Commitment to Diverse Learners Accomplished teachers base their decisions about the teaching of mathematics on the belief that all students can learn. Teachers continually determine each student’s level of mathematical knowledge and understanding and build on that foundation. They are alert and sensitive to the diversity that exists in students’ prior learning experiences; individual learning approaches; family, cultural, and economic backgrounds; students’ interests; and their special needs. Teachers recognize the beliefs and attitudes toward mathematics that each student brings to the classroom and promote a respect for the value of mathematics. Teachers are aware that any of these factors, as well as others, can affect how students approach the learning of mathematics. Strategies for engaging all students may come from current research, collaboration, personal experience, and professional development. Use this excerpt as a possible discussion as to address the underlined language and how it would look in the classroom, or what a teacher might need to do in order to include in their practice. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Closure Understand expectations set forth in Component 4 – Effective and Reflective Practitioner. Gather relevant information from multiple sources. Understand the types of assessment – formative, self assessment, summative assessment. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Cohort Session Select a Unit of Study and create or select an appropriate formative assessment, student self-assessment, and a summative assessment. Create a plan to gather relevant information from multiple sources and use that information to set worthwhile and appropriate learning goals. Begin to fill in the Contextual Information Sheet and the Group Information and Profile Form. Unpack Certificate Specific Standards for Knowledge of Students, building school-family relationships, and assessment. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort members reflect on the session together Any cohort member can take notes for the group Teacher Liaison uses this form to share what’s happening in the cohort with the administrator Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Be Sure to Reflect on: Students Teaching Strategies It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.