Component 2 Differentiation in Instruction Session 1 Unpacking Component 2 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 C2 Session 1 Understand expectations in Component 2 – Differentiation in Instruction. Understand and plan for the different types of work samples, assignments, or assessments necessary to gather for C2. View and begin filling in the Contextual Information Sheet and Instructional Context of the written commentary. Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 1: Reflection Candidates will reflect on their National Board Journey to examine the impact it has had on their practice and on student learning. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Reflection Discussion What have you learned about your practice as a result of your work on components? What have you learned about your students as a result of your work on components? 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.

Topic 2: Differentiation Accomplished teachers vary instruction to meet individual learner’s needs. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

What is Differentiation? At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Carol Ann Tomlnison Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Differentiation Give one example of how you differentiate in your classroom. How did you know that you should differentiate that way? What was the basis for that decision? 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.

From: Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon (2003). Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing and Organizing Topic 3: Preparing and Organizing for C2 Sessions Candidates organize materials to make the most efficient and effective use of time during Component 2 Sessions. 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 Certificate Specific Portfolio Instructions and Scoring Rubric for Component 2 Architecture of Accomplished Teaching Placemat 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.

Topic 4: Overview of Component 2 To acquaint candidates with the organization and requirements of this entry. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Differentiation in Instruction Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement. 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 2 Level 4 Rubric Level 4 Rubric sets forth the expectations to meet in the component. Each candidate will need to check their own Level 4 Rubric in their Content Specific Instructions for specificity of expectations. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Table of Contents for Certificate Specific Instructions and Scoring Guide – these instructions look very similar for all certificate areas, although there are significant differences in their requirements. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Overview of Component 2 Overview of Component 2 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Directions for developing and submitting Component 2 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Standards measured in Component 2 Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Parts of the Written Commentary Part 2 and 3 of the written commentary will vary significantly between certificate areas Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Submission at a Glance Chart This page is very helpful to determine what needs to be submitted in their ePortfolio. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 Level 4 Rubrics Level 4 Rubric sets forth the expectations to meet in the component. Each candidate will need to check their own Level 4 Rubric in their Content Specific Instructions for specificity of expectations. 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.

This resource provides a note taking guide to the Overall Requirements for the written commentary specific to their certificate area. 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.

Topic 5: Contextual Information Sheet Instructional Context Part of Written Commentary To familiarize candidates with the form that will contain information about their school setting and the Instructional Context part of the written commentary that will provide information about their classroom and their students. 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.

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

Topic 6: Unpacking Standards Unpack the standards that correlate with knowledge of students, differentiation and reflection. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Unpacking Standards Candidates should continue to unpack the standards related to this part of the Component, including Knowledge of Students, differentiation, and/or reflection. 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 2 – Differentiation in Instruction. Think about students that you differentiate for at this time, and the reasons (evidence) behind your purpose for differentiating. Think about possible work samples, assignments, or assessments that provide information about the strengths and weaknesses of your students and bring to the next session! It is important to bring these in order to fully participate in the next session! It is imperative that candidates bring these work samples, assignments or assessments in order to fully participate in the next session. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Cohort Session Gather work samples, assignments, or assessments to the next session to analyze for student strengths and weaknesses. Begin to fill in the Contextual Information Sheet. Draft the Instructional Context part of the written commentary. Unpack Certificate Specific Standards for Knowledge of Students, differentiation, and reflection. 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.