Advance Candidacy December 19, 2017 Follow us on Facebook @lbauld

Three scores needed to certify To achieve National Board Certification you must meet each of the following three distinct score requirements: Assessment center section average score of at least 1.75 Portfolio section average score of at least 1.75 Total weighted scaled score of at least 110

Four separate scores given, average must be over 1.75 Component 1 Component 2 Component 3 Component 4 Scoring SRI = 20% 15% of total score Selected Response Items = 20% 15% of total score 30% of total score Constructed Response 3 Exercises = 20% or 6.67% each 40% of total score Four separate scores given, average must be over 1.75 60% of total score Three separate scores given, average must be over 1.75

Status towards meeting the Three scores

What do I Do After I Receive My Scores? Connect feedback statements to rubric of your score.

Step 2. Go to the rubric that matches your score

Feedback statement Rubric Writing Look for incomplete feedback, inaccurate, or not focused on the ideas in the writing. Is my content knowledge limited? Check content standard!

Come to Understanding Determine if the score represents practice or lack of evidence My class is caring and helpful. My class created norms and sentence frames for giving each other feedback and disagreeing respectfully.

Component 2 rubric, MC Gen

Use Standardized Feedback Statements (Component 4 score 2.25) Read your statement: You may wish to provide more consistent and convincing evidence of your ability to assess the progress of a class as a whole as well as individual students, and to adjust instruction as needed to improve student learning. Find that skill in your rubric (Level 2) selects or creates assessments that measure what he/she intends to measure and understands how to use assessments for formative and summative purposes to gain information about student progress and to inform and modify instruction. The assessments may be inappropriate or ineffective for the intended purpose.  Go to your matching questions: What adjustments to the unit plan did you make based on the results of the formative assessment? Be sure to show a direct link between the information you gleaned from the assessment data and the instructional plans you made.  If you achieved a score less than 3.75 on a portfolio component, feedback statements appear on your score report. Feedback statements are component specific, score-point specific and organized by the Five Core Propositions. Feedback statements provide insight about the evidence in your portfolio components and highlight points to address for stronger evidence.

Use the score calculator to figure out which components to retake or where you are National Board provides a score calculator so you can experiment with different scenarios to help you figure out which components to retake. In your Canvas materials for the December 9th session, there is also a score calculator to help you.

Canvas Module 7 Advanced Candidate Other resources From National Board- Score Release Page From Canvas.Stanford.edu… Canvas Module 7 Advanced Candidate Take what you have learned and add it to your Standard Organizer. Read your rubric again, think 5 Core Propositions!

National Board Skills Critical skills needed: Understanding three types of writing Effective assessment Differentiation Aligning student needs, goals, instruction, and assessment Developing student responsibility for learning

Three Types of Writing/ thinking Descriptive- involves a retelling of what happened in a classroom situation. This kind of thinking is meant to “set the scene” for assessors. Words like state, list, or describe, or asks what or which Analytical- deals with reasons, motives and interpretation and is grounded in the concrete evidence provided by the materials your candidate submits. Words like how, why, or in what way(s) Reflective-is a thought process that occurs after a teaching situation and allows candidates to make decisions about how they would approach similar situations in the future. Reflection section See attached handout for examples We describe too much Our analysis can be too little or not deep enough

Effective Assessment Effective Feedback Dylan William   Effective Feedback https://www.youtube.com/watch?v=e_En4G7Vt_Y Video of Dylan William presentation Dylan William https://www.youtube.com/watch?v=sYdVe5O7KBE Powerful short clip about formative assessment Students Use of Self Assessments https://www.edweek.org/ew/articles/2015/11/11/students-self-assess-their-way-to-learning.html Short EdWeek article Comprehensive Assessment https://www.edutopia.org/blog/comprehensive-assessment-action-5-keys-andrew-miller Great resource with Linda Darling Hammond Seven Practices for Effective Learning http://www.ascd.org/publications/educational-leadership/nov05/vol63/num03/Seven-Practices-for-Effective-Learning.aspx ASCD article

Differentiation- What is it Really? Dare to Differentiate –microcredential EdWeek blog-Yes Differentiation is Hard Student Driven Differentiation

Aligning Student Needs, Goals, Instruction, & Assessment #1 reason candidates do not certify

Developing Student Responsibility for learning 10 Ways to Encourage Students to Take Responsibility- this is a one pager, great way to spark discussion https://whatedsaid.wordpress.com/2010/06/29/10-ways-to-encourage-students-to-take-responsibility-for-their-own-learning/ Helping Students Take Responsibility for Learning- a longer, more research based article https://www.ernweb.com/educational-research-articles/helping-students-take-responsibility-for-learning/ Keeping Students Accountable- NEA article http://www.nea.org/tools/54212.htm

Remember… “Success is not final, failure is not fatal: it is the courage to continue that counts.” Winston Churchill