Differentiation in Instruction Component 2

5 Core Propositions #1 Teachers are committed to students and their learning. #2 Teachers know the subjects they teach and how to teach those subjects to students. #3 Teachers are responsible for managing and monitoring student learning. #4 Teachers think systematically about their practice and learn from experience. #5 Teachers are members of learning communities. Core Prop #1 - NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. NBCTs understand how students develop and learn. They respect the cultural and family differences students bring to their classroom. They are concerned with their students' self-concept, their motivation and the effects of learning on peer relationships. Core Prop #2NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for understanding. Core Prop #3 NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.  They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.  NBCTs know how to assess the progress of individual students as well as the class as a whole.  They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. Core Prop #4 - They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

What is Component 2? Differentiation of Instruction This classroom-based portfolio entry is primarily comprised of samples of student work and an accompanying written commentary. You will submit selected work samples that demonstrate the students’ growth over time and a written commentary that analyzes your instructional choices.

Standards and Scoring Rubrics How to use your standards to your advantage: Example: Chunk the strong verbs to use in your writing Example: Knowledge of Students (KOS) Standard Highlighting Activity What do you already do in this standard? (1st color) What do you sometimes do? (2nd color) What do you never do? (3rd color) This activity will help you to decide at a glance, areas of strength and areas for improvement. ** Don’t forget to make yourself a key for which color is which category. Model how to go through and read for content with one highlighter and Pedagogy with another color

Standards Helpful Hint When writing, use the language of the standards—ex: An accomplished teacher -- verb. Each standard describes what an accomplished teacher does in their classroom. Make certain in your writing, you exemplify your accomplished teaching as it pertains to your students and the standards.

Scoring Rubrics Scoring Rubrics may help you to self-assess or help a peer reviewer to give constructive feedback. Indicator analysis of rubric levels (1,2,3,4) Possible activity: Create T-Chart to compare level 3 to level 4 (summarize)—this will help you to maintain focus Your writing must be Clear, Consistent, and Convincing! Facilitator with whole group helps to make connections between rubric and component directions

What is Student Growth? According to the US Department of Ed, Student Growth is: the change in student achievement data for an individual student between two or more points in time.  Growth may be measured by a variety of approaches Turn and talk

What does this mean for my entry? Component 2 requires the candidate to provide evidence that student growth (learning) occurred as a direct result of the candidate’s accomplished teaching.

Making Good Choices In your Component 2 directions: Read the section on “Choosing Student Work Samples” (ENS – Selecting Question and Assessment Tool(s) Documents) (Art - Assembling Student Storyboards) This information will get you started making selections as to what student work samples to use. Different certificates may call this something different, but in the end you will document how you show student growth over time Facilitators share hints about making good decisions

Analyzing Student Work NEA has provided a tool to use to analyze student work—located in the Graphic Organizer section of Resources of the Kentucky NBCT group. Some Questions to consider when looking at student work: What feedback would you give this student? Next steps? Reflect and connect to AAT “How does this plan reflect equity?”

Analyzing Student Work Tool The exercise asks questions to guide your analysis of a student work sample allowing you to make informed decisions about the quality of a work sample.

QUESTIONS?

Kentucky NBCT Group The Kentucky NBCT Group is found on NEA’s GPS network. It is free to all teachers. To join, go to: http://nbct.groups.gpsnetwork.org

KY Contacts Western KY Coordinator crystal.culp@mccracken.kyschools.us GPS KY NBCT facilitators: Pennye.rogers@todd.kyschools.us Natalie.mccutchen@simpson.kyschools.us