Field Team Contacts: Lacey Bleess Colby Christensen Sandy Gaspar Scott Simpson Matt Wiebe

National Board for Professional Teaching Standards TakeOne! SD Incentives+

 practice and self-assess evidence-centered teaching through reflective analysis  establish clear connections between how your students learn and how you teach  generate clear evidence of your effectiveness  make informed instructional decisions

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Take One! is designed to be a cost-effective, job- embedded, and ongoing professional development experience that helps build learning communities in schools and strengthen professional collaboration among educators. Take One! provides a platform for groups of educators to work together toward common goals in ways that can enhance both teaching practice and student learning. It is expected that school-wide discussions about student learning will be elevated and integrated collaborations will be fostered as work done in isolation is reduced. (The NBPTS Take One! Activity Book)

 Go to the NBPTS TakeOne! website at e1 e1  View the video and read the overview information that is provided.  Select the link titled, Becoming a Take One! Participant, and read through the information presented in the links for Who Can TakeOne!?; Choosing the Right Certificate; and How Does It Work? (The sections on Fees and How to Order do not pertain to you at this time.)Becoming a Take One! Participant,

 NBPTS offers 25 certificate areas that cover 15 subject areas and are classified into seven student age categories. As a candidate, you can opt for a generalist certificate or one that is subject-specific.  TakeOne! participants prepare and submit one pre-selected entry from their appropriate certification area.  TakeOne! is designed for certified staff members.

 Select the link Choosing the Right Certificate and review the information presented.Choosing the Right Certificate  Select your certificate area based on the subject and age of children that you are currently teaching. Elementary teachers will want to examine both the Generalist and the Literacy: Reading-Language Arts/ Early and Middle Childhood certificates and select the certificate that you believe will provide the most interesting entry substance. Middle level teachers have the option of a Generalist and content specific certificates. (To examine certificate entry overviews, select the link TakeOne! entry instructions > in the ‘Choosing the Right Certificate’ paragraph.  Your BLT might recommend specific certificate areas, so again, DO NOT register/apply for TakeOne! at this time!

Literacy: Reading-Language Arts/ Early and Middle Childhood Portfolio Entry # 2 – Constructing Meaning Through Reading The candidate will provide a class in which he or she supports learners in their growth as readers. (The candidate’s class may consist of only one student if that is the candidate’s teaching setting.) Focus standards for this entry:  Knowledge of Learners  Knowledge of the Field of Literacy: Reading-Language Arts  Equity, Fairness, and Diversity  Learning Environment  Instructional Resources  Instruction Decision Making  Assessment  Integration  Reading  Teacher as Learner

Middle Childhood/Generalist Portfolio Entry #3 – Integrating Mathematics with Science The candidate demonstrates how he or she helps students better understand a “Big Idea” in science using relevant science and mathematical knowledge. The candidate will engage students in the discovery, exploration, and implementation of these science and mathematical concepts, procedures, and processes by integrating these two disciplinary ideas. Focus standards for this entry:  Knowledge of Students  Knowledge of Content and Curriculum  Learning Environment  Respect for Diversity  Instructional Resources  Meaningful Applications of Knowledge  Multiple Paths to Knowledge  Assessment  Reflection

Mathematics/ Adolescence and Young Adulthood Portfolio Entry #3 – Instructional Analysis: Small Group Mathematical Collaborations The candidate will provide a videotape of a lesson that demonstrates how he or she interacts with students working in small groups in order to promote mathematical discourse and to develop student understanding about an important mathematical idea. The candidate is required to show how he or she uses manipulative materials or appropriate technology to provide access to or deepen mathematical understanding. The candidate will show how he or she models questioning strategies and mathematical thinking and reasoning processes to promote interactions between the candidate and the students, as well as among the students in small groups. Focus of this entry:  Commitment to Students and Their Learning  Equity, Diversity, and Fairness  Knowledge of Mathematics  Knowledge of Students  Knowledge of Teaching Practice  The Art of Teaching  Learning Environment  Ways of Thinking Mathematically  Assessment  Reflection and Growth

Carefully review the list of 25 certificate areas and the AGE levels for each to see which area might be the “best fit” for your current teaching assignment.  Must teach a lesson in that area  At least 51% of your students must fall into age group  $75 fee to change area after initial registration (your own expense)  BLTs/schools/districts may select a common certificate area for all teachers Go to:

 Payment of individual TakeOne! entry fee of $355 by SDI+ grant  Stipend of $750 for completion of TakeOne! entry (Confirmation of TakeOne! entry submission to NBPTS by the April deadline is required)  Stipend of $750 when receipt of individual entry scores are reported (NBPTS report that confirms scorable entries, not individual entry score, will be required for payment.)

The Level 4 performance provides clear, consistent, and convincing evidence of:  the teacher’s ability to support diverse learners in their growth as readers, and to engage students in constructing meaning from texts that are developmentally appropriate for them.  accurate recognition and acknowledgement of individual growth of students as it relates to social, verbal, and cognitive development and an insightful explanation of how these attributes affect the literacy development.  the effective use of varied assessment tools.  thorough knowledge of current literature and reading theories to inform planning, implementation, and evaluation of a differentiated and purposeful lesson.

 Identify a certificate area which pertains to your school’s goals or your teaching assignment  Register online by October 15  Print two copies of the final screen which includes your Take One! Identification number.  Keep one for your personal records  Give a copy to your building principal (for use in making payments only)

 Registration: prior to October 15, 2008  Entry Submission : prior to April 3, 2009  Scores available online (to participants only): on or before December 31, 2009

 For me, doing TakeOne! was a very affirming experience. Watching my video and writing my paper helped me grow as an educator, while also reminding me of everything I'm doing right. Sometimes that can be hard to remember!

 The completion of the entry really forced me to take a critical look at my own teaching, not only in practice, but in rationale as well. In reflecting and analyzing what I was doing in the classroom, I also was really able to dig deeper as to why I had been making the instructional choices I had, and the effect those choices had on student learning. The overarching takeaway from the entry is that student learning is the bottom line, and I need to be absolutely sure that every step occurring within the walls of my own classroom does, in fact, result in increased student achievement.

Research is consistently positive about the impact of National Board Certification on improvements to teacher practice, professional development and areas of school improvement that are critical to raising student achievement.

TakeOne! SD Incentives+ SDI+ Wiki