Foundations Part 1: Standards at the Center

Maintain High and Rigorous Standards Certifies teachers who meet those Standards Supports efforts for Accomplished Teachers to lead their profession Mission of National Board: National Board for Professional Teaching Standards Is a process “by teachers, for teachers”

7,339 NBCTs 1646 candidates Base Bonus, Challenging Schools Bonus, Conditional Loan WEA Jump Start; WEA Home Stretch OSPI Facilitator Training CSTP NBCT Leadership Washington Strong!

Know your WA State Teaching Certificate! PESB News: Rule change – aligns National Board with Pro Teach reissuance criterion Teachers are responsible for maintaining their own certificate – Contact with questions Be ready with certificate number and specific question about your certification.

Purpose of NBPTS : Positively impact student learning Principles of NBPTS: National Board Standards Five Core Propositions Architecture of Accomplished Teaching Performance-based, peer-review model Why National Board?

Goals Potential candidates will understand: – NBPTS Core Propositions and the architecture of accomplished teaching – Components of the NBPTS process and choices to be made along the way – Three kinds of writing and thinking required – Resources available to Washington State candidates

FACILITATORS – NOTE: The next slide is a suggested icebreaker activity. The suggested one uses fortune cookies, which are fun and you can get at the store for cheap. Other ideas? Survival Cards? Postcards? 2 truths and a lie?

What’s your fortune? Choose a fortune cookie and read your fortune Who are you? Where do you teach? What certificate are you thinking of pursuing? How does your fortune connect to your current life/context/work/dreams?

5 Core Propositions The Heart of the NB Process: Divide into pairs Read the 5 Core Propositions and agree on one word that demonstrates the “essence” of each of the Core Propositions Share your word and reflection/discussion Record other’s words

Architecture of Teaching

Step 1: Know Students and Subject Area Who are my students? Where are they now? What do they need? In what order do they need it? Where should I begin? The Architecture of Accomplished Teaching

Step 2: Set Learning Goals The Architecture of Accomplished Teaching Step 2: Set Learning Goals Set high, worthwhile goals appropriate for your students, at this time, in this setting. Step 1: Know Students and Subject Area

Step 3: Implement Instruction to Achieve Goals The Architecture of Accomplished Teaching Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals What instructional strategies would be most effective for meeting goals? What materials, people, or places can I use to enhance student learning? How can I vary the learning experiences and teaching strategies to meet the needs of learners? Step 1: Know Students and Subject Area

Step 4: Evaluate Student Learning The Architecture of Accomplished Teaching Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals Step 4: Evaluate Student Learning Following instruction, evaluate student learning to see if goals were met. Step 1: Know Students and Subject Area

Step 5: Reflect on Teaching Practice The Architecture of Accomplished Teaching Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals Step 4: Evaluate Student Learning Step 5: Reflect on Teaching Practice What would I do differently? What are my next steps? Step 1: Know Students and Subject Area

Step 6: Set New Learning Goals The Architecture of Accomplished Teaching Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals Step 4: Evaluate Student Learning Step 5: Reflect on Teaching Practice Step 6: Set New Learning Goals Based on your evalua-tion of student learning, set appropriate goals for your students. Step 1: Know Students and Subject Area

Architecture of Accomplished Teaching

FACILITATORS – NOTE: The next slide requires close reading activities. You may have a close reading/marking the text protocol that is typically used in your district. Use it! Be sure to send out the download the instructions to your cohort 2 weeks before presenting. Potential resources: Avid? ELL strategies? AP?

Standards Get out your standards and determine your close reading strategy. How many standards does your certificate area have? Show of hands!

Reflection within the standards Flip and Skim: Tab every page that has a REFLECTION heading in bold. Read through the REFLECTION section using the close reading strategy Make margin notes about potential places that you can show evidence of student learning + and places where you need to do additional work -

Knowledge of Students within the Standards Read through the “Knowledge of Students” standards using the same close reading protocol as during “Reflection” Make notes in the margin about potential places you can show evidence of student learning + and places you need to do additional work to meet the standard

Reflection about Standards I used to think ________ about NBPTS Standards but now I think _______ about NBPTS Standards because…. Share with partners to your left and to your right

Website Exploration Using a 3x5 card… Write down three questions you still have about the NBPTS process Go to try to find answers to your questions and record to share out. Still have questions that you didn’t get answered? Discuss…

Here we go!

Foundations Part 2 Processes and Timelines: How Does This Work?

4 Components ComponentNameEvidence 1Content KnowledgeAssessment Center 2Differentiation in InstructionStudent Work 3Teaching Practice and Learning EnvironmentVideo 4Effective and Reflective PractitionerTBD 26

Rollout over the course of three cycles: How will it roll-out? C1: Content Knowledge** C2: Differentiation in Instruction C1: Content Knowledge C2: Differentiation in Instruction C1: Content Knowledge C2: Differentiation in Instruction C3: Teaching Practice and Learning Environment C4: Effective and Reflective Practitioner C3: Teaching Practice and Learning Environment * CTE not available until 2015 World Language and Music Component 2 in 2014; Component 1 not available until 2015 CTE not available until 2015 World Language and Music Component 2 in 2014; Component 1 not available until 2015

Deadlines Start with any component(s) – Registration deadline December 31 – Pay NBPTS fees by February 28 – Component submission date: May 16 – Content Knowledge Assessment window:

Flexible Timeline Start DateComplete Date Start NA Start NA Start Start after 2016 In one yearIn two years In three years

Costs To NBPTS $75 each year (cycle enrollment fee) $475 per component Cohort Support Fees Check with your cohort support provider for information.

OSPI Conditional Loan You pay: $75 yearly enrollment fee $475 first component OSPI Loan: Pays component fees for 2 nd, 3 rd and 4 th components: $1425 To qualify for the loan: Apply per the timeline Participate in an OSPI Approved Support Cohort Pay cohort fees per cohort timeline Pay first component in full to NB Complete “Foundations” through cohort or Jump Start.

Assess content knowledge in your cert area Address entire age range, not just the grade you teach Held in a testing center Timed responses Computer context requires practice Content Knowledge: Component 1 Overview

45 Selected Response Items (SRI) – Multiple choice response to text excerpts – 60 minutes Three Constructed Response Items (CRI) – Longer responses to a teaching scenario – 3 items, each 30 minutes 90 minutes total Component 1 has two parts:

Content Knowledge Assessment window is March 2 – June 15, Plan ahead!

WA – Seattle – Renton – Yakima – Kennewick – Spokane OR – Beaverton – Salem – Medford ID – Boise Pearson Testing Centers

Read the NBPTS standards carefully for clues Consider your expertise in grades you have not taught Find help – Experts in your building/district – Recently-published texts or curriculum guides – Washington state curriculum standards in your content area – Textbooks about teaching – Websites Preparation Strategies

Differentiation in Instruction: Component 2 Overview Written commentary of 10 to 14 pages Analysis of student learning How does your feedback impact EACH student’s learning? Goal setting is key Work for this component follows the Architecture of Accomplished Teaching structure

Teaching Practice and Learning Environment: Component 3 Overview Video Entry (specifics are not yet defined) 10 to 14 page Written Commentary Description, analysis and reflection of teaching practice – Engagement strategies – Scaffolded and logical learning sequence – Evidence of student learning ON VIDEO

Effective and Reflective Practitioner: Component 4 Overview This component has not yet been defined We don’t know what kind of evidence will be required In the past, this component must show how a teacher’s work beyond the classroom impacts student learning within the classroom

Mapping Your Own Journey What makes sense for – your professional life? – Your family – Your finances – Your sanity?

Timelines Start with any component(s) – Registration deadline December 31* – Pay NBPTS fees by February 28* – Student Work Component submission date is May 16 – Content Knowledge Assessment window is March 2 – June 15, 2014 *Conditional loan recipients are required to meet the registration/payment timeline according to the loan

Questions?

Foundations Part 3: Three Ways of Thinking and Writing about Teaching

3 Kinds of Writing Description, Analysis, and Reflection

Prompt 1 Describe a concept, specific strategy, and/or activity that you have used with students. Provide sufficient detail for someone else to understand the approach you used.

Description Describes what you know and observe about your students Gives background information for what you do in the classroom and why you do it

Descriptive Writing Qualities Accurate and clear explanation Clear and logical order of the elements or features of the event, person, concept, or strategy described Precise, supporting evidence that would allow an outsider to “see” whatever is described

Prompt 2 How effective was the strategy, activity, or concept development in exercise 1? What evidence to you have to support this claim?

Analysis Deals with reasons, motives, evidence, and interpretations Not “I wish” or “I feel” The focus of the writing is not on what happened but rather why it happened Back up your conclusions with with evidence or examples that make your point clear to the assessor

Analytic Writing Qualities To explain why a particular teaching strategy was successful To develop a rationale To explain what a student’s performance suggests about your teaching

Analytic Writing Did you find writing this exercise harder or easier than the descriptive one? Was it easy or difficult to find evidence?

Prompt 3 What changes might you make and why?

Reflection Consideration of practice--what is your next move? The subject of the reflection should be available to the reader Focus is on why something happened and how it will effect your future instruction

Resources Scoring Guide Directions NB Glossary of Terms

Technology Technology assistance available through our district includes: – …

Ethics As your facilitator I: – facilitate your journey, not direct it – provide support that is fair, objective, equitable, and respects confidentiality – stress that all work submitted must be the candidate’s own – ask probing and/or clarifying questions. – encourage deep analysis and reflection based on evidence collected in the classroom – respect many teaching styles as representations of accomplished teaching, and will not show my own videos and papers as exemplars – give feedback, never estimated scores – help candidates find resources and comply with assessment procedures.

Cohort Purpose – Builds a sense of community – Increases collaboration time – Provides additional opportunities for feedback – Allows for certificate specific conversations – More likely to lead to success

Cohort Make-up Component 1 will be supported: – Date – Time – Location – Cost Component 2 will be supported: – Date – Time – Location – Cost

Questions?