NBPTS the 2 nd day A closer look at the certificate standards for ASTL 6325.

Announcements Check the roster for corrections. Same schedule as yesterday? 30 minute lunch 11:30-12:00

Why you are good teachers! Kelecia differentiates instruction after getting to know the needs of her students. (systematic use of several activities- surveys, games and conferences) Alice equips her students (especially bilingual) to be better communicators though role playing. (as a facilitator instead of just “telling” them) Tiffany uses hands-on teaching methods. (showed growth of student in class)

Melanie is well prepared for each lesson- EOC assists. (uses reflection to plan) Rebekah meets all students needs. (uses ongoing learning to develop new methods) Gloria knows her students and what works best for them- Monitor and Adjust. (assesses students first THEN curriculum)

The Five Core Propositions Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities.

Reflecting on the Five Core Propositions Activity Handout

Writing about Teaching Descriptive Analytical Reflective You are building “walls” of evidence (Handout)

Decriptive Gives specific details Retelling of what happened Sets the scene Helps assessor visualize and understand Guiding words are: STATE, LIST, DESCRIBE, use of WHAT or WHICH as opening words

Analytical Interpretations the teacher made of what happened Why the elements or events described are the way they are Shows the thought process of the teacher Guiding words are: HOW, WHY, IN WHAT WAY

Reflective Writing Reflection is self-analysis Includes what the teacher will do next based on the analysis Retrospective consideration of one’s practice Guiding words are: WHAT WOULD YOU DO DIFFERENTLY AND WHY

Possible ways to begin analysis: The students scores were… I interpreted… These are the reasons… Due to… To promote continued thinking, I… The students’ work indicated… It was successful because… I chose to…. because… My reasons for…

Possible ways to begin reflection: After observation… This comment tells me that… It is important for me to realize that… It is significant that… The intent of my question was… This helped me to refocus on… This activity prompted me to… This could be more effective if…

When writing entries Stay away from vague, general statements Be direct and specific (avoid “try to”) Answer questions in order, but add for clarity Do not use acronyms Describe and explain things Give evidence Use student first names and avoid teacher names when possible (my collegue)

Must provide insight not just tell what happened Why, how and so what are key elements Pay attention to the directions for the type of writing required Back up conclusions with specific evidence or examples Reflection IMPROVES your future teaching!

Tips on Writing Use 12 point Times New Roman Font Paragraph often Don’t use your own full name Use active not passive voice Use the language of the standard Review your own work a few days AFTER you write- you will be more objective Have someone else read it

Get Started (portfolio instructions) Much of the evaluation depends on your ability to provide insight into not just “what is happening” but the rationale for these events and processes. Systematic and probing questions about “why, how, and so what” are the key elements to analyzing your practice and beginning to reflect on it *****Three Types of Writing Handout

Writing Exercise (60 Minutes) Pick a successful unit taught during this past year. Pick a particular class and a student whose work was very acceptable from that unit. Do guided writing by answering the following as you write a “mock entry” Double space to provide lots of room for notes

 Write a brief paragraph about the teaching context  Briefly describe the unit including the period of time  Describe one particular lesson  What was the goal of the lesson?  Why was this goal chosen?  How was this goal accomplished?  What happened?  Why did this happen?  What does this say about your teaching?  Did changes occur? Why? Why not? (during the lesson or for the future?  Was this the right thing for the students? Why? Why not?

As a candidate You need to know when to describe You need to know how to describe Mark all descriptive or “telling things” in your answers in green

Help one another Pair up and switch papers Read the entry and share with your partner what is not “very clear” on paper We will have time at the end to fix- just make notes for now

Look at your own paper Analysis usually asks how, why, or in what ways; or requesting a rationale Mark all analytical questions and responses in yellow

Now, let’s share in pairs again Remember that good analysis is an indication of knowledge and planning Look at your partner’s paper to see if the reasons are there- Are the reasons clear? Are the reasons based on evidence given? Are the reasons based on any standards? Share with your partner if anything could be better

Look at your own paper Reflection is similar to analysis, except it usually implies future action or improvement. Look at the questions again, which request reflection (handout) Mark all reflective writing in your questions and answers in pink

Help one another Pair up and switch papers Read the entry and then share with your partner what could be done better in analyzing the success of the lesson Could more specific details be added to make stronger points?

Let’s look.

National Board Resource Centers

Web Sites n/nbct.html n/nbct.html

 ml   FloridaNBPTS-WLOE/ap16.aspx FloridaNBPTS-WLOE/ap16.aspx Other resources online