Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Sign in. Pick up the handouts and your name tag. Turn in one copy of your homework. Sit in certificate areas.

Tonight’s Agenda Revisiting writing for the National Board Breaking down Component 2 Working dinner Analyzing student work Architecture of accomplished teaching

Practice active listening. Maintain equity of voice—no dominators Be respectful. Provide feedback to others; be honest. Maintain confidentiality. Provide clear expectations (facilitators and candidates). Start and end workshops on time. Attend all workshops or notify Terry/colleagues and make arrangements to get information missed. Take breaks as needed. Keep phone use and sidebar conversations to a minimum. Professional Norms

Writing Practice In the next 6 minutes… Describe, Analyze and Reflect on how you embody this Core Proposition:Core Proposition Teachers Think Systematically about Their Practice and Learn from Experience. Copyright VCU Center for Teacher Leadership

Writing Reminders Description This is called for when the prompt use verbs like state, list, describe or what. Be accurate, precise in your enumeration/ explanation. Provide clear logical ordering of what you are describing, whether it is an event, person, concept or strategy. Include all of the supporting features or elements to allow the reader to see what you are describing.

When describing look at every word… Example: “Describe the relevant characteristics of your classroom.” Relevant to what… Copyright VCU Center for Teacher Leadership

Writing Reminders Analysis This is called for when a prompt asks how, why or in what way(s). You are to interpret and examine why the things described are the way they are. You are showing the thought processes you go through to arrive at the conclusions about a teaching situation. You are demonstrating the significance of the evidence you submit. The subject of your analysis should be available to the reader (student work, videotape) or give a clear description.

Copyright VCU Center for Teacher Leadership Writing Reminders Reflection This is a thought process that occurs after a teaching situation. You might see verbs like improve, change, re-teach, build upon. Reflection and analysis overlap somewhat. Reflection is based on the analysis of student response to the instruction. You are considering the success of your lessons, what you would do differently, what would come next, and providing evidence/reasons for your conclusions. Do not skimp on your reflection! Reflect on all aspects of the lesson, and use all the space allowed. Make your personal thoughts visible to assessors.

The National Board Process… Is about YOUR teaching! Is about finding areas of improvement! Is about getting better! Is a process! Copyright VCU Center for Teacher Leadership

Writing Pitfalls to Avoid Getting on your “soapbox” to express your personal philosophies, positive or negative, about education and/or the students you teach. Do not explain how your students cannot learn due to social, economic or other factors, but show how you are an accomplished teacher, and provide the best learning experience you can for your students. Being a philosopher, writing of your educational beliefs, such as “ What all children need to learn is...” or “Education today...” Assessors want to see how you produce learning in your students.

More Pitfalls to Avoid Being the “Invisible Teacher” in your Written Commentary. Show that you are in control of what happens in your classroom, that what happens there is purposeful. Write “I assigned the students to groups of four, paying attention to diversity….” or “I told the groups to brainstorm….” Avoid passive tense. “The students were seated in groups…” and “They brainstormed…..” or “We decided…” Assuming the assessors know what you are thinking. You must consciously explain and analyze your decision-making and reasoning. Do not assume that “everyone does this,” and remember to be thorough in explaining in detail why you do what you do.

More Pitfalls to Avoid Answering part of the question. Answer all parts of every single question. You might find it helpful to restate the question, start new paragraphs, or place question stems/main points in bold. Providing OPINIONS only without EVIDENCE. What’s the difference?? “The students were excited”

Copyright VCU Center for Teacher Leadership Writing Pitfalls to Avoid Because the SOL says so. Ignoring page length suggestions. Being inactive.

Component 2: Breaking Down the Entry Review Component 2 instructions and independently complete “Breaking Down the Entry” form. Compare your completed form with others in your certificate area. Clarify with your group any terms or questions you have about the entry directions. Useful tool for reader feedback: “Entry Prompt Sheet”

Working Dinner! Please let vegetarians go first.

Copyright VCU Center for Teacher Leadership Don’t forget the Standards that MUST BE MET! There are specific STANDARDS for each entry. Can you connect STANDARDS to specific sections/questions in the Written Commentary? Let’s do it!

Analyzing Student Work: Component 2 In groups of 3, take out your homework… – Each group member will provide an ORAL context for your assignment and give the objectives – Once you have a context/objectives, look at the student work and complete the Peer Feedback sheet for each candidate. Give feedback orally, then share your sheets. 17

Insights? 18

Success on Component 2 1. Know what the entry is asking you to do… 2. Pick the right students and the right work to highlight how YOU ARE THE STANDARDS!! 3.Visit p of the General Portfolio Instructions for other tips! 19

Step 1... Follow the Lesson Design Process in the... Architecture of Accomplished Teaching 20

Enhanced Architecture of Accomplished Teaching START HERE: Lesson Design Process Who are they? Where are they now? What do they need and when do they need it? Where should I begin? Set high, worthwhile goals appropriate for these students, at this time, in this setting Implement instruction designed to attain these goals. Evaluate student learning in light of the goals and the instruction. Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Set new high and worthwhile goals that are appropriate for these students at this time. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals. 21

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Step 2... Architecture of Assessment 23

Architecture of Assessment Assessment Process Set high, worthwhile objectives appropriate for these students, at this time, in this setting. Use the language from the NBPTS standards and the Scoring Guide. Identify the language in the level four rubric in the Scoring Guide that determines what the assessor is looking for. Create a rubric that: Reflects the standards and the objectives of the lesson uses the language of the level four rubric Design a lesson/assessment that meets the Objectives Standards Criteria described in the NBPTS level four rubric for the certificate area Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted objectives. Use the rubric to measure the level of accomplishment for each student. Adapted from Einhorn by Joyce

Looking Ahead… January 24: Coaching session with NBCTs to get feedback on Component 2 – Bring semi-polished entry to the session, shoot for having as much done as you can (bring 2 copies—1 to turn in) – Come with SPECIFIC questions for your coach for feedback (bring 2 copies) – Complete the Entry Prompt Sheet for Readers (bring 2 copies) February 21: Coaching session with NBCTs for Component 2/Workshop on Component 1 --Totally polished entry turned in for morning coaching session April 15: META deadline for submission of Component 2

Assessing our Professional Norms How are we doing? 26

Burning Questions?