Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates Sign in. Pick up your name tag and a playing card. Make sure you draw from the face card pile if you need a VCR/TV to view your video. Find the table that matches your playing card. Place a copy of your homework in the appropriate area. Pick up your September Homework

October 9: Videotaping Workshop Revisiting our Professional Norms Feedback on Homework Discussing My Feedback Video Viewing LUNCH Video Tips and Questions Preparing for Analysis of Student Work November Homework Wrap Up/Burning Questions

Copyright VCU Center for Teacher Leadership -Arrive and leave on time. -Attend all meetings ; If absent, notify Terry and friend -Come prepared with homework and materials. -Put cell phones on vibrate and use outside of room. -Avoid sidebar conversations. (Walk outside or use notes.) -Be respectful and encouraging with dialogue. -Allow equity of voice. -Provide honest and constructive feedback. -Maintain confidentiality. -Hold ourselves accountable for maintaining norms by... -Using the “What’s Not Working” chart for norm check. -Using nonverbal signals or sticky notes to alert others. -Adding to a “Quarter Jar” when late. -Reviewing norms at the beginning of every session NBC Cohort Professional Norms

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 Reminder s 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 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.

What changes have you made in your writing since the first assignment? Copyright VCU Center for Teacher Leadership

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 exited”

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

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!

Copyright VCU Center for Teacher Leadership Divide your table in half with no more than 3 in a group. Pass your homework paper to the right for your colleague to read. You will be provided 15 minutes to read silently the papers for each colleagues. Provide feedback to your colleagues by making comments or raising questions directly on the homework assignment. Feedback on Homework

Copyright VCU Center for Teacher Leadership Read Highlight potential evidence of accomplished teaching Reread Place a “ +” where you would like to see more information Place a “?” where you want to ask “So What?” Provide additional feedback based on the post-it note **Reference the packet from September Accomplished v. Week Responses** Feedback on Homework

Copyright VCU Center for Teacher Leadership Discuss the feedback you received from your colleagues. Take turns so that each candidate gets no more than 10 minutes. Chimes will ring when it’s time to switch to the next candidate. Discussing Feedback on Your Homework

Copyright VCU Center for Teacher Leadership BREAK AS YOU FINISH!

Copyright VCU Center for Teacher Leadership Insights?

Analyzing a Video: One Approach Find a quiet place and bring a tape recorder. First watch the video in its entirety. Your objective is to decide if there is a segment that is usable or if the entire clip needs to be abandoned. When you’ve found the segment that you want to use, watch it 4 different times.  Focus: Your teaching  Focus: Student/teacher interaction  Focus: Dialogue (Use tape recorder.)  Focus: Standards

Copyright VCU Center for Teacher Leadership Video View Form Your Teaching The focus is pedagogy and content knowledge. Don’t take anything for granted. Why do you walk around the room? Why did you use a handout/chalkboard/overhead projector? Interaction How do you interact with the students? How do they interact with one another? Consider body language and facial expressions. Dialogue Listen intently to what you say and what the students say. Find a connection to your goals/objectives and that of the entry in general. Standards Note the standard(s) being met as a result of your teaching, interaction and dialogue.

Copyright VCU Center for Teacher Leadership Video Viewing Activity Within your group, A PEER REVIEWER will briefly explain your teaching context.. Show no more than 5 minutes of your video. Colleagues will provide feedback based on the focus area. 1 st  Your Teaching 2 nd  Interaction 3 rd  Dialogue Take notes on the feedback you receive on the form provided.

Copyright VCU Center for Teacher Leadership Video Viewing Activity & Lunch Spend 5 minute feedback time providing information about your OBSERVATIONS. Don’t make suggestions about changing the lesson…that lesson is in the past. Come together at 12:40

Copyright VCU Center for Teacher Leadership Lunch! We’ll sit in certificate areas after lunch.

Copyright VCU Center for Teacher Leadership Advice on videotaping

Copyright VCU Center for Teacher Leadership PLEASE HAVE SOMEONE ELSE ANALYZE YOUR VIDEOTAPE. THEY MAY SEE SOMETHING YOU DON’T.Important!

Copyright VCU Center for Teacher Leadership Remember: You are the Standards! The standards are what you do in your classroom. The videotape and the writing serve as the evidence.

Copyright VCU Center for Teacher Leadership Remember: You are the Standards! YOU HAVE TO… Show, Say, & Explain Don’t assume that an assessor will know WHY you did something.

Copyright VCU Center for Teacher Leadership ???Videotaping Questions???

Suggestions & Goals Thinking about your certificate and Entry requirements… Where do you go from here? Copyright VCU Center for Teacher Leadership

Preparing for Analysis of Student Work Workshop Take out your completed “Breaking Down the Entry” form for Entry 1. With your colleagues (1) confirm that you have a shared understanding of the requirements for the entry and (2) determine which standards are addressed by this entry. Record the standards on your form. General  Specific

Homework Due by November 13 Read the “Analysis of “Student Work” in the “Phase II” section of your General Portfolio Instructions. Use a highlighter and/or post-it notes, to identify critical information you need to remember about Entry 1. Complete the Analysis of Student Work (ASW) form for a classroom set of student work samples. Select student work that you think you may use. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 14 workshop. To prepare for the Documented Accomplishment Entry, complete the worksheet for documented accomplishments that asks you to identify accomplishments in each of the three categories required.

Copyright VCU Center for Teacher Leadership Assessing our Professional Norms How are we doing?

Copyright VCU Center for Teacher Leadership Assessing the Videotaping Workshop What worked? What didn’t?

Burning Questions?