Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates u Sign in. u Pick up your name tag and a playing card. u Find the table that matches your playing card. u Place a copy of your homework in the appropriate area.

October 20: Videotaping Workshop u Revisiting our Professional Norms u Feedback on Homework u Discussing My Feedback u Video Viewing LUNCH u Video Tips and Questions u Preparing for Analysis of Student Work u November Homework u Wrap Up/Burning Questions

Copyright VCU Center for Teacher Leadership Revisiting our Professional Norms

Copyright VCU Center for Teacher Leadership Today’s NBCT Facilitators u Christy Ellis, AYA/ELA, Chesterfield u Yvonne Marion, Library Media, Richmond u Kim Dye, MC/Gen, Hanover u Susan Ramsey, AYA/Science, Henrico

Copyright VCU Center for Teacher Leadership Feedback from September

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

Copyright VCU Center for Teacher Leadership Writing Reminders u Analysis u This is called for when a prompt asks how, why or in what way(s). u You are to interpret and examine why the things described are the way they are. u You are showing the thought processes you go through to arrive at the conclusions about a teaching situation. u You are demonstrating the significance of the evidence you submit. u 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 u Reflection u This is a thought process that occurs after a teaching situation. You might see verbs like improve, change, re-teach, build upon. u Reflection and analysis overlap somewhat. u Reflection is based on the analysis of student response to the instruction. u You are considering the success of your lessons, what you would do differently, what would come next, and providing evidence/reasons for your conclusions. u 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.

Copyright VCU Center for Teacher Leadership Writing Pitfalls to Avoid Writing Pitfalls to Avoid u 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. u 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 u 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…” u 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.

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

Copyright VCU Center for Teacher Leadership Preparing to Give Feedback Evidence u Descriptive u Not subject to debate (unambiguous) u Free from value judgments u Objective u Observable Opinion u Inferential u Draws conclusions u Subjective u May include value judgments u May be based upon personal judgments or estimations

Copyright VCU Center for Teacher Leadership Evidence vs. Opinion u The students were excited. u The class was out of control. u Pacing of the lesson was too slow. u The teacher began the lesson 20 minutes after the bell rang to begin class. u My students understood the lesson. u Most students were on task in the video.

u Lauren’s response to each of the two writing assignments shows insight and depth to her writing. u In essay #1, Ashley demonstrated limited success in using evidence to prove her understanding of the importance of the development of agriculture. She made statements like “...by making things much easier,” “...in a lot of different ways,” and “...had more things they could get done.” None of these statements were followed by specific examples. In essay #2, she cited more evidence from the unit and demonstrated that she could back up a statement with learned facts. For example, she wrote “...code of law was unfair he had a lot of consequences.” And “...10 commandments, which Moses got from God and that would help Jews be safe if they followed them.” These specifics showed that she had both learned something from the lesson and also knew how to apply it to help prove the thesis.

Copyright VCU Center for Teacher Leadership u Divide your table in half with no more than 3 in a group. u Pass your homework paper to the right for your colleague to read. You will be provided 30 minutes to read silently the papers for two colleagues. u 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 u Discuss the feedback you received from your colleagues. u 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 Insights?

BREAK!

Analyzing a Video: One Approach u Find a quiet place and bring a tape recorder. u 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. u 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 u Your Teaching u 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? u Interaction u How do you interact with the students? How do they interact with one another? Consider body language and facial expressions. u Dialogue u 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. u Standards u Note the standard(s) being met as a result of your teaching, interaction and dialogue.

Copyright VCU Center for Teacher Leadership Video Viewing Activity u Within your group, each of you will briefly explain your teaching context and the nature of your entry. u Show no more than 3-5 minutes of your video. u Colleagues will provide feedback based on the focus areas we’ve discussed. u Take notes on the feedback you receive on the form provided.

Copyright VCU Center for Teacher Leadership Video Viewing Groups DVD Format VHS Format

Copyright VCU Center for Teacher Leadership VHS Room Assignments u Group 1 – Room 201 u Group 2 – Room 201 Annex u Group 3 – Room u Group 4 – Room u Group 5 – Room

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

Copyright VCU Center for Teacher Leadership Advice from the Experts 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! u The standards are what you do in your classroom. The videotape and the writing serve as the evidence.

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

Copyright VCU Center for Teacher Leadership Preparing for Analysis of Student Work Workshop u Take out your completed “Breaking Down the Entry” form for Entry 1. u 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. u Using the Discussion Protocol form, discuss with colleagues the kind of student work you plan to use to meet the Entry 1 requirements.

Copyright VCU Center for Teacher Leadership BREAK!

Analysis of Student Work u At your table, use the Sample Analysis of Student Work to sort the student work samples into four categories. u Select a case study student in each column. u Describe the performance of each of the case study students. u If time permits, begin working on the rest of the form.

Copyright VCU Center for Teacher Leadership Insights?

Homework Due by November 17 u Read the “Analysis Practice and Activities” in the “Get Started” section of your portfolio instructions. Use a highlighter and/or post-it notes, to identify critical information you need to remember about Entry 1. u 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 for Entry 1. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 17 workshop. u To prepare for the Documented Accomplishment Entry, complete one of the two attached forms.

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?