1. Candidate Support Guidelines and Planning

2. Five Core Propositions Proposition 1: Teachers are Committed to Students and Learning Proposition 1: Teachers are Committed to Students and Learning Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. Proposition 5: Teachers are Members of Learning Communities. Proposition 5: Teachers are Members of Learning Communities.

3. Enhanced Architecture of Accomplished Teaching START HERE: ASSESSMENT OF STUDENTS 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.

5. Three goals of Candidate Support Providers (CSPs) Three goals of Candidate Support Providers (CSPs) –Reestablish candidates’ focus on NBPTS Standards and practice –Be able to correct misconceptions regarding NBPTS expectations –Push candidates’ analytical thinking and facilitate professional growth NBPTS Position on Candidate Support

6. Candidate Support Providers must: Candidate Support Providers must: –Help candidates elevate thinking and conversations about their practice. –Help candidates communicate their effectiveness in light of the Standards There are two areas of facilitation: There are two areas of facilitation: –Cognitive (coaching, asking questions) –Affective (encouraging, cheering on)

7. NBPTS Position on Candidate Support Challenges for CSPs: Challenges for CSPs: –Preparing candidates for high-stakes work –Creating a professional development environment –Balancing ethics with a desire to help –Debunking the myths of the NBPTS process

8. NBPTS Position on Candidate Support Setting a supportive tone: Setting a supportive tone: –Refer to process as “rigorous” rather than “overwhelming” –Avoid escalating the stress –Treat candidates as professionals –Maximize the experience, not manage the process –Create a positive learning community

9. Things for everyone to remember… Every CSP can help any candidate! Cross-certificate help is important. Every CSP can help any candidate! Cross-certificate help is important. No one can “make” an NBCT No one can “make” an NBCT CSPs do not make choices for candidates CSPs do not make choices for candidates Positive facilitation is good teaching Positive facilitation is good teaching Feedback should give data (I see, I notice and ask questions Feedback should give data (I see, I notice and ask questions

10. Things for everyone to remember… Always look for evidence of the Standards Always look for evidence of the Standards Make no judgments of “good” or “bad” --- there are no fatal flaws Make no judgments of “good” or “bad” --- there are no fatal flaws Never “grade” an entry or provide a projected score Never “grade” an entry or provide a projected score Emphasize connections of goal, lesson, outcome, assessment, and reflection Emphasize connections of goal, lesson, outcome, assessment, and reflection

11. Things for everyone to remember… Three types of thinking, not writing Three types of thinking, not writing –Descriptive –Analytical –Reflective Our focus is on what students learn, not what they do Our focus is on what students learn, not what they do CSPs can work with candidates for all certificates CSPs can work with candidates for all certificates

12. A CSP should be… Nonjudgmental Nonjudgmental Honest Honest Specific Specific Direct Direct Constructive Constructive Professional Professional Knowledgeable Knowledgeable Consistent Consistent Consistently Available Consistently Available Informed about Standards and entry rubrics Informed about Standards and entry rubrics

13. What do CSPs need to know? No amount of support can create an NBCT No amount of support can create an NBCT Ownership of portfolios remain with the candidates Ownership of portfolios remain with the candidates Step aside if jobs/roles pull in opposite directions Step aside if jobs/roles pull in opposite directions A CSP cannot do the portfolio for a candidate A CSP cannot do the portfolio for a candidate A CSP cannot make choices for the candidate A CSP cannot make choices for the candidate Support is always limited by time constraints Support is always limited by time constraints

14. What do CSPs need to know? A CSP can only help a candidate show evidence more clearly; he or she cannot help a teacher create evidence. A CSP can only help a candidate show evidence more clearly; he or she cannot help a teacher create evidence. The responsibility of the portfolio rests with the candidate. A CSP should never make decisions for the candidate. The responsibility of the portfolio rests with the candidate. A CSP should never make decisions for the candidate. The success of the candidate does not reflect on the support system. The success of the candidate does not reflect on the support system. CSPs should not judge their own success by the achievement of candidates; neither should candidates. CSPs should not judge their own success by the achievement of candidates; neither should candidates.

15. Debunking the Myths of NBPTS Referring to the Standards in the Written Commentary does not make the score higher Referring to the Standards in the Written Commentary does not make the score higher Video segments do not have to be perfect Video segments do not have to be perfect Candidates do not have to develop brand new lessons tailored to the entry Candidates do not have to develop brand new lessons tailored to the entry

16. Debunking the Myths of NBPTS Completing the portfolio first will not necessarily help a teacher do better on the Assessment Center tests Completing the portfolio first will not necessarily help a teacher do better on the Assessment Center tests Working with a CSP does not guarantee a passing score Working with a CSP does not guarantee a passing score A candidate doesn’t have to find something wrong with their teaching in order to have a good reflection A candidate doesn’t have to find something wrong with their teaching in order to have a good reflection

17. Debunking the Myths of NBPTS Assessors will still score an entry, even if the font is wrong or the margins are not exact. Assessors will still score an entry, even if the font is wrong or the margins are not exact. Points are not deducted if names and places are mentioned in an entry. Points are not deducted if names and places are mentioned in an entry. Scoring a portfolio is a multi-layered process involving multiple scorers who meet training criteria. Scoring a portfolio is a multi-layered process involving multiple scorers who meet training criteria.

18. Debunking the Myths of NBPTS Just because one NBCT got a higher score than another NBCT does not mean that they are a better teacher. Just because one NBCT got a higher score than another NBCT does not mean that they are a better teacher. The accomplishment of one entry does not affect the accomplishment of another entry. The accomplishment of one entry does not affect the accomplishment of another entry.

19. Recommendations Do not share with others the portfolio you submitted (written commentary or video) Do not share with others the portfolio you submitted (written commentary or video) Only read once per candidate Only read once per candidate Have candidates provide written commentary’s questions and rubric Have candidates provide written commentary’s questions and rubric Do not send entries/corrections via email Do not send entries/corrections via email Do not write suggested changes to wording, etc. on a candidate’s entry Do not write suggested changes to wording, etc. on a candidate’s entry