1. Planning Instruction Component 3: Session 4
Examining Component 3
To Plan Instruction
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2. Welcome Be sure to sign in
Please log on to your National Board Profile to monitor your current status
What went well since our last cohort session?
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3. Overview of Session 4 Topics
Giving feedback on Instructional Context Drafts
Videotaping Your Practice
Observing Students or Teachers in a Lesson
Unpacking Component 3 Instructions & Rubrics
Selecting Lessons for Videotaping
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4. Instructional Context for My Teaching Practice
Type of School Program
Social & Physical Context
State & District Mandates
Who are your students?
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5. Sharing Your Instructional Context Form Draft
Reminder on ethics & confidentiality
Mindset for sharing our writing & videos with each other
Resources for how to ask questions –
AAT “Placemat” – Questions on the back: Core Prop #1
Resource: What I Know About My Students may help you consider information to consider when writing about your students
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6. Analysis vs. Evaluation
Analyzing is non-judgmental - You’re looking at:
Facts and evidence to understand the situation.
What you know about your students, your goals and your teaching practices & how they align together.
Evaluating is the conclusion after going through the analysis part.
Our work in examining videotapes is centered completely around the thinking process of analyzing practice based upon certificate specific standards. You will be looking at evidence (facts) and analyzing in a cause – impact – consequence way of thinking.
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7. Analysis
Analysis: “Analysis deals with reasons, motives, and interpretation and is grounded in the concrete evidence you provide in the materials you submit.”
“Analysis is called for when a question in the Written Commentary asks “how,” “why,” or “in what way(s).” When you are asked to identify a particularly successful moment in a sample of teaching and to tell why you regard it as successful, you must analyze. When you are asked for a rationale, you must analyze.”
General Portfolio Instructions: Components 2 & 3 (10/14 – 10/15 version)– Page 15
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8. Evaluation
Evaluation: to determine the significance, worth, or condition of, usually by careful appraisal and study.
Synonyms for evaluate: weigh, estimate, gauge, value.
Evaluating is putting a value or judgment to a situation.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

9. Key Ideas on Ethical Guidelines for Facilitators & Candidates
Encourage
Prompt or help candidates reflect on their teaching
Make no decisions for candidates
Help clarify entry directions
Encourage candidates to call NBPTS with questions
Be non-judgmental
Do not offer opinions about candidate work
Candidates
Write about their teaching with integrity
Make sure their submitted work is their own
Make all decisions about their entries
Do not share submitted entries
Do not offer opinions about how entries will be scored
Consider the ethics information as a code of morality that enhances the professionalism and integrity of the process as a whole. Both facilitators and candidates share the responsibility for honoring the ethics set out by NBPTS.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

10. Instructional Context Draft
Work with a partner to read & give feedback on the Instructional Context Form (draft)
Talk with your partner about what you learned about your students as you completed the Instructional Context Form
Consider how you will revise your Instructional Context Form – - What else do you need to know about your students?
- How will you collect more information?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

11. Videotaping Your Practice
Purpose:
Observe & Discuss how students show engagement
Observe & discuss how teacher actions or “moves” impact student engagement
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

12. Analyzing Videos
What does engagement look like in your classroom or teaching situation?
Describe several key behaviors you might expect to see as evidence students are engaged in a conversation, activity or a lesson
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13. Analyzing Videos
Each person watches the video & takes notes on student engagement
Be sure to note specific behaviors you observe
Share & discuss what you observed with your partner
What else can you do to increase student engagement or prompt students to become engaged in different ways?
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14. Observing A Lesson The group will be divided into two groups -
Student observers –record actual behaviors you observe in conversation, body language….
Teacher observers – record evidence of the teacher’s responses, prompts & strategies
Teaching Channel: What’s Fun About Surface Area (7min)
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

15. Observing a Video
Student Observers: What did these students do that indicated they understood the content being addressed in the lesson?
Teacher Observers: In what ways was this teacher strategic in engaging her students in the lesson?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session

16. Examining Component 3 Purpose:
To examine the organization & details of the entry
To become familiar with the Level 4 Rubric
To begin outlining key concepts that define
Learning Environment
Student Engagement &
Instruction
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17. Scavenger Hunt
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18. Videotaping Your Practice
Hear some advice from teachers about videotaping for the NBPTS process
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19. Field Test Instructions for C3
From
Field Test Instructions for C3
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20. From Field Test Instructions
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21. Selecting Lessons for Each Video
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22. Closure
Instructional Context Form Draft & Knowledge of Students Standard:
How does what I know about my students influence my practice? How can I learn more about my students?
Evidence of Practice Through Videotaping:
What does student engagement look like in my classroom? How can I become more strategic in engaging all students?
Examining Component 3 - Teaching Practice & Learning Environment: How can I begin planning my videos & lessons?
Portfolio Instructions, Rubrics and Standards all describe what accomplished teaching looks like in my certificate area:
What Am I already doing that demonstrates accomplished teaching?
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23. Preparing for the Next Cohort Session
Bring updated goals, lesson plans and ideas for potential lessons you may feature in your entry.
Bring a 5 minute video showing a content area discussion.
Revise your draft of the Instructional Context Form.
Read and highlight your content area and instructional resource standards.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved. C3 Powerpoint Session