1. National Board Candidate Support Session 3
CSU Fullerton
College of Education

2. Agenda Opener Revisiting Parameters for Support
3 Types of Thinking & Writing
Breakout Sessions

3. Opener
Would you rather?

4. Opener
Would you rather visit the doctor or the dentist?

5. Opener
Would you rather eat broccoli or carrots?

6. Opener
Would you rather be invisible or be able to read minds?

7. Opener
Would you rather go without TV or fast food for the rest of your life?

8. Opener
Would you rather make headlines for saving someone’s life or for winning a Nobel Prize?

9. Opener
Would you rather go to the mountains or the tropics on vaction?

10. Parameters for Candidate Support
CSPs will
be available via to read entries and respond to questions
read written work, but not as a 1st reader
ask questions to focus your entry, but not serve as editors
act as facilitators, but not as instructors, mentors or evaluators
These are guidelines set up by the group of CSPs for this session. You will need to establish your own guidelines with your group.

11. Parameters for Candidate Support
Candidates will
make connections within your group, and exchange contact information
collaborate and support one another
read the standards & portfolio instructions
consult the or
TEACH
These are guidelines set up by the group of CSPs for this session. You will need to establish your own guidelines with your group.

12. Accomplished Teaching Matters
NBPTS values accomplished teaching as defined by the Certificate Standards, and the Five Core Propositions
Student learning is at the heart of the certification process. Portfolio entries should demonstrate the candidate’s impact on student learning.
Reveal your Architecture of Accomplished Teaching!
Make the point here that it is not up to CSPs to be responsible for defining or modeling accomplished teaching; it is a reflection of how an individual teacher demonstrates the Standards, and the architecture which upholds those standards. This takes the burden off the CSP to make decisions for the candidate; the standards are the ultimate deciding factor. CSPs will want to remind candidates that the more they analyze and reflect upon their own teaching, the richer the standards will become to them. It is important for candidates to read, take notes and reread the standards as they progress through the portfolio.

13. Portfolio Writing Understanding National Board Certification Refer to:
Chapter 4 Thinking, Dialoging, and Writing About Teaching
The text referenced is Accomplished Teaching by Jennings and Joseph. It is recommended by not required.

14. The Reflective Cycle Framing and focusing evidence
Noticing and identifying evidence
Analyzing evidence
Acting on evidence

15. The Reflective Cycle Framing and Focusing Evidence
What, specifically, are students supposed to know and be able to do after completion of the lesson?
What would evidence of this learning be?
What opportunities were created to help students learn?
Why were those choices made?

16. The Reflective Cycle Noticing and Identifying Evidence
What, specifically, do you notice about what students do or say that provides evidence of their development or learning?
How can you identify evidence of how well students achieved the goals you had set?

17. The Reflective Cycle Analyzing Evidence
What does that evidence tell you about what students now know and are able to do?
What was not learned so well?
Who learned and who did not?
How deeply do students understand?

18. The Reflective Cycle Acting On Evidence
How did you instruction contribute, or fail to contribute, to students’ development, learning, and achievement?
How might a change in instruction result in improved outcomes?
What changes need to be implemented?
How and why would those changes improve the lesson?

19. Types of Thinking & Writing
Descriptive
Analytical
Reflective

20. Descriptive Writing What? Which? State, define, describe what happened
Retell in a logical, clear manner
Sequence the Events
Paint the Picture!
This is the simplest type of writing. You are just reporting. Assessors frequently complain that there is unnessary rambling in responses. Just get to the point. State what happened in the classroom, or what the accomplishment was (for entry 4).

21. Analytical Writing How? Why? Analyze, explain, connect, interpret
Diagnose and look for patterns
What is the significance of the evidence presented?
What does it all mean?
This is where you start to make connections to student learning. Your choices in the classroom or in your documented accomplishments should all boil down to improving student achievement. Ask yourself, So What for each teaching decision and accomplishment?

22. Analytical Writing
What are you “noticing” with regard to student thinking?
Are you able to determine what students know and don’t know based on what students say, write, draw, and do?
Are you linking what students say, write, draw, and do to your instruction?
Are you linking what students say, write, draw, and do to lesson objectives?
The focus is on the student thinking and learning, not on you. You construct the environment and facilitate the learning, but the point of interest is how students respond (what they say, do, write, and draw). This student thinking must be visible and referenced in your entry.

23. Analytic Writing How are you analyzing?
Are you treating the class as a whole, or are you able to discriminate between groups of students in class
Are you able to distinguish degrees of knowing amongst students? What they know and what they don’t know?
Do you say things like, “Everyone got it.” How do you know? Are there some who didn’t? Did everyone get it to the same degree? Did some students understand part of the concept, and another group another part? Think about what you said or did to contribute to this knowing (or not knowing).

24. Reflective Writing What now? Thinking about . . .
How will you improve, change, re-teach, build upon the featured lesson, etc.
The direction for future action!
This is where you demonstrate Core Proposition 4. Now that the teaching and assessment is over, what will you do?
Look at writing samples.

25. Reflective Writing Go back to what you “noticed” in your analysis
Are your recommendations based on evidence (what students said, did, drew or wrote?)
Are your recommendations consistent with improving achievement of the stated lesson objectives?
There must be an explicit connection between what you describe happening, what students say, do, etc. (evidence), what you do as an instructor influence that, and your recommendations for future action. Avoid focusing recommendations on things that you did not address in analysis or did not state evidence for.

26. Putting it Together
All three types of writing work together to paint a complete picture of a particular learning sequence and your thinking about it.
All three types also revolve around the effective identification and use of evidence

27. Ready, Set, Go! Start WRITING! Describe, Analyze and Reflect!
Start VIDEO TAPING
Provide the Evidence!
Demonstrate that YOU are an accomplished teacher and YOUR impact on student learning!
Plan ahead to give yourself choices with your video and student work entries. Read the directions carefully to ensure you are documenting the type of lesson they are looking for.

28. The Written Commentary
You MUST be able to articulate WHY you do WHAT you do in your classroom, in the featured lessons!
Present evidence that you are an accomplished teacher using Standards and the Five Core Propositions!
Tell the story of your teaching!

29. INTERACTION! INTERACTION! INTERACTION!
Your video should authenticate the quality of the learning through the interactions that you provide for your students as you described in your written commentary via your DESCRIPTIVE, ANALYTICAL and REFLECTIVE writing!
The assessors are more frequently interested in what the students are doing and saying than what you are doing or saying. BUT TAKE CREDIT for facilitating that interaction. For this reason, it is VITAL to have good audio in your video evidence.

30. Camera Anxieties It’s not about YOU!
It’s not about the IDEAL lesson, classroom or group of students!
It is about what teachers really do, what really happens in the classroom with students!
Teachers teaching your same subject and same age will be assessing your entry.

31. Breakout Groups