Introduction to the Cohort & NBPTS Process

Introduction to the Cohort & NBPTS Process
Foundational Session 1 Introduction to the Cohort & NBPTS Process Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Welcome to An Exciting Journey!
You’ll be traveling a new path with colleagues….... You’ll see all the ways you already demonstrate accomplished teaching & will continue to learn more about your practice… Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Purpose of this session:
Give an overview of the National Board Components Outline the cohort support Describe the ethics of participating in National Board Certification Give background information on Adult Learners Create Norms for your Cohort Introduce the Foundation of the National Board Process – The 5 Core Propositions Connect the National Board process to the Danielson Framework Explore online resources about National Board Certification Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Overview of National Board Components & Cohort Support
Topic 1: Overview of National Board Components & Cohort Support The National Board Certification Process is performance –based and peer reviewed with a strong emphasis on content knowledge and impact on student learning. The National Board Resource Center at Illinois State (NBRC) supports candidates completing two components per year. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Briefly explain the components and expectations for each one
Briefly explain the components and expectations for each one. Reassure candidates that they will have an opportunity to learn more about the resources and details for their certificate area later in the session. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort Support What will your journey look like?
C2: Differentiation in Instruction C3: Teaching Practice and Learning Environment Clarify that only two components per year are being supported and paid for through NBRC and ISBE. C4: Effective and Reflective Practitioner C1: Content Knowledge Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2: Differentiation In Instruction
Teachers/Counselors will Describe, analyze & reflect on student work, succinctly explaining the evidence supporting teaching decisions Describe students’ abilities & set learning goals, giving rationale for teaching decisions Focus on using knowledge of individual students to differentiate instruction Reflect on lessons to set new learning goals to impact student growth & achievement. This slide gives more information for Component 2, one of the components supported during the school year. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective & Reflective Practitioner
Teachers/Counselors will: Gather information from a variety of sources about a group of students Use assessments to effectively plan for & positively impact learning of students they teach Provide evidence of their collaboration with families, the community & colleagues to advance their students’ learning & growth. This slide gives more information for Component 4, one of the components supported during the school year. This is the final component being revised by National Board. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved. 10

Cohort Sessions This Year
Month Session September Foundational Session 1 Foundational Session 2 October Foundational Session 3 Component 4 Session 1 November Component 4 Session 2 December Component 4 Session 3 January Component 4 Session 4 Writing / Work Session Component 2 Session 1 February Component 2 Session 2 March Component 2 Session 3 April Component 2 Session 4 Writing / Work Session May Reflection on NB Process Submission of Components This slide outlines the suggested schedule for the year. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 2: Ethics Ethic Ethics assures the integrity and fairness of the National Board process Ethics are clearly outlined by National Board Consequences for non-adherence are clear and public Adherence to these guidelines is expected as candidates and once you are a National Board Certified Teacher Ethic Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Participant Ethical Guidelines
Do not misrepresent or falsify any information on your NBPTS application Do not share, publish, electronically post, or otherwise reproduce NBPTS materials Do not share your portfolio entry with anyone after it has been submitted to NBPTS Make sure the work you submit in your entry is your own Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Participant Ethical Guidelines (continued)
Uphold all NBPTS confidentiality guidelines regarding participant information Collaborate with colleagues & group members appropriately Do not judge the quality of the content colleagues provide in their entries Do not help colleagues select final work samples for submission Do not offer opinions to colleagues about how you think their entries will be scored Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Facilitator Ethical Guidelines
DO . . . Allow participants to make all decisions Offer encouragement to participants Clarify portfolio entry directions for participants Ask probing questions to elevate participants’ thinking Ask clarifying questions to help participants determine if the prompt was fully answered Ask questions to help participants determine if clear, consistent, and convincing evidence was provided Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Facilitator Ethical Guidelines (continued)
DON’T . . . Allow participants to share submitted portfolio entries Compare participants’ entries to other submitted entries Judge the quality of the entry content for participants Select the work samples or lessons for participants to analyze Offer opinions about a participant’s score Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Additional Ethics Information
Ethics and Collaboration, Part 1: General Portfolio Instructions (Phase 1: Prepare) NBPTS Guide to National Board Certification NBPTS Guidelines for Ethical Candidate Support NBPTS Certification Denial or Revocation Policy NBPTS Policies on Intellectual Property & Proprietary Rights & Release of Data for Educational Research Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Ethics Applied Information in Guide to National Board Certification (2014) Both the Candidate and NB Facilitator share the responsibility for understanding & honoring NBPTS Ethics Guidelines NBPTS Certification Denial and Revocation Policy outlines consequences for unethical behavior Maintains integrity of NB Certification and prevents any unfair advantage of one candidate over another Names are released to districts, certificate revoked This slide is to let you and your cohort candidates be aware of the severity and consequences of unethical behavior. Next we’re going to give you three scenarios that you may encounter. We’ll divide the group in thirds & each group will address one of the scenarios then report out to the group. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Ethical or Unethical support?
Scenario #1 An experienced support facilitator, who volunteers her time to work with candidates, tells her cohort that posting their writing on line using blogs or other formats for comments can be a great way to get a variety of opinions. One candidate said her responses were so good that she put them in her entry. The facilitator encouraged candidates to place their candidate ID number on their work so they can stay anonymous. Ethical or Unethical support? Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Scenario #2 A new facilitator was asked by a candidate to read her entry. The facilitator commented back, “I achieved because I wrote specifically about my students’ interests. You should write that you chose a science book because of his interest in science.” Ethical or Unethical support? Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Scenario #3 Four (4) candidates who work for the same district meet on line. They discover they are each in a different cohort receiving support from NB Facilitators. Two (2) attend monthly cohorts and (2) attend on line support cohorts. They read and using the rubric “score” each others entries. They discuss what is “good” evidence about the entries giving specific concrete advice to each other. Ethical or Unethical support? think about ethics for both candidate and facilitator. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

NBPTS Response on Scenario 1
For Scenario 1, we would say that this is unethical. Posting entries online makes the original author's work vulnerable to plagiarism and possible ethics violations. Sharing an example of what you submitted in a physical format (that you maintain control of) is one thing. Placing it on a server with availability to all is in violation of the agreement signed by all candidates acknowledging that the materials became, or will become the property of NBPTS. For an NBCT, such posting would not be allowed. For a candidate who has not yet submitted, it enters a gray area. Once the collaborative effort is completed, how do you ensure that the postings have been deleted from the server and not copied by others? Considering the Student Release Forms signed by the parents of students in the entries - how would they feel about their student's images or work being posted anywhere other than as agreed to? As you note in the scenario, "one candidate said her responses were so good that she put them in her entry". That sounds like plagiarism, which can impact the original author's status as an NBCT as well as the candidate seeking certification. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

NBPTS Response on Scenario 3
Regarding Scenario 3: Besides the ethical issues discussed above, the "scoring" implications could also become an issue. Are those candidates assisting one another in determining where their entries might be weak, or are they attempting to assign a score based on the rubric? The former can be beneficial, the latter can lead to disappointment when scores are released since the candidates are not trained in the scoring process, knowledgeable of the benchmarks, etc. We appreciate your continued support of candidates seeking the distinction of becoming NBCTs. If you have any questions, please do not hesitate to contact us with a new inquiry through Ask NBPTS or call TEACH ( ) between 8 AM and 6 PM CDT Monday through Friday to speak with one of our representatives. Regards, Dan, NBPTS Candidate Support Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

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 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 © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 3: Adult Learning Principles
Facilitator/ Candidate Supporting Actions Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Adult Learning Principle
Adult Learner Needs to Know The Adult Learner needs to know why they need to learn something before they “choose” to learn. When an adult learner decides to learn, they will learn on their own, and put time into analyzing why the learning benefits them and why not learning something does not benefit them. An adult leaner needs to appraise where they are now and where they want to go Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Facilitator & Candidate
Adult Learner Needs to Know The Adult Leaner needs to know why they need to learn something before they “choose” to learn. When an adult leaner decides to learn, they will learn on their own, and put time into analyzing why the learning benefits them and why not learning something does not benefit them. An adult learner needs to appraise where they are now and where they want to go Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Self-concept of the Adult Learner is Autonomous and Self-directing An adult learner is comfortable being responsible for their own decisions. Once being responsible for their decisions becomes part of the adult learner’s self-concept, an adult learner needs to be treated and perceived as ready for self- direction. An adult learner will resist and rebel when they feel “others” are dictating their will on them. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Facilitating Adult Learners
Self-concept of the Adult Learner is Autonomous & Self-directing An adult learner is comfortable being responsible for their own decisions. Once being responsible for their decisions becomes part of the adult learner’s self- concept, an adult learner needs to be treated and perceived as ready for self-direction. An adult learner will resist and rebel when they feel “others” are dictating their will on them. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Adult Learning Principles
Prior Experience of the Adult Learner is a Resource and Provides Existing Mental Models An adult learner has had many different kinds of experiences and different quantities of experiences. These differences bring a wider range of individual differences than found within a group of younger students. An adult learner seeks greater emphasis on individualization of the presentation of content and strategies used. An adult learner’s mental models can lead to habits, biases, and presuppositions that can become roadblocks when new ideas or alternative ways of thinking are presented. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Facilitating an Adult Learner
Prior Experience of the Adult Learner is a Resource and Provides Existing Mental Models An adult learner has experienced many different kinds of situations and different quantities of experiences. These differences bring a wider range of individual differences than found within a group of younger students. Adult Learner seeks greater emphasis on individualization of the presentation of content and strategies used. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Readiness to Learn is Life Related and Developmental Task Related An adult learner’s real life needs often dictate the learning they are ready for and interested in pursuing. Adults develop and change as they mature through adulthood. It is the timing of the learning experience as it coincides with the developmental task Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Readiness to Learn is Life Related and Developmental Task Related An adult learner’s real life needs often dictate the learning they are ready for and interested in pursuing. Adults develop and change as they mature through adulthood. It is the timing of the learning experience as it coincides with developmental task. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Orientation for Adults to Learn is Problem Centered and Contextual Adult learners want to learn in relation to how they see the learning will improve performance on a task or their ability to solve problems they face. Adult learners assimilate new information, new skills, values and dispositions when it is presented in a real life context. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Orientation for Adults to Learning is Problem Centered and Contextual Adult Learners want to learn in relation to how they see the learning will improve performance on a task or their ability to solve problems they face. Adult learners assimilate new information, new skills, values and dispositions when it is presented in a real life context. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Adult Motivation to learn is intrinsic and has personal payoff The most effective/sustainable motivation is intrinsic or internal motivation. Internal motivators are increased job satisfaction, self-esteem, and quality of life improvements. Roadblocks are low self-esteem, time, resources, and being in a program that does not utilize to adult learning principles. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Scenario Nancy, a middle school reading coach, is leading a professional development session on literacy strategies in science. She invites all science teachers from grades K-8. Fifty teachers attend. Nancy shares her experience working in the middle school literacy program with the attendees. At break, over half the attendees have left and the exit slips were at times hurtful. Nancy is crushed. She spent over 50 hours developing this presentation. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Next Steps What steps would you take if you were Nancy and why?
What advice would you give if you were Nancy’s friend? What needs do you see in Nancy’s planning? What evidence of adult learning do you see in this scenario? Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Collaborative/Safe Norms
Goal - improve practice Open up practice Take Risks Ask questions of each other Request Evidence Preparation Improvement not evaluation Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 4: Roles & Responsibilities
Purpose: Describe and discuss roles for facilitator & candidates. Clarify the roles of the Facilitator & Candidates Distinguish the difference between participating in a National Board Cohort & other kinds of Professional Development Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort Sessions This Year
Month Session September Foundational Session 1 Foundational Session 2 October Foundational Session 3 Component 4 Session 1 November Component 4 Session 2 December Component 4 Session 3 January Component 4 Session 4 Writing / Work Session Component 2 Session 1 February Component 2 Session 2 March Component 2 Session 3 April Component 2 Session 4 Writing / Work Session May Reflection on NB Process Submission of Components This slide outlines the suggested schedule for the year. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Topic 5: 5 Core Propositions Purpose: Introduce the 5 Core Propositions as the framework for accomplished teaching All certificate standards and entries are grounded in the 5 Core Propositions 5 Core Propositions are representative of what all accomplished teachers share in their expertise & dedication to advance student achievement Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Locating Resources Topic 6: Purpose:
Clarify components to be completed this year Become familiar with National Board websites Reinforce – Candidates are the experts on their certificate area Find out how to get more information when you have questions Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort Support C2: Differentiation in Instruction C3: Teaching Practice and Learning Environment Clarify that only two components per year are being supported and paid for through NBRC and ISBE. C4: Effective and Reflective Practitioner C1: Content Knowledge Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Closure The topics presented today & the resources highlighted are designed to develop the foundation for beginning the National Board process. These foundational topics were an Overview of the National Board Components, Adult Learning, Ethics, 5 Core Propositions & an Introduction to the National Board Online Resources. This session was meant to dedicate time to begin to build a foundation toward our collaborative work with such topics as Framing of Expectations, Roles and Responsibilities, and Norms. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for Session 2 Continue Reading your Portfolio Instructions
Read & highlight the 5 Core Propositions Resource – What Teachers Should Know & Be Able To Do Consider what you know about your students and how you gather that information Complete the Note Taking Guide for Core Proposition #1 – Teachers Are Committed To Students & Their Learning Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort members reflect on the session together
Any cohort member can take notes for the group Teacher Liaison uses this form to share what’s happening in the cohort with the administrator Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions. Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved.

Introduction to the Cohort & NBPTS Process

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