1. Welcome Component 3: Teaching Practice & Learning Environment
Here is a slide from the session ppt. This is where after greetings, you’ll move to
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4. 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 that you submit in your entry is your own
Ethics is the first core topic presented in this session. You will find it a priority for all candidates.
Review and clarification of expectations is always important.
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5. Participant Ethical Guidelines (cont’d)
Uphold all NBPTS confidentiality guidelines regarding participant information
Collaborate with colleagues and 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
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6. 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
Lesson 4, Slide 4.6
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7. Facilitator Ethical Guidelines (cont’d)
DON’T . . .
Allow participants to share submitted portfolio entries
Compare participants’ entries to other submitted entries
Judge the quality of the content for participants
Select the work samples or lessons for participants to analyze
Offer opinions about a participant’s score
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8. 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 and Proprietary Rights and Release of Data for Educational Research
The following slides are also in your session 1 cohort ppt.
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9. Ethics Applied
Information in Guide to National Board Certification (2014) – pages 15 &16
Both the Candidate and NB Facilitator share the responsibility for understanding and 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.
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11. 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?
These slides are also in Session 1 ppt.
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12. 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?
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13. 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.
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14. Response from NBPTS 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.
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15. 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
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16. 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.
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17. Adult Learning Principles Facilitator/ Candidate Supporting Actions
Now we will take the principles of adult learning and explore them through the facilitator’s supporting actions.
Adult Learning Principles are the other priority topic for all candidates.
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18. 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
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19. 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
Here is the slide resource available for you to use with your cohort. It provides the opportunity to frame Adult Learning in terms of both the facilitator and the candidate’s actions.
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20. Adult Learning Principle
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.
Self-concept of the Adult Leaner is Autonomous and Self-directing
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21. Facilitating Adult Learners
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.
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22. 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.
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23. 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.
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24. Adult Learning Principle
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.
Readiness to Lean is Life Related and Developmental Task Related
An adult leaner’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. For example a sophomore in college is not ready to learn about 501K programs, whereas a 22 year old with their 1st real job is very ready to learn. It is the timing of the learning experience as it coincides with developmental task.
The take away for the facilitator is to plan exposure to other models of performance, career counseling, and simulation techniques to promote the adult learners’ readiness. For example, a 1st year classroom teacher is mastering their craft and would probably not be ready to begin learning how to be a coach or an administrator. Whereas a 1st year teacher might be ready to learn from exposure to a veteran teacher’s instruction with focused criteria based conversation after.
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25. Facilitating an Adult Learner
Readiness to Learn is Life Related and Developmental Task Related An adult leaner’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.
Readiness to Lean is Life Related and Developmental Task Related
An adult leaner’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. For example a sophomore in college is not ready to learn about 501K programs, whereas a 22 year old with their 1st real job is very ready to learn. It is the timing of the learning experience as it coincides with developmental task.
The take away for the facilitator is to plan exposure to other models of performance, career counseling, and simulation techniques to promote the adult learners’ readiness. For example, a 1st year classroom teacher is mastering their craft and would probably not be ready to begin learning how to be a coach or an administrator. Whereas a 1st year teacher might be ready to learn from exposure to a veteran teacher’s instruction with focused criteria based conversation after.
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26. Adult Learning Principle
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.
Orientation for Adults to Learning is Problem Centered and Contextual
Adult Leaners 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.
The take away for facilitators is to present concepts in relation to the adult learners’ life situations. The facilitator should consider linking to the context needs presented by an adult learner. For example, as information is presented on classroom management, the facilitator should be aware of and utilize classroom management needs in the classroom of the adult learner such as distribution of materials.
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27. Facilitating an Adult Learner
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.
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28. Facilitating an Adult Learner
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.
Adult Motivation to learn is intrinsic and has personal payoff
An adult Leaner does respond to external motivators like better job or higher salary. The most effective motivation, however, is intrinsic or internal motivation. Internal motivators are increased job satisfaction, self-esteem, and quality of life improvements. Roadblocks to internal motivators are low self-esteem, time, resources, and being in a program that does not utilize to adult learning principles.
The take away for the facilitator is to try to remove roadblocks by stressing the personal advantages and problems solving with the adult learner around the roadblocks. Here the cohort experience can be productive in helping to be another resource supporting the internal motivation.
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29. Facilitating an Adult Learner
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.
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30. Cohort Norms Action of Cohort
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31. Collaborative/Safe Norms
Goal - improve practice
Open up practice
Take Risks
Ask questions of each other
Request Evidence
Preparation
Improvement not evaluation
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32. Explicit Responsibilities
Implicit
Responsibilities
Another topic in session 1 is examining the responsibilities as stated in the partnership agreement with the implicit responsibilities the cohort has.
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33. This is in your resources.
Part of looking at implicit responsibilities is unpack the responsibilities with the cohort. What does it mean to retain ownership of work—what does attentive in meetings mean. By doing this you may find differing definitions and additional norms or even a refinement of norms for the cohort.
This is in your resources.
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34. 5 Core Propositions
In session 1 you have an introduction to the 5 Core Propositions using C3 Session 1.12 Resource “What Teachers Should Know & Be Able to Do” and is part of the topic 5 Core propositions.
You may have a mixed cohort of continuing candidates who may have read this article land first-time candidates who need this information and conversations. Several options are presented for your consideration. This resource may be needed for completions of organizer to prepare for session 2.
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35. Another resources is C3 Session 1
Another resources is C3 Session Resource Core Prop aligned with Danielson
This resource can help a candidate see how job embedded the National Board process is.
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39. Every session has an evaluation as part of the structure
Every session has an evaluation as part of the structure. Since these session are in draft form your input is critical for imporvement.
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40. Questions? Remember to go back to your parking lot….
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