1. Welcome National Board Candidates 
Sign in.
Pick up your name tag and a playing card. Make sure you draw from the face card pile if you need a VCR/TV to view your video.
Find the table that matches your playing card.
Place a copy of your homework in the appropriate area.
Pick up your September Homework
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2. October 10: Videotaping Workshop
Revisiting our Professional Norms
Feedback on Homework
Discussing My Feedback
Video Viewing
LUNCH
Video Tips and Questions
Preparing for Analysis of Student Work
November Homework
Wrap Up/Burning Questions

3. Revisiting our Professional Norms
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4. Feedback from September
WHY??????
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Writing Reminders
“WHAT?”
Description
This is called for when the prompt use verbs like state, list, describe or what.
Be accurate, precise in your enumeration/ explanation.
Provide clear logical ordering of what you are describing, whether it is an event, person, concept or strategy.
Include all of the supporting features or elements to allow the reader to see what you are describing.
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6. When describing look at every word…
Example:
“Describe the relevant characteristics of your classroom.”
Relevant to what…
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Writing Reminders
“SO WHAT?”
Analysis
This is called for when a prompt asks how, why or in what way(s).
You are to interpret and examine why the things described are the way they are.
You are showing the thought processes you go through to arrive at the conclusions about a teaching situation.
You are demonstrating the significance of the evidence you submit.
The subject of your analysis should be available to the reader (student work, videotape) or give a clear description.
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8. Analysis exists in many questions…
Turn to the Planning & Instruction Section of one entry
What might lead you to analysis?
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Writing Reminders
“NOW WHAT?”
Reflection
This is a thought process that occurs after a teaching situation. You might see verbs like improve, change, re-teach, build upon.
Reflection and analysis overlap somewhat.
Reflection is based on the analysis of student response to the instruction.
You are considering the success of your lessons, what you would do differently, what would come next, and providing evidence/reasons for your conclusions.
Do not skimp on your reflection! Reflect on all aspects of the lesson, and use all the space allowed. Make your personal thoughts visible to assessors.
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10. The National Board Process…
Is about YOUR teaching!
Is about finding areas of improvement!
Is about getting better!
Is a process!
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11. Writing Pitfalls to Avoid
Getting on your “soapbox” to express your personal philosophies, positive or negative, about education and/or the students you teach. Do not explain how your students cannot learn due to social, economic or other factors, but show how you are an accomplished teacher, and provide the best learning experience you can for your students.
Being a philosopher, writing of your educational beliefs, such as “ What all children need to learn is. . .” or “Education today . . .” Assessors want to see how you produce learning in your students.
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12. More Pitfalls to Avoid
Being the “Invisible Teacher” in your Written Commentary. Show that you are in control of what happens in your classroom, that what happens there is purposeful. Write “I assigned the students to groups of four, paying attention to diversity….” or “I told the groups to brainstorm….” Avoid passive tense. “The students were seated in groups…” and “They brainstormed…..” or “We decided…”
Assuming the assessors know what you are thinking. You must consciously explain and analyze your decision-making and reasoning. Do not assume that “everyone does this,” and remember to be thorough in explaining in detail why you do what you do.

13. More Pitfalls to Avoid What’s the difference??
Answering part of the question . Answer all parts of every single question. You might find it helpful to restate the question, start new paragraphs, or place question stems/main points in bold.
Providing OPINIONS only without EVIDENCE.
What’s the difference??
“The students were exited”

14. Writing Pitfalls to Avoid
Because the SOL says so.
Ignoring length requirements.
Being inactive.
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15. Don’t forget the Standards that MUST BE MET!
There are specific STANDARDS for each entry.
Can you connect STANDARDS to specific sections/questions in the Written Commentary?
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Table Brainstorm
How will you make sure that you provide clear, consistent, & convincing evidence of each standard?
Let’s make a list…
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17. Give yourself feedback
Look back over your homework from September.
Create a post-it and give yourself 5 minutes of feedback
Which four issues are your personal “pitfalls?”
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Feedback on Homework
Divide your table in half with no more than 3 in a group.
Pass your homework paper to the right for your colleague to read. You will be provided 30 minutes to read silently the papers for two colleagues.
Provide feedback to your colleagues by making comments or raising questions directly on the homework assignment.
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Feedback on Homework
Highlight potential evidence
Reread
Place a check mark where you see proof
Place a question mark where you aren’t sure
Provide feedback based on the post-it note
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20. Discussing Feedback on Your Homework
Discuss the feedback you received from your colleagues.
Take turns so that each candidate gets no more than 10 minutes. Chimes will ring when it’s time to switch to the next candidate.
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Insights?
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BREAK!
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23. Analyzing a Video: One Approach
Find a quiet place and bring a tape recorder.
First watch the video in its entirety. Your objective is to decide if there is a segment that is usable or if the entire clip needs to be abandoned.
When you’ve found the segment that you want to use, watch it 4 different times.
Focus: Your teaching
Focus: Student/teacher interaction
Focus: Dialogue (Use tape recorder.)
Focus: Standards
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Video View Form
Your Teaching
The focus is pedagogy and content knowledge. Don’t take anything for granted. Why do you walk around the room? Why did you use a handout/chalkboard/overhead projector?
Interaction
How do you interact with the students? How do they interact with one another? Consider body language and facial expressions.
Dialogue
Listen intently to what you say and what the students say. Find a connection to your goals/objectives and that of the entry in general.
Standards
Note the standard(s) being met as a result of your teaching, interaction and dialogue.
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25. Video Viewing Activity
Within your group, A PEER REVIEWER will briefly explain your teaching context..
Show no more than 5 minutes of your video.
Colleagues will provide feedback based on the focus area.
1st Your Teaching
2nd Interaction
3rd Dialogue
Take notes on the feedback you receive on the form provided.
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26. Video Viewing Activity
Spend 5 minute feedback time providing information about your OBSERVATIONS.
Don’t make suggestions about changing the lesson…that lesson is in the past.
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VHS Room Assignments
King Group – Room 214
Queen Group – Room 215
Jack Group – Room 216
Ace, 2, 3, 4, and 5 Groups may use:
-Room 217, Room 218, Room 201, and
- Room 201 Annex
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28. Lunch! We’ll sit in certificate areas after lunch.
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Advice on videotaping
What did you learn?
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Important!
PLEASE
HAVE
SOMEONE ELSE
ANALYZE
YOUR VIDEOTAPE.
THEY MAY SEE SOMETHING
YOU DON’T.
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32. Remember: You are the Standards!
The standards are what you do in your classroom. The videotape and the writing serve as the evidence.
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33. Remember: You are the Standards!
YOU HAVE TO…
Show, Say, & Explain
Don’t assume that an assessor will know WHY you did something.
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34. ???Videotaping Questions???
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35. Preparing for Analysis of Student Work Workshop
Take out your completed “Breaking Down the Entry” form for Entry 1.
With your colleagues (1) confirm that you have a shared understanding of the requirements for the entry and (2) determine which standards are addressed by this entry. Record the standards on your form.
GeneralSpecific
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Insights?
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37. Homework Due by November 14
Read the “Analysis of “Student Work” in the “Phase II” section of your General Portfolio Instructions. Use a highlighter and/or post-it notes, to identify critical information you need to remember about Entry 1.
Complete the Analysis of Student Work (ASW) form for a classroom set of student work samples. Select student work that you think you may use. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 14 workshop.
To prepare for the Documented Accomplishment Entry, complete the worksheet for documented accomplishments that asks you to identify accomplishments in each of the three categories required.

38. Assessing our Professional Norms
How are we doing?
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39. Assessing the Videotaping Workshop
What worked? What didn’t?
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40. Burning Questions?