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.
Copyright VCU Center for Teacher Leadership

2. October 18: 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
Copyright VCU Center for Teacher Leadership

4. Today’s NBCT Facilitators
Christy Ellis, AYA/ELA, Chesterfield
Chris Stallings, MC/Gen, Henrico
Cookie Edmonds, Literacy/Richmond
Copyright VCU Center for Teacher Leadership

5. Feedback from September
Copyright VCU Center for Teacher Leadership

6. Copyright VCU Center for Teacher Leadership
Writing Reminders
Description
This is called for when the prompt uses 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.
Copyright VCU Center for Teacher Leadership

7. Copyright VCU Center for Teacher Leadership
Writing Reminders
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.
Copyright VCU Center for Teacher Leadership

8. Copyright VCU Center for Teacher Leadership
Writing Reminders
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.
Copyright VCU Center for Teacher Leadership

9. 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.
Copyright VCU Center for Teacher Leadership

10. 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.

11. 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?
Copyright VCU Center for Teacher Leadership

12. Preparing to Give Feedback
Evidence
Descriptive
Not subject to debate (unambiguous)
Free from value judgments
Objective
Observable
Opinion
Inferential
Draws conclusions
Subjective
May include value judgments
May be based upon personal judgments or estimations
Copyright VCU Center for Teacher Leadership

13. Copyright VCU Center for Teacher Leadership
Evidence vs. Opinion
The students were excited.
The class was out of control.
Pacing of the lesson was too slow.
The teacher began the lesson 20 minutes after the bell rang to begin class.
My students understood the lesson.
Most students were on task in the video.
Copyright VCU Center for Teacher Leadership

14. Copyright VCU Center for Teacher Leadership
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.
Copyright VCU Center for Teacher Leadership

15. 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.
Copyright VCU Center for Teacher Leadership

16. Copyright VCU Center for Teacher Leadership
Insights?
Copyright VCU Center for Teacher Leadership

17. Copyright VCU Center for Teacher Leadership
BREAK!
Copyright VCU Center for Teacher Leadership

18. 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
Copyright VCU Center for Teacher Leadership

19. Copyright VCU Center for Teacher Leadership
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.
Copyright VCU Center for Teacher Leadership

20. Video Viewing Activity
Within your group, YOUR PEER REVIEWER will briefly explain your teaching context and the nature of your entry. You may ask your group to give specific feedback about 2 questions.
Show no more than 5 minutes of your video.
Colleagues will provide feedback based on the focus areas we’ve discussed.
Take notes on the feedback you receive on the form provided.
Copyright VCU Center for Teacher Leadership

21. Copyright VCU Center for Teacher Leadership
Video Viewing Groups
DVD Format
VHS Format
Copyright VCU Center for Teacher Leadership

22. Copyright VCU Center for Teacher Leadership
VHS Room Assignments
Group 1 – Room 201
Group 2 – Room 201 Annex
Group 3 – Room
Group 4 – Room
Group 5 – Room
Copyright VCU Center for Teacher Leadership

23. Lunch! We’ll sit in certificate areas after lunch.
Copyright VCU Center for Teacher Leadership

24. Advice from the Experts on Videotaping
Copyright VCU Center for Teacher Leadership

26. Copyright VCU Center for Teacher Leadership
Important!
PLEASE
HAVE
SOMEONE ELSE
ANALYZE
YOUR VIDEOTAPE.
THEY MAY SEE SOMETHING
YOU DON’T.
Copyright VCU Center for Teacher Leadership

27. Remember: You are the Standards!
The standards are what you do in your classroom. The videotape and the writing serve as the evidence.
Copyright VCU Center for Teacher Leadership

28. ???Videotaping Questions???
Copyright VCU Center for Teacher Leadership

29. 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.
Using the Discussion Protocol form, discuss with colleagues the kind of student work you plan to use to meet the Entry 1 requirements.
Copyright VCU Center for Teacher Leadership

30. Copyright VCU Center for Teacher Leadership
Insights?
Copyright VCU Center for Teacher Leadership

31. Homework Due by November 15
Read the “Analysis Practice and Activities” in the “Get Started” section of your 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 for Entry 1. Bring both the ASW sheet and 5 copies of the case study student work samples with you to the November 15 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. Then select one accomplishment and complete the more extended description of the accomplishment, why it’s significant, and how it has impacted student learning.

32. Assessing our Professional Norms
How are we doing?
Copyright VCU Center for Teacher Leadership

33. Assessing the Videotaping Workshop
What worked? What didn’t?
Copyright VCU Center for Teacher Leadership

34. Burning Questions?