1. Component 2: Differentiation in Instruction Session 2
Architecture of Accomplished Teaching & Evidence Based Teaching
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2. Welcome Be sure to sign in
Please log on to your National Board Profile to monitor your current status
Give examples of what you learned about your students since our last cohort session
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3. Overview of Session 2
Core Proposition 1 – Teachers Are Committed to Students & Their Learning
Knowledge of Students Standard (Certificate Specific)
Examining Core Propositions 2 -5
Architecture of Accomplished Teaching
Evidence Based Teaching
Component 2 Portfolio Entry Expectations
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4. Topic 1: Core Propositions Core Proposition #1 & Knowledge of Students
Purpose: Connect / share information from What Teachers Should Know and Be Able to Do to examples from candidate practice
All Certificates are based on the 5 Core Propositions
Each certificate area has a “Knowledge of Students” Standard
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved..

5. Core Proposition #1 – Teachers Are Committed to Students & Their Learning
Talk with a partner about what you learned about your students as you completed the Core Proposition #1 Note Taking Guide
Describe the range of abilities in your class to your partner
Be sure to prompt your partner to ask questions to clarify the information presented
Describe how you learn about your students’ cultural, ethnic and/or linguistic backgrounds
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6. Topic 2: Certificate Specific Knowledge of Students Standards
Purpose: Connect the 5 Core Propositions To The Standards
All Certificates are based on the 5 Core Propositions
Each certificate area has a “Knowledge of Students” Standard
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved..

7. Reading Your Knowledge of Students Standard
Standard Statement — succinct statement of one vital aspect of the practice of the accomplished teaching in this certificate area
observable teacher actions
impact on students
Elaboration - provides context for standard, explains what teachers need to know, value, & do to fulfill the standard
Examples - illustrate accomplished practice & demonstrate how decisions integrate various individual considerations & cut across the standard document
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8. How do the Core Propositions Connect with My Certificate Area?
Locate your “Knowledge of Students” Standard specific to your certificate area
A returning candidate may “unpack” their Knowledge of Students Standard to describe what accomplished teaching in their certificate area looks like
What do you already do that is described in this standard?
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9. Ideally, a returning candidate can model unpacking their knowledge of students standard.
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10. Topic 3: Examining Core Propositions 2- 5
Purpose: Explore examples of 5 Core Propositions from my teaching practice
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11. Examining Core Propositions 2-5
Carousel Activity - you’ll have a chance to share specific examples of how you demonstrate each Core Proposition
Candidates will divide up cohort into at least 4 groups or pairs
spend 3-5 minutes summarizing the core proposition
discuss & record ways in which you demonstrate each proposition
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12. Topic 4: Architecture of Accomplished Teaching
Purpose: Explain the AAT
Represents the relationship between:
5 Core Propositions
NBPTS Standards
Accomplished teaching practice
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13. Enhanced Architecture of Accomplished Teaching
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
ASSESSMENT OF STUDENTS
Who are they?
Where are they now?
What do they need &
when do they need it?
Where should I begin?
Domain 1 – Planning & Preparation
1b – Knowledge of
Students
1f – Designing Student
Assessment
Set new high and worthwhile goals that are appropriate for these students at this time.
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Reflect on student learning, the effectiveness of instructional design, particular concerns and issues.
Domain 4 –
4a Reflecting
on Teaching
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Set high, worthwhile goals appropriate for these students, at this time, in this setting.
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Domain 3 –
Instruction
3a, 3b, 3c, 3d,3e
This visual represents how to systematically describe, analyze and reflect on a lesson. The student(s) are always the starting point for the lesson. Since We’ve already spent a lot of time thinking about and describing our students, we understand the valuable information we are constantly collecting and resorting about each child. Every lesson and lesson series gives us more information and evidence about what our students know and how they learn.
When describing your student(s), consider the most relevant information for the lesson, not everything you know about this student or group of students. You should be able to justify your information about the students that leads into the next step of creating high worthwhile goals at this point in time. What do they need to learn at this point in time? How do you know this?
Since you know your content, you can justify why this learning is important at this point in time and can set reasonable goals for what this student or group needs to learn next. What do you want them to be able to do or learn as a result of this lesson? How will you know they’ve learned it or can do it? What measurable evidence will tell you this?
Of course you will also prepare your lesson to include procedural information that also impacts student success with the lesson. You will consider things like how to deliver the information or practice the skills in a way that optimizes student time and engagement. You will carefully consider your grouping and types of materials to be used. This is all part of your teaching decisions that are grounded in what you know about your students.
You’ll be doing informal assessment as you teach the lesson and giving feedback to students, again based upon what you know about them as learners.
After the lesson, you analyze and reflect on the lesson in relation to the goals for the lesson. What did you learn about your students that will help you optimize the next lessons or help you differentiate more precisely for this student or group? Next, you create new goals.
Implement instruction designed to attain these goals.
Evaluate student learning in light of the goals and the instruction.
Domain 2 – Classroom Environment – 2a, 2b,2c,2d
Domain 3 – Instruction – 3a, 3b,3d,3e
Domain 1 – Planning & Preparation –1d
Domain 3 – Instruction – 3d
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14. Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved..

15. This visual is found in the General Portfolio Instructions (2018), Page 7.
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16. Topic 5: Evidence Based Teaching
Purpose:
Determine & elaborate on how to use evidence to inform teaching practice
Determine the difference between analyzing and evaluating
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17. What Is Evidence Based Teaching?
Define Evidence- Based Teaching
Give Examples of classroom evidence you already collect
What Is Evidence Based Teaching?
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18. Evidence Based Teaching:
A Way of Structuring Classroom Planning & Instruction
Teachers continuously
collect,
interpret &
use evidence of student learning
That set high, worthwhile meaningful learning goals that meet individual needs
That align with state/district learning standards & NBPTS standards for accomplished teaching
Leading to appropriate decisions to guide further instruction
That empower all students to effectively demonstrate what they have learned
Goal of Evidence Based Teaching Is to Design Learning Experiences:
May have candidates share their definition of evidence based teaching before showing this slide.
Here’s how I understand this – giving them a source for defining evidence- based instruction - basis for a common language.
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19. One Way Of Looking At Differentiated Instruction
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20. Evidence as Described by Danielson
Conversations about teaching must be grounded in actual events, actions or statements, in artifacts or in decisions a teacher has made.
Types of Evidence
Observation
Verbatim scripting of teacher or student comments
Non-evaluative statements of observed teacher or student behavior
An observed aspect of the environment
Conversation
Artifacts
We’ll keep our definition of evidence as concrete as possible. An additional resource for Danielson’s mindset on evidence is “The Handbook for Enhancing Professional Practice” (2008).
Charlotte Danielson talks further about evidence in the Educational Leadership Article: Observing Classroom Practice. She emphasizes “ It’s possible to design approaches to classroom observation that yield important learning for teachers by incorporating practices associated with professional learning-namely self-assessment, reflection on practice and professional conversation. When these practices are put into place, classroom observation can make a dramatic contribution to the culture of a school.”
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved..

21. Examples of Evidence & Artifacts may include but not limited to:
Domain 1: Planning and Preparation
Discipline plan
Grade plan/grade book
Lesson plans
Long range plans
Substitute plan
Source: Danielson Group
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

22. Examples of Evidence & Artifacts of each of the 4 domains may include but are not limited to:
Domain 2: Classroom Environment
Affective domain (incentive, rewards, projects)
Bulletin board (instructional, guidance, celebration)
Class rules/routines
Cooperative learning
Group building strategies
Homework plan
Management form
Physical layout (rationale)
Seating arrangement (rationale)
Source: Danielson Group
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23. Examples of Evidence & Artifacts may include but not limited to:
Domain 3: Instructional
Curriculum integration efforts
Extension/enrichment activities
Flexible grouping plans
Homework assignments and guides
Instructional sequencing
Literature/book lists
Modifications/differentiations for special needs
Review/reinforcement activities
Student work samples
Technology links
Units of study/thematic units
Video of instruction Source: Danielson Group
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

24. Examples of Evidence & Artifacts may include but not limited to:
Domain 4: Professional Responsibilities
Accomplishments (goals, recognition, awards)
Course work, conferences, workshops, presentations, meetings
Parent communication (syllabus, notes, letters, surveys, forms, feedback)
Personal reflective journal
Professional involvement (committees, organizations, community projects)
Professional learning communities
Research to practice (professional readings, journals)
Teach/grade level meeting notes Source: Danielson Group
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25. Analysis vs. Evaluation
Analyzing is non-judgmental. You’re looking at the facts and evidence to understand the situation
Evaluating is the conclusion after going through the analysis part
Our work in examining assessment information & student work is centered completely around the thinking process of analyzing practice based upon certificate specific standards
The Architecture of Accomplished Teaching will help you ask each other questions to prompt for analyzing & giving specific evidence
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26. Topic 6: Revisiting Component 2 Portfolio Entry
Examine parts of the entry to locate the Written Commentary questions
Take notes on what the entry asks you to do
Plan for completing the Contextual Information Sheet
Candidates can use the organizers for Component 2 at this time to clarify the sections of an entry.
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved..

27. Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved..

28. Component 2
All Portfolio Entry Instructions contain contents describing specifically what you will be doing to complete a Component. We’ll take a few minutes for you to review your specific entry.
Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved..

29. Standards Measured in this Certificate Area
Either download Entry Instructions for a certificate area or use the slides showing some of the main sections of the instructions.
Point out to candidates that it is essential they study and understand their standards for the entry.
Standards Measured in this Certificate Area
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30. The next slides focus on an overview of the entry, the standards and the Written Commentary sections.
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31. Instructions: Section Titles Vary By Certificate
Component 2
Instructions: Section Titles
Vary By Certificate
You may only have 3 sections to your entry or as many as
7 or 8 sections
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32. Instructional Context Questions

33. Analysis of Instruction Questions
Planning Instruction
Questions
Analysis of Instruction Questions
In component 2, the titles in the instructions for planning & instruction, and analysis vary considerably, but all candidates will be analyzing student work through the lens of their certificate area standards. These slides merely serve as examples of the types of questions candidates may encounter in this Component.
Assessment Questions
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34. Reflection
Questions
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35. Contextual Information Sheet
See page 9 in General Portfolio Instructions for how you should refer to people or places in their entry.
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36. Questions About Your Entry?
See page 9 in General Portfolio Instructions for how you should refer to people or places in their entry.
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

37. Closure
5 Core Propositions: What am I already doing to demonstrate the Core Propositions? What else can I be doing?
Knowledge of Students Standard: How does what I know about my students influence my practice? How can I learn more about my students?
Architecture of Accomplished Teaching: How does the AAT help me articulate my practice?
Organization of An Entry: How can you prepare to complete your entries this year?
Timeline: What will you complete between today and the next session?
Copyright © 2018 National Board Resource Center at Illinois State University. All rights reserved.

38. Preparing for the Next Cohort Session
Continue highlighting the Knowledge of Students Standard and adding to the chart begun during this session
Bring Assessment data that provides evidence for the Knowledge of Students Standard in your certificate area
Complete your Contextual Information Sheet
Read and highlight pages 16 – 29 – Writing About Teaching in the General Portfolio Instructions (2018)
Bring curriculums plans for the year for potential ideas for featured unit of study for this entry
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39. Preparing for the Next Cohort Session
Clarification: Read and highlight pages 16 – 30 – Writing About Teaching in the General Portfolio Instructions (2018)
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40. 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 © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

41. 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.