1. Component 2 Differentiation In Instruction Session 3
Writing About Teaching
Reviewing the Architecture of Accomplished Teaching
Preparing to write the Instructional Context
NBPTS Content Standards
Setting Appropriate Learning Goals
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2. Welcome Be sure to sign in
Please log on to your National Board Profile to monitor your current status
What have you learned about your students since our last cohort session?
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3. Overview of Session 3 Topics
Writing About Teaching: Three Types of Writing
Reviewing the Architecture of Accomplished Teaching
Preparing to write the Instructional Context part of the written commentary of the entry
Examining National Board Content Area Standards & Rubrics
Writing Appropriate Goals based upon Student Information
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

4. Topic 1: Writing About Teaching
Purpose:
Identify types of writing reflected in the Portfolio entry questions
Clarify that consistent evidence is provided when the description, analysis, and reflection of teaching practice is aligned & linked to one another
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5. Homework for Session 3
Clarification: Read and highlight pages – Writing About Teaching in the General Portfolio Instructions (2018)
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6. Three Types of Writing Key Information
All certificate portfolio instructions are grounded in the Architecture of Accomplished Teaching Framework and will require candidates to describe, analyze, and reflect on their practice.
Since assessors will only have what is provided to them in the entry materials (video recordings, instructional materials, and written commentary), candidates must demonstrate that they appropriately described, analyzed, and reflected upon their practice and have used this analysis appropriately to guide future teaching.
Your analysis of your featured teaching is a crucial element conveyed solely by your written commentary. In other words, you may have strong evidence, but your analysis of that evidence is what “unpacks” your thinking and makes it convincing for the assessors.
Consistent evidence is provided when the description, analysis, and reflection of your practice is aligned and linked to one another.
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7. Three Types of Thinking/Writing
Descriptive – what happened?
Analytical – why or how did it happen?
Reflective – how would you handle this same situation in the future?
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8. Descriptive Writing
Contains accurate and precise enumeration and/or explanation of critical features
Provides clear and logical ordering of the elements or features of the event, person, concept, or strategy described
Includes all features or elements that an outsider would need to be able to visualize your classroom (sets the stage)
Specifies the meaning of any abbreviation or acronym the first time it is used
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9. Analytical Writing
Deals with reasons, motives, and interpretation of why elements or events described as the way they are – provides rationale
Shows assessors the thought processes that you used to arrive at your conclusions about a given teaching situation
Demonstrates the significance of the evidence you submit
Provides convincing reasoning, based on evidence, for interpretations and rationales.
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10. Reflective Writing Analysis and reflection can overlap
Reflection is a thought process you engage in after a teaching experience
Allows you to make decisions about how you would approach similar situations in the future
Shows assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future
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11. Consistent Evidence
When all your writing is aligned & supports your practice, then you are providing consistent evidence, required in the Level 4 rubric
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12. Portfolio Entry Instructions: Component 2
School Counseling Portfolio Entry Instructions
Description
Analysis
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13. Portfolio Entry Instructions: Component 4
Early Adolescence Through Young Adulthood/Career and Technical Education
Description
Analysis
Or Both?
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14. Application: Find your Component Certificate Portfolio
Entry Instructions - Written Commentary Section
Locate your Written Commentary Questions.
Code them as:
Description
Analysis
Reflection
Written Commentary Questions are found here
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15. The Architecture of Accomplished Teaching Is A Framework for Writing About Teaching
First, focus on the students, answering key questions based upon what you know about your students.
Next, focus on reading & understanding the standards, instructions and rubrics.
Set worthwhile learning goals that are reasonable and justifiable for these students at this point in time.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

16. Application: Architecture of Accomplished Teaching
When will you use each type of writing?
Description
Analysis
Reflection
Have candidates reflect on how the 3 types of writing are reflected in the AAT. Where would you describe, analyze & reflect?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

17. Architecture of Accomplished Teaching, Instructions, Standards & Rubrics
National Board Standards contain information about what accomplished teachers know & are able to do in a specific content area
Standards, Instructions & Level 4 rubric all align to help you articulate your teaching as an accomplished teacher
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

18. Extended Practice: Examples of the Three Types of Writing
Turn to page 20 in the General Portfolio Directions
Chose one example to read, noting the fonts that indicate the different types of writing contained in the example
Share thoughts you may have about the Three Types of Writing
Which type of writing seems the most natural?
Which type of writing seems the most difficult?
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19. Extended Practice: Three Types of Writing Quiz
Take the “Three Types of Writing Quiz” on your own or with a partner.
Discuss & justify your responses
The three types of writing, although they appear to be separate, can overlap depending on the context of the question.
You will use the different types of writing in conjunction with each other to fully answer the questions in the written commentary
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

20. Topic 2: Preparing to Write the Instructional Context
Purpose:
Prepare to write the first draft of the Written Commentary
Examine the questions & determine what kind of writing is required
Determine what information should be included in this portion of the written commentary
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

21. Portfolio Instructions EA Science: Written Commentary
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Candidates can consider how the prompts ask them to address student goals, their rationale for goals and how these goals connect with content knowledge.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

22. Examine your Instructional Context Section in your Component 2 Instructions
What Kind of writing is required?
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23. Begin a word document with the questions from this entry
What Do I Need To Do?
Examine your Instructional Context Section in your Component 2 Instructions
Begin a word document with the questions
from this entry
What kind of writing is requested?
Do you have the necessary information?
How will you organize the information?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

24. Topic 3: Reviewing NBPTS Content Standards & Level 4 Rubric
Purpose:
Reinforce the concept of alignment between information given about the students & content area knowledge
Become familiar with how the Instructions, Standards and Level 4 Rubrics are aligned
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25. Third Edition for teachers of students ages 11–18+
Standards describe what accomplished teaching looks like in your certificate area.
Science Standards
Third Edition for teachers of students ages 11–18+
Assessors are trained to judge your performance solely on the basis of the criteria established in the Standards.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

26. Portfolio Instructions EA Science: Written Commentary
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Candidates can consider how the prompts ask them to address student goals, their rationale for goals and how these goals connect with content knowledge.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

27. Implementing Instruction
Knowledge of Students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Highlighting corresponds to implementing instruction, student knowledge and assessment. You may have candidates analyze what each prompt is asking them to address.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

28. Assessors evaluate & score your responses through the lens of the rubrics, which are derived from the Standards.
Knowledge of students
Goal Setting
Implementing Instruction
Instructional strategies
Assessment
Have candidates discuss how the rubric corresponds to both the standards, instructions and Architecture of Accomplished Teaching.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

29. Extended Practice
Have candidates discuss how the rubric corresponds to both the standards, instructions and Architecture of Accomplished Teaching.
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30. Extended Practice
Have candidates discuss how the rubric corresponds to both the standards, instructions and Architecture of Accomplished Teaching.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

31. Candidates may use this form to unpack the content area standards or the following form which is based upon Core Proposition #2.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

32. Extended Practice Example from EA Health
Use this extended practice if you want candidates to focus on the rubrics AND the standards. This is an example with Component 2 Resource 3.8 Finding Examples of Rubrics and Standards.
Example from EA Health
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33. Topic 4: Setting Appropriate Learning Goals
Purpose:
Practice writing clear, concise goals
Clarify the need for clear goal writing as an ESSENTIAL understanding/skill for all candidates
Determine the difference between a learning goal & an activity goal
Provide information on: composing learning goals, types of learning targets
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

34. Alignment Align Targets, Goals, Assessments & Instruction
Gain a clear vision of the target
Write learning goals that tell what students should be able to do as a result of this lesson or lesson series
Determine how students will show what they know & can do
Determine how to help students reach the target
“Unpack” the Standards
Write goals that describe the level of rigor students demonstrate
Develop the Assessment
Plan the instruction
Critical to point out that once a standard is unpacked, this is not the learning goal or objective for a lesson. The learning goal is determined after breaking down the standard
Alignment
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35. 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:
Why do you think I shared this with you? Here’s how I understand this – giving them a source for defining evidence basis for a common language. This is also found in Session 2. Came from Take One Participant Guide page 17.
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36. Quick Primer on Goal Writing
A B C D Approach
Smart Goals
Audience – the learner
Behaviors – what will they learn?
Conditions – when or what situations
Degree – criterion for success
Before we move forward to look at knowledge of students, we’ll do a quick primer on ways of looking at goal writing.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

37. The Audience: Who Are My Students?
The entry asks you to show evidence of differentiating instruction & assessment strategies for students in relation to a specific content area.
Ask:
Who are they?
Where are they now?
What do they need &
When do they need it?
Where should I begin?
Take a few minutes to have candidates respond to this question. How do they know they’ve been effective with their students?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

38. A B C D Method The Behavior(s) What do you want the students to learn?
What type of behavior do you expect?
Here’s where unpacking the standards in relation to what you know about your students is essential.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

39. Conditions Usually a WHEN or WHILE statement
“when given a set of five unlabeled slides”
“when given a list of common over the counter drugs”
“while working independently”
Under what Conditions will they demonstrate this goal?
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40. How Will You Measure It? Degree or Criteria for Success
What has to happen for the learner to succeed?
The standard or criteria for judging the behavioral performance.
Speed
Accuracy
Quality
Quantity
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41. Defining a Goal
Usually National Board uses the term “goal” for multiple types of goals:
Overall goals
Unit goals or lesson goals
You may have used the terms differently based on specificity of moving from goals to objectives.
Learning goals are the specific learning targets that mesh the objectives of the prescribed course curriculum with students’ readiness and needs
Appropriate learning goals allow the teacher to help each student progress from a current position along a learning continuum to the desired destination, in appropriate, yet challenging increments
It’s important to be clear that in the past, the terms goals and objectives have been interchangeable in directions from NBPTS. We want to be sure we examine the revised directions with candidates to determine if this is still the case.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved

42. Learning Goals or Activities?
Learning Activities:
Students will:
Distinguish between words beginning with “p” & “b”
Identify the capital of each state
Determine the electrical conductivity of different materials
Students will:
Play bingo using words beginning with “p” & “b”
Play Jeopardy to practice identifying capitals of each state
Conduct an experiment investigating the electrical conductivity of different materials
Examples to clarify what learning goals vs. learning activities may look like.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

43. Learning Goal or Activity? (adapted from Take One activity book, 2005)
Recognize a poem in sonnet form.
Distinguish between different types of triangles.
Read the next chapter and answer the questions.
Identify three major types of water pollution and the causes of each.
Play the game of basketball.
Regroup addition problems involving 3 digit numbers.
Determine the quantities of ingredients needed if a recipe is tripled.
Do a science experiment with magnets & batteries.
Explain the factors leading to the Industrial Revolution.
Take a walking field trip to look for signs of autumn.
Identify the characteristics of living things.
Role play a conversation between General Washington & his troops at Valley Forge.
Learning Goal or Activity? (adapted from Take One activity book, 2005)
Next to each statement, indicate whether it is an activity (A) or a learning goal (G)
Quickly number a page from 1-12 and write either A for activity or G for learning goal next to each number. Consider how you might change an activity into a learning goal.
Think about the learning goals you regularly write for your students. Based on the qualities of effective learning goals (i.e., they state what students will learn rather than do; they are strongly linked to content standards; they are clear, appropriate worthwhile; they advance high expectations; they are attainable using established teaching strategies; and they are measurable), note how you could strengthen them.
Answers:
1. G 2. G A G A 6. G G or A A G A G A
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44. When Writing Learning Goals…
Make sure learning goals:
Questions Candidates Can Ask One Another:
Align with state/district/local content standards & curriculum requirements.
Advance high expectations & worthwhile learning.
Specify clearly what student will learn, rather than what activities they will complete.
Are appropriate for all your students.
Can be achieved with accomplished teaching strategies.
Can be measured using classroom- based assessment methods.
Show how your goals align with state/local content standards…..
Describe how these goals advance high expectations & worthwhile learning
Tell how you justify these goals
What will students learn as a result of this lesson or lesson series?
What do you know about your students that makes this an appropriate goal at this time?
How will this goal meet the needs of the ability range in your class?
How will you measure these goals?
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45. To Summarize, First, Focus on the Students
Where are my students intellectually, socially & emotionally?
What can my students do at this time in relation to the content addressed by this component?
Clarify the student background knowledge that helps them to be prepared for this content.
First, Focus on the Students
Summary slide 1
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46. Next, consider how the standards are unpacked to connect with student skills & abilities in this content area
How do my students learn best in relation to the content for this component?
What is the ability range of the class in relation to the content addressed in this component?
What are my students’ interests that impact my planning for the content addressed in this component?
What is a realistic, measurable learning goal for my students at this point in time?
Summary slide 2
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47. Closure
Three Types of Writing: How does each type of writing help me articulate my teaching practice with evidence?
Knowledge of Students Standard:
How does what I know about my students influence my practice? How can I learn more about my students?
Examining NB Content Area Standards, Rubrics & Instructions describe what accomplished teaching looks like in my certificate area: What am I already doing that demonstrates accomplished teaching?
Instructional Context: How can I succinctly explain my Instructional Context for the featured unit of study?
Setting Appropriate Goals based upon Student Information: How can I use my standards and student assessment information to write clear, concise goals?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

48. Preparing for the Next Cohort Session
Write the Instructional Context portion of your Written Commentary
Be sure to begin or continue collecting student work and assessment information
Bring a class work sample for Session 4
Bring updated goals, lesson plans, and assessment data for the unit of study you may feature in your entry
Read and highlight the Assessment standards for your certificate area
Locate, read & highlight the level 4 rubric in your certificate specific instructions
Class work sample means work completed by all students for a lesson. The next session will focus on analyzing student work.
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49. 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
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50. 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.
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