1. Component 4 Effective and Reflective Practitioner
Session 4
Reflecting on Effectiveness
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2. Welcome! Please sign-in
Login to your National Board Profile on nbpts.org to check for accuracy of information.
“How have you impacted your students’ learning since our last meeting?”
Preview Agenda
Be ready to share comments, questions, or concerns
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

3. Goals for Session 4
Explain how Written Commentary & Supporting Required Documents are connected
Unpack Certificate Specific Reflection Standard
Analyze and reflect on Unit of Study’s Summative data
Use peer feedback to make refinements to Component 4
Continue revising all parts of Component 4
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

4. Topic 1: Entry Connections
Component 4: Effective and Reflective Practitioner
Session 4: Reflecting on Effectiveness
Topic 1: Entry Connections
Forms provide evidence for the Written Commentary responses
Each section of the Written Commentary is targeted to a major area of professional practice:
Developing Knowledge of Students
Collaborating with Others
Using Assessment
Participating in Learning Communities
Analyzing Written Commentary questions helps candidates give more specific responses to the questions
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

5. Entry Connections
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6. Knowledge of Students Collaboration with Others
Relevant characteristics of
entire class that will help others “see” students as a group of learners who will benefit from information gathered.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

7. Generation & Use of Assessment Data
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8. Participation in Learning Communities Collaboration with Others
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

9. Topic 2: Reflection Standard
Component 4: Effective and Reflective Practitioner
Session 4: Reflecting on Effectiveness
Topic 2: Reflection Standard
Each section of the Written Commentary is targeted to a major area of professional practice:
Developing Knowledge of Students
Collaborating with Others
Using Assessment
Participating in Learning Communities
Candidates will examine their Reflection Standard from a different vantage point than required for Component 2
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

10. Revisit Your Reflection Standard
New Vantage Point:
Major Areas of Professional Practice
Developing Knowledge of Students
Collaborating with Others
Using Assessment
Participating in Learning Communities
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

11. Reflection
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12. Topic 3: Analysis of Summative Assessment Data
Component 4: Effective and Reflective Practitioner
Session 4: Reflecting on Effectiveness
Topic 3: Analysis of Summative Assessment Data
Summative Assessments –
Used to make judgments about level of learning or achievement
Did students meet set learning goals/objectives?
Formative Assessments are used for improving learning
Analyzing data includes determining how to
organize
synthesize
interrelate
compare
present assessment results
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

13. Focus on Summative Data
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

14. This resource may help unpack the questions
C4 Resource 4.2 Generation & Use of Assessment Data
This resource may help unpack the questions
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

15. Different approaches to peer reading:
Component 4: Effective and Reflective Practitioner
Session 4: Reflecting on Effectiveness
Topic 4: Peer Review of the Written Commentary
Different approaches to peer reading:
Begin by analyzing if all parts of questions have been answered
Read & give feedback on draft noting if any sentences/passages were unclear or confusing
Peer readers read entire draft & note questions at end of draft
Reading for specific information as directed by draft writer
Feedback from colleagues can help candidates write more concisely
When candidates read another candidate’s entry, their role isn’t to evaluate, but to read for evidence aligned to the rubric & standard
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

16. Peer Reading / Responding
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17. Peer Reading & Responding
Roles
Read Draft Entry
Share Comments with Candidate Writer
Expectations
Fair and Objective
Ask Probing and/or Clarifying Questions
Provide Feedback that is not opinion
Do not rewrite entry
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

18. Closure
Entry Connections: Reflect on major areas of your professional practice-
Knowledge of Students
Collaboration with Others
Using Assessment
Participating in Learning Communities
Analyzing Summative Assessment:
What did you notice about your assessment practices?
What are you learning about your students’ self-assessment?
Peer Review of drafts of the Written Commentary:
How will you use the feedback to revise your entry?
Work on your Entry:
What did you accomplish today?
What are your next steps toward completing the entry?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

19. Preparing for C4: Session 5
Forms:
Refine all C4 Forms
Unit of Study:
Complete the Unit of Study
Refine your Unit’s Assessment Plan & bring student self-assessments to Session 5
Bring any certificate specific evidence needed for your entry
Written Commentary
Revise Knowledge of Students, Generation & Use of Assessment Data & Participation in Learning Communities sections
Bring draft of Reflection section
Review National Board Guide to Electronic Submission (2018)
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

20. 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.

21. 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 © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.