1. Revisit Differentiation and Reflection Standard
Component 2: Differentiation In Instruction Session 4: Refining Draft Entry & Preparing for Submission
Revisit Differentiation and Reflection Standard
Preparing for Submission
Peer Reading & Responding to All Parts of Entry
Work Time
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2. Welcome Be sure to sign in.
Please log on to your National Board Profile to monitor your current status.
Respond to the following:
As you have been working toward submission, what have you learned about your practice and how has it impacted the learning of your students?
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3. Outcomes
Align examples of differentiation from Written Commentary with AAT.
Connect Reflection on Component 2 with evidence from Written Commentary and Next Steps.
Understand requirements of Submission and available resources from National Board.
Examine draft Written Commentary by a peer.
Work Time to continue development and refinement of Component 2 Entry.
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4. Session 4: Refining Draft Entry & Preparing for Submission Topic 1: Revisit Differentiation Standard & Reflection Standard
Accomplished Teachers are Reflective Teachers. Reflection based in evidence is a powerful tool towards improving student learning.
Building an accomplished practice can be done by developing reflective skills.
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5. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
distudentsassessmentmodificationsf09edis411.wikispaces.com
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6. How do you adjust your teaching given what you know about your
Reflect:
How do you adjust your teaching given what you know about your
Students?
Content Area?
Tomlinson 2013 ascd.org
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8. Session 4: Refining Draft Entry & Preparing for Submission Topic 2: Preparing for Submission
Following submission requirements is important in the National Board process to ensure fairness for all candidates.
National Board offers many online resources to support understanding of submission.
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10. boardcertifiedteacher.org
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11. Feedback on evidence assists in refinement of draft entries.
Session 3: Analyzing Student Work to Reflect on Learning Topic 3: Peer Reading & Responding to Draft Written Commentary
Feedback on evidence assists in refinement of draft entries.
Understanding meaning of clear, consistent & convincing evidence is part of understanding Level 4 Rubric.
Candidates must decide for themselves if they agree or not with the feedback.
Conversation between the reader and writer are important in understanding feedback.
Focus areas of feedback are Standards, Written commentary and Level 4 Rubric.
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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 and
when do they need it?
Where should I begin?
Domain 1 – Planning & Preparation
1b – Knowledge of students
1f – Designing Student Assessment
Domain 1 – Planning & Preparation
1a,1b,1c,1d,1e
Set new high and worthwhile goals that are appropriate for these students at this time.
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
Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.
Domain 3 –
Instruction
3a, 3b, 3c, 3d,3e
Set high, worthwhile goals appropriate for these students, at this time, in this setting
Evaluate student learning in light of the goals and the instruction.
Implement instruction designed to attain these goals.
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
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15. Easily Understood Helps SEE the Classroom
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16. Connectedness
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17. Believe by Evidence argument
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19. Candidates know best how to utilize time.
Session 4: Refining Draft Entry & Preparing for Submission Topic 4: Work Time
Candidates know best how to utilize time.
Work Time Suggestions for Refinement or Review
Contextual Information Form
Written Commentary Sections
Analyzing Student Work Samples
Individual Candidate Reads for Evidence
Peer Reading for Evidence
Continue Peer Reading from Topic 3
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20. Session 4: Refining Draft Entry & Preparing for Submission Closure
Differentiation & Reflection Standard
Preparing for Submission
Peer Reading
Work Time
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21. Develop Calendar for Component 2 Submission
Session 4: Refining Draft Entry & Preparing for Submission Preparing for Next Session
Develop Calendar for Component 2 Submission
Continue refining entry seeking additional feedback
If you are beginning a new Component:
Read over Portfolio Instructions and Scoring Rubric
Review Component Standards
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22. 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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23. 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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24. Questions?
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