1. Revisit Differentiation and Reflection Standard Prepare for Submission
Component 2: Differentiation In Instruction Session 6: Refining Draft Entry & Preparing for Submission
Revisit Differentiation and Reflection Standard
Prepare 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 & how has it impacted student growth & learning?
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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 developing & refining Component 2 Entry
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4. Accomplished Teachers are Reflective Teachers
Session 6: Refining Draft Entry & Preparing for Submission Topic 1: Differentiation & Reflection Standards
Accomplished Teachers are Reflective Teachers
Reflection based in evidence is a powerful tool towards improving student learning
Developing reflective skills builds accomplished teaching practice
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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
This visual is included in case facilitators want to use it for a follow-up discussion on how candidates plan for differentiating instruction since the next topic is centered on aligning knowledge of students, instructional grouping, instructional resources and lesson structure. (coherent instruction)
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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?
Note: Slides 25 & 26 are different organizers for discussing Differentiation. You may elect to use one or the other, but wouldn’t need to use both. Slide 25 may appear to be more targeted toward elementary teachers due to the graphics. Slide 26 is also a resource in Component 2 session 1.
Tomlinson 2013 ascd.org
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8. Session 6: 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. nbpts.org
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11. Feedback on evidence assists in refinement of draft entries
Session 6: 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 how to use feedback from readers
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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
The context for the cohort is built around conversations using NBPTS standards and the AAT.
This visual represents how to systematically describe, analyze and reflect on a lesson. The student(s) are always the starting point for the lesson. Teachers are constantly collecting information valuable information 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.
The nature of the conversations happening in the cohorts should lead to all candidates discussing their teaching in a way that it is safe to ask one another questions like how do you know that works for a particular child? Or why did you create that particular goal? Or why did you decide to use that approach at any particular time?
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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15. Dictionary Definitions
Clear
Easy to perceive, understand, or interpret
Easily understood
Consistent
Regularity or steady
Marked by agreement
Continuing to develop in the same way
Convincing
Satisfying by argument or proof
To believe by arguing or showing evidence
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16. Easily Understood Helps SEE the Classroom
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17. Connectedness
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18. Believe by Evidence argument
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20. Work Time Suggestions Contextual Information Sheet
Session 6: Refining Draft Entry & Preparing for Submission Topic 4: Work Time
Work Time Suggestions
Contextual Information Sheet
Written Commentary Sections
Analyzing Student Work Samples
Individual Candidate Reads for Evidence
Peer Reading for Evidence
Goal setting for completion of Component 2
Reviewing submission procedures
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21. Session 6 - Closure Differentiation & Reflection Standards
Preparing for Submission
Clear, Consistent & Convincing Evidence
Peer Reading
Work Time
Planning for work outside cohort session – Your next goals?
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22. Develop Calendar for Component 2 Submission
Preparing for Session 7
Develop Calendar for Component 2 Submission
Continue refining entry, seeking additional feedback
Preparing for Component 4:
Read over Portfolio Instructions and Scoring Rubrics
Review Component Standards
Become familiar with C4 Forms
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23. 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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24. 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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