1. Session 1: Introduction to the NBPTS Process Component 2 & Component 4 Overview
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2. Welcome to An Exciting Journey!
You’ll be traveling a new path with colleagues…....
You’ll see all the ways you already demonstrate accomplished teaching & will continue to learn more about your practice…
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3. Welcome! Please sign-in
Login to your National Board Profile on nbpts.org to check for accuracy of information
Preview Agenda
Be ready to share comments, questions, or concerns
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4. Goals for Session 1 Begin to build cohort community
Show familiarity with National Board ethics as guiding principles for actions within cohort
Show awareness of 5 Core Propositions as key ideas behind accomplished teaching
Use online National Board resources to learn more about the standards, certificate- specific instructions & National Board process
Compare Component 2 & Component 4 requirements
Begin to develop a plan to gather information about students
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

5. Overview of National Board Components & Cohort Support
Topic 1:
Overview of National Board Components & Cohort Support
NB Process is
Performance based
Peer reviewed with strong emphasis on content knowledge & impact on student learning
National Board Resource Center at Illinois State (NBRC) supports candidates completing two components per year
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

6. Briefly explain the components and expectations for each one
Briefly explain the components and expectations for each one. Reassure candidates that they will have an opportunity to learn more about the resources and details for their certificate area later in the session.
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7. Cohort Support What will your journey look like?
C2: Differentiation in Instruction
C3: Teaching Practice and Learning Environment
Clarify that only two components per year are being supported and paid for through NBRC and ISBE.
C4: Effective and Reflective Practitioner
C1: Content Knowledge
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

8. Session Month Component September Introduction to the NBPTS Process &
Component 2 & Component 4 Overview
C2 & C4
Architecture of Accomplished Teaching & Standards C2
October
Describing, Analyzing & Reflecting on Teaching
Analyzing Student Work to Plan Coherent Instruction
November
Analyzing Student Work to Reflect on Student Learning
December
Refining Draft Entry & Preparing Component 2 for Submission
January
Reviewing & Planning Data Collection for C4 C4
Analyzing Assessments and Needs
February
Effective Use of Assessment Data
March
Reflecting on Effectiveness
April
Refining Component 4
May
Reflection on NB Process /Submission of Entries
C4 & C2
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9. Topic 2: Ethics Ethics assures integrity & fairness of NB process
Ethics clearly outlined by National Board
Consequences for non-adherence are clear & public
Adherence to guidelines is expected as candidates & once you are a NBC Teacher
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10. Participant Ethical Guidelines
Do not misrepresent or falsify any information on your NBPTS application
Do not share, publish, electronically post, or otherwise reproduce NBPTS materials
Do not share your portfolio entry with anyone after it has been submitted to NBPTS
Make sure the work you submit in your entry is your own
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11. Participant Ethical Guidelines (continued)
Uphold all NBPTS confidentiality guidelines regarding participant information
Do not judge quality of content colleagues provide in their entries
Do not help colleagues select final work samples for submission
Do not offer opinions to colleagues about how you think their entries will be scored
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

12. Facilitator Ethical Guidelines
DO . . .
Allow participants to make all decisions
Offer encouragement to participants
Clarify portfolio entry directions for participants
Ask probing questions to elevate participants’thinking
Ask clarifying questions to help participants determine
if the prompt was fully answered
Ask questions to help participants determine if clear,
consistent, and convincing evidence was provided
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

13. Facilitator Ethical Guidelines (continued)
DON’T . . .
Allow participants to share submitted portfolio entries
Compare participants’ entries to other submitted entries
Judge the quality of the entry content for participants
Select the work samples or lessons for participants to analyze
Offer opinions about a participant’s score
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

14. Ethics Applied
Information in Guide to National Board Certification (2017)
Both the Candidate and NB Facilitator share responsibility for understanding & honoring NBPTS Ethics Guidelines
NBPTS Certification Denial & Revocation Policy outlines consequences for unethical behavior
Maintains integrity of NB Certification & prevents any unfair advantage of one candidate over another
Names are released to districts, certificate revoked
This slide is to let you and your cohort candidates be aware of the severity and consequences of unethical behavior.
Next we’re going to give you three scenarios that you may encounter. We’ll divide the group in thirds & each group will address one of the scenarios then report out to the group.
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15. Ethical or Unethical support?
Scenario #1
An experienced support facilitator, who volunteers her time to work with candidates, tells her cohort that posting their writing online using blogs or other formats for comments can be a great way to get a variety of opinions. One candidate said her responses were so good that she put them in her entry. The facilitator encouraged candidates to place their candidate ID number on their work so they can stay anonymous.
Ethical or Unethical support?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

16. Ethical or Unethical support?
Scenario #2
A new facilitator was asked by a candidate to read her entry. The facilitator commented back, “I achieved because I wrote specifically about my students’ interests. You should write that you chose a science book because of his interest in science.”
Ethical or Unethical support?
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17. Ethical or Unethical support?
Scenario #3
Four (4) candidates who work for the same district meet on line. They discover they are each in a different cohort receiving support from NB Facilitators. Two (2) attend monthly cohorts and (2) attend on line support cohorts. They read and using the rubric “score” each others entries. They discuss what is “good” evidence about the entries giving specific concrete advice to each other.
Ethical or Unethical support?
think about ethics for both candidate and facilitator.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

18. NBPTS Response on Scenario 1
For Scenario 1, we would say that this is unethical. Posting entries online makes the original author's work vulnerable to plagiarism and possible ethics violations. Sharing an example of what you submitted in a physical format (that you maintain control of) is one thing. Placing it on a server with availability to all is in violation of the agreement signed by all candidates acknowledging that the materials became, or will become the property of NBPTS. For an NBCT, such posting would not be allowed. For a candidate who has not yet submitted, it enters a gray area. Once the collaborative effort is completed, how do you ensure that the postings have been deleted from the server and not copied by others? Considering the Student Release Forms signed by the parents of students in the entries - how would they feel about their student's images or work being posted anywhere other than as agreed to? As you note in the scenario, "one candidate said her responses were so good that she put them in her entry". That sounds like plagiarism, which can impact the original author's status as an NBCT as well as the candidate seeking certification.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

19. NBPTS Response on Scenario 3
Regarding Scenario 3: Besides the ethical issues discussed above, the "scoring" implications could also become an issue. Are those candidates assisting one another in determining where their entries might be weak, or are they attempting to assign a score based on the rubric? The former can be beneficial, the latter can lead to disappointment when scores are released since the candidates are not trained in the scoring process, knowledgeable of the benchmarks, etc. We appreciate your continued support of candidates seeking the distinction of becoming NBCTs.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

20. Key Ideas on Ethical Guidelines for Facilitators & Candidates
Encourage
Prompt or help candidates reflect on their teaching
Make no decisions for candidates
Help clarify entry directions
Encourage candidates to call nbpts with questions
Be non-judgmental
Do not offer opinions about candidate work
Write about their teaching with integrity
Make sure their submitted work is their own
Make all decisions about their entries
Do not share submitted entries
Do not offer opinions about how entries will be scored
Consider the ethics information as a code of morality that enhances the professionalism and integrity of the process as a whole. Both facilitators and candidates share the responsibility for honoring the ethics set out by NBPTS.
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22. Topic 3: 5 Core Propositions
Purpose: Introduce 5 Core Propositions as the framework for accomplished teaching
All certificate standards & entries grounded in 5 Core Propositions
5 Core Propositions represent what ALL accomplished teachers share in their expertise & dedication to advance student achievement
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23. 5 Core Propositions
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24. 24 24 http://www.nbrc.illinoisstate.edu 24
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26. Topic 4: Locating Resources
Purpose:
Clarify components to be completed this year
Become familiar with National Board websites
Reinforce – Candidates are the experts on their certificate area
Find out how to get more information when you have questions
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27. Resources for All Certificates
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28. Resources for All Certificates
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29. Certificate - Specific Resources
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32. Component 2 & Component 4 Component 2 Focus: Differentiation
Major Areas of Professional Practice
Ability to evaluate learning strengths & needs for individual students
Plan & implement appropriate differentiated instruction for those students
Use & interpret ongoing assessment
Analyze & modify instructional strategies & materials
Developing Knowledge of Students
Collaborating with Others
Using Assessment
Participating in
Learning Communities
Candidates discuss ways in which the two components are similar: (some examples)
If you know your students, you continuously modify instruction & differentiate to meet their needs.
Differentiation often requires collaboration with others or learning new strategies & techniques suited to particular students.
Assessment helps to specify strengths and needs, leads to setting realistic goals.
Different kinds of assessments are used throughout a school year.
Different kinds of units of study may require unique assessments or additional collaboration.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

33. Emphasize the “Planning Ahead” boxes at the bottom of this resource
Emphasize the “Planning Ahead” boxes at the bottom of this resource. These two components build upon one another in a way that will help candidates approach Component 4 with more confidence. It’s essential that candidates examine their school year curriculum and plan in advance for the information they will be collecting about students, but also to consider and reflect upon how they contribute to various learning communities to impact student learning.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

34. Preparing & Organizing
Topic 5:
Preparing & Organizing
for C2 Sessions
Candidates organize materials to make effective use of time during Component 2 Sessions
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35. Component 2 Differentiation in Instruction
Differentiation in Instruction requires that candidates gather and analyze information about individual students’ strengths and needs and use that information to design and implement instruction to advance student learning and achievement.
Language to discuss
Clear, consistent and convincing evidence
Develops and uses knowledge of children
Gathered from multiple sources
To inform instruction and assessment
Reflect on own practice
Collaborates with…
Create improvements
Advance children’s learning and growth
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

36. Component 2 Level 4 Rubric
Level 4 Rubric describes the expectations for this component.
Each candidate will need to check their own Level 4 Rubric in their Content Specific Instructions for specificity of expectations.
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37. Component 2
Table of Contents for Certificate Specific Instructions and Scoring Guide – these instructions look very similar for all certificate areas, although there are significant differences in the requirements across certificate areas.
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38. Component 2 Overview of Component 2 Overview of Component 2
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39. Component 2 Directions for developing and submitting Component 2
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40. Component 2 Standards measured in Component 2
Not all standards are addressed in each entry.
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41. Component 2 Parts of the Written Commentary
Part 2 and 3 of the written commentary will vary significantly between certificate areas
Sometimes candidates don’t understand where they find the questions in the entry. Actually have them locate their questions in their certificate specific portfolio instructions.
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42. Submission at a Glance Chart
This page is very helpful to determine what needs to be submitted in their ePortfolio. You won’t want to spend a lot of time on this now beyond making sure they take note of the expectations.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

43. Have candidates compare this slide to the Submission at a Glance page in the Portfolio Instructions.
Have candidates add the standards that will be measured in this component.
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44. This resource provides a note taking guide to the Overall Requirements for the written commentary specific to their certificate area.
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45. Preparing for Session 2 & Creating & Personal Timeline
Read & highlight the 5 Core Propositions Resource – What Teachers Should Know & Be Able To Do
Complete the Note Taking Guide for Core Proposition #1 – Teachers Are Committed To Students & Their Learning
Read and highlight your certificate specific Portfolio Instructions
Read the Knowledge of Students Standard for your certificate area
Think about HOW you differentiate for your students, & the RATIONALE behind your decision making for your students
It is critical that all cohort participants come prepared for each session
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

46. Write parts of each entry
When can I?
Get release forms signed
Plan Units for Year
Collect student work
Collect assessment data
When will I?
Read standards
Write parts of each entry
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

47. Closure Collaborating in a unique Professional Learning Community
Ethics, Roles & Responsibilities
5 Core Propositions
NBPTS Resources
Overview of National Board Components 2 & 4
Preparing a Personal Timeline for NB work this year
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48. 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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49. 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.