1. The resources for this candidate support has been created and provided by CERRA utilizing materials from the National Board of Professional Teaching Standards. No materials or resources may be used for profit by an individual or an organization. Additionally, all facilitators should adhere to the ethical guidelines for supporting candidates found at 1

2. National Board Cohort
Meeting Five

3. Housekeeping Make sure you signed in.
Please sit in certificate similar groups.
Burning questions from the homework?
5 minutes: Allow for participants to ask any questions that are on their minds regarding their homework. If possible, encourage answers to emerge from their colleagues in the room rather than from you.

4. Essential Questions How can I prepare for Component Two?
How do I choose student work, and how do I write about it?
How can I provide and receive effective feedback from my learning community both within and outside of the cohort?
What are the benefits of reflection within the NB process and within my teaching practices?
2 minutes. Briefly go over the essential questions that will guide the session.

5. Planning for Component Two

6. Component Two: Differentiation of Instruction
Completion of classroom-based portfolio comprised of samples of student work and accompanying written commentary
Candidates gather and analyze information about students’ strengths and needs and use that information to plan and implement instruction
Selection of work samples that demonstrate students’ growth over time and a written commentary that analyzes teacher’s instructional practices
5-10 minutes
Candidates should refer to the Component 2: Content Knowledge At-A-Glance document which provides some initial information about the requirements. This document can be found at: They may also view the entire portfolio instructions at the same site.

7. Component Two
You must show how you plan, integrate, set goals, measure progress, analyze student work, reflect, and determine next steps.
You must demonstrate accomplished teaching over a period of time.
This entry is all about the Architecture of Accomplished Teaching!
2 minutes. Briefly go over the bulleted items on the slide.

8. National Board for Professional Teaching Standards
8 minutes
The Architecture for Accomplished Teaching (AAT) is a metaphor for what accomplished teachers do in the classroom. What is visible in the classroom may be different but fundamental aspects of teaching are shared by all accomplished teachers.
This slide goes through the steps of the Architecture of Accomplished Teaching and relates the steps to the 5 Core Propositions.
National Board for Professional Teaching Standards

9. Essentials of Component Two
Analyzing student work
Setting high, worthwhile goals
Aligning both instruction and assessment with the needs and goals
Student responsibility
Differentiation
Fairness, equity, and diversity
10-15 minutes
Cohort Leaders should refer to the “Component 2: At-A-Glance” document which provides some initial information about the requirements. This document can be found at: Participants also should access the information. They may also view the entire portfolio instructions at the same site. Cohort leaders should use the information on the slide and in the “Component 2: At-A-Glance” to provide an overview of Component 2.
Instruct the participants to review the standard related to fairness, equity, and diversity.
Allow time for group discussions around these aspects of accomplished teaching. After the groups have discussed this, ask table groups to share their thoughts about how accomplished teachers differentiate and ensure equity of access for all.

10. Let’s Review the Component 2 Instructions
Overview
Portfolio Instructions
Scoring Rubric
Complete the overview for this component.
15 minutes: Ask the participants to locate their certificate-specific instructions for Component 2 and to follow along as you describe each section.
The overview provides a summary of the work that will completed and the standards that will be assessed by this component. Candidates should be sure to review the standards and base their work on these explanations and descriptions of accomplished practice. For example, candidates should review any standards related to assessment before selecting the assessments to include in Component 4.
The portfolio instruction section provides candidates with the specific information they will need in order to complete the required work. This section includes suggestions for planning their portfolio entry and selecting appropriate evidence of their teaching practice; explanations about how to format, assemble, and submit their entry; and the questions that must be answered in the written commentary. Walk the candidates through each section and ask them to point out important information. Be sure to talk about the “What to Include in Your Written Commentary” section and ensure that candidates understand that the italicized questions are what they must answer in their written commentary. Point out the “Electronic Submission at a Glance” and explain that we will be using this document to prepare their entry for submission. Finally, explain that National Board includes a copy of the forms that must be submitted (forms are separate from the commentary) within the instructions and also as stand alone documents in the Component 4 file on the National Board website. We will talk about the forms in more detail later.
Explain that National Board provides component specific rubrics and that these resources are also included in the component instructions. We will focus on the rubrics in another meeting.
Allow time for the candidates to complete the overview for this component.

11. Reflection

12. Reflection
According to National Board, “Reflection is a thought process that you engage in after a teaching experience. This type of thinking allows you to make decisions about how you would approach similar situations in the future — deciding whether to do something the way you have in the past, differently, or not at all. Although reflective thought may occur at any time, the reflection component of your writing is where you must show assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future.”
National Board for Professional Teaching Standards, General Portfolio Instructions, 2016.
2 minutes. Review the information on the slide.

13. Reflection
Reflect on a lesson that you taught today or an interaction you had with students this week.
What went well?
What could have gone better?
Think about your students’ oral and/or written responses. What did you learn about the students’ understandings, difficulties, misconceptions, and gaps. What does this mean you need to do next, differently, or in addition for these students?
What did you learn about your teaching? How can you use this information to inform your practice tomorrow?
15 minutes: Provide 5 minutes for the participants to answer the questions on the slide for themselves. As the facilitator, you may wish to model the process. After the participants have reflected on their own encourage them to share their thinking with another person.

14. Reflection
True reflection requires self-analysis and/or retrospective consideration of your practice.
The reflection prompts allow you to share your inferences about your practice with the assessors.
Why is reflection important?
8 minutes. Review the first two bullets on the slide. Ask the participants why reflection is important. Encourage them to share their thinking with the group. Remind them that National Board says, “It is the habit of reflecting on decisions made in the midst of the teaching day that distinguishes the analytical teacher. And it is reflective practice that moves accomplished practitioners constantly forward; as you become your own observer and coach, you can recognize your accomplishments in making choices
that advance student learning in effective ways. You can also encourage yourself to try yet another strategy when you are not satisfied with students’ progress.”
National Board for Professional Teaching Standards, General Portfolio Instructions, 2016.

15. Feedback and Ethical Guidelines

16. Effective Feedback
Receiving Feedback
Providing Feedback
Provide the instructions, prompts, and scoring rubric
Ask your reader to look for certain things
Choose your readers wisely: NBCTs, colleagues, non- educators
Remember that feedback is advice; you do not have to accept it.
Ask for the instructions, prompts, and scoring rubric if the certificate area is different from your own.
Ask if there is something particular that is a concern.
Use the scoring rubric.
Advise; do not correct or change.
6 minutes. Go over this advice about reading for each other.

17. Ethics
“Collaboration with colleagues is a valued part of the process: engage them in professional discussions about the National Board Standards; have them help you video record, watch, and analyze the video recordings; and have them read and comment on your analyses and on the student work you have chosen. However, all of the work you submit as part of your response to each portfolio component must be yours and yours alone. The written analyses and other evidence you submit must feature teaching that you did and work that you oversaw.
5 minutes: Review the information on these two slides.

18. If you work as a member of a team of teachers, you have an opportunity to collaborate with other members of the team who are going through the assessment. However, if you work in a team teaching setting, you should review your responses carefully to ensure that your responses all feature teaching that you did and work that you oversaw.”
National Board for Professional Teaching Standards, General Portfolio Instructions, 2016.

19. Give and receive feedback
Use the remaining time to read for each other.

20. Homework, Preparation, and Advice
Homework and Preparation:
Before the next meeting, you need to complete the following:
Complete the Component 4 Participation in Learning Communities and Reflection sections
Complete the Overview for Component 2
• Outline your ideas for Component 2
• Review the Component 2 Scoring Rubric
• Begin collecting student work
Advice:
As you collect student work, do not become so focused on particular students or assignments that you miss an opportunity. Collect more than just the required work.
5 minutes. Close the meeting by reviewing the homework/prep work required for the next meeting.