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 Four

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 will National Board assess my work?
How can I ensure I am providing the right information on my forms?
How can I improve the work I have completed thus far?
2 minutes. Briefly go over the essential questions that will guide the session.

5. Scoring Rubric The NB rubrics are:
both certificate and component specific
based on four-levels
Level 4 performance – clear, consistent, and convincing evidence
Level 3 performance – clear evidence
Level 2 performance – limited evidence
Level 1 performance – little or no evidence
8 minutes. Assist the candidates with finding the Scoring Rubric for Component 4. The rubrics are found at the end of the Component 4 “Portfolio Instructions and Scoring Rubric” document for each certificate area. Ensure that candidates are looking at the rubrics for their certificate area.
Explain that the National Board rubrics are both certificate and component specific. The rubrics are based on four-levels of performance. Describe the general differences between a level four entry as compared to a level three entry etc.
Explain that the assessors score the submitted information through the lens of the rubric and that the rubric is derived from the standards. This means that the “big ideas” discussed in the rubric should be described in the standards. The assessors are tasked with identifying evidence of accomplished teaching, as defined by the rubric, in the submitted work. The forms, written commentary, etc. are viewed holistically and the assessor will assign a score based on the best overall match with a level of the rubric.

6. Your Teaching Should Be Portrayed…
Clearly
Consistently
Convincingly
8 minutes. Ask the candidates the following questions.
What would make something not clear, vs clear?
What would make something not consistent, vs consistent?
What would make something not convincing, vs convincing?
The definitions below were taken from the Macmillan online dictionary and are included to help guide the discussion.
Clear - easy to understand
Consistent - not changing in behavior, attitudes, or qualities
Convincing - something that is convincing makes you believe that it is true or persuades you to do something

7. Unpacking the Component 4 Rubric
The Level 4 performance provides clear, consistent, and convincing evidence.
20 minutes. Use the electronic version of one of the Component 4 rubrics to model the process described below.
Begin by reading the level 4 performance description of the first bullet on the rubric. Compare this description to the level 3 performance of the first bullet on the rubric. Explain the difference. Now, compare the level 3 performance description to the level 2 performance description of the first bullet on the rubric. Explain how they differ. Finally, compare the level 2 performance description to the level 1 performance description of the first bullet on the rubric. Explain the difference.
Ask the participants to complete the above described process for each of the bullets on their rubric. Participants may choose to work alone or in certificate specific groups.

8. Unpacking the Component 4 Rubric
The rubric provides a description of exactly what National Board expects to see in your portfolio entry.
20 minutes. Use the electronic version of one of the Component 4 rubrics to model the process described below.
Review one of the level 4 performance descriptions for information about what National Board values. For example, the level 4 rubric for the Early Childhood through Young Adulthood/Library Media Component 4 rubric states, “the library media specialist collaborates effectively with families and caregivers, colleagues, and others to develop information about a group of students and insightfully evaluates the information for relevance and relative importance.” Based on this information, we know that National Board values collaboration with multiple individuals/groups (including families and caregivers, colleagues, and others) for the purpose of developing a sound knowledge of student and expects the library media specialist to be able to identify pertinent information. Explain that the standards for the Early Childhood through Young Adulthood/Library Media certificate include specific information about collaboration and knowledge of student. Model how to search the standards for collaboration and knowledge of student using both the standard titles and “control f” (find).
Ask the participants to mine their level 4 rubric for information about what NB values. This information should be recorded on the Mining the Rubric document. After minutes of work, start a discussion in how candidates can use this information to plan their lessons.

9. Forms, Forms, and More Forms! Time to share!
45 minutes: Remind the participants that they were asked to complete the Component 4 “Contextual Information Sheet,” “Group Information and Profile Form,” and “Instructional Context Form.” Explain that the remainder of the meeting will be spent reviewing forms and/or planning for Component 4.
Ask one of the participants to volunteer his/her “Contextual Information Sheet” to be used as a sample. Copy the document onto the presentation computer so that the form can be used by everyone in the group. Remind the participants that one of the benefits of the cohort is that they will receive authentic feedback. Review the sample form and ask coaching questions to encourage the candidate to think deeper, as necessary. It may be necessary to offer specific feedback if a response is confusing or if the response is missing a required element. Encourage the other participants to offer feedback as well. Remind the author of the form that all decisions about what to include are his/hers to make.
Ask the participants to find a partner who is working on a similar certificate and read and provide feedback on the “Contextual Information Sheet,” “Group Information and Profile Form,” and “Instructional Context Form.”
Partners who finish early may begin making changes and/or continue planning for Component 4.

10. Don’t Forget! 5 Core Propositions National Board Standards
Component 4 Instructions
2 minutes. Remind the participants that they should use the 5 Core Propositions, the National Board Standards that will be assessed by Component 4, and the Component 4 instructions to help them plan for their work.

11. Homework, Preparation, and Advice
Homework and Preparation:
Before the next meeting, you need to complete the following:
• Component 4 Knowledge of Student and Generation and Use of Assessment Data Sections of the written commentary
Review the Component 4 Scoring Guide
Advice:
You are starting the writing process. It is important that you find a way of organizing your electronic files just as you do your printed files. Keep every draft of your work as you will make many revisions throughout the process and may want to come back to an earlier draft. If you have not set standing days/times during the week to work on National Board, make sure you add these appointments to your calendar and to your routine.
5 minutes. Close the meeting by reviewing the homework/prep work required for the next meeting. Ensure the participants remember that they are answering the prompts when they complete the Knowledge of Student and Generation and Use of Assessment Data sections of the written commentary.