1. © Professional Teaching Development Center at CSU Fullerton, 2008 National Board Candidate Support – Session 2 CSU Fullerton College of Education

2. © Professional Teaching Development Center at CSU Fullerton, 2008 Agenda Parking Lot for questionsParking Lot for questions Setting GroundrulesSetting Groundrules Parameters for breakout session interactionsParameters for breakout session interactions Articulating a Vision of Accomplished TeachingArticulating a Vision of Accomplished Teaching Contextual Information PageContextual Information Page Useful Tools for Getting StartedUseful Tools for Getting Started Breakout SessionsBreakout Sessions Wrap UpWrap Up

3. © Professional Teaching Development Center at CSU Fullerton, 2008 Our Groundrules Collaborate (constructive feedback- examples, reasons, specific, honest; avoid sarcasm) Designate a Time-keeper/Moderator Avoid side bars (e.g., personal story telling) and interrupting Avoid dominating the conversation Be open-minded & non-judgmental Come prepared & on-time Have a clear focus for activity/work

4. © Professional Teaching Development Center at CSU Fullerton, 2008 Setting Groundrules Can everyone abide by these groundrules?Can everyone abide by these groundrules? –5 – I agree 100% –4 – Sounds good –3 – I agree –2 – Not sure, but I’ll try –1 – I have serious doubts –Fist – Absolutely not

5. © Professional Teaching Development Center at CSU Fullerton, 2008 Parameters for Candidate Support What do you remember about what candidate support is and is not from last time?What do you remember about what candidate support is and is not from last time?

6. © Professional Teaching Development Center at CSU Fullerton, 2008 Parameters for Candidate Support CSPs willCSPs will –be available via e-mail and will respond within 1 week’s time –not be available via phone –read written work once it has been read by at least one other person –ask questions to focus your entry, but not serve as editors –act as facilitators, but not as instructors or graders

7. © Professional Teaching Development Center at CSU Fullerton, 2008 Parameters for Candidate Support Candidates willCandidates will –find at least one “reading buddy” and exchange contact information –have his/her reading buddy read written work before sending to his/her CSP to read –avoid exchanging entire entries with anyone –consult the www.nbpts.org or 1800 22- teach if questions arise

8. © Professional Teaching Development Center at CSU Fullerton, 2008 When Giving Feedback Use the word “I”Use the word “I” Be specificBe specific Ask questionsAsk questions Use short sentencesUse short sentences Speak slowlySpeak slowly Give it with careGive it with care Place work on tablePlace work on table – “Powerful Communication Skills” Rockhurst University –National School Reform Faculty

9. © Professional Teaching Development Center at CSU Fullerton, 2008 Types of Questions Tell me more about...Tell me more about... Why did you...Why did you... How did you...How did you... How would you describe...How would you describe... Where in the writing / video / work do you see...Where in the writing / video / work do you see... How does this relate to...How does this relate to... Was this what you expected?Was this what you expected? Would you do anything differently?Would you do anything differently? What are you going to do next?What are you going to do next? Where are your students now?Where are your students now? Accomplished Teaching pgs. 306 and 307

10. © Professional Teaching Development Center at CSU Fullerton, 2008

11. Five Core Propositions of an Accomplished Teacher 1. Students 2. Content & Teaching 3. Managing & Monitoring Learning 4. Analyze Practice 5. Collaboration Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. ~What you know about the Scholar ~How you know these things and ~How you use this knowledge to design appropriate instruction and assessments. You might need to tell about the student ’ s: home life – interactions with others ability to learn academics special needs of the student (not necessarily special education or 504 accommodations) Set high, worthwhile goals appropriate for these students, at this time, in this setting. What: are your goals? do you want your students to know or be able to do process skills will your students need to use? characteristics or work habits do you want your students to learn or use? Why is it important that your students know this content? How will you relate these content and process skills to the real world? Why is it important that the students learn the material in the sequence you planned? Implement instruction designed to attain those goals. What instructional methods/paths/strategies will you use? Why are these the best ways to teach these students this content? Will you use groups or whole class? Why? If you use groups, how did you design the groups and why did you design them that way? What instructional resources and materials do you plan to use? Why are these appropriate resources or materials to use with these students? What choices will you provide students in this instructional sequence? Why did you select these choices for these students? How will you tap into the student ’ s creativity or imagination to deepen the student ’ s learning? Evaluate student learning in light of the goals and the instruction. What assessment tools will you use? Why are these appropriate for these students? (See the assessment standard! Talk about formal and informal assessments and assessments that you will use during the course of instruction and any culminating assess- ments. Be sure to use a variety, determined by the learning needs and styles of your students.) How will you provide feedback to your students? Who (you, peers, family, the students themselves) will provide this feedback? How will you make sure this feedback is appropriate, worthwhile and meaningful? Reflect on student learning, the effectiveness of the instructional design, particular concerns and issues. What went well? What would you do differently? Why? As you implemented your What ideas did you have for improving it or carrying the learning further? Were there students who didn ’ t quite understand as well as you thought they would? How can you tweak your instructional plan or teaching practice to better address those needs? One good way to determine these issues is to ask the students to reflect on these same questions: What parts of the lesson(s) helped you learn/understand; what parts were not effective for you? Their responses will you give valuable information for adjusting your instruction and will give them an opportunity to reflect on how they learn.

12. © Professional Teaching Development Center at CSU Fullerton, 2008 Make and Take Write down three ideas you have for Entry 4 (Documented Accomplishments)Write down three ideas you have for Entry 4 (Documented Accomplishments) Walk around and shareWalk around and share –Record 6 ideas from other teachers

13. © Professional Teaching Development Center at CSU Fullerton, 2008 “Painting the Picture” the Contextual Information Page Do not assume your classroom, your community is like all othersDo not assume your classroom, your community is like all others Use positive languageUse positive language –Explain, don’t complain –Describe, without diatribes –Take credit Refer to exercises 6.1 & 6.2Refer to exercises 6.1 & 6.2

14. © Professional Teaching Development Center at CSU Fullerton, 2008 Useful Tools For Getting Started Exercise 5.1 – Entry MappingExercise 5.1 – Entry Mapping Exercises 7.1 & 7.2 – Lesson MappingExercises 7.1 & 7.2 – Lesson Mapping

15. © Professional Teaching Development Center at CSU Fullerton, 2008 Breakout Groups

16. © Professional Teaching Development Center at CSU Fullerton, 2008 Wrap-up Parking lot questionsParking lot questions EvaluationsEvaluations