1. Welcome National Board Candidates Sign in and pick up your name tag. Place a copy of your homework in the appropriate space. Remember to keep the other copy with you. We will use it later. Place the Facilitator-Candidate Agreement in the appropriate box. Sit with your division.

2. Writing to Achieve Agenda Specific Question Parking Lot Revisiting our Professional Norms Creating Your Personal NBC Timeline Analyzing Your Writing LUNCH Evidence of Accomplished Teaching Preparing for the Videotaping Workshop Showing Evidence of Meeting the Standards Homework Assignments Assessing our Professional Norms / Burning ???

3. Revisiting our Professional Norms

4. 2013-2014 NBC Cohort Professional Norms Be on time and end on time Be prepared- be mentally engaged and have materials (homework) Communicate with someone if you are unable to attend/will be late Limit/monitor side bar conversations. Use the parking lot for individual questions. Let all voices be heard and avoid steamrolling conversation Provide support to each other Know that confidentiality is critical

5. 2013-2014 NBC Cohort Professional Norms Enforcement of Norms: -Review norms each time we meet -Practice self governance - Use the suggestion board

6. Creating Your Personal Timeline Take out the timeline and/or calendar you prepared for homework. Working with a partner in your school division, compare timelines. Insights?

7. Tips for Timeline, Planning, and Getting Organized Think about units of study as they relate to entries Staff development days Read entries NOW and plan Eliminate the “extras” in life Organize student materials – file system (crates, binders) Multiple binders for different entries, standards, cohort materials Backup plan for each entry Email account organize Think and put on calendar documented accomplishment activities Build in “Me Time” Share timelines with administrators, family, friends

8. Day/Night Partners →Find two people in a different certificate area that you don’t know. →Ask one to be your day partner and one to be your night partner.

9. 3 Types of Writing for National Board Certification Using your sticky notes… -Write down something you know for sure about descriptive, analytical and/or reflective writing. -Stick your note on the appropriate poster and return to your seat.

10. Descriptive Analytical Reflective “

11. What we know about writing… Descriptive What happened in your room? Setting the scene? Who are your students? Be clear and concise. Be Specific. Details(colorful) You can move beyond age and gender when describing. Those students at that moment in that lesson. Analytical Why? Why? Why? Break into parts. It is the “so what.” Because… Reflective “Next time I will because…” Change, I will, So what did I learn from this? Next time I teach this lesson I will… Looks back and to the future…

12. Writing Stems and Sleuth Activity!

13. Sleuth Activity With your partner at your table, look at each statement. Decide if each is descriptive, analytical, or reflective. Remember it may have more than one answer. Discuss answers as a table.

14. Exchange papers.(Guided Writing Activity Homework) Using three different colored highlighters, highlight examples of description, analysis, and reflection in each other’s writing. Don’t forget: more than one type can be in a sentence. You’ll only have 10 minutes. You won’t necessarily finish the paper. With your partner...

15. Discuss your highlighted papers with your partner. How many different stems did you find? What was the bulk of your writing? What do you need more of? Why will that help? Did you have sentences that addressed multiple styles? What did you find “easier” or “challenging?” What is a goal you have for your writing? With your partner...

16. Reviewing Your Writing Read silently the section entitled “Reviewing Your Writing.” This is your General Portfolio Instructions on page 1-38. Using post-it notes and/or highlighters, identify critical information you need to remember. Before you break, write one piece of advice about writing for NB that you want to remember. Add the note to our poster. Copyright VCU Center for Teacher Leadership

17. BREAK! Copyright VCU Center for Teacher Leadership

18. Your Tips for Writing Add to the sheet provided…

19. How do I provide evidence of accomplished teaching? **Accomplished Teachers are the standards! Copyright VCU Center for Teacher Leadership

20. Your writing shows evidence that you are the standards/an accomplished teacher. 1.You design a lesson that demonstrates the standards. 2.Your video/student work puts the standards into action. 3.Your writing provides evidence to the assessors that you know you are the standards/ an accomplished teacher. **This is why you must KNOW and USE the standards. This is why we asked you to personalize them.

21. YOU Are the Standards! Copyright VCU Center for Teacher Leadership ** Just doing the standards in the video/student work isn’t enough. **You must use your writing to point out the evidence of the standards in practice.

22. Choices when writing… Heather uses note cards in her video lesson to show fairness. Choice 1: “ I ensure fairness and equity throughout the lesson.” Choice 2: “ In the lesson I used notecards when soliciting answers to question #2. I did this because I know that some students will never raise their hand to answer this type of question, and I want to ensure fairness. When John…

23. DON’T BE FOOLED - QUOTING THE STANDARDS IS NOT ENOUGH! Accomplished teachers EMBODY and DEMONSTRATE the standards. This can only be “seen” by an assessor if the candidate provides EVIDENCE in his/her Written Commentary that the standards were demonstrated in Video/Student Work Samples/ Verification Forms.

24. Standard Quoting In my class I ensure that I adjust the curriculum to match the students in ways that promote learning within each student’s developmental range. (Page 8 EA-ELA Standards) Where is the evidence??? Scorers are trained to look for EVIDENCE! Use those Stem examples! Copyright VCU Center for Teacher Leadership

25. Using the Language of the Standards with Evidence... Having a deep knowledge of my students individually and as a whole contributes to my ability to adjust curriculum to match each student in a way which will promote learning. For example, four of my students are learning disabled and can participate in class discussion about a novel but find it difficult to put their thoughts in writing. To meet their needs, I vary the curriculum and assess them orally while encouraging them to write their thoughts down expressively using a journal. This serves to strengthen their writing ability while also ensuring they are learning the material. **Do you see the description, analysis, and reflection?

26. Remember: Descriptive, Analytical, and Reflective writing must be interwoven in order to show evidence that you are an accomplished teacher (using the standards). “I did ______, because I know…, in the future I will…” **Don’t forget use the standards vocabulary as you write.

27. Building Walls of Evidence: What does accomplished teaching look like? Copyright VCU Center for Teacher Leadership 4 3 2 1 @ 2000 NBPTS Clear, consistent, convincing evidence Clear evidence Limited evidence Little or no evidence

28. Strong vs. Weak Evidence: What’s the difference? Find your day partner and “Student Work Analysis” sheet Analyze the difference between the accomplished responses and those that are not as strong. Record your thoughts in the space provided. Add two sticky notes to poster about insights your partnership has about evidence of accomplished teaching. Copyright VCU Center for Teacher Leadership

29. Evidence of Accomplished Teaching A – Gave reasons along with descriptions A- Addresses and brings is back to STUDENT LEARNING A- Uses question stems more often with specific evidence A- Lots of details A- Paint a picture A- Answers the why and so what A- You can visualize the lesson and see the teacher’s passion A- Personal A- Uses quotes

30. Lunch! Please let vegetarians go first. Copyright VCU Center for Teacher Leadership

31. Using “Breaking Down the Entry” Move to your certificate areas. Take out your completed “Breaking Down the Entry” form for the whole group instruction videotaping entry and the “Entry Prompt Sheet” for this entry. Compare your completed sheets with others in your certificate area. Clarify with your group any terms or questions you have about the entry directions.

32. Copyright VCU Center for Teacher Leadership

33. Showing Evidence of the Standards In groups of no more than 3, use the graphic organizer to identify 2 standards that you must demonstrate in your videotaping entry (Entry 2 or 3). What would you see in a teacher's classroom that would convince you that the teacher has met each standard? What does this standard look like in practice? Copyright VCU Center for Teacher Leadership

34. What have we done? What have you learned? Write some summary statements about today’s workshop focusing on writing types, evidence of standards, and planning/organizing for the process These should be your “take aways” for the future.

35. BREAK! Copyright VCU Center for Teacher Leadership

36. “Take Aways” from Today Insights from Group Insights from NBCTs

37. Homework Due by October 19 Identify at least two critical friends who will read for you – one in education and one who is not an educator. Remember: You may want different people for different entries. Read Phase 2: Develop: Recording Video Entries section of your General Portfolio Instructions. Videotape a whole class lesson that could be used for the whole group instruction videotaping entry and respond to the questions outlined on your assignment sheet. Please follow formatting rules while writing! Start practicing now.

38. Assessing our Professional Norms Copyright VCU Center for Teacher Leadership How are we doing?

39. Burning Questions?