1. Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates u Sign in. u Pick up your name tag and handouts. u Sit in certificate groups. u Place a copy of your homework in the box provided.

2. November 15: Analysis of Student Work and Documented Accomplishments u Revisiting our Professional Norms u Reflecting on My Practice u Architecture of Accomplished Teaching u Using Standards to Assess Student Work u Creating an Assessment of Student Work LUNCH u Understanding Documented Accomplishments u Making Good Choices u January Homework/Wrap Up

3. Copyright VCU Center for Teacher Leadership Revisiting our Professional Norms

4. Copyright VCU Center for Teacher Leadership Today’s NBCT Facilitators u Heather Bumgardner, Hanover u Harvey Stone, Henrico

5. u Look at your Entry 2 and 3 Questions u Look at the standards for each of these entries u Next to each question record the standard number that each question is focusing on u This is a great review of the STANDARDS! Standards… Standards…

6. Learning From Experience u We’ve had a month to keep experimenting with DVDs u What Highs and Lows have you experienced? u Share with your group…report out

7. Copyright VCU Center for Teacher Leadership Insights?

8. Learning From Experience u We’ve discussed videos, made videos, and written about videos… u If you still have video questions please share on the “I NEED HELP WITH VIDEOTAPING” chart!

9. Copyright VCU Center for Teacher Leadership Analyzing Student Work: Entry 1 u With Two others from your certificate area(or similar certificate area)… u Create a chart that tells us what Entry 1 is asking of you(don’t cheat, use your brains and each other) u On a separate chart create a list that lists the Standards that this entry asks you to meet u List by title and number

10. Copyright VCU Center for Teacher Leadership Analyzing Student Work: Entry 1 u With Two others from your certificate area(or similar certificate area)… u Use your Entry 1 Instructions and Evaluation of Evidence Guide to perfect your chart about Entry 1 requirements. u REMEMBER: Don’t make assumptions about the entry instructions. Reread instructions during planning, implementation, and writing phases of entry preparation.

11. Copyright VCU Center for Teacher Leadership Analyzing Student Work: Entry 1 u With Two others from your certificate area(or similar certificate area)… u Now: Correlate the standards from your chart to the questions for this entry(just like we did for Entries 2 & 3. u REMEMBER: You need to think about specific standards as you answer specific questions. Don’t know what to do next…read the standard again!

12. Copyright VCU Center for Teacher Leadership Analyzing Student Work: Entry 1 u Take out your homework & stay in your groups of three… u Student Work Peer Feedback u Each group member will provide a context for your assignment u Once you have a context you will look at the student work from your group members!

13. Copyright VCU Center for Teacher Leadership Analyzing Student Work: Entry 1 u Take out your homework & stay in your groups of three… u Student Work Peer Feedback u this student and/or work sample be used to fully answer the questions and fulfill the direction requirements as the chart they created indicated u the standards you are to prove in this entry are easily proved with this student and/or work sample u this student and/or work sample shows clear and convincing evidence when evaluating the entry using the Evaluation of Evidence Guide u ALL objectives the teacher created for the lesson are demonstrated in this work sample u this student and/or work sample show how the teacher fostered student growth towards all the objectives

14. Copyright VCU Center for Teacher Leadership Insights?

15. Success on Entry I 1. Know what the entry is asking you to do… 2. Pick the right students and work to highlight how YOU ARE THE STANDARDS!! Copyright VCU Center for Teacher Leadership

16. WRITING Where’s the Evidence?

17. Writing to Achieve Make a new sticky note with 2 things you need to remember! Homework reflections…Heather, Harvey, Terry Copyright VCU Center for Teacher Leadership

18. Writing to Achieve u A major issue that we noticed was the subtle nuances that exist in the questions. u Example: “Write about your goals and objectives.” u What does your table think the difference between goals and objectives is? Copyright VCU Center for Teacher Leadership

19. Writing to Achieve u Homework Feedback from Peers u Complete the WRITING FEEDBACK form for one of your peers Copyright VCU Center for Teacher Leadership

20. Entry 1 u Look at the timeline you created. u Based on today’s feedback do you… u Have a great timeline? u Need to tweak your timeline? u Need to revamp the timeline? Copyright VCU Center for Teacher Leadership

21. Entries 1, 2, and 3… We’re DONE! u You know what the entry is asking you to do. u Portfolio, Evaluation of Evidence Guide, Written Commentary u You know how to write analytically and reflectively. u Know the STANDARDS and where they fit in(entries & questions). Copyright VCU Center for Teacher Leadership

22. Step 1... Follow the Lesson Design Process in the... Architecture of Accomplished Teaching

23. Enhanced Architecture of Accomplished Teaching START HERE: Lesson Design Process Who are they? Where are they now? What do they need and when do they need it? Where should I begin? Set high, worthwhile goals appropriate for these students, at this time, in this setting Implement instruction designed to attain these goals. Evaluate student learning in light of the goals and the instruction. Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Set new high and worthwhile goals that are appropriate for these students at this time. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals.

24. Copyright VCU Center for Teacher Leadership Step 2... Architecture of Assessment

25. Architecture of Assessment Assessment Process Set high, worthwhile objectives appropriate for these students, at this time, in this setting. Use the language from the NBPTS standards and the Scoring Guide. Identify the language in the level four rubric in the Scoring Guide that determines what the assessor is looking for. Create a rubric that: Reflects the standards and the objectives of the lesson uses the language of the level four rubric Design a lesson/assessment that meets the Objectives Standards Criteria described in the NBPTS level four rubric for the certificate area Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted objectives. Use the rubric to measure the level of accomplishment for each student. Adapted from Einhorn by Joyce 2006

26. Copyright VCU Center for Teacher Leadership Advice from the Expert

27. Copyright VCU Center for Teacher Leadership Lunch! Sit with colleagues in your school division!!!

28. Copyright VCU Center for Teacher Leadership Documented Accomplishments Making Good Choices

29. Copyright VCU Center for Teacher Leadership Accomplishments must... u Have significance in your teaching context. u Have a positive impact on student learning. u Address each of the three categories, teacher as partner with families and community, teacher as learner, and teacher as collaborator. u Address the standards. u Evidence of accomplishment & impact.

30. Copyright VCU Center for Teacher Leadership The Standards u Family and Community Partnerships u Contributing to the Profession and to Education u Reflective Practice

31. Copyright VCU Center for Teacher Leadership Three Categories u Teacher as a Partner with families and community (Current year) u Remember: You must show evidence of TWO-WAY communication with parents! u Teacher as Learner (within last 5 years) u Teacher as Collaborator (within last 5 years)

32. Copyright VCU Center for Teacher Leadership The Facts u No more than 8 accomplishments (Assessors will only read 8) u 10 pages of description/analysis u 16 pages of documentation u The division of pages is up to you u 2 pages of reflection u Let’s look at the reflection questions

33. Copyright VCU Center for Teacher Leadership Which accomplishments should I choose? u Choose activities which have been very effective in promoting students’ learning. u Think outside the box. u Choose activities that are beyond routine. u Descriptions must explain why or how the activity had an impact on student learning. u Don’t assume assessors will know--you must tell them!

34. Harvey & Heather’s Thoughts Copyright VCU Center for Teacher Leadership Accomplishment is… Something Special IMPACT Evidence of Completion Evidence of Impact on Learning

35. Copyright VCU Center for Teacher Leadership

36. Remember: u Your accomplishments must demonstrate an impact (direct or indirect) on student learning. Impact on student learning is meant in a broad sense. For instance, evidence of measured student achievement is not necessary. Your descriptions of your accomplishments must say to assessors why or how improved student learning is a likely result. Specific examples of impact, where appropriate, will be helpful. p. 142

37. Copyright VCU Center for Teacher Leadership Let’s Look at the Homework u Share your work with your table. u Write questions for your peers about their accomplishments. u What clarifying information would be helpful? u What type of evidence is working for you? u What categories are being met?

38. Copyright VCU Center for Teacher Leadership Before you write… u Have you met all three categories? u Do you have evidence? u Are there any obvious weaknesses you see? u Do you feel like your accomplishments are well developed? u If so…then move to writing…

39. Copyright VCU Center for Teacher Leadership Answer the Questions! Describe and Analyze u What is the nature of the accomplishment? “What?” u Why is this accomplishment significant? “So What?” u How has what you have described had an impact on students’ learning? “So What?”

40. Copyright VCU Center for Teacher Leadership Examples: u In the summer of ____, I created a ____ that made it easier for our teachers to _______. u This was in direct response to a need that had been growing over the years because of ______________. Our population… u Because of this project, our teachers were able to ________. u This was so successful (resulting in a significant improvement in_______), that I presented this idea at a State conference. u My evidence is __________.

41. Copyright VCU Center for Teacher Leadership Now you try… u In the summer of ____, I created a ____ that made it easier for our teachers to _______. u This was in direct response to a need that had been growing over the years because of ______________. Our population… u Because of this project, our teachers were able to ________. u This was so successful (resulting in a significant improvement in_______), that I presented this idea at a State conference. u My evidence is __________.

42. Copyright VCU Center for Teacher Leadership What will be your evidence? u Letters from co-workers u Letters from participants in workshop u Brochure from conference u Photographs? u Verification form

43. Copyright VCU Center for Teacher Leadership Chart for Organization:

44. Copyright VCU Center for Teacher Leadership Answer the Questions! Reflect (overall) u What patterns did you see emerge? u What was the most effective in improving student learning? u What are your plans to further impact student learning? “Now What?” “I wish I had...I should have...I realize now... --Looking for the “AHA! Eureka!” moments.

45. Copyright VCU Center for Teacher Leadership Start Writing u Use headings or write the questions within your analysis. This will help you stay organized and will help the assessors. u Don’t be modest! Take credit for what you have done. u Use I, me, my, mine, myself, etc. u Have you illustrated the standards through your entry?

46. Copyright VCU Center for Teacher Leadership Advice from the Experts on Documented Accomplishments

47. Copyright VCU Center for Teacher Leadership Timeline Check? u Look at your DAE homework. u Are you RED, YELLOW, or GREEN for Documented Accomplishments? Remember to… u First, find good accomplishments. u Next, gather Evidence. u Finally, write.

48. Copyright VCU Center for Teacher Leadership BREAK!

49. Preparing for Checkpoint Charlie u Submit a polished entry with: u Area (s) in which you need help and u Questions for NBCT coach. (Due 1/7) u Follow the homework instructions for emailing and labeling the homework. u Bring a clean copy to the meeting. u Create an Evaluation of Evidence guide for the entry you have polished. u EXCHANGE ENTRIES: Find a Candidate Friend who will read and score your entry using the Evaluation of Evidence Guide that you created for the entry. Send both the polished entry and Evaluation of Evidence guide to your critical friend by January 7. u Complete the Checkpoint Charlie Progress Form.

50. Homework Continued u Score your own entry and your critical friend’s entry and bring the score sheets to the January 23 rd workshop. u Complete Checkpoint Charlie Form.

51. Copyright VCU Center for Teacher Leadership How will my entry be scored? Assessors are trained to use the... u STANDARDS to evaluate candidate responses u Instructions and questions for the entry u Scoring rubric u Evaluation of Evidence Guide u Benchmarks for the entry that demonstrate characteristics described in the rubric

52. Copyright VCU Center for Teacher Leadership Scoring u Assessors utilize all of the items and record the evidence found in the entry on an Exercise Scoring Record (ESR). u Assessors receive bias training to enable objective scoring based on the EVIDENCE provided by the candidate.

53. Copyright VCU Center for Teacher Leadership The Scoring Rubric u Level 4 performance provides CLEAR, CONSISTENT, and CONVINCING evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner.

54. Copyright VCU Center for Teacher Leadership Key words in the level 4 rubric u thoughtfully chosen u effective u engaging u highly interactive u extensive two-way communication u deliberate u rich and detailed

55. Copyright VCU Center for Teacher Leadership Level 3 u Level 3 performance provides CLEAR evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner u Level 2 performance provides limited… u Level 1 performance provides little or no…

56. Copyright VCU Center for Teacher Leadership Accomplished or not? u Extensive u Interactive u Detailed u Two-way u Thoughtful u Conscious u Significant u Limited u Vague u Procedural u One-way u Unclear u Infrequent u Trivial

57. Questions about homework? Remember: You will not be allowed to sign up for an NBCT coach if you do not submit the January 7 homework on time!

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

59. Copyright VCU Center for Teacher Leadership Assessing the Analysis of Student Work/Document Accomplishment Workshop What worked? What didn’t?