1. Coaching Colleagues through National Board Certification ® Workshop #1 CERRA National Board Candidate Support Workshop Toolkit WS1 2010

2. CERRA National Board Toolkit 2 Expectations…. Why I’m here today…? What I’m expecting to learn…?

3. CERRA National Board Toolkit 3 Essential Questions What does ethical candidate support look like? How best can candidates be supported in going through the National Board Certification ® process? Are coaching, mentoring or facilitating different terms for the same manner of support?

4. CERRA National Board Toolkit 4 Discussion Defining Ethical Support Use either activity to promote discussion: Activity 1: Candidate Support Card Sort Activity 2: Ethics Jigsaw Walk

5. CERRA National Board Toolkit 5 Activity 3 Coaching Conversations

6. CERRA National Board Toolkit 6 Candidate Support Provider Roles Facilitator, Consultant, Mentor, Coach  What are your hunches about the similarities and differences between the roles?  Which role is your area of strength/weakness?  In what ways can candidate support providers be successful in working with candidates who work with different content areas or age ranges?

7. CERRA National Board Toolkit 7 Coaching Supports Candidates Coaching pushes candidates’ analytical thinking Coaching helps candidates become more resourceful Coaching facilitates NB as a professional growth experience.

8. CERRA National Board Toolkit 8 Coaching Conversation Beth is beginning to work on Entry 4….. Use NB Coaching Conversation WS1.A3.H1

9. CERRA National Board Toolkit 9 Coaching Model What did you notice about the conversation? What did you notice about the roles of The facilitator? The candidate? How is it like or different from ways you have worked with candidates?

10. CERRA National Board Toolkit 10 Feedback Constructive Feedback IS Coaching Data Mediational questions Constructive Feedback IS NOT Evaluation Judgment Personal observation Inference Center for Cognitive Coaching, Highlands Ranch, CO www.cognitivecoaching.com

11. CERRA National Board Toolkit 11 Strategies to Facilitate Deeper Thinking Workshop 1, Activity 3, Handout 2

12. CERRA National Board Toolkit 12 Paraphrasing Sends important messages: I am listening I care I understand

13. CERRA National Board Toolkit 13 Paraphrasing Acknowledge & Clarify You were concerned that your students…. One activity you planned… Summarize & Organize So, there are three areas that you ….. First you did…. Shifting conceptual focus A goal for you is…. A belief you hold is…

14. CERRA National Board Toolkit 14 Mediating Thinking With Questions Inquiry  Broaden Thinking Probing  Focus Thinking

15. CERRA National Board Toolkit 15 Characteristics of Inquiry Questions Approachable voice Plural forms What strategies did you….? Exploratory/tentative language What might be your thoughts about…? Positive presuppositions What might be indicators that your plan was successful?

16. CERRA National Board Toolkit 16 Characteristics of Probing Questions Probing questions clarify: Generalizations: all, everyone, never, forever Rule Words: should, must, can’t have to Vague verbs: make, think, do, feel, know Vague nouns: pronouns: students, they, people Comparisons: better, more interesting, larger

17. CERRA National Board Toolkit 17 Effective Questioning  Pushes candidates to deepen reflection on their teaching practice  Facilitates deeper thinking  Helps candidates reach “aha moments” by themselves  Supports candidate in doing his or her own thinking  Always remember… You do not have “the magic answer”!

18. CERRA National Board Toolkit 18 Cognitive Coaching SM Paraphrasing and questioning strategies are foundational to Cognitive Coaching SM More information can be found at: www.cerra.org www.cognitivecoaching.com

19. CERRA National Board Toolkit 19 Paraphrasing & Question Practice Try your hand at paraphrasing and forming probing or inquiry questions with the following mock NB entry: The concept of angle measurement is quite abstract and new to my students. I use hands-on tools so that students can develop a better understanding of this concept. By using this approach, I expect my students to be able to accurately identify, measure, and describe different angles. I also expect students to find types of angles in pictures, describe and measure them.

20. CERRA National Board Toolkit 20 Prior to measuring and describing angles the class worked with the basic geometric principles of point, line, line segment and rays. The students also learned to recognize or create different kinds of lines. This led to the lesson on angles. In working with types of lines, students used oak tag paper strips to create models on their desks, or to hold up models of different lines.

21. CERRA National Board Toolkit 21 After students demonstrated proficiency they put their paper strips together to create their angle tools. The video shows students using the angle tools. Following our study of angles, students explored different two-dimensional shapes and triangles. From there we began to explore measuring the perimeter and area of rectangles and squares.

22. CERRA National Board Toolkit 22 Workshop Evaluation Please take a minute to complete the workshop evaluation form. This will help us revise each workshop to meet the needs of National Board candidates.

23. CERRA National Board Toolkit 23 More Information National Board for Professional Teaching Standards ® www.nbpts.org 1-800-22-TEACH CERRA www.cerra.org 1-800-476-2387 School District Liaison: