1. Student Work Entry

2. Outline OpeningOpening Showing EvidenceShowing Evidence Enhanced Architecture of Accomplished TeachingEnhanced Architecture of Accomplished Teaching Knowledge of StudentsKnowledge of Students Tools for Analyzing Student Work and Written CommentariesTools for Analyzing Student Work and Written Commentaries

3. Outcomes Candidates will have the opportunity to— Plan for student work entries.Plan for student work entries. Analyze drafts of written commentaries, student work, and artifacts for evidence of NBPTS rubric for the entry.Analyze drafts of written commentaries, student work, and artifacts for evidence of NBPTS rubric for the entry. Use a variety of tools to prepare and analyze written commentaries, student work, and artifacts.Use a variety of tools to prepare and analyze written commentaries, student work, and artifacts.

4. Outlining Rubric Review the Handout “Finding Evidence of the Rubric and Standards in Student Work Entries” to see generic key concepts.Review the Handout “Finding Evidence of the Rubric and Standards in Student Work Entries” to see generic key concepts. Read Portfolio Direction “How Will My Response Be Scored?”Read Portfolio Direction “How Will My Response Be Scored?” List key concepts on the Handout “Blank Finding Evidence of the Rubric…”List key concepts on the Handout “Blank Finding Evidence of the Rubric…”

5. NBPTS Rubric and Standards Read through NBPTS Standards identified for this entry to find more information about the key concepts through--Read through NBPTS Standards identified for this entry to find more information about the key concepts through-- –Clarification –Examples –Descriptions

6. Planning and Analyzing Stages Planning Stage Brainstorm what could be included to show evidence of each key concept in the rubric.Brainstorm what could be included to show evidence of each key concept in the rubric. Analyzing Stage List evidence found for each key concept in the student work or written commentary.List evidence found for each key concept in the student work or written commentary.

7. Enhanced Architecture of Teaching In small groups, review the Handout “Enhanced Architecture of Teaching” to clarify the stages. Discuss the following questions: 1.What do you already do for each of these stages of teaching? 2.What evidence for each of these stages does your student work or written commentary show? 3.What can you add to your student work or written commentary to show more convincing evidence?

8. What I Know about a Student Read characteristics listed in the Handout “What I Know about a Student.” Choose one student you will or have featured in the entry.Choose one student you will or have featured in the entry. List specific examples of characteristics of the student for each category.List specific examples of characteristics of the student for each category. Identify those characteristics important to the key concepts in the rubric for this entry.Identify those characteristics important to the key concepts in the rubric for this entry.

9. Outline Student Characteristics Chart paper should be divided into 18 squares with titles for each characteristic listed on the Handout “What I Know about a Student.”Chart paper should be divided into 18 squares with titles for each characteristic listed on the Handout “What I Know about a Student.” Record specific examples about selected students for each category.Record specific examples about selected students for each category.

10. NBPTS Standard: Knowledge of Students Read the NBPTS Standard: Knowledge of Students to add characteristics to the list.Read the NBPTS Standard: Knowledge of Students to add characteristics to the list. Add specific examples for the selected student to your notes.Add specific examples for the selected student to your notes.

11. Multiple Tools for Analyzing Student Work 1.Handout “Analyzing and Assessing Student Work: Some Food for Thought” 2.Handout “An In-depth Look at Students’ Work” 3.Handout “Forms of Assessment and Constructive Feedback” 4.NBPTS Standard on Assessment 5.Handout “Showing Evidence of How I Align Goals, Instruction, and Assessment to Students” 6.Handout “Some Other questions to Consider.”

12. Group Questioning Members of the group should ask questions that lead the group toMembers of the group should ask questions that lead the group to –Identify evidence of rubric and standards, –Identify evidence by specific examples and references within the work, and –Help the candidate to explain causes and effects and rationales for decisions leading to student learning.

13. Analyzing and Assessing Student Work: Some Food for Thought Review the Handout “Analyzing and Assessing Student Work: Some Food for Thought.”Review the Handout “Analyzing and Assessing Student Work: Some Food for Thought.” One candidate should share outline of the key concepts of the rubric and overview of goals and criteria for work.One candidate should share outline of the key concepts of the rubric and overview of goals and criteria for work. Participants should read student work or written commentary and ask questions from the handout to help candidate elaborate.Participants should read student work or written commentary and ask questions from the handout to help candidate elaborate. Participants should take notes of the candidate’s responses to give to the candidate.Participants should take notes of the candidate’s responses to give to the candidate.

14. An In-depth Look at Students’ Work Read the Handout “An In-depth Look at Students’ Work”Read the Handout “An In-depth Look at Students’ Work” Individually, review the student work, artifacts, and/or drafts of written commentary.Individually, review the student work, artifacts, and/or drafts of written commentary. List specific examples of evidence for each of the questions in the handout.List specific examples of evidence for each of the questions in the handout. Share responses with the candidate identifying evidence and areas with missing evidence.Share responses with the candidate identifying evidence and areas with missing evidence.

15. Forms of Assessment and Constructive Feedback Review the Handout “Forms of Assessment and Constructive Feedback.Review the Handout “Forms of Assessment and Constructive Feedback. Read the NBPTS Standard for your certificate and list types of assessments and feedback.Read the NBPTS Standard for your certificate and list types of assessments and feedback. In pairs, share what you already do and what you could do to show evidence of how you assess and give feedback to students as described in the NBPTS Standard for your certificate.In pairs, share what you already do and what you could do to show evidence of how you assess and give feedback to students as described in the NBPTS Standard for your certificate.

16. How to Align Goals, Instruction, and Assessment to Students Read the Handout “How to Align Goals, Instruction, and Assessment to Students.”Read the Handout “How to Align Goals, Instruction, and Assessment to Students.” Individually review the student work or written commentary and check if evidence is found. If yes, list specific examples of evidence for each question.Individually review the student work or written commentary and check if evidence is found. If yes, list specific examples of evidence for each question. Share responses with the candidate to identify evidence and missing information.Share responses with the candidate to identify evidence and missing information. Ask questions of the candidate to elaborate on what can be added to the entry to show the evidence.Ask questions of the candidate to elaborate on what can be added to the entry to show the evidence. Brainstorm together how the candidate can show convincing evidence in the student work and written commentary.Brainstorm together how the candidate can show convincing evidence in the student work and written commentary.

17. Some Other Questions to Consider Read the Handout “Some Other Questions to Consider.Read the Handout “Some Other Questions to Consider. Individually or in pairs, analyze student work, artifacts, and written commentary to find evidence of answering the questions.Individually or in pairs, analyze student work, artifacts, and written commentary to find evidence of answering the questions.