1. © Department of Secondary Education, 2007 National Board Candidate Support Session 4 CSU Fullerton College of Education

2. © Department of Secondary Education, 2007 Parameters for Candidate Support CSPs willCSPs will –be available via e-mail to read entries and respond to questions –read written work ONLY once –ask questions to focus your entry, but not serve as editors –act as facilitators, but not as instructors, mentors or evaluators

3. © Department of Secondary Education, 2007 Parameters for Candidate Support Candidates willCandidates will –make connections within your group, and exchange contact information –collaborate and support one another –consult the www.nbpts.org or 1-800-22-TEACH

4. © Department of Secondary Education, 2007 Sources of Evidence of Teacher’s Performance Samples of student work Assessments Videotapes of classroom practice Documentation of accomplishments outside the classroom

5. © Department of Secondary Education, 2007 Analyzing Student Work as Evidence Refer to: Specific instructions for each entrySpecific instructions for each entry “Format Specifications,” provided for each entry“Format Specifications,” provided for each entry Scoring guide for each entryScoring guide for each entry Chapter 5 from Understanding National Board CertificationChapter 5 from Understanding National Board Certification

6. © Department of Secondary Education, 2007 Evidence Student Work Provides: What students are asked to do. How student responses are interpreted by the teacher. What the teacher does with the information provided by the student work.

7. © Department of Secondary Education, 2007 What is “quality” evidence? Evidence should relate to the stated learning goal/objective Evidence should be specific – focus when possible on what students say, do, write, draw, ask

8. © Department of Secondary Education, 2007 Student Work Analysis Analysis of Instruction and Student Work AYA ELA Student Work Analysis Analysis of Instruction and Student Work AYA ELA –Danielle’s responses show she is able to analyze, understand, and appreciate texts. She writes in her journal how the book My Darling My Hamburger relates to a moral struggle.

9. © Department of Secondary Education, 2007 Student Work Analysis Analysis of Instruction and Student Work AYA ELA Student Work Analysis Analysis of Instruction and Student Work AYA ELA Danielle’s responses show an independent reader who is able to analyze, understand and appreciate different texts. For example, Danielle shows understanding an appreciation when she writes that My Darling My Hamburger was “a great book with the emphasis on moral decisions and their effects.” Previously in her journal she stated “I think that Sean made the right decision by not marrying Liz. Not only were they both too young and still in school, but they would have a baby to care for and support also.” Danielle is not only showing her understanding of the text, but also she ties her journal entry to the major emphasis of the unit given that the unit was based on moral struggles.

10. © Department of Secondary Education, 2007 MC GEN Entry 2 Thematic Exploration: Connection to Science -In the first assignment Darryl follows the scientific process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis

11. © Department of Secondary Education, 2007 MC GEN Entry 2 Thematic Exploration: Connection to Science In the first assignment (observation of the water cycle) Darryl follows the scientific inquiry process. It is apparent that he has a good understanding as he moves through the process and by his strong concluding hypothesis. He articulates very well both the concept of the water cycle and how it was modeled in the experiment and the big idea of change in the cycle. An example of this is in his concluding hypothesis when he summarizes the process by stating, “the water vapor condenses…cooler air makes a cloud…water vapor accumulates…water droplets grow in size and become too heavy for the cloud…then precipitation is formed.”

12. © Department of Secondary Education, 2007 What to Submit If student work or material is (a): Submit a: Piece of writing in any genre or form Clear copy or original Three-dimensionalPhotograph SongWritten copy Film or VideoTranscript and/or storyboard Oral DiscourseTranscript SoftwareWritten description and screen prints

13. © Department of Secondary Education, 2007 When Choosing Student Work, Consider the Following The purpose of student work is to understand evidence provided in the written commentary. Emphasize quality over quantity. Choice of student work varies from one entry to another. What kinds of things about teaching practice can and can’t be seen in student work. Assessors are reading for evidence.

14. © Department of Secondary Education, 2007 Tips to Remember Follow requirements in the “Format Specifications.” Submit only the number of student work samples required by the entry. Show only student’s first name to ensure anonymity. Consult each entry for page limits. Include samples that are most important in your certificate area!

15. © Department of Secondary Education, 2007 The Bottom Line is That: Student work presented as evidence should reflect clear connections between stated goals, accomplished teaching and student learning.

16. © Department of Secondary Education, 2007 Entries Featuring Assessment Selecting students: You should select at least six students as potential cases and collect or make copies of the assessments and the students’ responses. Only two or three of these will be chosen to analyze. Selecting Assessments: The assessments should be appropriate to the task and learning objectives to which they are matched.

17. © Department of Secondary Education, 2007 More about Assessments and Student Responses The assessment may be the same for each student. It may be formal or informal, but at least one of the assessments should be something produced by the student, although it does not necessarily have to be written. The assessments may be given in any mode (unless specified in the format specifications), and the responses may be collected in any mode, drawings, art, projects, models, presentations, essays, cloze exercises, tests, and others.

18. © Department of Secondary Education, 2007 Student work regarding assessment should show growth.

19. © Department of Secondary Education, 2007 Wrap-up Parking Lot QuestionsParking Lot Questions Next SessionNext Session “Effective Reflective Practice”