1. Welcome National Board Candidates Sign in, pick up your name tag, and one of each handout. Place your photo by your division label. Sit with your division.

2. Writing to Achieve Agenda Welcome/Introductions Professional Norms Breaking Down the Standards Analyzing Your Writing LUNCH Evidence of Accomplished Teaching Goals vs. Objectives Showing Evidence of Meeting the Standards Homework Assignments Assessing our Professional Norms / Burning ???

3. Candidate Whip-Around Name School Certificate Area

4. Establishing Professional Norms

5. Drafting a Set of Professional Norms What procedures will govern meeting attendance? What procedures will govern our dialogue with each other? What do you expect from other team members/candidates? How do we want to enforce our professional norms?

6. 2015-2016 NBC Cohort Professional Norms Be present (physically AND mentally) and prepared with homework Be early Respectfully disagree; Be adults; be respectful One voice at a time; share the air Actually *work* with the group; active listening and participation, encouragement Accept and provide constructive feedback Stay on-topic (be mindful of tangents and specific questions) Limit side conversations (including texting/phones); use sticky notes or excuse yourself Follow up/make arrangements in emergency situations Address norm busting and move on

7. Division Expectations for Candidates  Attend all META support sessions.  Complete all assignments.  Support future candidates for at least 2 years after achieving National Board Certification.

8. 8 Performance LevelDescription Exceeds Expectations Strong response; candidate has a clear understanding of NBC concept(s) represented by the assignment. Meets Expectations Adequate response; candidate seems to understand the basic NBC concept(s) represented by the assignment, although the performance may be uneven. Did Not Follow ALL Directions Candidate did not pay attention to directions. Omissions will be noted in the rGrade system. This is not a problem unless it becomes a consistent pattern. Concern/Approaching Expectations Weak response; candidate completed the assignment but does not seem to grasp the NBC concept(s) represented. Concerns will be noted in rGrade. Does Not Meet Expectations Inadequate response; candidate appears to have put little or no effort in completing the assignment. Did Not Turn In No assignment.

9. Breaking Down the Standards  Move to your certificate area. “Elementary” certificates to far end of room “Middle” certificates in the middle “High School” certificates closer to the door  Take out standards homework.

10. Breaking Down the Standards  Spend 20 minutes looking at standards and discussing how you could provide evidence for each.  Spend 10 minutes focusing on one specific standard. Option A: Look at the Knowledge of Students standard. Discuss how you will prove your knowledge of students. Option B: Identify the standard that your group members identified as “rarely or never” doing the main ideas. Brainstorm big picture solutions.

11. BREAK! Copyright VCU Center for Teacher Leadership

12. 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.

13. 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.

14. Descriptive Analytical: it’s super fun! Reflective Details, concise, factual; paints a picture; tells “the WHAT”; adjectives; specific actions the teacher took; chronology of events; stats of your class, school/class populations; no emotions (or complaining) Explains and connects; WHY; “because…..”; explaining what data mean; explaining significance of instructional choices; drawing conclusions; comparing/contrasting Evaluate teaching, student response; what for next time?; How can I make teaching better?; next steps, follow up; what went well/what didn’t; plan for future; lessons learned; how what you’ve done shows evidence of the standards AND how what you will do will show even better evidence of the standards; SO WHAT

15. 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…

16. Writing Stems and Sleuth Activity!

17. Sleuth Activity With your night partner, look at each statement. Decide if each is descriptive, analytical, or reflective. Remember it may have more than one answer. Return to your table and discuss answers.

18. 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...

19. 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...

20. 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

21. Lunch! Copyright VCU Center for Teacher Leadership

22. Your Tips for Writing

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

24. Your writing shows evidence that you are the standards/an accomplished teacher. 1.You design a lesson that demonstrates the standards. 2.Your 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 why you must KNOW and USE the standards. This is why we asked you to personalize them.

25. YOU Are the Standards! Copyright VCU Center for Teacher Leadership ** Just demonstrating the standards through student work and assignments aren’t enough. **You must use your writing to point out the evidence of the standards in practice.

26. 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 Student Work Samples/ Assignments/ Rubrics

27. 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

28. 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?

29. 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.

30. 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

31. 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

32. Evidence of Accomplished Teaching Greater knowledge of students demonstrated through response Visualizing and connecting with the what and WHY of what was done More detail, analysis, insight, clearly showcasing teacher’s purposes Seeing the standards in the response Making no assumptions, clear Specific Why and rationale behind decisions Several standards obvious in one paragraph

33. Writing to Achieve What does your table think the differences are between goals and objectives? Jot down ideas. 33

34. Goals/Objectives Write down a goal that you have for your class this grading period. Then write objectives you would use for a particular assignment/project/lesson that you would use to help obtain your goal. Objectives can be content, skill, process, or affective-based.

35. Copyright VCU Center for Teacher Leadership

36. Showing Evidence of the Standards In groups of no more than 3 in your certificate area, use the graphic organizer to identify 2 standards that you must demonstrate. 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

37. BREAK! Copyright VCU Center for Teacher Leadership

38. Thinking ahead… Our next meeting is Tuesday, October 27 from 4:30 to 7:30 NOTE: We will met at Glen Allen High School, 10700 Staples Mill Road

39. Homework Due October 27 Read and sign the Facilitator-Candidate Agreement form 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. Join the NBC Support Listserv and post a brief message introducing yourself. Directions for joining the listserv are found under the National Board Support Program tab at www.ctl.vcu.edu

40. Homework Due October 27 Download and carefully read all directions for Component 2 for your certificate area Complete the Analysis of Student Work sheet for a set of student work samples Prepare a detailed calendar of what/when for collecting student work samples for Component 2

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

42. Contact Information www.ctl.vcu.edu Terry Dozier, tdozier@vcu.edu Ryan Conway, rmconway@henrico.k12.va.us Serra De Arment, dearmentst@vcu.edu Eleanor Joyce, eleanor.joyce@doe.virginia.gov

43. Burning Questions?