1. National Board Study Group Meeting Dan Barber 5 th Grade Teacher, Irwin Academic Center Dan.Barber@cms.k12.nc.us

2. Knowledge of Students (KOS) How can an accomplished teacher going about gaining this knowledge of their students? What should an accomplished teacher know about the students they teach?

4. Goal Setting Share 1 Goal you may set for your students What specific objectives might you set towards the attainment of that goal? What specific activities might you set to help your students accomplish those objectives (and later, your goal)?

5. Descriptive vs. Analytical vs. Reflective Writing Descriptive writing – retelling of the facts of what happened in a classroom situation; sets the scene for your assessors Your description should: Contain accurate and precise details and/or explanation of critical features Provide clear and logical ordering of the elements or features of the event, person, concept, or strategy described Include all features an outside person would need to be able to see as you see

6. Analytical writing – Analysis deals with reasons, motives, and interpretation and is grounded in the concrete evidence you provide in the materials you submit. Analytical writing shows assessors the thought processes that you used to arrive at your conclusions about a given teaching situation. It also demonstrates the significance of the evidence you submit. For more information refer to pages 27-33 in your general portfolio directions. Reflective writing -- is a thought process that you engage in after a teaching experience. How will you make decisions about approaching similar situations in the future—deciding whether to do something the way you have in the past, differently, or not at all. Although reflective thought may occur at any time, the reflection component of your Written Commentary is where you must show assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future.

7. When you are asked to analyze or reflect, be certain that your response meets these criteria: The subject of the analysis is available to the reader (e.g., the student work samples, the video recording). The focus of your writing is not on what (which is descriptive) but rather on why (which is both analytical and reflective). You need to provide the following: your interpretations of what happened during the lesson and its results your conclusions about what should come next specific evidence and/or examples that support your analysis and conclusions, making your points clearly to the assessors

8. When you are asked what student performance suggests about your teaching, you are being asked to analyze and interpret. This means that you are to use the evidence of student work to explain and illustrate your practice and also to use your practice to explain and provide a context for the student work. Ask yourself these questions: What did my students know before this teaching experience? What did my students learn because of this teaching experience? What did I know about my students and their knowledge before this teaching experience? What did I learn about my students and my practice because of this teaching experience? TIP: When you are asked what you would do differently, your response is both an analysis of and a reflection on your practice.

9. Teacher as Learner Teacher as Partner with families & community Teacher as Collaborator/ Leader Entry 4 X Taking a class to learn about a school cultural group Inviting parents/ community leaders in to speak to kids Mentoring new teachers

10. 2 -- Teacher as learner 1 -- Teacher as partner with families & community 3 -- Teacher as leader/collaborator Practice: 1) You just went to a very interesting workshop on a new math program being offered in the district. How can you fit this accomplishment into all 3 “loops”? 2) A parent e-mailed you concerned their child is struggling in writing (teacher as partner with families). 3) A new teacher comes to you. One of her students is struggling in reading and she needs tips from you? *** What accomplishments do you have which you’re trying to fit into all 3 loops? *** Entry 4 (continued)

11. 1 -- Teacher as partner with families & community Ask yourself – does your communication with families and the community address substantive teaching and learning issues and student progress (as opposed to communications that are strictly procedural, such as organizing field trips, or focused on behavior or discipline issues.)? What forms of communication do you use? How often do you communicate to families/community? Strategies used by the teacher to reach out to families and the community are appropriate for their students and extensive enough to engage families and the community in two-way communication for the purpose of impacting student learning.

12. 1 -- Teacher as partner with families & community (continued) What evidence might you be able to produce demonstrating your ability to effectively communicate with families & the community? *** Advice – Save everything (this year!)*** If you are not a classroom teacher and/or do not make as regular contact with families/community, consider reaching out more to the community and families of the students you teach and consider the ways that may improve your teaching practice.

13. 2 -- Teacher as learner & 3 – Teacher as leader/collaborator showing Professional development activities and work with colleagues is ongoing, showing the application of improved content knowledge and/or pedagogical approaches that impact student learning. What evidence might you be able to produce demonstrating your leadership ability &/or collaboration and your dedication to lifelong learning? Most important – in what ways can you demonstrate these qualities (professional development/lifelong learning & leadership/collaboration) are having a positive impact on student learning?

14. Advice: As you begin to write Entry 4, go HEAVY (heavier) on your Impact on student learning; light (lighter) on description & analysis

15. Housekeeping Items/Suggestions: Make sure you apply with National Board and also apply for the NC loan (there is a statewide limit on the number of candidates that can obtain loan funding) “Make & Take” – Please bring with you an example (or examples) of items you use to develop a knowledge/deeper understanding of your students. If possible, please make a few copies for your colleagues. Be prepared to share an example (or examples) of one learning goal you are thinking about using for one of your entries, the corresponding learning objective, and examples of activities you may wish to do to support your students’ achievement of said learning goal & objective Register for Seamless Saturday (11.19.11) if interested

16. Homework: Read the Portfolio Instructions & NB Standards. Highlight the standards that will be addressed by each of your entries so you can begin to internalize what standards go with what entries. Have lunch with one of your students. Begin writing Entry 4 and gathering documentation for it. Read the Evaluation of Evidence Guide and Scoring Rubrics for all entries (this is what your assessor will use when looking at your entries).

17. What questions do you have? Our next meeting: Tuesday December 6 th Seamless Saturday: Saturday November 19 th (same time, same place)