National Board Support Sessions PPT Sess

National Board Support SessionsInformational Meeting : 

National Board Support SessionsInformational Meeting October 20, 2009

Agenda : 

Agenda

Ethical Considerations : 

Ethical Considerations NBPTS Support

Policy for Use of NBCT and Veteran Candidate Assessment Performances : 

June 1998 Explication of the NBPTS Policy Governing the Use of National Board Certified Teachers and Veteran Candidate Assessment Performances Use of Portfolios, Videotapes Defines Personal Use Appropriate Candidate Support Policy for Use of NBCT and Veteran Candidate Assessment Performances

Use of Portfolios and Videos : 

Candidates assign to NBPTS all rights in their portfolio and videotapes. NBPTS grants candidates the right to use their own portfolio and videotapes solely for the candidate’s personal, non-profit, educational use. For any other purpose, must obtain written permission. Use of Portfolios and Videos

Defining Personal Use : 

Keep one copy for your possession Show to family members Show to school principal or supervisor for purposes to support evaluation Small portion as part of a thesis or other research paper for a continuing education course, provided that no part of an assessment question or image of students in included (with written permission) Defining Personal Use

What you can’t do : 

Publish or authorize publication of all or part of your portfolio Provide copies to current candidates Share or give a copy to anyone including Universities or other educational organizations (except as noted in previous slide.) Assign or sell your “personal use rights” to anyone House portfolio in a library of any kind What you can’t do

Appropriate Candidate Support : 

Should focus on quality teaching without suggesting that there is a template of success or one way of demonstrating standards Appropriate Candidate Support

Why? : 

Maintaining Integrity of process Violation of permissions from parents who gave permission for this process only. Why?

Violation of the Policy : 

Certification will be denied or revoked for those who knowingly engage in inappropriate conduct in connection with this process. Violation of the Policy

Questions? : 

Questions?

Entry 4—Recap : 

Entry 4—Recap 8 accomplishments—10 pages Reflection—2 pages Documentation—16 pages Focus on your accomplishments as Learner Collaborator Builder of bridges between school and parents/community

Slide 13: 

Impact on student learning! And the most important element of Entry 4:

The “pyramid” is good advice : 

The “pyramid” is good advice Accomplishment Its significance Its impact on student learning

Pick accomplishments carefully : 

Pick accomplishments carefully Don’t spread yourself too thin Choose accomplishments that you can clearly link to student achievement

Partnering with parents : 

Partnering with parents Be sure you’re describing events from the current year Remember: partnering is a 2-way street! Be sure the communication flows back and forth and is not just coming from YOU!

Read the rubric… : 

Read the rubric… Compare level 4 to level 3 to level 2 to level 1 Turn each sentence into a question and ask yourself if you’ve demonstrated that quality Re-read the rubric…

Slide 18: 

The Level 4 performance provides clear, consistent, and convincing evidence: that the teacher facilitates ongoing, mutually beneficial communications between students and the wider community in a way that enhances teaching and learning. The Level 3 performance provides clear evidence: that the teacher facilitates ongoing, mutually beneficial communications between students and the wider community in a way that enhances teaching and learning, although the communications may not be as effective as those in a Level 4 performance. The Level 2 performance provides limited evidence: that the communications with families are focused on substantive teaching and learning issues. Instead, many of the communications may be dominated by procedural issues, behavior, or disciplinary matters, or the communications may not show much differentiation between individual students, with the same communication going to all families. The Level 1 performance provides little or no evidence: that the strategies are effective in engaging parents and other interested adults. There may be evidence that some families are overlooked or ignored.

And how do you prove positive impact? : 

And how do you prove positive impact? You do NOT have to send EOG scores through the roof in order to show impact on student learning! You CAN use a single student as evidence of impact on learning But the more evidence the better, and the more substantial the evidence, the better.

Reflection : 

Reflection What was the most effective thing you did? What are your plans for the future? There’s a lot of leeway here—just make it reasonable, based on what you’ve described in the previous pages.

Make your documentation work for you : 

Make your documentation work for you Get your colleague to write up how your actions have impacted her/his students, other students in the school, etc. Use charts that show impact in some way Beware “sleepy” verification forms and communication logs that don’t reveal much about what you’ve done

Let’s brainstorm : 

Let’s brainstorm Think and share: what are some things you’ve done that might make for good accomplishments? Be sure you’ll be able to connect your accomplishment to impact on student learning!

Contextual Information : 

Contextual Information

Instructional Context : 

Instructional Context

Instructional Context : 

Instructional Context What are the number, ages, and grades of the students in the class featured in this entry and subject matter of the class? Example: 21 students in grades 9 and 10, ages 14 though 16, American literature Suggestions Bolding Precise/Clear Just answer the question

Instructional Context : 

Instructional Context What are the relevant characteristics of this class that influenced your instructional strategies for this lesson: ethnic, cultural, linguistic diversity; the range of abilities of the students; the personality of the class? What are the instructional challenges represented by these particular students? Suggestions: Break into parts Bolding Precise/Clear Just answer the question

Instructional Context : 

Instructional Context What are the relevant characteristics of the students with exceptional needs and abilities that influenced your planning or this instruction? Give any other information that might help the assessor “see” this class. Example: The range of abilities of the students; the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)

Instructional Context : 

Instructional Context What are the relevant features of your teaching context that influenced the selection of this instruction? This might include other realities of the social and physical teaching context that are relevant to your response. Example: Available resources such as technology, scheduling of classes, room allocation – own classroom vs. shared space

Keep in Mind : 

Keep in Mind You will repeat the Instructional Context piece for each entry. Each entry is scored by a different assessor. Be concise.

Ning Update Mentoring Update : 

Ning Update Mentoring Update Blog Posts: General Information Forum: Q and A area for you Following Discussions Need a mentor? Next session

Scheduling and Timelines : 

Scheduling and Timelines Check your Progress

How can we help? : 

How can we help? Exit Ticket

Hang in there! : 

Hang in there! You are embarking on a journey of self discovery and professional growth!

Slide 37: 

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit http://creativecommons.org . Credit info: Heather Mullins, Hickory Public Schools Curriculum Specialist mullinshe@hickoryschools.net http://mullinshe.wordpress.com