coaching colleagues through national board certification ® workshop #1 cerra national board...
TRANSCRIPT
Coaching Colleagues through National
Board Certification® Workshop #1
CERRA National Board Candidate Support
Workshop Toolkit
WS12010
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Expectations….
• Why I’m here today…?
• What I’m expecting to learn…?
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Essential Questions• What does ethical candidate support look like?• How best can candidates be supported in
going through the National Board Certification® process?
• Are coaching, mentoring or facilitating different terms for the same manner of support?
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Discussion
Defining Ethical Support
Use either activity to promote discussion:
Activity 1: Candidate Support Card Sort
Activity 2: Ethics Jigsaw Walk
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Activity 3
Coaching Conversations
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Candidate Support Provider Roles
Facilitator, Consultant, Mentor, Coach What are your hunches about the similarities and
differences between the roles? Which role is your area of strength/weakness? In what ways can candidate support providers be
successful in working with candidates who work with different content areas or age ranges?
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Coaching Supports Candidates
• Coaching pushes candidates’ analytical thinking
• Coaching helps candidates become more resourceful
• Coaching facilitates NB as a professional growth experience.
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Coaching Conversation
• Beth is beginning to work on Entry 4…..
Use NB Coaching Conversation
WS1.A3.H1
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Coaching Model• What did you notice about the conversation?
• What did you notice about the roles of• The facilitator?• The candidate?
• How is it like or different from ways you have worked with candidates?
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Feedback
Constructive Feedback IS
• Coaching• Data• Mediational questions
Constructive Feedback IS NOT
• Evaluation• Judgment• Personal observation• Inference
Center for Cognitive Coaching, Highlands Ranch, COwww.cognitivecoaching.com
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Strategies to Facilitate Deeper Thinking
Workshop 1, Activity 3, Handout 2
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Paraphrasing• Sends important messages:
• I am listening• I care• I understand
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Paraphrasing• Acknowledge & Clarify
• You were concerned that your students….• One activity you planned…
• Summarize & Organize• So, there are three areas that you …..• First you did….
• Shifting conceptual focus• A goal for you is….• A belief you hold is…
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Mediating ThinkingWith Questions
• Inquiry Broaden Thinking
• Probing Focus Thinking
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Characteristics of Inquiry Questions
• Approachable voice• Plural forms
• What strategies did you….?
• Exploratory/tentative language• What might be your thoughts about…?
• Positive presuppositions• What might be indicators that your plan was
successful?
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Characteristics of Probing Questions
Probing questions clarify:
• Generalizations: all, everyone, never, forever
• Rule Words: should, must, can’t have to
• Vague verbs: make, think, do, feel, know
• Vague nouns: pronouns: students, they,
people
• Comparisons: better, more interesting,
larger
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Effective Questioning Pushes candidates to deepen reflection on their
teaching practice Facilitates deeper thinking Helps candidates reach “aha moments” by
themselves Supports candidate in doing his or her own thinking Always remember…
You do not have “the magic answer”!
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Cognitive Coaching SM
Paraphrasing and questioning strategies are foundational to Cognitive CoachingSM
More information can be found at:
www.cerra.orgwww.cognitivecoaching.com
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Paraphrasing & Question Practice
Try your hand at paraphrasing and forming probing or inquiry questions with the following mock NB entry:
The concept of angle measurement is quite abstract and new to my students. I use hands-on tools so that students can develop a better understanding of this concept. By using this approach, I expect my students to be able to accurately identify, measure, and describe different angles. I also expect students to find types of angles in pictures, describe and measure them.
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Prior to measuring and describing angles the class worked with the basic geometric principles of point, line, line segment and rays. The students also learned to recognize or create different kinds of lines. This led to the lesson on angles. In working with types of lines, students used oak tag paper strips to create models on their desks, or to hold up models of different lines.
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After students demonstrated proficiency they put their paper strips together to create their angle tools. The video shows students using the angle tools.
Following our study of angles, students explored different two-dimensional shapes and triangles. From there we began to explore measuring the perimeter and area of rectangles and squares.
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Workshop Evaluation Please take a minute to complete
the workshop evaluation form. This will help us revise each workshop to meet the needs of National Board candidates.
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More Information
National Board for Professional Teaching Standards®
www.nbpts.org
1-800-22-TEACH
CERRA www.cerra.org
1-800-476-2387
School District Liaison: