foundations part 1: standards at the center. maintain high and rigorous standards certifies teachers...
TRANSCRIPT
Foundations Part 1:
Standards at the Center
• Maintain High and Rigorous Standards • Certifies teachers who meet those Standards• Supports efforts for Accomplished Teachers to lead
their profession
Mission of National Board:National Board for Professional Teaching Standards
Is a process “by teachers, for teachers”
7,339 NBCTs1646 candidates
Base Bonus, Challenging Schools Bonus, Conditional Loan
WEA Jump Start; WEA Home Stretch
OSPI Facilitator TrainingCSTP NBCT Leadership
Washington Strong!
Know your WA State Teaching Certificate!
• PESB News: Rule change – aligns National Board with Pro Teach reissuance
criterion
• Teachers are responsible for maintaining their own certificate– Contact [email protected] with questions
• Be ready with certificate number and specific question about your certification.
Purpose of NBPTS: • Positively impact student learning
Principles of NBPTS:• National Board Standards • Five Core Propositions• Architecture of Accomplished Teaching • Performance-based, peer-review model
Why National Board?
Goals
• Potential candidates will understand:– NBPTS Core Propositions and the architecture of
accomplished teaching– Components of the NBPTS process and choices to
be made along the way– Three kinds of writing and thinking required– Resources available to Washington State
candidates
FACILITATORS – NOTE:
• The next slide is a suggested icebreaker activity. The suggested one uses fortune cookies, which are fun and you can get at the store for cheap.
Other ideas?• Survival Cards? Postcards? 2 truths and a lie?
What’s your fortune?
Choose a fortune cookie and read your fortune
• Who are you?• Where do you teach?• What certificate are you thinking of pursuing?• How does your fortune connect to your
current life/context/work/dreams?
5 Core PropositionsThe Heart of the NB Process:
• Divide into pairs• Read the 5 Core Propositions and agree on
one word that demonstrates the “essence” of each of the Core Propositions
• Share your word and reflection/discussion• Record other’s words
Architecture of Teaching
Step 1: Know Students and Subject Area
Step 1: Know Students and Subject Area• Who are my students?• Where are they now?• What do they need?• In what order do they need it?• Where should I begin?
The Architecture of Accomplished Teaching
Step 2: Set Learning GoalsThe Architecture of Accomplished Teaching
Step 2: Set Learning GoalsSet high, worthwhile goalsappropriate for your students,at this time, in this setting.
Step 1: Know Students and Subject Area
Step 3: Implement Instructionto Achieve Goals
The Architecture of Accomplished Teaching
Step 2: Set Learning Goals
Step 3: Implement Instruction to Achieve Goals
• What instructional strategies would be most effective for meeting goals?
• What materials, people, or places can I use to enhance student learning?
• How can I vary the learning experiences and teaching strategies to meet the needs of learners?
Step 1: Know Students and Subject Area
Step 4: Evaluate Student Learning
The Architecture of Accomplished Teaching
Step 2: Set Learning Goals
Step 3: Implement Instruction to Achieve Goals
Step 4: EvaluateStudent LearningFollowing instruction, evaluate student learning to see if goals were met.
Step 1: Know Students and Subject Area
Step 5: Reflect on Teaching Practice
The Architecture of Accomplished Teaching
Step 2: Set Learning Goals
Step 3: Implement Instruction to Achieve Goals
Step 4: EvaluateStudent Learning
Step 5: Reflect onTeaching Practice• What would I do differently? • What are my next steps?
Step 1: Know Students and Subject Area
Step 6: Set New Learning Goals
The Architecture of Accomplished Teaching
Step 2: Set Learning Goals
Step 3: Implement Instruction to Achieve Goals
Step 4: EvaluateStudent Learning
Step 5: Reflect onTeaching Practice
Step 6: Set New Learning GoalsBased on your evalua-tion of student learning, set appropriate goals for your students.
Step 1: Know Students and Subject Area
Architecture of Accomplished Teaching
FACILITATORS – NOTE:
• The next slide requires close reading activities. You may have a close reading/marking the text protocol that is typically used in your district. Use it!
• Be sure to send out the download the instructions to your cohort 2 weeks before presenting.
• Potential resources: Avid? ELL strategies? AP?
Standards
• Get out your standards and determine your close reading strategy.
• How many standards does your certificate area have? Show of hands!
Reflection within the standards
Flip and Skim: • Tab every page that has a REFLECTION heading
in bold.• Read through the REFLECTION section using the
close reading strategy• Make margin notes about potential places that
you can show evidence of student learning + and places where you need to do additional work -
Knowledge of Students within the Standards
• Read through the “Knowledge of Students” standards using the same close reading protocol as during “Reflection”
• Make notes in the margin about potential places you can show evidence of student learning + and places you need to do additional work to meet the standard
Reflection about Standards
• I used to think ________ about NBPTS Standards but now I think _______ about NBPTS Standards because….
• Share with partners to your left and to your right
Website Exploration
• Using a 3x5 card…• Write down three questions you still have
about the NBPTS process• Go to www.BoardCertifiedTeachers.org; try to
find answers to your questions and record to share out.
• Still have questions that you didn’t get answered? Discuss…
Here we go!
Foundations Part 2
Processes and Timelines:How Does This Work?
4 ComponentsComponent Name Evidence
1 Content Knowledge Assessment Center
2 Differentiation in Instruction Student Work
3 Teaching Practice and Learning Environment Video
4 Effective and Reflective Practitioner TBD
26
• Rollout over the course of three cycles:
How will it roll-out?
C1: Content Knowledge**
C2: Differentiation in Instruction
C1: Content Knowledge
C2: Differentiation in Instruction
C1: Content Knowledge
C2: Differentiation in Instruction
C3: Teaching Practice and Learning Environment
C4: Effective and Reflective
Practitioner
C3: Teaching Practice and Learning Environment
2014-15* 2015-16 2016-17
CTE not available until 2015World Language and Music Component 2 in 2014; Component 1 not available until 2015
Deadlines
• Start with any component(s)
– Registration deadline December 31
– Pay NBPTS fees by February 28
– Component submission date: May 16
– Content Knowledge Assessment window:
Flexible Timeline
Start Date
Complete Date
Complete Date
Complete Date
Start 2014
2017 NA NA
Start 2015
2017 2018 NA
Start 2016
2017 2018 2019
Start after 2016
In one year
In two years
In three years
CostsTo NBPTS• $75 each year (cycle
enrollment fee)• $475 per component
Cohort Support Fees• Check with your cohort
support provider for information.
OSPI Conditional Loan
You pay:$75 yearly enrollment fee$475 first component
OSPI Loan:Pays component fees for
2nd, 3rd and 4th components: $1425
To qualify for the loan:• Apply per the timeline• Participate in an OSPI
Approved Support Cohort• Pay cohort fees per cohort
timeline• Pay first component in full
to NB• Complete “Foundations”
through cohort or Jump Start.
• Assess content knowledge in your cert area
• Address entire age range, not just the grade you teach
• Held in a testing center• Timed responses• Computer context requires practice
Content Knowledge:Component 1 Overview
45 Selected Response Items (SRI)– Multiple choice response to text excerpts– 60 minutes
• Three Constructed Response Items (CRI)– Longer responses to a teaching scenario– 3 items, each 30 minutes 90 minutes total
Component 1 has two parts:
Content Knowledge Assessment window is March 2 – June 15, 2014.
Plan ahead!
• WA–Seattle–Renton–Yakima–Kennewick–Spokane
• OR–Beaverton–Salem–Medford
• ID–Boise
Pearson Testing Centers
• Read the NBPTS standards carefully for clues• Consider your expertise in grades you have not taught• Find help– Experts in your building/district– Recently-published texts or curriculum guides– Washington state curriculum standards in your content
area– Textbooks about teaching– Websites
Preparation Strategies
Differentiation in Instruction:Component 2 Overview
• Written commentary of 10 to 14 pages• Analysis of student learning• How does your feedback impact EACH
student’s learning?• Goal setting is key• Work for this component follows the
Architecture of Accomplished Teaching structure
Teaching Practice and Learning Environment:
Component 3 Overview• Video Entry (specifics are not yet defined)• 10 to 14 page Written Commentary• Description, analysis and reflection of teaching
practice– Engagement strategies– Scaffolded and logical learning sequence– Evidence of student learning ON VIDEO
Effective and Reflective Practitioner:Component 4 Overview
• This component has not yet been defined• We don’t know what kind of evidence will be
required• In the past, this component must show how a
teacher’s work beyond the classroom impacts student learning within the classroom
Mapping Your Own Journey
• What makes sense for– your professional life?– Your family– Your finances
– Your sanity?
Timelines• Start with any component(s)
– Registration deadline December 31*
– Pay NBPTS fees by February 28*
– Student Work Component submission date is May 16
– Content Knowledge Assessment window is March 2 – June 15,
2014
*Conditional loan recipients are required to meet the registration/payment
timeline according to the loan
Questions?
Foundations Part 3:
Three Ways of Thinking and Writing about Teaching
3 Kinds of Writing
• Description, Analysis, and Reflection
Prompt 1
• Describe a concept, specific strategy, and/or activity that you have used with students. Provide sufficient detail for someone else to understand the approach you used.
Description
• Describes what you know and observe about your students
• Gives background information for what you do in the classroom and why you do it
Descriptive Writing Qualities
• Accurate and clear explanation• Clear and logical order of the elements or
features of the event, person, concept, or strategy described
• Precise, supporting evidence that would allow an outsider to “see” whatever is described
Prompt 2
• How effective was the strategy, activity, or concept development in exercise 1?
• What evidence to you have to support this claim?
Analysis• Deals with reasons, motives, evidence, and
interpretations
• Not “I wish” or “I feel”
• The focus of the writing is not on what happened but rather why it happened
• Back up your conclusions with with evidence or examples that make your point clear to the assessor
Analytic Writing Qualities
• To explain why a particular teaching strategy was successful
• To develop a rationale
• To explain what a student’s performance suggests about your teaching
Analytic Writing
• Did you find writing this exercise harder or easier than the descriptive one?
• Was it easy or difficult to find evidence?
Prompt 3
• What changes might you make and why?
Reflection• Consideration of practice--what is your next
move?
• The subject of the reflection should be available to the reader
• Focus is on why something happened and how it will effect your future instruction
Resources
• Scoring Guide• Directions• NB Glossary of Terms• www.boardcertifiedteacher.org
Technology
• Technology assistance available through our district includes:– …
Ethics• As your facilitator I:– facilitate your journey, not direct it– provide support that is fair, objective, equitable, and respects
confidentiality– stress that all work submitted must be the candidate’s own– ask probing and/or clarifying questions.– encourage deep analysis and reflection based on evidence
collected in the classroom– respect many teaching styles as representations of
accomplished teaching, and will not show my own videos and papers as exemplars
– give feedback, never estimated scores– help candidates find resources and comply with assessment
procedures.
Cohort Purpose
– Builds a sense of community– Increases collaboration time– Provides additional opportunities for feedback– Allows for certificate specific conversations– More likely to lead to success
Cohort Make-up• Component 1 will be supported:– Date– Time– Location– Cost
• Component 2 will be supported:– Date– Time– Location– Cost
Questions?