1. NATIONAL BOARD RESOURCE CENTER AT ILLINOIS STATE UNIVERSITY June 3, 2016 FUNDED BY: National Board Professional Development Schools

2. ●Set up your computer ●Review your cohort list - sent to you in an email from Debbie ●Begin to discuss & plan your cohort session schedule Organizational Tasks

3. FY17 PD School List Debbie has shared a Google spreadsheet via email. Click on the tab for your cohort and check the information in the spreadsheet. If something is incorrect, make the corrections and change the tab to red.

4. AGENDA

6. INTRODUCTIONS Second Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #5 Highland High School Cohort #1Dr. Karen GauenKristie SimmonsLiza Basden, NBCT District #5 Highland Cohort #2Erick R. Baer Stephanie Schwappach Sharon SchmitzKatie Kellerstrass, NBCT District #111 Kankakee High School Cohort #1 Joy chaseAngie KanakTara McCasland, NBCT District #111 Kankakee Cohort #2Chuck HensleyViodelda JudkinsShirlene Holden, NBCT District #111 Kankakee Cohort #3Rusti MerrillKaren DannehaurKrystal Clifton, NBCT District #299 North Lawndale Cohort #1Nicole HowardJoanne KlonowskiPamela Wagner, NBCT

7. INTRODUCTIONS Second Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #117 North Palos Cohort #1Dr. Eileen McCaffreySamar AbousalemKimberly Dignin, NBCT District #202 Plainfield Cohort #1Dr. Ed BoswellDeborah KimMelissa Aubuchon, NBCT District #202 Plainfield Cohort #2 Danielle CournayaMichelle SchadeLynn Bond, NBCT District #202 Plainfield Cohort #3Cortnye RussellShannon WhalumMelissa Aubuchon, NBCT_ District #122 Rock Cut-Harlem Cohort #1Michael PlourdeBecket GeorgeDiane Burns, NBCT District #122 Rock Cut-Harlem Cohort #2Larry SmithAmy MichenerKelli Girardin, NBCT

8. INTRODUCTIONS Second Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #303 St. Charles Cohort #1Diane LidmanKandace BrinkJulie Pheney, NBCT District #303 St. Charles Cohort #2Diane LidmanMegan MkrtschjanKathy McCullough, NBCT District #129 West Aurora Cohort #1Jen StoryEmily Minarcik Jennifer Tannenbaum, NBCT_ District #129 West Aurora Cohort #2 Laura BeatusKaren StocksErin Holland, NBCT

9. INTRODUCTIONS Third Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #4 Champaign Cohort #1Sean MorrisonSarah LehlKatie Bribriesco, NBCT_ District # 117 Community High School Cohort #1Jori BowenTom DeichselMorgan O’Connor, NBCT District #46 Elgin Cohort #1 Elisa BiancalanaPatricia KuropasMarisol Saavedra, NBCT District #46 Elgin Cohort #2 Catherine FletcherMeghan DoyleMaryellyn Friel, NBCT District #46 Elgin Cohort #3Yvette GonzalezSaul VazquezLaura Newmeyer, NBCT

10. INTRODUCTIONS Third Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #65 Evanston-Skokie Cohort #1John PriceTaylor FusinattoMarie Breitenstein, NBCT District #65 Evanston-Skokie Cohort #2John PriceJennifer FedererRebecca Condon, NBCT District #152 Harvey Cohort #1 Doelynn StrongJason HillChristine Pulgar, NBCT District #1 Jasper Cohort #1Kathy JohnsonCheryl WalkerBonnie Zavoral, NBCT

11. INTRODUCTIONS Third Year School CohortsAdministratorsTeacher LiaisonsNBCT Facilitators District #308 Oswego Cohort #1Kelley BuddRobin CeresPaula Mueller, NBCT District #308 Oswego Cohort #2Heidi PodjasekMegan GiacominoKelli Glatt, NBCT District #299 Whitney Young Cohort #1 Vita Scott-HarrisSara WenderDagny Bloland, NBCT

12. GUESTS Tami Fitzgerald, NBCT Director of Outreach and Engagement National Board for Professional Teaching Standards Ann Min, NBCT National Board Resource Center

13. PRESENTERS NBRC Professional Development Consultants And Co-Presenters Lori Abbott, NBCT and Jill Shoda, NBCT Debbie Kasperski, NBCT Director, National Board Resource Center

14. Twitter Feel free to tweet about what you are learning and discovering today! #NBPDSchools

15. Join the Poll 1. Create a text message To: 37607 2. In the message, type: JILLSHODA390 3. Hit send 4. You will get a reply message that you have joined the poll

17. Why Are We Here? (OUTCOMES) ✓ Describe / reflect on your cohort development ✓ Determine Next Steps for your cohort (Logic Model) ✓ Refine the PD Team Roles & Responsibilities ✓ Reflect on effectiveness of your cohort (Goal) ✓ Collaborate & learn from other PD cohort teams

18. How Did We Get Here? ❖ Engaging School Teams ✓ Administrator leadership and commitment ✓ Motivated teachers and/or counselors ✓ Shared commonality that will have a positive impact on the school/district ❖ Pre-registering cohorts –commitment ❖ Financial commitment ❖ Applying for the Illinois NB $1,900 Candidate Fee Subsidy ❖ Apply to NBPTS and pay the $75 registration fee (per year)

19. ACCESS TO ELECTRONIC COPIES HTTP://NBRC.ILLINOISSTATE.EDU/ HTTP://NBRC.ILLINOISSTATE.EDU/ Handouts

20. ➢ National Board Vision ➢ Where Can I Find Out More About National Board? ➢ National Board Components ➢ 5 Core Propositions ➢ Architecture of Accomplished Teaching National Board Information

22. GUIDE TO NB CERTIFICATION CATEGORIES FOR NATIONAL BOARD CERTIFICATION (CERTIFICATES) WWW.BOARDCERTIFIEDTEACHERS.ORG National Board Certification

23. NATIONAL BOARD TEACHER CERTIFICATION The National Board Process is Grouped into Four Components

24. NB Professional Development Schools What will your journey look like? C1: Content Knowledge C2: Differentiation in Instruction C4: Effective and Reflective Practitioner C3: Teaching Practice and Learning Environment 2015-162016-172017-18 C1: Content Knowledge C3: Teaching Practice and Learning Environment

25. Component 2: Differentiation in Instruction Teachers/counselors will ● Describe, analyze & reflect on student work, succinctly explaining the evidence supporting teaching decisions ● Describe students’ abilities & set learning goals, giving rationale for teaching decisions ● Focus on using knowledge of individual students to differentiate instruction ● Reflect on lessons to set new learning goals to impact student growth and achievement.

26. Component 4: Effective & Reflective Practitioner Teachers/counselors will: ● Gather information from a variety of sources about a group of students ● Use assessments to effectively plan for & positively impact learning of students they teach ● Provide evidence of their collaboration with families, the community & colleagues to advance their students’ learning & growth.

27. http://www.nbrc.illinoisstate.edu 27

28. Copyright © 2014 National Board Resource Center at Illinois State University. All rights reserved. 28 Enhanced Architecture of Accomplished Teaching START HERE: ASSESSMENT OF STUDENTS ●Who are they? ●Where are they now? ●What do they need and ●When do they need it? ●Where should I begin? Set high, worthwhile goals appropriate for these students, at this time, in this setting Implement instruction designed to attain these goals. Evaluate student learning in light of the goals and the instruction. Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Set new high and worthwhile goals that are appropriate for these students at this time. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals. Domain 1 – Planning & Preparation 1b – Knowledge of students 1f – Designing Student Assessment Domain 4 4a Reflecting on Teaching Domain 2 – Classroom Environment - 2a, 2b,2c,2d Domain 3 – Instruction – 3a, 3b,3d,3e Domain 1 – Planning & Preparation 1a,1b,1c,1d,1e Domain 3 – Instruction 3a, 3b, 3c, 3d,3e Domain 1 – Planning & Preparation- 1d Domain 3 – Instruction – 3d Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f Domain 1 – Planning & Preparation 1a,1b,1c,1d,1 e

29. ➢ Support for all candidates ➢ National Board Professional Development School Cohorts Illinois Support System for National Board Candidates

30. Illinois NB Support System ● ISBE- funded $1900 subsidy for candidates ● 12 two-hour Cohort Sessions over a school year ● Cohorts consist of at least 10 candidates ● Online readers offered ● Candidates complete Component 2 & Component 4 ● All cohorts are facilitated by trained NBCT facilitators

31. ❖ Consist of at least 10 teachers in the same school, district. ❖ Aligned directly to school /district goals to have greater impact on students. ❖ Supported by a specially trained team: an Administrator, NBCT Facilitator, & a Teacher Liaison. The team communicates regularly to manage & sustain the cohort. ❖ Focus on school based learning by completing National Board components. ❖ NBCT Facilitators meet monthly online as a leadership community to plan sessions and problem solve. ❖ Team Training and materials are provided. ❖ Ongoing support from NBRC (funding availability). National Board Professional Development Schools

32. NB Professional Development School Teams Supporting cohorts

33. ❖ The Cohort Team considers how the cohort creates a climate for cohorts to impact student achievement ❖ The team evaluates progress on sustaining change within the school & district Evolution of the Cohort

34. TPD Cohort Transforms Over Time ● Logistics Forming & maintaining the cohort becomes more streamlined & integrated with school & district Greater focus on creating school rather than district cohorts More continuity from year to year in cohort teams ● Communication Procedures between team members, cohort members & school promote a changing school climate, inclusive of many stakeholders, including unions, parents & school board members Cohort is self-evaluating, centered around aligned, targeted goals Community is regularly informed about the cohort ● Participants Become more focused on student impact Articulate their practice & knowledge of students with more specificity & evidence Potential participants know about the cohort

35. PD Cohort Transforms Over Time ● Team Team plans for continuity of its members in future years Begins to do more long – term planning incorporating the PD cohort into district PD & teacher leadership roles ● Nature of the Professional Development Cohort community forms with greater focus on evidence based teaching & student impact Architecture of Accomplished Teaching is connected to other professional development in the district ● Incentives Connection between the cohort as professional development & future teacher leadership pathways in the district

37. AGENDA

38. A Logic Model is also known as a logical framework, theory of change or program matrix. The team will use a Logic Model to evaluate their system in order to sustain a National Board Cohort in the school/district over time. Developing a Logic Model

39. Logic Model

40. 1.Problem Statement & Goal 2.Inputs 3.When you’re done, please hang up your logic model Logic Model

41. BREAKOUT SESSIONS Jesse Fell Rm. B National Board Facilitators Beaufort Administrators Jesse Fell Rm. C Teacher Liaisons

42. QUICK REVIEW ● NB Guidelines for Ethical Candidate Support ● Professional Development Hours (PDHs) ● Candidates requesting to withdraw ● Partnership Agreement (NB Facilitator & Candidate) ● Roles and Responsibilities ● NB Professional Development School/District Team-Planning Notes ● Maintenance of Certificate

43. Reflection on Your Role Take a few minutes to individually reflect on what you bring to your role in your team - ● Summarize what you did effectively ● Consider your personal talents or unique contribution to your team ● How can you improve upon or expand your role as a member of the team?

44. What values are essential to build a successful Leadership Team? ● Jot down 3 -4 of your essential values on Post-its ● Put those Post-its aside ● We’ll get back to them later in the session One value per Post-it !

45. Team Roles & Responsibilities

46. Venn Diagram Administrator National Board Facilitator Teacher Liaison

47. Other Possible Graphic Organizers Or something else creative that illustrates the responsibilities of the separate roles as well as the responsibilities that are shared

49. LUNCH

50. CREATING SCHOOL CHANGE Cohort Goal Setting

51. Next Step In Goal Setting Revisit Reflect Refine

53. Step 1: REVISIT Target Goal Add your 2015/16 target goal Show how your goal aligns with school/district goal (Bullet key points)

54. Gradual Release of Responsibility Framework Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition by Douglas Fisher and Nancy Frey

55. Step 1: Revisit Your 2015-16 Goal (example) Target Goal 2015-16 Implement Common Core standards with an emphasis on higher order thinking skills using the Gradual Release of Responsibility Instructional Framework. In what way does our goal align with school & district goals? ● Focuses on higher order thinking skills ● Uses / reinforces strategies to accommodate shifts in the Common Core ● Increases student engagement & ownership of their learning ● Includes assessment of instructional strategies & impact on student learning

56. Step 2: REFLECT on Target Goal Consider the degree of success with your target goal List the priorities you will retain as you shape your new goal

57. Step 2: Reflect on Target Goal (example) ●To what degree did we achieve our goal? ● Teachers have begun examining their focus lessons & guided instruction for evidence of student vs. teacher talk ● On-going discussion of powerful modeling & how/when it transfers to student engagement ● Increased time spent on student collaboration – especially in content area discussions & report writing ● Students have begun to use question forms – why, how come….in discussions with classmates at 6-8 ● Students more likely to lead discussions & ask questions K-5 but not always 6-8 List the priorities you will retain as you shape your new goal ● Examining student written work to determine how collaboration enhances higher order thinking ●Examining student work to find evidence of higher order thinking – what does it look like? ●Increasing student engagement & ownership of learning ● Clarifying how student engagement and higher order thinking can be vertically aligned K-8

58. Step 3: REFINE Target Goal What did you learn about your students based upon your 2015/16 goal? How can you target goals & revisit them regularly to make more impact on student achievement?

59. Step 3: REFINE Target Goal (example) ●What did you learn about your students based upon your 2015/16 goal? ● Students who were considered “lower performing” were more engaged & produced more work when given more opportunities to work in guided partnerships with classmates after multiple opportunities for reinforcement of lesson goals with classroom teacher or specialist ●Higher performing students with advanced vocabulary were more likely to be participatory when given opportunities to choose leadership roles ● Significant increases in skill levels on assessment of expository writing exhibited by students at almost all levels ●New Goal for 2016-17 By June 2017, students will show evidence of higher order thinking skills in their content area written work (reports, science lab reports, extended responses in math, literature responses…) as measured through the Gradual Release of Responsibility Framework checklist and regular benchmark assessments. Teachers will develop & discuss how they differentiate for development of higher order thinking skills across grade levels.

60. Target Goal Goes on Communication Update

61. ❖ You will have an opportunity to hear about how other cohort teams develop and sustain their cohorts ❖ Your team will have time to discuss and develop your plan for sustaining change through your cohort PD Cohort Collaboration

62. Four Corners Activity ●Teams visit each of the corners and listens to the information presented. ●Team members return to table and discuss what they learned. ●Team decides on focus area(s) based on Problem Statement (Logic Model) and sends members back to those corners to learn more and ask questions. ●Team members re-group and use what they have learned to begin planning next steps on the Logic Model.

63. Revisit Logic Models: Give Feedback / Suggestions to Other Teams

64. Final Activity

66. Important Dates to Add to Your Calendar: ◆ Team sets a date to review, plan & refine next steps ◆ NB Facilitator Training August 4 & 5 ◆ First Cohort Session Between September 15-30 * Administrators will send the date/time/location to the Cohort members

67. Questions?

68. SUBMIT TO THE REGISTRATION DESK AS YOU LEAVE EVALUATION CPDU FORMS BADGES Evaluation We need your input! Pick up Materials!