1. Articulating Your Practice C3 - Session #3
How do you articulate the complexities of your practice?
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2. Welcome Be sure to sign in
Please log on to your National Board Profile to monitor your current status
What went well since our last cohort session?
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3. Overview of Session 2 The Three Types of Writing
Analysis of Student Interactions on the Video
Instructional Context Forms
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4. Three Types of Writing Key Information
All certificate portfolio instructions are grounded in the Architecture of Accomplished Teaching Framework and will require candidates to describe, analyze, and reflect on their practice.
Since assessors will only have what is provided to them in the entry materials (video recordings, instructional materials, and written commentary), candidates must demonstrate that they appropriately described, analyzed, and reflected upon their practice and have used this analysis appropriately to guide future teaching.
Your analysis of your featured teaching is a crucial element conveyed solely by your written commentary. In other words, you may have strong evidence, but your analysis of that evidence is what “unpacks” your thinking and makes it convincing for the assessors.
Consistent evidence is provided when the description, analysis, and reflection of your practice is aligned and linked to one another.
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5. Three Types of Thinking/Writing
Descriptive – what happened?
Analytical – why or how did it happen?
Reflective – how would you handle this same situation in the future?
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6. Descriptive Writing
Contains accurate and precise enumeration and/or explanation of critical features
Provides clear and logical ordering of the elements or features of the event, person, concept, or strategy described
Includes all features or elements that an outsider would need to be able to visualize your classroom (sets the stage)
Specifies the meaning of any abbreviation or acronym the first time it is used
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7. Analytical Writing
Deals with reasons, motives, and interpretation of why elements or events described as the way they are – provides rationale
Shows assessors the thought processes that you used to arrive at your conclusions about a given teaching situation
Demonstrates the significance of the evidence you submit
Provides convincing reasoning, based on evidence, for interpretations and rationales.
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8. Reflective Writing Analysis and reflection can overlap
Reflection is a thought process you engage in after a teaching experience
Allows you to make decisions about how you would approach similar situations in the future
Shows assessors how you use what you have learned from your teaching experiences to inform and improve your practice in the future
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

9. Consistent Evidence
When all your writing is aligned and supports your practice, then you are providing consistent evidence which is required in the Level 4 rubric.
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11. Extended Practice: Write About Your Classroom
Write a brief description of the arrangement of your classroom on a piece of paper.
Write an analysis of why you have your classroom arranged this way and how it is meeting the needs of your students.
Write a reflection that considers if you will leave your classroom the same or if you will change the arrangement of your classroom.
Share your writing with a partner.
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12. Extended Practice: Examples of the Three Types of Writing
Turn to p. 17 in the General Portfolio Directions
Chose one example to read, noting the fonts that indicate the different types of writing contained in the example
Share thoughts you may have about the Three Types of Writing
Which type of writing seems the most natural?
Which type of writing seems the most difficult?
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13. Extended Practice: Three Types of Writing Quiz
Give candidates the “Three Types of Writing Quiz”
Give them time to take on their own or with a partner.
Hold a discussion to share answers. During the discussion, you will find that candidates can justify labeling them differently. The three types of writing, although appear to be separate, can overlap depending on the context of the question. It is important that candidates realize that they will need to use the different types of writing in conjunction with each other to fully answer the questions in their written commentary.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

14. Analysis of Video for Student Engagement Key Information
Videotapes should give an authentic view of your classroom.
It is important to practice videotaping so students and teachers become comfortable with being video taped, and so that it is truly an authentic portrayal of your classroom.
Your video should convey to assessors how you practice your profession, the decisions you make, and your relationships with students. It does not have to be “perfect”, but rather a realistic portrayal.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

15. Top Ten Technical Tips for Video
10-video-tips Technical Tips to help you think about what you need to do to produce a quality video for submission.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

16. Analyzing Video Segment Partner Activity
Use the Resource 3.3 – Student Engagement to take make observations of what is occurring in the video.
Evaluate the Quality of your Video
Could you see the teacher and the students?
Could you hear the teacher and the students?
Was your equipment adequate?
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

17. Instructional Context Forms Key Information
The first Core Proposition and the first step in the Architecture of Teaching is to know your students. An accomplished teacher has knowledge about their students, so they can determine what these students need at this point and time, and so they can set appropriate learning goals.
All certificate areas have a Certificate Specific Standard that addresses Knowledge of Students.
There are many different ways to gain knowledge about your students.
The Instructional Context Form was designed for candidates to provide information about their teaching context and their knowledge of students. They will need to fill out a form for each video.
This form requires a description of the school and classroom environments, along with relevant characteristics of students that influenced your instructional planning.
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18. Instructional Context Forms Procedures
Give candidates time to share the types of data they brought about the range of ability of their students. Other candidates may gain ideas about how to gather information about the range of ability of their own students.
Give candidates time to share what they found out when unpacking their Knowledge of Students Standard
Hand out Resource 3.4 – “What I Know About My Students”.
Look at the top of the sheet. Explain to candidates that these are categories for more in depth learning about students.
Explain that there are resources listed in the middle of the page for candidates to gather more information about their students.
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19. Instructional Context Forms Application
Although the final version word document for the Instructional Context Form has not been released, we will be using the information on the Field Test Version (pdf) to prepare candidates. There has been a sample prepared in a word document that will allow candidates to type in a similar form, although it is not the National Board Form and the information will need to be transferred to the NB Form when it is available.
This form requires a description of the school and classroom environments, along with relevant characteristics that influenced your instructional planning. (This form is taking the place of the previous Contextual Information Form and the Contextual Information portion of the Written Commentary.
Give candidates time to fill out the form, discuss and ask questions.
Tell candidates they will be expected to have the sample form filled out for the next session.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

20. Sample of Instructional Context Form
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21. Closure Articulate your practice with the three types of writing.
Practice videotaping and analyzing videotapes.
Contextual Information Form
PD Schools – revisit Cohort Goal
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

22. Preparing for Next Session
Bring a completed Sample Instructional Context Form.
Bring a 3-5 minute video tape showing student engagement and equipment necessary to share that video.
Start “unpacking” Knowledge of Content Standard. (This standard has a variety of titles.)
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.

23. Evaluation of Session Individual Reflections of Session
Virtual Candidates – Google Form
PD Schools – Communication Update
Facilitators – fill out a reflection of the session went.
Copyright © 2015 National Board Resource Center at Illinois State University. All rights reserved.