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© Department of Secondary Education, 2007 National Board Candidate Support – Session 1 CSU Fullerton College of Education.

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Presentation on theme: "© Department of Secondary Education, 2007 National Board Candidate Support – Session 1 CSU Fullerton College of Education."— Presentation transcript:

1 © Department of Secondary Education, 2007 National Board Candidate Support – Session 1 CSU Fullerton College of Education

2 © Department of Secondary Education, 2007 Agenda Getting to Know YouGetting to Know You Overview of Process and Model of Accomplished TeachingOverview of Process and Model of Accomplished Teaching Myths about National Board CertificationMyths about National Board Certification Roles and Function of SupportRoles and Function of Support –What is permissible and not permissible Breakout SessionsBreakout Sessions –Exchange contact information & sign contracts –Check-in on progress Wrap UpWrap Up –Evaluation

3 © Department of Secondary Education, 2007 Getting to Know You CategoriesCategories –Please stand up. –When I announce a category, quickly organize yourselves into smaller groups, based on the category to which you belong. –Once there, introduce yourself!

4 © Department of Secondary Education, 2007 Categories In what type of school do you teach?In what type of school do you teach? –Elementary? –Middle / Jr. High ? –High School?

5 © Department of Secondary Education, 2007 Categories For how long have you been teaching?For how long have you been teaching? –0-5 years –6-10 years –10-20 years –20 or more years!

6 © Department of Secondary Education, 2007 Categories What NB certificate are you pursuing?What NB certificate are you pursuing?

7 © Department of Secondary Education, 2007 What is Expert Teaching? What does expert teaching –Look like? –Sound like? What would one see and hear the teaching doing and saying? What would one see and hear the students doing and saying?

8 © Department of Secondary Education, 2007 The 5 Core Propositions Teachers are committed to students and their learning Teachers know the subjects they teach and how to teach those subjects to students Teachers are responsible for managing and monitoring student learning Teachers think systematically about their practice and learn from experience Teachers are members of learning communities

9 © Department of Secondary Education, 2007

10 National Board Standards Based on Core PropositionsBased on Core Propositions Created, reviewed and revised by committees of teachers, teacher educators, developmental experts and leaders in disciplinary fieldsCreated, reviewed and revised by committees of teachers, teacher educators, developmental experts and leaders in disciplinary fields Specific to each certificateSpecific to each certificate Evidence of each must be documented in entriesEvidence of each must be documented in entries

11 © Department of Secondary Education, 2007 Making a NB Foldable In certificate-alike groups, create a foldable that contains a summary of what you need to know about the certification process –5 Core on front –Certificate standards on back –Assessment Center & Portfolio inside

12 © Department of Secondary Education, 2007 Making a NB Foldable Certif. Standard 5 Core Props. Portfolio Directions Assessment Center Directions Notes

13 © Department of Secondary Education, minute break

14 © Department of Secondary Education, 2007 Myths and Misperceptions about National Board Certification

15 © Department of Secondary Education, 2007 THE PORTFOLIO

16 © Department of Secondary Education, 2007 Candidates should spend time looking at the portfolios of successful NBCTs.

17 © Department of Secondary Education, 2007 There is no magic template.

18 © Department of Secondary Education, 2007 It is important to develop a lesson that fits the entry perfectly; therefore a candidate needs to spend time developing brand new units and lessons.

19 © Department of Secondary Education, 2007 NBC is about analyzing and reflecting on current practices of accomplished teachers.

20 © Department of Secondary Education, 2007 A candidate must find something wrong with his teaching in order to include it in their reflection.

21 © Department of Secondary Education, 2007 Reflection means identifying what worked or did not work, honestly providing feedback about ones own teaching practices.

22 © Department of Secondary Education, 2007 The score for the video and student work are weighted equally to the written commentary.

23 © Department of Secondary Education, 2007 The video and student work do not receive a separate score. They support the written commentary.

24 © Department of Secondary Education, 2007 If you do not mention or refer to the standards in the written commentary, the entry will receive a weak score.

25 © Department of Secondary Education, 2007 The standards are reflected in the entry, but do not necessarily have to be stated in the entry.

26 © Department of Secondary Education, 2007 It is really important that the video segment be just right; therefore, you really need to keep taping your lessons until you have the perfect video.

27 © Department of Secondary Education, 2007 There is no perfect video. The written commentary should address the evidence in the video.

28 © Department of Secondary Education, 2007 Entry 4: Documented Accomplishments

29 © Department of Secondary Education, 2007 Entry 4 is all about you!

30 © Department of Secondary Education, 2007 Entry 4 is about the accomplishments, professional experiences, that you have chosen and how they impact student achievement.

31 © Department of Secondary Education, 2007 Entry 4 is where you can showcase your awards and recognitions, where you can be celebrated!

32 © Department of Secondary Education, 2007 Entry 4 is about your accomplishments and how they impact student achievement.

33 © Department of Secondary Education, 2007 Ethical Support of National Board Candidates

34 © Department of Secondary Education, 2007 Support Providers Commitment to Candidates includes… Acknowledgment that there are multiple paths to certification; Understanding that candidates are solely responsible for their certification materials; Conducting support in a manner that is nonjudgmental, honest, constructive, knowledgeable, and professional; Incorporating high expectations that encourage self- discovery and embody honesty, integrity, and trust; and Maintaining agreements and commitments regarding the investment of time with the candidates they agree to facilitate.

35 © Department of Secondary Education, 2007 Candidates Commitment to Working in a Collaborative Support Group Interact within a climate of trust, curiosity, and respect Employ appropriate questioning techniques so candidates can analyze and reflect – instead of blanket statements of this is good or directives of you need to change that to this. Focus on whether a candidates work communicates clear, consistent, convincing evidence of meeting Standards –Making evaluative judgments of candidates entries is inappropriate. –Sharing NBCT portfolios suggests that there is a template for writing a winning entry – there is not. Understand that National Board Certification is a journey…it helps to have support in many forms

36 © Department of Secondary Education, 2007 Certification Denial or Revocation Policy Noncompliance with assessment procedures, regulations or instructions Violation of confidentiality agreements Obtaining improper access to all or parts of the assessment prior to its administration Sharing, publishing, posting or otherwise reproducing secure assessment prompts Violation of collaboration guidelines

37 © Department of Secondary Education, 2007 Parameters for Candidate Support CSPs willCSPs will –be available via and will respond within 48 hours –read written work once it has been read by at least one other person –read written work at least once, but no more than twice –return drafts with comments within 1 week –ask questions to focus your entry, but not serve as editors –act as facilitators, but not as instructors or graders

38 © Department of Secondary Education, 2007 Parameters for Candidate Support Candidates willCandidates will –attend at least 80% of support sessions –Come prepared to support sessions –find at least one critical reader and exchange contact information –have his/her reading buddy read written work before sending to his/her CSP to read –complete required grant paperwork –consult the or teach if questions arise

39 © Department of Secondary Education, 2007 Breakout Groups


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