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UNDERSTANDING NBPTS STANDARDS Mrs. Judy Stover, NBPTS.

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Presentation on theme: "UNDERSTANDING NBPTS STANDARDS Mrs. Judy Stover, NBPTS."— Presentation transcript:

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2 UNDERSTANDING NBPTS STANDARDS Mrs. Judy Stover, NBPTS

3 National Board’s Mission is to advance quality teaching and learning by: Maintaining high and rigorous standards for what accomplished teachers should know and be able to do Maintaining high and rigorous standards for what accomplished teachers should know and be able to do Providing a national voluntary system certifying teachers who meet these standards Providing a national voluntary system certifying teachers who meet these standards (from the National Board website)

4 FOCUS ON STUDENTS The focus of the National Board and the teaching profession as a whole is impact on student achievement. Always think about, write about, and reflect on how what you are doing both inside and outside of your classroom is affecting student achievement. The focus of the National Board and the teaching profession as a whole is impact on student achievement. Always think about, write about, and reflect on how what you are doing both inside and outside of your classroom is affecting student achievement.

5 The 5 Core Propositions ARE AN UMBRELLA FOR THE STANDARDS. WHAT TEACHERS SHOULD KNOW AND BE ABLE TO DO WHAT TEACHERS SHOULD KNOW AND BE ABLE TO DO ARE COMMON TO ALL CERTIFICATION AREAS ARE COMMON TO ALL CERTIFICATION AREAS ARE THE BASIS FOR ALL STANDARD DEVELOPMENT ARE THE BASIS FOR ALL STANDARD DEVELOPMENT SPECIFIC STANDARDS ARE BASED ON 5 CORE PROPOSITIONS SPECIFIC STANDARDS ARE BASED ON 5 CORE PROPOSITIONS

6 PROPOSITION #1 TEACHERS BELIEVE ALL STUDENTS CAN LEARN. TEACHERS BELIEVE ALL STUDENTS CAN LEARN. Teachers recognize individual differences in their students and adjust their practice accordingly. Teachers recognize individual differences in their students and adjust their practice accordingly. Teachers have an understanding of how students develop and learn. Teachers have an understanding of how students develop and learn. Teachers treat students equitably. Teachers treat students equitably. Teacher’s mission extends beyond developing the cognitive capacity of students. Teacher’s mission extends beyond developing the cognitive capacity of students.

7 THINK ABOUT… FAIRNESS, EQUITY, AND DIVERSITY How are student desks arranged? How are student desks arranged? Whose/what work is on display? Whose/what work is on display? How do you interact with pupils? How do you interact with pupils? How do your interactions differ with different students? How do your interactions differ with different students? What teaching strategies do you employ to meet diverse needs of your students? What teaching strategies do you employ to meet diverse needs of your students?

8 THINK ABOUT… KNOWLEDGE OF STUDENTS How do you “read” your students’ interests, strengths, and areas that need improvement? How do you “read” your students’ interests, strengths, and areas that need improvement? How do you gather this information? Through listening? Observing? Questioning? How do you gather this information? Through listening? Observing? Questioning? How do you use this understanding to meet the needs of your students? How do you use this understanding to meet the needs of your students? How do you demonstrate to your students an understanding of their culture/community? How do you demonstrate to your students an understanding of their culture/community?

9 PROPOSITION # 2 Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines. Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines. Teachers command specialized knowledge of how to convey a subject to students. Teachers command specialized knowledge of how to convey a subject to students. Teachers generate multiple paths to knowledge, through discovery, problem solving, integration, richness, and depth. Teachers generate multiple paths to knowledge, through discovery, problem solving, integration, richness, and depth.

10 THINK ABOUT… CONTENT KNOWLEDGE Are you accurate in the content you are teaching? Are you accurate in the content you are teaching? How do you keep abreast of new information, curriculum changes and best practices in your field? How do you keep abreast of new information, curriculum changes and best practices in your field? How does what you learn affect your teaching? How does what you learn affect your teaching? How do you share what you learn with your colleagues? How do you share what you learn with your colleagues?

11 THINK ABOUT…. DELIVERY OF INSTRUCTION How do you integrate subjects so one adds meaning to another? How do you integrate subjects so one adds meaning to another? How do you present information so as to meet diverse learning styles, preferences, and abilities? How do you present information so as to meet diverse learning styles, preferences, and abilities? How do you adjust instruction to be appropriate for the students to teach? How do you adjust instruction to be appropriate for the students to teach? How do you demonstrate inclusion of inquiry and problem solving in your teaching? How do you demonstrate inclusion of inquiry and problem solving in your teaching?

12 PROPOSITION #3 Teachers call on multiple methods to meet their goals. Teachers call on multiple methods to meet their goals. Teachers vary physical settings and social organization of the learning environment. Teachers vary physical settings and social organization of the learning environment. Teachers orchestrate learning in group settings. Teachers orchestrate learning in group settings. Teachers value student engagement. Teachers value student engagement. Teachers regularly assess student progress and use ongoing assessments to drive future instruction. Teachers regularly assess student progress and use ongoing assessments to drive future instruction. Teachers can clearly articulate their goals for their students. Teachers can clearly articulate their goals for their students.

13 THINK ABOUT… ASSESSMENT How do you demonstrate on-going assessment of student learning? How do you demonstrate on-going assessment of student learning? How do you use on-going, authentic assessment to drive your instruction? How do you use on-going, authentic assessment to drive your instruction? Do you have a clear but flexible plan for your sequence of instruction? Do you have a clear but flexible plan for your sequence of instruction? How do your students know what you expect of them and how they are progressing? How do your students know what you expect of them and how they are progressing?

14 PROPOSITION #4 Teachers are lifelong learners and continuously participate in professional development to improve their craft and add to their repertoire of teaching practices. Teachers make sound decisions about their teaching, what to include, when, and why. Teachers seek the advice of others and draw on education. *FROM THE National Board website

15 THINK ABOUT… FAMILY/COMMUNITY PARTNERSHIPS How do you communicate with the parents of your students? What 2-way communication do you use? How do you communicate with the parents of your students? What 2-way communication do you use? How do parents help support student learning? How do parents help support student learning? How do you educate the parents of your students on supporting their child’s learning? How do you educate the parents of your students on supporting their child’s learning? How do you demonstrate meeting diverse needs of parents? How do you demonstrate meeting diverse needs of parents? How do you demonstrate that you are a life-long learner? How do you demonstrate that you are a life-long learner?

16 PROPOSITION # 5 COLLABORATION AND COMMUNITY PARTNERSHIPS Who from the community do you invite into your classroom to support student learning? Parents? Content experts? Those of varied ethnicity? Who from the community do you invite into your classroom to support student learning? Parents? Content experts? Those of varied ethnicity? How do you enlist the advice and expertise of others? How do you enlist the advice and expertise of others? How do you plan and collaborate with your colleagues? With parents? How do you plan and collaborate with your colleagues? With parents?

17 STANDARDS AND FOOTBALL STANDARDS ARE LIKE A FOOTBALL! Candidates must know the standards just like a football player knows where a football must go to score. Keep the ball between the goalposts! Keep the standards intrinsically a part of your teaching and your students will SCORE!!!


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