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National Board Facilitators Guidelines. A distinction that matters for… Kentucky 2011 KEA.

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Presentation on theme: "National Board Facilitators Guidelines. A distinction that matters for… Kentucky 2011 KEA."— Presentation transcript:

1 National Board Facilitators Guidelines

2 A distinction that matters for… Kentucky 2011 KEA

3 Total NBCTS = 2,149* *As of February 22, 2011 2011 KEA

4 Data are as of February 22, 2011. 2011 KEA

5 Top Five School Districts in Kentucky (by total number of NBCTs) School District Number of New NBCTs * Total Number of NBCTs JEFFERSON COUNTY33168 FAYETTE COUNTY26147 OLDHAM COUNTY22147 KENTON COUNTY870 BOONE CO1162 * Data are as of December 15, 2010. 2011 KEA



8 Total NBCTs = 91,013* *As of February 22, 2011 2011 KEA

9  NEA is working to ensure that all students have access to high-quality, well-trained teachers.  NEA has created a Supplemental Guide for National Board Support Providers as a tool to enhance efforts to meet candidates’ needs. 2011 KEA

10  Section 1: Create Candidate- centered support  Section 2: Build a learning community  Section 3: Sharpen skills for success 2011 KEA

11 Create Candidate-Centered Support 2011 KEA

12  Adult learners need: 1. A low-anxiety learning environment. 2. Respect for their maturity and experience. 3. Recognition of their individual learning styles. 4. Feedback and encouragement. 5. A well-planned setting. 2011 KEA

13  Individual differences in values, beliefs, and experiences influence the views of candidates as well as support providers.  Cultural competency is the ability to work effectively with individuals from different cultures in ways that acknowledge and respect those cultures.  Culture includes the integrated patterns of human behavior that include thoughts, communications, actions, customs, beliefs, values, and the institutions of racial, ethnic, religious, and social groups. 2011 KEA

14  In working with a diverse group of candidates, you need to ensure that each individual is comfortable working in the group.  Recognize diversity and try to be aware of biases that result from discrimination and other cultural experiences.  It is crucial not to make unfair assumptions about candidates.  Enrich the environment by using materials that project positive images of everyone’s culture. 2011 KEA

15  Help candidates gain confidence in their ability to accomplish a goal.  A candidate’s confidence in his/her ability to complete the process refers to ‘self-efficacy’ beliefs.  This self-efficacy affects their motivation and their vulnerability to stress and depression.  The facilitator can influence a candidates self-efficacy by breaking down the process into manageable tasks. 2011 KEA

16  Visual learners learn through what they see.  Auditory learners learn by listening.  Tactile/kinesthetic learners learn by touching and doing.  It is important to provide opportunities to learn in a variety of learning styles.  Listen for verbal clues: “That looks right to me.” or “That sounds right to me.” 2011 KEA

17 Linear or Analytic ThinkersGlobal Thinkers Tend to prefer a step-by-step approach, with steps following logically. Tend to learn in large jumps, by absorbing a lot of material and then suddenly ‘getting it.’ Tend to see details before seeing the whole. See ‘the trees’ before seeing ‘the forest.’ Tend to see the whole picture before focusing on particular elements. See ‘the forest’ before seeing ‘the trees.’ Are comfortable focusing on details.Need to understand why something is important before learning it.` Prefer a focused, logical approach.Welcome intuitive thinking. Have a thought process that is not closely connected with feelings. Tend to consider feelings when making decisions. May prefer to work in a quiet environment with formal seating and few interruptions. May favor working with background sounds and informal seating. 2011 KEA

18 Activity: Match the Intelligence type with its characteristics. 2011 KEA

19  Traditionalists respect authority and value hard work. To support, focus on literal meanings of words and provide opportunities for face-to-face communication.  Baby Boomers often favor a team approach. Speak openly and directly, presenting options.  Gen Xers prefer managing their own time and solving their own problems. Share information regularly and ask for/provide feedback. 2011 KEA

20 Build a Learning Community 2011 KEA

21  Introduce activities to help candidates interact and collaborate.  Icebreakers provide structure for members to share information and set a positive tone.  Ask candidates to join together to establish norms for the group to create ownership. 2011 KEA

22  Easing anxiety  Facilitating introductions  Fostering group unity  Preparing participants  Assessing prior knowledge  Introducing new topics  Energizing the group 2011 KEA

23  To select an appropriate icebreaker, consider the instructional goals, the candidates’ current needs, and the intended purpose. 2011 KEA

24 Introduce yourselves—share personal info Introduce someone else—Random pairing Character descriptions—write 1-2 adjectives about self and find another with similar adjectives Find someone—candidates write interests on a card, distribute cards and find the author My name—introduce themselves and explain how they received their name Common ground—small groups make a list of what everyone has in common and share 2011 KEA

25 Activity Handout: Model a “Getting to Know you” Icebreaker Time: 15-30 minutes, depending on size of group 2011 KEA

26  To strengthen communication structures in the learning environment, you need to listen to individuals and help them feel valued and involved.  You need to judge when to converse one-on- one and when to address the group.  The ability to identify any misunderstandings or miscommunications is vital. 2011 KEA

27  Listening and Building Empathy: Try to listen actively, openly, and in a calm, nonthreatening manner.  Informing and Encouraging: Aim to keep candidates informed and involved by providing continual support and encouragement.  Showing Respect—By listening actively and not making unfound assumptions, you show respect and demonstrate your commitment to equity and fairness. 2011 KEA

28  Insensitive language  Insensitive humor i.e. ethnic humor  Discrimination  Stereotyping  Cultural blindness  Cultural imposition  ethnocentrism 2011 KEA

29 Appreciating Different Communication Styles 2011 KEA

30  To foster a collaborative learning environment, support providers should: ◦ Identify when to encourage collaboration and for which activities ◦ Establish clear objectives and communicate them ◦ Use suitable teaching techniques ◦ Prepare content materials, including meaningful questions or problems for group work ◦ Provide structure for the work ◦ Create a clear sense of expected outcomes of group work 2011 KEA

31  Trust is Established  Diverse Opinions are Welcome  Decision Making is Consensual and collaborative  Communication is Open and Honest  Goals are Appropriate and Clear  Leadership is Principled 2011 KEA

32 Team Resume-Building 2011 KEA

33  The following qualities are important for helping to keep candidates motivated: ◦ Safe learning environment ◦ Purposeful, worthwhile work ◦ Encouragement that is respectful and effective ◦ Candidates have control of learning goals ◦ Response to changing needs ◦ Provide effective feedback 2011 KEA

34  Feedback facilitates learning.  Effective feedback is ongoing and has a powerful impact on learners’ achievement.  Use reminders, suggestions, and questions to help candidates master the skills they need.  If a candidate becomes frustrated, try to suggest other ways to approach a difficult task. 2011 KEA

35 Engaging in Analytical Feedback 2011 KEA

36  Celebrating individual and group accomplishments is one of the most effective tools you can use to shape the culture of a learning team.  Celebration reinforces shared values and signals what is important.  Celebration allows those recognized to feel appreciated.  Celebration fuels momentum.  Celebration allows for a break from serious work and can strengthen candidates’ investment in the learning process. 2011 KEA

37 Celebrating Individual Contributions 2011 KEA

38 Sharpen Skills for Success 2011 KEA

39  Organization is a key skill for successful completion of the National Board process.  Each candidate needs a system that feels comfortable and allows for easy information storage and retrieval.  Establishing a timeline is one of the best things a candidate can do to stay on track.  Help candidates set up a group calendar and individual timelines. 2011 KEA

40  The NBPTS’ Five Core Propositions and the certificate standards form the foundation of the National Board process.  Focus on strengthening candidates’ understanding of the Five Core Propositions and show them how each is connected to accomplished teaching.  *A great lesson will enhance a candidate’s portfolio ONLY if it aligns with the Core Propositions. 2011 KEA


42 1.Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. 5 Core Props 2011 KEA

43  Accomplished teaching is based on Five Core Propositions.  It illustrates how effective learning occurs.  Certification process is based on this structure.  Structure is a helix where each piece builds on the other. 2011 KEA


45 The Architecture of Accomplished Teaching 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? 2011 KEA

46 Step 2: Set Learning Goals Set high, worthwhile goals appropriate for your students, at this time, in this setting. Step 1: Know Students and Subject Area 2011 KEA

47 Step 3 Implement Instruction to 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 2011 KEA

48 Step 4 Evaluate Student Learning The Architecture of Accomplished Teaching Step 4: Evaluate Student Learning Following instruction, evaluate student learning to see if goals were met. Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals Step 1: Know Students and Subject Area 2011 KEA

49 Step 5 Reflect on Teaching Practice The Architecture of Accomplished Teaching Step 1: Know Students and Subject Area Step 5: Reflect on Teaching Practice What would I do differently? What are my next steps? Step 3: Implement Instruction to Achieve Goals Step 4: Evaluate Student Learning Step 2: Set Learning Goals 2011 KEA

50 Step 6 Set New Learning Goals The Architecture of Accomplished Teaching Step 1: Know Students and Subject Area Step 2: Set Learning Goals Step 3: Implement Instruction to Achieve Goals Step 4: Evaluate Student Learning Step 5: Reflect on Teaching Practice Step 6: Set New Learning Goals Based on your evaluation of student learning, set appropriate goals for your students. 2011 KEA

51 Beginning Core Proposition Alignment 2011 KEA

52 Identify Core Propositions in Practice 2011 KEA

53 Detailed Core Proposition Alignment 2011 KEA

54  A study of the standards will help candidates understand what the assessors are looking for.  The standards are the only criteria used for awarding certification.  The standards and the rubrics included in each certificate’s Scoring Guide will aid each candidate in assessing his/her own teaching practice. 2011 KEA

55  Initially, candidates need to identify several ways in which their instruction meets each standard in their certificate area. Then, candidates can consider how they assess student understanding in each standards area.  Next, candidates are ready to analyze their instruction for evidence of the standards. 2011 KEA

56 Walls of Evidence of Practice The graphic represents evidence of practice. At the bottom, you will notice that the wall has empty spaces where no evidence of practice is seen. In the middle, some of the wall has cracks in evidence and other parts have evidence that fit together like a puzzle. Think about similarities and differences seen in these walls. Note that even the top wall is not perfect. It would be difficult, if not impossible, to find perfect evidence. As well, there is certain evidence that can or can’t be seen in a video entry. Consider what kinds of things about teaching practice can and can’t be seen in student work.

57 Candidate Worksheet for Standards Analysis 2011 KEA

58  Candidates continue to analyze standards but now focus on the specific lessons they have selected to use in their portfolios.  Candidates should read and reread the directions for each entry to determine which standards the entry assesses and make a list of just those standards.  Next, candidates can analyze how their practice moves from hitting all the required standards to evidence of student learning. 2011 KEA

59 Candidate Worksheet for Standards and Entry Analysis 2011 KEA

60  The Scoring Guide for Candidates is organized into two parts.  The first part leads candidates through the scoring process and provides tools to help candidates understand and interpret their scores in all certificate areas.  The second part is certificate-specific and provides the scoring rubrics for each portfolio entry and Assessment Center exercise in the candidate’s certificate area. 2011 KEA

61  Each certificate-specific Evaluation of Evidence Guide corresponds to an individual portfolio entry for the candidate’s certificate area, and each includes questions that shape how assessors view the evidence that candidates submit.  Candidates can check whether their evidence presents a clear, consistent, and convincing picture of the standard and of their impact on student learning. 2011 KEA

62  Three specific types of writing are required by the National Board Process: descriptive, analytical, and reflective.  Understanding what makes each type of writing distinctive allows candidates to become more comfortable and confident writers.  Collaborative writing work will allow candidates to give and receive feedback on their writing and is a valuable learning tool. 2011 KEA

63 Practice to Identify Three Types of Writing 2011 KEA

64  Candidates may not recognize all of their daily tasks and achievements as accomplishments and may have difficulty communicating impact on student learning.  Many candidates are not comfortable touting their abilities. We are taught not to use ‘I’ when writing. Practice will help each candidate become more comfortable reflecting on his/her own accomplishments. 2011 KEA

65 Candidate Worksheet 1 Brainstorming Lists of Activities 2011 KEA

66 Candidate Worksheets 2A, 2B, and 2C Evidence of Activities as a Learner, Leader/Collaborator, and Family/Community Partnerships 2011 KEA

67 © Washington Education Association Role Category: Partner with Families & Community Role Category: Learner Course on cultural diversity Communit y Speakers Bureau Staff Book Study Role Category: C ollaborator/Leader Overlapping roles can provide more evidence! Parent Training Program 2011 KEA

68  Many candidates experience technical difficulties when videotaping their own instruction for National Board entries.  Challenges include lack of access to appropriate video equipment, lack of technical experience in use of video equipment, and over focusing on how they look or sound on videotape.  Remind candidates that the video entries are simply a way to provide assessors with evidence of student learning by providing a quick view of the classroom in action. 2011 KEA

69 Video Analysis Feedback Students, Teacher, Instruction and Evidence 2011 KEA

70  It is very hard to teach all day while finding time to build a portfolio and prepare for the Assessment Center.  Whether the candidate chooses to prepare for the Assessment Center first or after the Portfolio, it is important to be prepared.  Much of the difficulty that some candidates face comes from lack of confidence in a particular area.  Channeling the work through areas of strength can help candidates build confidence in their practice. 2011 KEA

71  Plan the logistics—set up the appointment  Do the online tutorial repare_for_your_appoint repare_for_your_appoint  Break down prompt descriptors—located in the Scoring Guide  Research Concepts—candidates are responsible for the entire age range of the certificate  Create practice questions—identify possible concepts and questions 2011 KEA

72  Never ask NBCTs to make prompts, because someone might inadvertently reveal an actual question.  Have candidates take a timed practice assessment on a computer to gain experience in typing timed prompts.  Practice using the level 4 rubric to score the practice response.  “Learn, Grow, Improve” for more assessment center preparation. 2011 KEA

73 Candidate Worksheet Reword the Expectations Assessment Center Preparation 2011 KEA

74  Take photo ID and Authorization Form  Dress in layers  Take the computer tutorial again in order to get settled  Bring bottled water and a snack for energy  Take the allotted breaks  Read all parts of the prompt before beginning to answer  List all main points of response first, add detail as time allows 2011 KEA

75  If you get stuck, restate the question  Write in bullets or lists—paragraphs are not required.  Stay on topic  Use scoring criteria that appears with each question to make sure you answered what was asked.  Never share the prompts with anyone.  Take a couple of deep breaths whenever you need to refocus, de-stress, and relax. 2011 KEA

76  Candidates must organize themselves in a way that makes sense for them.  First focus on the Five Core Propositions, the standards and scoring.  Next, focus on the three types of writing.  Candidates should think about the nature of their work as leaders, learners, and community engagers.  Find ways to document each accomplishment.  Build confidence in videotaping and critiquing lessons.  Finally, prepare for the Assessment Center. 2011 KEA

77  The National Board Certification process is unique to each candidate and each must make the process his/her own.  As a support provider, your role is to place the candidates at the center of their own learning and provide fair, equitable access and skill development to all who seek your support.  Let each candidate complete his/her own processes. 2011 KEA

78  Myth: The National Board requires videos as proof that the written commentary is true. 2011 KEA

79 The written commentary and video or student work complement each other. Assessors are trained to read the commentary first and collect evidence. Then they look at the video or student work and collect evidence there. Before assigning a score, the assessors step back and look at the match between the two components. If that is missing, then a lower score is assigned. Both the written commentary and the video or student work are important components in understanding the evidence provided by the candidate. 2011 KEA

80 To score well on the Documented Accomplishments Entry (DAE), candidates need to have received awards, led important committees, published educational articles, or conducted seminars. 2011 KEA

81 The DAE is an opportunity for candidates to show the connection between their work as professionals and their impact on student learning. Each accomplishment needs to be connected directly to the learning of a candidates’ students or have significant indirect impact on student learning through other professionals. It is the responsibility of candidates to demonstrate that impact in the DAE. 2011 KEA

82 There is no pedagogy in the Assessment Center exercises. The tests measure candidates’ content knowledge only. 2011 KEA

83 The Assessment Center exercises are content-based; the standards guide what content is being tested. In certain certificate areas such as EC/Generalist, knowledge of pedagogy is the content knowledge discussed in the standards. No certificate exercises test content that is not part of an accomplished teacher’s fundamental knowledge. 2011 KEA

84 Candidates from high-need schools are at a disadvantage when they go for National Board Certification. 2011 KEA

85 Assessors are given extensive bias training to make them aware of any preconceptions they may have that may influence their scoring. Bias training covers ethnic and geographical diversity, as well as professional biases (messy classroom, poor equipment, etc.) that any teacher may come to have. Schools and students are not being evaluated; the assessment evaluates the accomplishment of the teacher in meeting the standards in whatever teaching situation exists. 2011 KEA

86 DO:  Offer encouragement  Clarify portfolio directions  Ask probing questions  Ask clarifying questions DO NOT:  Share previously submitted portfolio entries  Compare participants’ entries  Judge the quality of an entry  Interfere with participants’ decisions about entries 2011 KEA

87  Do not misrepresent or falsify any information on your Take One! application.  Do not share, publish, or reproduce NBPTS Take One! materials and information.  Do not share your portfolio or video with anyone after it has been submitted to NBPTS.  Make sure all submitted work is your own.  Make certain that featured students are your own.  Uphold all NBPTS confidentiality guidelines regarding participant information. 2011 KEA


89  Copyright © 2009 by the National Education Association 2011 KEA

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