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Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates u Sign in. u Pick up your name tag and.

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Presentation on theme: "Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates u Sign in. u Pick up your name tag and."— Presentation transcript:

1 Copyright VCU Center for Teacher Leadership Welcome National Board Candidates Welcome National Board Candidates u Sign in. u Pick up your name tag and handouts. u Sit in certificate groups. u Place a copy of your homework in the box provided.

2 November 17: Analysis of Student Work and Documented Accomplishments u Revisiting our Professional Norms u Reflecting on My Practice u Architecture of Accomplished Teaching u Using Standards to Assess Student Work u Creating an Assessment of Student Work LUNCH u Understanding Documented Accomplishments u Making Good Choices u January Homework/Wrap Up

3 Copyright VCU Center for Teacher Leadership Revisiting our Professional Norms

4 Copyright VCU Center for Teacher Leadership Today’s NBCT Facilitators u Christy Ellis, AYA/ELA, Chesterfield u Wendy Bohannon, EC/Gen, Hanover u Ginny Willis, EA/Math, Henrico u Cookie Edmonds, Literacy, Richmond

5 Writing Prompt: Reflecting on My Practice u What did I learn about my practice from this homework? u What have I learned about the difference between evaluating student work and assessing student work to guide instruction?

6 Discuss your responses with colleagues at your table... u What did I learn about my practice from this homework? u What have I learned about the difference between evaluating student work and assessing student work to guide instruction?

7 Copyright VCU Center for Teacher Leadership Insights?

8 Analyzing Student Work: A Discussion Protocol u Take out your completed ASW form and student work samples. u Working in small groups, use the ASW discussion protocol to get feedback on your homework. u Provide copies of your case study student’s work to all members of your group. u Stick to the recommended timeframes.

9 Copyright VCU Center for Teacher Leadership Insights?

10 BREAK!

11 Analyzing Student Work: Where’s the Evidence?

12 Copyright VCU Center for Teacher Leadership Step 1... Follow the Lesson Design Process in the... Architecture of Accomplished Teaching

13 Enhanced Architecture of Accomplished Teaching START HERE: Lesson Design Process 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.

14 Copyright VCU Center for Teacher Leadership Step 2... Architecture of Assessment

15 Architecture of Assessment Assessment Process Set high, worthwhile objectives appropriate for these students, at this time, in this setting. Use the language from the NBPTS standards and the Scoring Guide. Identify the language in the level four rubric in the Scoring Guide that determines what the assessor is looking for. Create a rubric that: Reflects the standards and the objectives of the lesson uses the language of the level four rubric Design a lesson/assessment that meets the Objectives Standards Criteria described in the NBPTS level four rubric for the certificate area Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted objectives. Use the rubric to measure the level of accomplishment for each student. Adapted from Einhorn by Joyce 2006

16 Copyright VCU Center for Teacher Leadership Using the Standards to Assess Student Work u Using chart paper, create two columns, one for each standard that is assessed in this entry and one for the Entry 1 Level Four Rubric. u Using post-it notes, write up the various statements in the scoring rubric. As a group, put the post-it notes in the second column by the appropriate standards.

17 Standard AssessedLevel 4 Rubric I. Knowledge of Student II. Valuing Diversity III. Knowledge of Subject Matter IV. Advancing Disciplin- ary Knowledge and Understanding VII. Instructional Resources IX. Assessment X. Reflection

18 Copyright VCU Center for Teacher Leadership Insights?

19 Creating an Assessment of Student Work: One Approach u Look at the EA/History-SS sample Assessment Worksheet for Student Work. u Design a rubric that measures student success. u Use words that replace the NBPTS language that students will understand. u Assign a value to each criteria identified in the rubric. u Determine the student’s performance level. u Provide a space on the rubric to provide student feedback.

20 Copyright VCU Center for Teacher Leadership Criteria Points Possible Points Earned Formative Assessment u Completed KWL Chart? u Participated in small group discussion? Summative Assessment Paper format u Introduction? u Three paragraph body? u Conclusion, etc? Writing Mechanics u Capitalization, etc? Content u Correctly located the Chunnel on a map of Europe? u Included ways the Chunnel had a positive impact on the economy? u Included ways the Chunnel had a negative impact on the economy,etc? u Total Score? Teacher comments Things I did right Things I can improve on Grading Rubric for Chunnel Writing Prompt Prompt #1 Student Name_______________ Student A or B

21 Copyright VCU Center for Teacher Leadership Here is the best part... Submit the rubric with your portfolio as evidence of student learning. Your feedback on the formative and summative assessment criteria will provide clear, consistent, and convincing evidence of learning. If you measure some of the same criteria on all student work samples and the student’s score increases each time--that’s clear, convincing, and consistent evidence of learning.

22 Copyright VCU Center for Teacher Leadership Advice from the Experts on Analysis of Student Work

23 Copyright VCU Center for Teacher Leadership Lunch! Sit with colleagues in your school division!!!

24 Copyright VCU Center for Teacher Leadership Documented Accomplishments Making Good Choices

25 Copyright VCU Center for Teacher Leadership Accomplishments must... u Have significance in your teaching context. u Have a positive impact on student learning. u Address each of the three categories, teacher as partner with families and community, teacher as learner, and teacher as collaborator. u Address the standards.

26 Copyright VCU Center for Teacher Leadership The Standards u Family and Community Partnerships u Contributing to the Profession and to Education u Reflective Practice

27 Copyright VCU Center for Teacher Leadership Three Categories u Teacher as a Partner with families and community (Current year) u Teacher as Learner (within last 5 years) u Teacher as Collaborator (within last 5 years) Remember: You must show evidence of TWO-WAY communication with parents!

28 Copyright VCU Center for Teacher Leadership The Facts u No more than 8 accomplishments (Assessors will only read 8) u 10 pages of description/analysis u 16 pages of documentation u 2 pages of reflection

29 Copyright VCU Center for Teacher Leadership Which accomplishments should I choose? u Choose activities which have been very effective in promoting students’ learning. u Think outside the box. u Choose activities that are beyond routine. u Descriptions must explain why or how the activity had an impact on student learning. u Don’t assume assessors will know--you must tell them!

30 Copyright VCU Center for Teacher Leadership Answer the Questions! Describe and Analyze u What is the nature of the accomplishment? “What?” u Why is this accomplishment significant? “So What?” u How has what you have described had an impact on students’ learning? “So What?”

31 Copyright VCU Center for Teacher Leadership Answer the Questions! Reflect (overall) u What patterns did you see emerge? u What was the most effective in improving student learning? u What are your plans to further impact student learning? “Now What?” “I wish I had...I should have...I realize now... --Looking for the “AHA! Eureka!” moments.

32 Copyright VCU Center for Teacher Leadership Making Good Choices: One Approach Linda Hollett, EMC/Art Henrico County Public Schools

33 Copyright VCU Center for Teacher Leadership Start Writing u Use headings or write the questions within your analysis. This will help you stay organized and will help the assessors. u Don’t be modest! Take credit for what you have done. u Use I, me, my, mine, myself, etc. u Have you illustrated the standards through your entry?

34 Copyright VCU Center for Teacher Leadership Advice from the Experts on Documented Accomplishments

35 Copyright VCU Center for Teacher Leadership Documented Accomplishments: Am I making good choices? u Look at your DAE homework. u With others at your table, discuss one of the accomplishments you are thinking of including in this entry. (3 minutes) u Seek feedback from your colleagues on the accomplishment. Does it meet the requirement of the entry? (2 minutes)

36 Copyright VCU Center for Teacher Leadership BREAK!

37 Preparing for Checkpoint Charlie u Submit a polished entry with: u Area(s) in which you need help and u Questions for NBCT coach. (Due 1/3) u Read and score the sample entry. (Due 1/28) u Complete the Checkpoint Charlie Progress Form. (Due 1/28)

38 Copyright VCU Center for Teacher Leadership How will my entry be scored? Assessors are trained to use the... u STANDARDS to evaluate candidate responses u Instructions and questions for the entry u Scoring rubric u Note-taking guide u Benchmarks for the entry that demonstrate characteristics described in the rubric

39 Copyright VCU Center for Teacher Leadership Scoring u Assessors utilize all of the items and record the evidence found in the entry on an Exercise Scoring Record (ESR). u Assessors receive bias training to enable objective scoring based on the EVIDENCE provided by the candidate.

40 Copyright VCU Center for Teacher Leadership The Scoring Rubric u Level 4 performance provides CLEAR, CONSISTENT, and CONVINCING evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner.

41 Copyright VCU Center for Teacher Leadership Key words in the level 4 rubric u thoughtfully chosen u effective u engaging u highly interactive u extensive two-way communication u deliberate u rich and detailed

42 Copyright VCU Center for Teacher Leadership Level 3 u Level 3 performance provides CLEAR evidence of the teacher’s ability to further student learning through work with families and the community, with colleagues and other professionals, and as a learner u Level 2 performance provides limited… u Level 1 performance provides little or no…

43 Copyright VCU Center for Teacher Leadership Accomplished or not? u Extensive u Interactive u Detailed u Two-way u Thoughtful u Conscious u Significant u Limited u Vague u Procedural u One-way u Unclear u Infrequent u Trivial

44 Questions about homework? Remember: You will not be allowed to sign up for an NBCT coach if you do not submit the January 3 homework on time!

45 Copyright VCU Center for Teacher Leadership Send homework to... Terry Dozier Center for Teacher Leadership VCU School of Education 1015 West Main Street Richmond, VA OR Drop off homework in my mailbox in the Dean’s Office, 2 nd Floor of Oliver Hall

46 Copyright VCU Center for Teacher Leadership Assessing our Professional Norms How are we doing?

47 Copyright VCU Center for Teacher Leadership Assessing the Analysis of Student Work/Document Accomplishment Workshop What worked? What didn’t?


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