1. Page 1 National Board Certified Teacher Leaders: Support for 21st Century Learners WELCOME!

2. Page 2 Good Morning! …from San Diego, California Joanna Murray, NBCT Sean McCarthy, NBCT Ronarae (Rae) Adams, NBCT National University, School of Education NBC Professional Teaching and Leadership Development Center (NUPTDC) www.nuptdc.org

3. Page 3 Session GOALS Context for, and orientation to National Board Certification Identify the relationship between NB /Drop Out Prevention and College and Career Readiness Consider NB Options in “Next Steps”

4. Page 4 AGENDA Introductions Context for Learning NB and TAKE ONE! Application of NB Options Call for Collective Collaboration and Action Q and A

5. Page 5 Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic standards, graduate with the skills to do college-level work, and provide extra support to struggling students to help them meet those standards.

6. Page 6 Although more than half of principals believe schools should hold these expectations for all students, significant majorities of both teachers and principals do not believe that students at risk for dropping out would respond to these high expectations and work harder.

7. Page 7 Data, focus groups and colloquium indicate that the views of many teachers are shaped by what they see in the classroom, particularly among students who show low skill levels and weak motivation late into high school. Teachers, in large part, believe that they and their students are not receiving the necessary resources and supports. As a result, many teachers are skeptical about the possibility of educating every student for college.

8. Page 8 Today, we offer an approach, process, tools and resources to increase your effectiveness in ways that honor your strengths, differences and the demands of your particular students and teaching assignment..

9. Page 9 Who are YOU and why are YOU here? Name Location, role/assignment Intervention/prevention BELIEFS?

10. Page 10 What Do We Know? Each year, more than 1.2 million students drop out of our nation’s public high schools with detrimental consequences to them, our society, our economy and civic life.

11. Page 11 The three most predictive factors that a student will eventually drop out are: absenteeism behavioral problems course failure. Research has shown that 64 percent of students who repeated a grade in elementary school eventually dropped out of school. Dropouts can be predicted with 85 percent accuracy by 9th grade. (On the Frontline of Schools, John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz, 2009)

12. Page 12 The dropout epidemic disproportionately affects low-income, minority, urban, single- parent children. In nearly 2,000 high schools in the United States, located in cities with high poverty rates, low wealth rural districts and increasingly in some suburbs, the number of seniors is routinely 60 percent or less than the number of freshmen three years earlier.

13. Page 13 According to the 2008 Organization for Economic Cooperation and Development (OECD) survey, the U.S. ranked 21st in high school graduation rates and 16th in college graduation rates among developed countries, even though it outspent the majority of them as a percentage of GDP.

14. Page 14 An underlying cause of our nation’s dropout crisis is having under-qualified and ineffective teachers in classrooms. Uneven distribution of quality teachers across school districts -- with low income and minority schools receiving the fewest of these teachers. Improving teacher quality is the “most important factor in improving education”.

15. Page 15 Strategies that embed research Convince students to be invested in school—they need to believe it MATTERS. Confront obstacles—no excuses Emphasize all stakeholders are accountable for success and equity Focus every day on higher expectations and ACTIVELY engaged students in learning the matters to them.

16. Page 16 “At the most fundamental level, to optimize learning, a teacher must ensure that students are engaged in the learning process—not measurable time on task or attending to a lesson, but rather active engagement in academic tasks—the student is actively doing math, reading, making strides toward task accomplishment.” (Greenwood,et al., 1987)

17. Page 17 Classroom-Based Engagement Behavioral (effort and persistence) Cognitive (investment in comprehending complex concepts and issues) Affective (emotional reactions linked to task investment) National Board standards and assessments value and require evidence of engaged students.

18. Page 18 Active Engagement Inventory How do you apply research to guide your use of strategies? Do you PLAN for engagement? Do you know when your students are engaged? Do you reflect and consider improvement related to you analysis of active engagement efforts based on student data? Do your decisions drive increased student learning and interest in school—does learning matter to them because of YOU? Can you identify evidence of engagement?

19. Page 19 Short and Long Term Solutions Develop and participate in SYSTEMS of intervention and support (school, district, state, national). Participate in individual and collaborative PROFESSIONAL DEVELOPMENT that is rigorous, relevant, evidence based and promotes learning (consider NB Take One or full certification)

20. Page 20 DDP SYSTEM PLANNING Puget Sound Educational Service District’s Reinvesting in Youth (RIY)

21. Page 21 National Board for Professional Teaching Standards (NBPTS) Evidence based professional development Performance assessment option (active NBCT candidate) Focus on EVIDENCE of student learning Measure performance against NATIONAL standards for accomplished levels of teaching JOB EMBEDED PD-inquiry into practice and results that inform next steps

22. Page 22 The National Board for Professional Teaching Standards provides standards, resources and processes that shape highly effective teachers and leaders who model and engage in practices that provide evidence of impact on P-12 learning. NBCTs impact student achievement through effective instruction and active engagement as measured against NB standards and student work data (short term goals).

23. Page 23 CREATE the OPPORTUNITY to LEARN Embrace an evidence based framework sound, rigorous systematic (Slavin &Fashola, 1998): * Articulate What, Where, How and WHY things work? National Board standards and exercises require evidence based answers to these questions.

24. Page 24 NO MORE DROP OUTS Non Profits, Foundations Business, Community Organizations Higher Education School, Districts, Teachers, Students National Policies and Agendas EVERYONE CARES about drop out rates

25. Page 25 Rationale for NB focus The achievement GAP continues Promote and broaden equity (access, outcomes, results). Increase ACTIVE engagement and retention in school and learning. Respond to a future workforce and global economy – 21 st century critical thinkers, innovators, problem solvers Respond to technology The TEACHER is accountable for engagement in learning and producing evidence of learning.

26. Page 26 National Board standards, tools, and processes will enhance evidence based teaching and improve student learning and achievement…. ENGAGED learners won’t drop out. WHY, WHEN, WHERE, HOW?

27. Page 27 Convergent Reform Efforts “Some” Proficient College Access Workplace Ready “ ALL” College/Career Ready College Completion Full participation and contributions in 21 st century demands of a global economy

28. Page 28 Increased PK-12 Demands Data Systems Innovation and transformation Evaluations linked to student achievement Evidence centered professional development New pathways to graduate Higher expectations for ALL Dual enrollment strategies Intervention systems, support, early warning signs

29. Page 29 Can we approach DOP with National Board Strategy? Achievement GAP/RACE Poverty Income, wealth disparity, access to jobs, services Opportunity Equity Students must actively engage in learning Teachers need to relate to students Culture/ Learning Conditions School needs to matter to students

30. Page 30 Parallel initiatives address DOP P21 and NB Core subjects Critical Thinking and Problem Solving Communication Information Literacy Self Direction, Creativity Global Awareness Information, Media, and Technology Skills Common Core and NB Strong Content Knowledge Respond to diverse demands of tasks and audiences Value evidence Understand perspectives and culture Use technology and digital media

31. Page 31 Policy expectations that are GOOD for kids! Higher Order Thinking—a means to achieve career and college readiness for all students Core Content mastery and competencies in critical thinking, reasoning, communication and collaboration Interdisciplinary literacy and teaching Complex text and academic language

32. Page 32 STRETCH your thinking with us!

33. Page 33 So… What do you know about NBCT?

34. Page 34 What is National Board Certification? A voluntary process established by NBPTS Achieved through a rigorous, performance-based assessment Aimed to measure what accomplished teachers should know and be able to do. This process requires teachers to demonstrate how their performances improve student achievement. National Board Certification is an advanced credential and complements a state license.

35. Page 35 National vs. State Standards State licensing or credentialing systems set entry-level assessments or novice teachers National Board Certification establishes advanced assessments for experienced teachers Portability in 42+ states

36. Page 36 Research  Majority of studies indicate that NBCTs make a significant positive impact on teacher performance and student learning, engagement and achievement.  Teachers who pursue certification show significant improvement in their teaching practice, whether they achieve certification or not.  All else being equal, teachers who earned National Board Certification helped their students achieve larger testing gains than did colleagues without the certification.

37. Page 37 NBPTS 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.

38. Page 38

39. Page 39 So…how is accomplished teaching recognized and measured by the NBPTS?

40. Page 40 National Board Certificates Based on Standards 16 subject areas Various developmental levels 26 Certificates Pathways/Clusters/Specialty Areas

41. Page 41 NBCT core propositions NBCT certificate standards (disciplinary fields) Evidence & Documentation Scores (rubric, 1-4) Fees: $2,500 to apply YOUR performance is measured against criteria for accomplished teaching

42. Page 42 42 Certificates Areas Art Early and Middle Childhood Early Adolescence through Young Adulthood Career and Technical Education Early Adolescence through Young Adulthood English as a New Language Early and Middle Childhood Early Adolescence through Young Adulthood English Language Arts Early Adolescence Adolescence and Young Adulthood

43. Page 43 43 Certificates Areas Exceptional Needs Specialist Early Childhood through Young Adulthood Generalist Early Childhood Middle Childhood Health Early Adolescence through Young Adulthood Library Media Early Childhood through Young Adulthood Literacy: Reading – Language Arts Early and Middle Childhood

44. Page 44 44 Certificates Areas Mathematics Early Adolescence Adolescence and Young Adulthood Music Early and Middle Childhood Early Adolescence through Young Adulthood Physical Education Early and Middle Childhood Early Adolescence through Young Adulthood

45. Page 45 45 Certificates Areas School Counseling Early Childhood through Young Adulthood Science Early Adolescence Adolescence and Young Adulthood Social Studies – History Early Adolescence Adolescence and Young Adulthood World Languages Other than English Early Adolescence through Young Adulthood

46. Page 46 46 Developmental Levels Early Childhood (Ages 3-8) Middle Childhood (Ages 7-12) Early & Middle Childhood (Ages 3-12) Early Childhood through Young Adulthood (Ages 3-18+) Early Adolescence (Ages 11-15) Adolescence and Young Adulthood (Ages 14- 18+) Early Adolescence through Young Adulthood (Ages 11-18+)

47. Page 47 National Board Certification Process PORTFOLIO Video tapes Student work Beyond the classroom WRITING Describe, analyze and reflect ASSESSMENT CENTER Half day Six content prompts Up to 30 minutes each Respond on computer

48. Page 48 The Portfolio 4 “entries” (exercises) Direct evidence of the teaching performance Classroom based and includes student work, 2 videotapes and other teaching artifacts Estimate 100 - 300 hours of work Each entry is 12-15 pages double spaced in length of analytical, reflective, and descriptive writing Develop from summer to March

49. Page 49 Portfolio Requirements Entry 1: Sequence of lessons that reflect topic of study; emphasis on how you ASSSESS student learning (follow 2 students) Entry 2: Video ENGAGEMENT in learning (YOU with whole group) Entry 3: Video ENGAGEMENT in learning (student to student—small group) Entry 4: PROFESSIONAL contributions—with families, colleagues, community

50. Page 50 Assessment Center Six exercises-subject matter 30 minutes to respond to each exercise Administered at computer centers For more about the assessment center, visit: http://www.nbpts.org/candidates/acob/index.html

51. Page 51 Scoring Ten weighted scores –4 portfolio entries –6 assessment center prompts –Rubrics –Scoring guide available online –Scored by peers –275 points needed to reach certification You may “bank” scores for two years and retake entries for a fee.

52. Page 52 52 BOTTOM LINE: Where’s the Evidence of Learning? PROVE what you SAY you know about student learning. Focus on YOUR actions, YOUR practice, YOUR decisions—ENGAGED Learners. Document the evidence with work samples/explanations, examples, video, data. CLEARLY demonstrate alignment in your responses, reasons, rationale, examples, statements, about your understanding of students and their learning… Can you see the alignment in your explanations?

53. Page 53 Opportunities for NBCTs Increased job satisfaction NCLB compliance License portability Credential clearance Collegial access and interaction Leadership roles and partnerships Financial rewards $$$ Graduate credit and program incentives

54. Page 54 Eligibility To be a candidate one must have: –a bachelor’s degree –a minimum of three years teaching in a public or private school –held a valid teaching license/credential or taught in a school approved to operate by the state –No eligibility requirements for “Take One!” option

55. Page 55 55 NUPTDC –National University is headquarters for NBPTS support and services: Professional Teaching and Leadership Development Center –Offers support and incentive programs for NBC initiatives: Face-to-face and online support meetings Access to NBPTS-trained Candidate Support Providers (CSPs) online and onground Fee support University Credit as desired, not required

56. Page 56 56 Three NATIONAL UNIVESITY NUPTDC Options… www.nuptdc.org

57. Page 57 Option A Master’s Degrees– Master of Arts in Teaching Degree with specialization in National Board Leadership Master of Science in Instructional Leadership with NBC focus Masters in Collaborative Leadership with NBC focus

58. Page 58 Option B Stand alone Certificate * National Board Certification Teacher Leadership (5 graduate credit courses or 5 Continuing Education courses )

59. Page 59 Option C Support Network ($35.00) Membership in virtual community with updated resources and 24/7 access to trained CSPS in all disciplines Online access Face to face appointments Monthly group meetings at satellite locations. Scheduled, free webinars and video conferencing

60. Page 60 60 The “Smart” Master’s Program Opportunity to achieve 2 goals (Master’s & NBCT requirements) One course per month format 15 teachers or more qualify for the online cohort with a 15% tuition reduction. NB portfolio is embedded thesis project Not necessary to be NB candidate Take One! is embedded Total of 10 courses for degree Improve your teaching performance- Increase student learning!

61. Page 61 61 5 NBCT Courses for Portfolio NBC 1201x Measuring and Informing Quality Instruction, Teaching and Leadership NBC 681 Teaching, Learning, Membership in Learning Communities E 4 NBC 682 Evidence of Student Learning, A Entry 2 & 3 NBC 683 Evidence of Student Learning, B Entry 1 NBC 639 Accomplished Teacher-Leadership Portfolio Capstone Project (thesis requirement)

62. Page 62 62 5 Core MAT Courses EDT 612 Curriculum and Design Using Technology MAT 641 Cultural Democracy MAT 642 Program Design and Curriculum Theory MAT 643 Models of Teaching, Theories, Applications and Practice MAT 644 Foundations and Principles of Curriculum

63. Page 63 Designed and authored by Rae Adams, 2010 TAKE ONE! “Slice” of NB Process

64. Page 64 Entry #3-Facilitating small group interaction. Submit a 15 minute video tape to demonstrate your practice and your ability to facilitate small interactive groups of linguistically and culturally diverse learners who are engaged in collaborative work. You provide evidence of how you foster the engagement of students in a meaningful Eng. Lang. Arts activity in which students share ideas and listen attentively to each other. You provide a Written Commentary analyzing the video recording and instructional materials. ELL Cert TAKE ONE! Example

65. Page 65 NB Evidence Centered Teaching It’s All About ME Designed and authored by Rae Adams, 2010

66. Page 66 NUPTDC Online Resources

67. Page 67 National Board Certification vs. National Board Teaching and Learning NBCT Certification Process Performance Assessment Portfolio of written responses to four exercises Assessment Center test- six, short, on- demand subject exercises. Scored Must have 3 years of teaching $2600 to participate Support from NBCT NBPTS PD “tools” Core Propositions Certificate Standards (26) Architecture of Accomplished Teaching Prompts Evidence driven focus on student learning Take One! option All free online Support from NBCTs Designed and authored by Rae Adams, 2010

68. Page 68 Next steps? Request NU Virtual Community invitation Access www.nuptdc.org 858-642-8352 radams@nu.edu Spread the word! 1.1. 2. 3.3.

69. Page 69 It’s was a pleasure to meet you!

70. Page 70 LET THE JOURNEY CONTINUE!