The resources for this candidate support has been created and provided by CERRA utilizing materials from the National Board of Professional Teaching Standards. No materials or resources may be used for profit by an individual or an organization. Additionally, all facilitators should adhere to the ethical guidelines for supporting candidates found at http://www.nbpts.org/wp-content/uploads/Ethical-Guidelines-Candidate-Support.pdf. 1

National Board Cohort Meeting Three

Coaching Questions/ Cite Evidence What specific approaches, strategies, techniques, or activities did you use to promote active student engagement? How did you establish a safe, fair, equitable, and challenging learning environment for all students? How did you monitor and assess student progress during the lesson and how did this influence your instructional decision making? What was the overall goal for the lesson? To what extent was the lesson successful in reaching this goal? What were your next steps with students? How was this lesson influenced by past experiences with these students? What would you do differently?

Checking in … Allow some time for a conversation about the ways they are growing, the strengths they have discovered, and some of the challenges they are facing.

Three: Teaching Practice and Learning Environment Component Three: Teaching Practice and Learning Environment

Essential Questions What are the general expectations for Component 3? What types of writing should I use in this Component? How can I use the National Board Standards and the Scoring Rubric to guide my work in Component 3? How can I best plan and complete the written commentaries for my videotapes?

Overview “Teaching Practice and Learning Environment captures details about your instructional planning, direct evidence of your practice from two video recordings and instructional materials, and your analysis of and reflection on your teaching as displayed in two video recordings. You will be evaluated on the demonstrated evidence of your practice and analysis as it relates to instruction, student engagement, and the learning environment. This portfolio entry and the rubric used to assess your submission are aligned with the Five Core Propositions and the certificate area Standards.” NBPTS. (2016). Component At-A-Glance.

CERRA NB Toolkit National Board for Professional Teaching Standards The Architecture for Accomplished Teaching (AAT) is a metaphor for what accomplished teachers do in the classroom. What is visible in the classroom may be different but fundamental aspects of teaching are shared by all accomplished teachers. This slide goes through the steps of the Architecture of Accomplished Teaching and relates the steps to the 5 Core Propositions. Review the AAT and ask candidates to: 1) think individually and determine how the AAT relates to the work of Component 3 2) share their thinking with a partner 3) share their thinking with the whole group. Candidates should refer to the information in the overview slide to help them with this task. The candidate support provider should be prepared to model and or facilitate this discussion. CERRA NB Toolkit National Board for Professional Teaching Standards

Considerations for all Certificate Areas All candidates will submit an “Introduction to the Entry” form, a “Context Sheet,” two videos, instructional materials, and a written commentary. Candidates must demonstrate an ability to set instructional goals, knowledge around a breadth of content and pedagogy, and strategies for student engagement. Candidates must obtain a release form signed by the parent of any child who will appear in the videos for Component 3. Component 3 must be submitted through ePortfolio during the established submission window. Portfolio Instructions for each certificate area can be found at: http://boardcertifiedteachers.org/certificate-areas Release forms (English, Spanish, Chinese) can be found at http://boardcertifiedteachers.org/first-time-candidates Candidate support providers are encouraged to show the participants a sample release form including the letter to parents. Candidates may wish to contact parents who do not give permission for their child’s work to be included in Component 2 as some parents incorrectly assume that NBPTS will be judging their child, instead of evaluating the teacher. The e-portfolio submission window is established by NBPTS and published in the “Guide to National Board Certification” available at http://boardcertifiedteachers.org/sites/default/files/Guide_to_NB_Certification.pdf. For the 2016-2017 cycle, the e-portfolio window submission window is April 1-May 17, 2017.

Component 3 Specifics Component 3 includes: Brief overview of content for the overall submission Two 10-15 minute videos Instructional Context Sheet Description of instructional planning for the lessons Commentary for each video including analysis and reflection on your teaching practice decisions about pedagogy (before, during, and after the lesson) impact on student learning The information below is taken from the NBPTS Portfolio Instructions and Scoring Rubric for Component 3. Candidates can find this document at http://boardcertifiedteachers.org/certificate-areas. From the launch page, they should click on Component 3 for their certificate area and then click on the Component 3 pdf (not the NB3 General Portfolio Instructions). Introduction to the Entry: Submit a completed Introduction to Entry Form (included as a Word document in the zip file found under the certificate specific Component 3 link on the website listed above) in which you provide a brief overview if your entire entry (no more than one page). Describe the focus of Video 1 and the focus of Video 2 and your rational for including this pair of videos in your portfolio submission. Instructional Context: For each video, submit a completed Instructional Context Sheet (included as a Word document in the zip file found under the certificate specific Component 3 link on the website listed above). The Instructional Context Sheet should be no more than 1 page for each video and no more than a total of two pages. Provide information about your teaching context and the students in the class featured in the video. Include information about the social and physical context, state and/or district mandates, and student demographics. Candidates should refer to the questions on the Instructional Context Sheet. Videos: Create two videos (10-15 minutes each) from two different instructional units. Candidates should refer to their certificate specific portfolio instructions for more information about their videos. Instructional Planning and Materials: For each video, submit one or more instructional materials (no more than 3 pages total) and a one-page completed Instructional Planning Form (included as a Word document in the zip file found under the certificate specific Component 3 link on the website listed above). Candidates should refer to the questions on the Instructional Planning Form. Written Commentary: For each video, write a commentary (no more than four pages each) on the instruction captured in the video, your decision making, and your reflection on the lesson after its completion. Be sure your video and Written Commentary are clearly connected and support one another.

Class Composition Age and content parameters for the certificate area (51% of students) Rostered class (Exceptions for Music and Exceptional Needs) Do not supplement your class Candidates may borrow a class Not Scorable (NS) This information was taken from the General Portfolio Instructions. Class composition. The teaching that you feature must take place with a class that meets the age and content parameters of the certificate area: at least 51% of the students in the class(es) that you use to complete your portfolio components must be within the stated age range for the certificate area during the period in which you collect evidence for your portfolio. The students featured must be from a rostered class during the regular school day and year, not after-school classes or summer school. (Music candidates are allowed to use after-school classes due to budget constraints. Exceptional Needs Specialist candidates must feature students with exceptional needs who have an IEP and/or have been identified as gifted.) You may not include students from other classes to supplement your class. If you do not have a class of your own, you may borrow a class that falls within the age range of the certificate in which you are pursuing certification. If you do not adhere to this requirement, you will receive a not scorable (NS) for the component on your score report.

Time Period Evidence collection may occur up to 12 months prior to the ePortfolio submission window. This information was taken from the General Portfolio Instructions. Time period. The period for evidence collection is the 12 months prior to the opening of the ePortfolio Submission Window as described in the Guide to National Board Certification.

Variety of Evidence Evidence for Components 2 and 4 and one of the video recordings for Component 3: may be from the same unit of instruction must be from different lessons with unique goals and objectives This information was taken from the General Portfolio Instructions. Variety of evidence. The evidence submitted for Component 2 and Component 4 and one of the two video recordings submitted for Component 3 may be from the same unit of instruction, but must be from different lessons that have unique lesson goals and objectives—even if all evidence is drawn from a single instructional setting. Likewise, any assessments and/or examples of student work submitted for Component 2 must be different from those submitted for Component 4.

Certificate Specifics Candidates should refer to the “Portfolio Instructions and Scoring Rubric” for specifics related to: the focus for your lessons; the standards measured by Component 3; page counts and formatting specifications; the prompts for the written commentary; the required forms; and the certificate specific scoring rubric. Portfolio Instructions for each certificate area can be found at: http://boardcertifiedteachers.org/certificate-areas Candidate support providers are encouraged to show candidates where to find the “Portfolio Instructions and Scoring Rubric” for their certificate area. Take the time to point out the following sections of the instructions: -Standards measured by Component 3 -What do I need to submit? -Composing written commentary (including prompts) -Electronic submission at a glance -Component 3 forms -Scoring Rubric

Rationale It is always important to know where we are going before we begin a journey. National Board provides information about what is expected of candidates. Putting all of that information into one document will help you focus your work.

Planning for Component 3 Review the “What do I Need to Submit?” and the “Selecting a Lesson for Each Video” portion of your portfolio instructions. Summarize this information in 3-4 sentences.

Planning for Component 3 Which National Board Standards are measured by Component 3? How can you use the standards to plan your lessons? Use the NB Component 3 Preplanning document to record information. Encourage candidates to mine their standards for what NB values. Make lists - handout “Using National Board Standards to Plan Lessons” worksheet.

“They judiciously select the appropriate tool for a given purpose based on a deep understanding of child development, their observations of specific children, and knowledge of the data that the assessment generates. Teachers know when to employ standardized assessments and when to use performance-based assessments. They understand the differences between formative and summative assessments and know when to employ each type. They use pre-assessments to determine a child’s baseline knowledge or developmental level and post-assessments to determine whether a child has met a desired goal. Accomplished teachers collect samples of children’s learning and development over time with tools such as anecdotal records and portfolios. They may use conversations as a way to gain invaluable information from a child or parent. They know how to develop meaningful and comprehensive checklists to observe specific skills, and they employ rubrics that clearly and comprehensively reflect the criteria for evaluating a specific task. Accomplished teachers ensure that assessments validly assess the skills they purport to measure; for example, a mathematics assessment may require a child to identify or draw shapes rather than merely asking questions about shapes. Accomplished teachers employ multiple assessments to discover valuable information about the whole child and to define and prioritize teaching, learning, and developmental goals.” Standard V, Assessing Children’s Development and Learning Early Childhood Generalist Describe a science lesson that I may include as one of my videos. 2.L.5A.1 Obtain and communicate information to classify animals (such as mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics. Students work in small groups to classify animals (pictures) based on their own criteria. Introduce classifications mammals, birds, amphibians, reptiles, fish, or insects. Today we will focus on mammals. Introduce four mammals. Talk with your group about what these animals have in common? Reclassify animals as mammals/not a mammal. Develop rules. Mammals among us book completed individually.

Scoring Rubric The NB rubrics are: both certificate and component specific based on four-levels Level 4 performance – clear, consistent, and convincing evidence Level 3 performance – clear evidence Level 2 performance – limited evidence Level 1 performance – little or no evidence

Your Teaching Should Be Portrayed… Clearly Consistently Convincingly Component 3 leads the assessor through your decision-making processes so carefully that he/she is not surprised by a decision, recommendation, or conclusion you make about your students, your curriculum, or yourself. You might ask candidates what their hunches are: What would make something not clear, vs clear? What would make something not consistent, vs consistent? What would make something not convincing, vs convincing?

Planning for Component 3 The Level 4 performance provides clear, consistent, and convincing evidence. Help participants find the level 4 rubric for their certificate area. Encourage participants to mine the rubric for information about what NB values. This information should be recorded on the NB Component 3 Preplanning document. Once all participants have completed the first task, encourage them to think about what the NB values look like in practice and share their ideas with other same certificate areas participants. How can we use this information to plan our lessons?

What haven’t we considered?

Talk about things to consider for the component: technology, the state standards and requirements, colleagues, community, students, and the school community. What else can they think of that may impact their work?

Instructional Context Sheet 1. Briefly identify the type of school/program in which you teach and the grade/subject configuration (single grade, departmentalized, interdisciplinary teams, etc.). 2. Briefly identify. Grades: [ ] Age Levels: [ ] Number of Students Taught Daily: [ ] Average Number of Students in Each Class: [ ] Courses: [ ] 3. Describe the social and physical context that influenced your instructional choices (available resources such as technology, scheduling of classes, room allocation—own or shared space—etc.).

Instructional Context Sheet 4. Identify state and/or district mandates you must adhere to that influenced your instruction. 5. Identify the number, ages, and grades of students in the class featured in this video and the subject matter of the class. 6. Describe the relevant characteristics of this class that influenced your instructional planning, format, and strategies for this lesson (e.g., ethnic, cultural, and linguistic diversity; the range of abilities of the students; the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of students with exceptional needs; the personality of the class). Can you answer question number 6? What do these terms mean? Explain how the information from the Instructional Context Sheet is reflected in the writing about planning prompts.

Homework, Preparation, and Advice Collect “Release Forms” Start videotaping Collect student data Complete the “Instructional Context Sheet” Decide on potential lessons