National Board Renewal Guidelines Component Two

2012

 Component 2 features an in- depth look at the classroom application of one of the PGEs from Component

 Teachers are professionally obligated to become better at what they do.  NBCTs demonstrate their knowledge of students and accomplished teaching standards in their classrooms to make a positive impact on student learning. 2012

 You may only begin the renewal process if you are in your 8 th (no earlier than September 1), 9 th, or 10 th year of certification. 1. Choose 1 PGE from component 1 and develop a lesson appropriate for students within your content and developmental level. 2. Prepare a video recording of your lesson ◦ Video must be 10 minutes, unedited and date stamped ◦ May be continuous OR a maximum of 3 unedited segments 3. 4 pages of written commentary responding to the specific prompts 2012

 A PGE is an activity in which you learn something new that has influence within or beyond the classroom and has a DIRECT or INDIRECT on student learning.  For EACH of your PGEs you must respond to the following prompts: 1. Provide a context of the professional situation that indicates what need you are addressing. 2. Describe the PGE. How does it demonstrate a response to identified needs of students, the professional community, parents, and/or self? 2012

 One of the hardest things about the Renewal Process for most NBCT’s is narrowing down the initial selection of PGEs for Component 1.  If you are reading this - Congratulations- you have already done that work.  The selection of a PGE for Component 2, you will find much easier! I guarantee it! 2012

 After considering the previous questions you should know or at least have a better idea of which PGE to select for Component 2.  If you still have some concern, take a moment and look at the remaining components.  Again, look at your original four PGEs, which of those would best fit with the options you have with Component

 You are the best judge of which choice is best for Component 2 and 3.  Consider that each of these components are “evidence” of your professional growth and go with the ones that in your NBCT-judgment work best! 2012

 Equipment needed:  Video camera  New, blank VHS videotape of blank DVD-R  Tripod  Extension cord  Masking or duct tape  Headphones to monitor the sound being recorded  External microphone 2012

 Practice often  Make sure to get students’ faces in the video  Place camera and microphone to capture the best sound quality possible  Make certain you appear in the video (or at least one of the video clips if using segments)  Have a student or colleague video your class  Videotape often—you never know when that great moment will be captured! 2012

 Before recording, check equipment  Eliminate noises that may interfere with recording (background noises may reduce sound quality)  Record in SP (Standard Play) mode only  After each video session, jot down some notes  Any particular instructional challenges  Lesson objectives  Overall success and evidence 2012

 Analyze the video segments to choose the segment that presents your teaching to the best advantage.  Use the Video Analysis Checklist to analyze each video Washington Education Association 2012

 You may submit your video in VHS format or Standard single-sided DVD-R  If using DVD-R, use a silver or metallic colored disc 2012

 Review the PGE related terms and use them in the context in which they are defined by National Board. Sometimes your understanding of a term or use in your area may differ and point a scorer in the wrong direction  Have a copy of “What Teachers Should Know and Be Able to Do” handy. Your writing should continuously reflect those all- important items. 2012

 Remember this is about you and your teaching and impact, don’t spend valuable words on the “others that may have been on the team or led you to this point”. You are the emphasis and your students the benefactors.  Answer the prompts. Don’t allow your writing to wander from those specific questions.  Cite specific examples! 2012

 Be thoroughly and specific. When writing about something in the video make the connections to the event saying “the girl in the red shirt asked…”  Point out in your writing any event or actions on the part of you or your students that strengthen a response. Reading is knowing but seeing is believing!  Spell check, grammar check and read and reread. Writing in a professional manner is another way you show how important your profession is to you and the students.  2012

 When writing for component 2, review the types of writing under “Writing About Teaching” on page 29 of your Renewal Booklet.  From “Specific Prompts” on page 21, make certain to answer each question completely. 2012

 Plan early.  Make certain that your classroom meets the content and age requirements of your original certificate.  Choose a lesson/unit that meets an identified need of your students that demonstrates how your teaching made a positive impact on student learning. 2012

 Step away for a few days and refocus and try again.  Type the prompts in and just type. You may end up with 8 pages instead of 4 but you can pare down the work later after you find your voice.  Remember that National Board gave you specific prompts and that answering those is your focus not writing the next publishing phenomenon. 2012

Adapted from NCAE 2012 Description of PGE What need is being filled? How is need being addressed? IMPACT ON STUDENT LEARNING  smallest part of your writing.  25% of your writing should address the identified need of your classroom.  majority of the writing should deal with the positive impact your teaching had on your students.

KEA Jump Start 2012 EXAMPLES GoodBetter I have shown students how to do a math problem. I modeled the correct procedure for completing the math problem. My student worked in small groups to list ideas for their commercial. My students brainstormed commercial ideas in small cooperative groups. I decided how to organize my lesson based on the students’ disabilities in my classroom. I differentiated my instruction in order to accommodate each of my student’s needs. Students did not do well on the test. I decided to work with those students and help them better prepare for the final test. After analyzing the formative assessment results, I designed individualized tutoring sessions for my students scoring at 70% or lower. Because of this, students had the opportunity to prioritize and pursue ways to strengthen their knowledge.

Hints and Tips For Formatting One-inch margins—top, bottom, left and right. Use only 12 point Times New Roman Font and write only in English. Print on only one side of paper. Paper no larger than 8.5” x 11” in size. Explain/Define all acronyms. No staples. Group and paperclip as instructed in the Assembly Checklist. Double space entire entry with the exception of verification forms. Do not use italics or special fonts for the entire text. They may be used to offset or highlight areas. Header—Place ID# on the right of all pages. Reference the Component # on the left. Remove references to specific names and places in your writing. Number pages sequentially within each separate component. You may include page numbers within a footer. Do not number cover sheets. Do not exceed the total number of pages. 2012

 After you have completed the component – celebrate! You are well on your way to renewal success!  Am I done yet? Not quite, lay Component 2 aside. B ecause your portfolio is scored holistically, you will need to do a final read for congruency. 2012