Welcome National Board Candidates Sign in. Pick up your name tag and a copy of our professional norms. Place a copy of your homework in the box provided. Remember to keep the other copy with you. We will use it later. Place the Facilitator-Candidate Agreement in the appropriate box. Sit with your division.

September 15: Writing to Achieve Revisiting our Professional Norms Creating Your Personal NBC Timeline Analyzing Your Writing LUNCH Evidence of Accomplished Teaching Preparing for the Videotaping Workshop Showing Evidence of Meeting the Standards Homework Assignments Assessing our Professional Norms / Burning ???

Revisiting our Professional Norms

Today’s NBCT Facilitators Cookie Edmonds, Literacy, Richmond Christy Ellis, AYA/ELA, Chesterfield Kim Dye, MCGen, Hanover Chris Stallings, Henrico

Creating Your Personal Timeline Take out the timeline you prepared for homework. Working with a partner in your school division, compare timelines. Insights?

Advice from the Experts Share your timeline with your principal!

Day/Night Partners Go to the appropriate corner. Find two people in a different division and a certificate area that you don’t know. Ask one to be your day partner and one to be your night partner.

With your partner... Exchange papers. Using three different colored highlighters, highlight examples of description, analysis, and reflection in each other’s writing. Discuss your highlighted papers with your partner.

Writing Stems

Copyright VCU Center for Teacher Leadership Read silently the section entitled “Reviewing Your Writing.” Using post-it notes and/or highlighters, identify critical information you need to remember. List two “critical friends” who you will ask to read for you – one in education and one who is not an educator. Reviewing Your Writing

Copyright VCU Center for Teacher Leadership BREAK!

Copyright VCU Center for Teacher Leadership How do I provide evidence of accomplished teaching?

Evidence starts with the standards! Accomplished teachers support the development of readers by assessing where their students are along the developmental continuum. To achieve this end, teachers determine the instructional needs of students by observing their literacy behaviors and using a variety of formative and summative assessments, such as oral retelling, paraphrasing activities, a variety of comprehension assessments, everyday work samples, and formal written response prompts. Teachers know that standardized tests are one way to assess a student’s reading ability, and they are aware of how standardized assessments can open or close important doors for students. Above all, they know that it takes multiple sources of evidence collected over time to develop a complete picture of a student’s growth and accomplishment as a reader; they do not base judgments about student reading competence on any one assessment.

Copyright VCU Center for Teacher Leadership YOU Are the Standards! =

DON’T BE FOOLED - QUOTING THE STANDARDS IS NOT ENOUGH! Accomplished teachers EMBODY the standards. This can only be “seen” by an assessor if the candidate provides EVIDENCE in his/her Written Commentary and Video/Student Work Samples/ Verification Forms.

Copyright VCU Center for Teacher Leadership Standard Quoting In my class I ensure that I adjust the curriculum to match the students in ways that promote learning within each student’s developmental range. (Page 8 EA-ELA Standards) Where is the evidence??? Scorers are trained to look for EVIDENCE!

Using the Language of the Standards with Evidence... Having a deep knowledge of my students individually and as a whole contributes to my ability to adjust curriculum to match each student in a way which will promote learning. For example, four of my students are learning disabled and can participate in class discussion about a novel but find it difficult to put their thoughts in writing. To meet their needs, I vary the curriculum and assess them orally while encouraging them to write their thoughts down expressively using a journal. This serves to strengthen their writing ability while also ensuring they are learning the material.

Copyright VCU Center for Teacher Leadership Building Walls of Evidence: What does accomplished teaching look like? NBPTS Clear, consistent, and convincing evidence Clear evidence Limited evidence Little or no evidence

Copyright VCU Center for Teacher Leadership Strong vs. Weak Evidence: What’s the difference? Find your day partner. Analyze the difference between the accomplished responses and those that are not as strong. Record your thoughts in the space provided. Insights?

Copyright VCU Center for Teacher Leadership Advice from NBPTS Assessors

Copyright VCU Center for Teacher Leadership Lunch! Please let vegetarians go first.

Preparing for the Videotaping Workshop Move to your certificate areas. Take out your completed “Breaking Down the Entry” form for the whole group instruction videotaping entry and the “Entry Prompt Sheet” for this entry. Compare your completed sheets with others in your certificate area. Clarify with your group any terms or questions you have about the entry directions.

Copyright VCU Center for Teacher Leadership Showing Evidence of the Standards In groups of no more than 3, use the graphic organizer to identify 2 standards that you must demonstrate in your videotaping entry. What would you see in a teacher's classroom that would convince you that the teacher has met each standard? What does this standard look like in practice?

Copyright VCU Center for Teacher Leadership

BREAK!

Homework Due by October 18 Identify at least two critical friends who will read for you – one in education and one who is not an educator. Read “Video Recording Practical Matters” and “Video Recording Technical Matters” in the “Get Started” section of your portfolio. Videotape a whole class lesson that could be used for the whole group instruction videotaping entry and respond to the questions outlined on your assignment sheet.

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

Burning Questions?