Component 4 Effective and Reflective Practitioner

Component 4 Effective and Reflective Practitioner
Session 1 Planning Data Collection Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Welcome! Please sign in Login to your National Board Profile to check for accuracy of information. Preview Agenda Be ready to share comments, questions, or concerns. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective and Reflective Practitioner Goals for Session 1
Examine Component 4 expectations Develop a plan to gather student information from multiple sources in relation to a Unit of Study Create a plan to gather data from formative assessments, student self-evaluation/feedback & summative assessments Begin completing the Contextual Information Sheet & the Group Information and Profile Form Unpack Certificate Specific Standards Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 2 & Component 4 Component 2 Focus: Differentiation
Major Areas of Professional Practice Ability to evaluate learning strengths & needs for individual students Plan & implement appropriate differentiated instruction for those students Use & interpret ongoing assessment Analyze & modify instructional strategies & materials Developing Knowledge of Students Collaborating with Others Using Assessment Participating in Learning Communities Candidates discuss ways in which the two components are similar: (some examples) If you know your students, you continuously modify instruction & differentiate to meet their needs. Differentiation often requires collaboration with others or learning new strategies & techniques suited to particular students. Assessment helps to specify strengths and needs, leads to setting realistic goals. Different kinds of assessments are used throughout a school year. Different kinds of units of study may require unique assessments or additional collaboration. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Emphasize the “Planning Ahead” boxes at the bottom of this resource
Emphasize the “Planning Ahead” boxes at the bottom of this resource. These two components build upon one another in a way that will help candidates approach Component 4 with more confidence. It’s essential that candidates examine their school year curriculum and plan in advance for the information they will be collecting about students, but also to consider and reflect upon how they contribute to various learning communities to impact student learning. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 requires candidates to:
Component 4: Effective and Reflective Practitioner Topic 1: Reviewing Component 4 Instructions & Forms Component 4 requires candidates to: Develop & use knowledge of students gathered from multiple sources Use this information to inform instruction & assessment Reflect on their practice Collaborate with families, caregivers & the community Create improvements to advance student learning & growth Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective and Reflective Practitioner
Clear, Consistent, & Convincing Evidence: Teacher develops & uses knowledge of students gathered from multiple sources to inform instruction & assessment Reflects on his or her own practice Collaborates with families & caregivers, community, colleagues, & others to create improvements that advance student learning & growth {Level 4 Rubric} Language to discuss Clear, consistent and convincing evidence Develops and uses knowledge of children Gathered from multiple sources To inform instruction and assessment Reflect on own practice Collaborates with… Create improvements Advance children’s learning and growth Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Table of Contents for Certificate Specific Instructions and Scoring Guide – these instructions look very similar for all certificate areas, although there might be slight differences. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Overview of Component 4
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Directions for developing & submitting Component 4

Component 4 Standards measured in Component 4

Component 4 Parts of the Written Commentary

Component 4 Knowledge of Students Questions

Component 4 Generation & Use of Assessment Data Questions

Component 4 Participation In Learning Communities Questions
Reflection Questions Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Level 4 Scoring Rubric

Have candidates compare this slide to the Submission at a Glance page in the Portfolio Instructions.
Have candidates add the standards that will be measured in this component. Copyright © National Board Resource Center at Illinois State University. All rights reserved.

Submission at a Glance Chart

C4 – Overview and Planning Chart
This resource is intended to “lay out” the process in a sequential order – not that planning will be sequential, candidates may need to move between columns while planning. Have CCFs discuss how they would use this with their candidates. Why would this be helpful? Open Discussion: In what ways might this chart be helpful? ACTIVITY Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Families & Caregivers The Community Colleagues Other Sources
Component 4: Effective and Reflective Practitioner Topic 2: Gathering Information From Multiple Sources Component 4 Requires Candidates to Describe or build a profile of a group of students by collecting relevant information from Families & Caregivers The Community Colleagues Other Sources Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

C4 – Overview and Planning Chart

Use the standards from the Unit and the KOS to set goals
Decide on a Unit of Study Use the standards from the Unit and the KOS to set goals Plan for types of assessments during Unit of Study Use C4 Resource 1.8 to decide on types of assessment given Use C4 Resource 1.5 for ideas on how to gain KOS Use C4-1.6 to record KOS This page focuses on the first part of the plan – planning on gathering knowledge of students and planning on assessment. It gets the candidate to take notes while planning. Columns 5 & 6 help candidates to plan what type of assessment will be given. Use C4-1.7 to gather ideas for assessment. Same assessment can be used for both…it is what you do with the data once it is gathered – inform instruction vs give a grade. NB is counting on the good instruction being there. They are asking for only the formative assessment materials, the summative assessments materials, and the student self-assessment materials Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Could pose for an open discussion: What Other Resources would you use with your candidates to help them consider all the ways they gather information about and describe their students? The key here is to include information that is relevant to the unit of study. For example, in Coal City I had children that were displaced from their homes due to the tornado last summer. This information may not be relevant to a Unit of Study in math, but it most certainly would be relevant to a social studies unit on family…unless of course there were children showing emotional distress on a daily basis, then it might be relevant to any unit of study you would be doing. You may add yourself in the 2nd column if you are collecting baseline informatin or completing a KWL chart with your children. C4 Resource 1.6 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective and Reflective Practitioner Topic 3: Forms: Contextual Information Sheet & Group Information and Profile Form Contextual Information Sheet – gives overview of broader context in which you teach Group Information and Profile Form – describes relevant information gathered from multiple sources to increase the knowledge of students Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Activity: Unpacking the Forms
Examine the Contextual Information Sheet & Group Information & Profile Form What kind of information is requested on each form? What information might be relevant for the Contextual Information Sheet? What is the difference between question 1 & question 2 on the Group Information and Profile Form? Each person has their own. Probably need at least 10 minutes. Elyse had this question her survey (I believe this is a request for help on this): Candidates linking their school SLO with component 4 and 2. Component 4-linking the description of professional learning need to the description of student need Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Follow directions precisely
Follow directions precisely!!! Many forms in C4 are used by All Certificate Areas, according to the Pilot Instructions. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

What’s the difference between question 1 and question 2?
Note details What’s the difference between question 1 and question 2? Make Sure candidates realize there are additional instructions on the forms that are not in the Portfolio Instructions. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective and Reflective Practitioner Topic 4: Planning for Assessment
Formative assessment provides feedback & information during the instructional process while learning is taking place & used to make adjustments to instruction Student Self-Assessment allows students to give feedback on their own learning Summative Assessment takes place after the learning has been completed & provides information & feedback that evaluates learning Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Use C4-1.7 to gather ideas for assessment.
You can also use Foundational Session 3 Resources – 3.13 Menu of Assessment Options 3.14 Types of Assessments 3.15 Linking Learning Targets to Assessments Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Session 1: Planning Data Collection Topic 5: Unpacking C4 Standards
Candidates develop a solid understanding of what accomplished teaching looks like & strive to incorporate these behaviors & skills into their practice Candidates build a profile of a group of students by collecting information from families, community, colleagues & other sources Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Examine Family, Community Partnership Standards
What are you already doing to demonstrate this standard? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Closure Understanding Component 4 Expectations:
How does creating a plan for collecting information about my students help me organize for this component? Planning the next steps for this entry: How will I determine my Unit of Study? How will I use multiple sources to collect information about my students? Understanding assessments: How will I use the types of assessment – formative, self assessment, & summative assessment for this Unit of Study? Examining Standards, Rubrics & Instructions: What am I already doing to collaborate with Families and the Community to demonstrate accomplished teaching? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Preparing for the Next Cohort Session
Select a Unit of Study & create or select an appropriate formative assessment, student self-assessment, & summative assessment Create a plan to gather relevant information from multiple sources & use that information to set worthwhile & appropriate learning goals Complete the Contextual Information Sheet & the Group Information and Profile Form Revisit & Unpack Certificate Specific Standards for Knowledge of Students, building school-family relationships, & assessment Continue to read and highlight key concepts in all standards required by this entry Think ahead about Professional Learning Need & Student Need Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Cohort members reflect on the session together
Any cohort member can take notes for the group Teacher Liaison uses this form to share what’s happening in the cohort with the administrator Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4 Effective and Reflective Practitioner

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