1. 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 1

2. Ticket in the Door Activity
What thoughts do you have about the work you will do for Component 2?
What thoughts do you have about the work you will do for Component 4?
Write your ideas on the ticket handout.
Display this slide and have copies of the ticket handout available as participants enter the room. Participants will use the ticket handout in the final activity of the day.

3. National Board Cohort
Meeting Two

4. Please sit in certificate similar groups.
Housekeeping
Make sure you signed in.
Please sit in certificate similar groups.
Any challenges with the collection of release forms?
5 minutes: Allow for participants to engage in a brief whole group discussion about any challenges that they have had in collecting release forms and strategies that they have found to be successful. 4

5. How can I best examine the NB standards?
Essential Questions
How can I best examine the NB standards?
How do I connect my work and my students’ work to these standards in order to demonstrate them in the NB components?
3-5 minutes. Briefly go over the essential questions that will guide the session.

6. Stand-Up Conversations
You will have five Stand-Up Conversations. Rotate when the music plays.
Conversation #1: Core Proposition One:
What does this or can this look like in my classroom?
Conversation #2: Core Proposition Two:
Conversation #3: Core Proposition Three:
Conversation #4: Core Proposition Four:
Conversation #5: Core Proposition Five:
What are my current and potential professional learning communities?
Core Proposition/”Stand-Up Conversations” Activity
Rationale:
The National Board Core Propositions are foundational to the entire National Board Certification® process. As such, it is important that teachers are familiar with each proposition and that they are able to connect teaching practice to the Core Propositions.
Management:
25 minutes
Materials/Preparation:
In preparation for this activity, write each of the 5 Core Propositions on a sheet of chart paper or print it on a sheet of copy paper. Place the charts or papers around the room.
Music to use to signal that it is time to move
Directions:
1. Ask the participants to form like-certificate area groups (as much as possible).
2. Assign each group to one of the Core Propositions and explain that this will be their starting point. This means that there may be multiple certificate groups at each Core Proposition. It does not matter which Core Proposition a group starts with as they will be discussing each Core Proposition.
3. Demonstrate how the groups will rotate when they hear the music (clockwise, counterclockwise etc.).
4. Instruct the groups to have a discussion around each Core Proposition using the prompt on the screen. Provide about 5 minutes for discussion at each of the Core Propositions.
5. Ask the participants to reflect on the following questions and then ask a few participants to share their thoughts.
What are some ways that your practice reflects the five Core
Propositions?
What are some new learnings you have discovered in studying the
Core Propositions?
6. Ask each participant to make a commitment to include one new, Core Proposition supported strategy in their teaching each week. 6

7. Start Thinking
Locate one of the National Board Standards measured by Component 4.
Read two to three paragraphs from that standard.
Identify key terminology.
After reading, think of a question, a brief summary, a key point, an interesting idea or a new connection.
Share your thoughts with a partner.
Before they can begin this activity, you will likely need to help them find what standards are measured by component 4 in the component 4 instructions. Then direct them to go to one of those standards.
Management: 7-10 minutes
Explain to the participants that they read the standards three times with three different lenses or objectives. Today we will introduce and give them a chance to practice reading the standards with each lens or for each objective. The first time the participants read the standards they should focus on general comprehension. They may wish to outline the standard as they read and/or should begin to pull out the vocabulary/terminology used by National Board. We suggest they create a list of frequently used terms that come straight from the standards. Participants can use these terms when they begin writing the commentary. The second time participants read they should focus on their own practice. We use a stoplight activity to assist the participants in identifying areas of growth. The third time they read the standards they should focus on the relationship between the standards and the “Five Core Propositions.”
This activity will allow the participants to start getting familiar with the layout and the look of the standards. This is likely the first time the participants have read the standards and they should therefore be focused on comprehension. Facilitators should be prepared to help the candidates identify the standards that will be assessed by Component 4 (look for a section titled “Certificate Area (ie. EC Generalist) Standards Measured by Component 4“ within in the certificate specific Component 4 instructions) and will also need to explain the difference between the “Standard Statement” and the “Elaboration.” The “Standard Statement” is written in italics and can be found at the top of each standard’s page. The “Standard Statement” is a concise summary of the aspect of accomplished teaching covered by that standard. It always expressed in terms of observable teacher actions that impact students. The “Elaboration” section provides details about what a teacher must know, value, and do in order to meet the standard. It includes a description of teacher dispositions, roles, responsibilities, etc. National Board’s definition of the “Standard Statement and the “Elaboration” can be found in the standards document for each certificate area. Acknowledge that the participants may come across a term or concept they are unfamiliar with and will need to research.
This is not meant to be an in-depth study of the standard but rather just an introduction before diving in deep in the next activity.

8. Relating the Standards to Your Practice
Green: Using your green highlighter, highlight the statements that
describe your current practice.
Yellow: Using your yellow highlighter, highlight the statements that
describe areas of potential growth for your practice.
Red: Using your pink highlighter, highlight the statements that
do not yet describe your practice.
Before they begin, use the next four slides to model the process.
This activity provides the participants with an opportunity to read the standard a second time while also focusing on their own practice.
Standards Stoplight Activity (Introduce the Activity here, use the following slides to model, and then complete the activity using slide #11.)
Rationale: National Board Certification® measures a teacher's practice against high and rigorous standards for what accomplished teachers should know and be able to do. In order to assess and inform their practice teachers must have a thorough understanding of the content of each standard.
Management
Time: 45 Minutes
Materials: Standards document for each participant; highlighter markers in pink, yellow and green
Grouping: Initial work by individuals with small group discussion & processing
Outcomes:
•Participants will analyze and reflect on their practice as it relates to the NB standards.
•Participants will know which components of NB standards they currently practice and which they need to incorporate into their practice.
Instructions to Professional Learning Facilitator:
1. Model this activity by displaying and reading a portion of a NB standard. Explain how some statements describe your own practice. Mark those statements with a green highlighter. Consider statements that describe areas of growth for you or inconsistencies in your practice and mark those in yellow. Mark statements that you do not demonstrate in pink.
2. Ask participants to carefully read through one or more of their National Board standards, carefully analyzing their own practice.
3. Participants should highlight statements that match what they consistently demonstrate in green, areas of growth in yellow and items that do not match their practice in pink.
Allow time for teachers to share information with an elbow partner or a small group.
Process:
• What patterns emerge in the way you marked the standards?
• What are your hunches about which standards will be the easiest (hardest) for you to demonstrate in Component 2 and/or 4?
• In what ways do the standards overlap one another?
Follow-Up:
Read the Preface, Introduction and Overview for the National Board standards in the standards document.

9. Excerpt from…
Standard III - Fostering Equity, Fairness, and Appreciation of Diversity Early Childhood Generalist
Use this slide to model the activity. You may model verbally or by actually highlighting.

10. Accomplished early childhood teachers embrace diversity
Accomplished early childhood teachers embrace diversity. They model and nurture treating others with equity, fairness, and dignity.
Accomplished early childhood teachers show respect and appreciation for each young child’s cultural background. They are careful not to make unchecked assumptions about any child’s background, and they research current diversity issues and learn about common misconceptions that may affect the child’s learning and success. Teachers demonstrate their appreciation of children’s cultural backgrounds by weaving attention to diversity throughout the curriculum and the year through various modes, such as movies, stories, and guests.
Use this slide to model the activity.

11. Accomplished early childhood teachers embrace diversity
Accomplished early childhood teachers embrace diversity. They model and nurture treating others with equity, fairness, and dignity.
For example, a teacher might invite a woman from a Muslim community who wears traditional dress to visit the classroom to explain the significance of her garments. By nurturing positive links to each child’s background, teachers create a more successful learning environment. They invite children to share their cultures and values through their repertoire of songs, games, dances, or stories.
Use this slide to model the activity.

12. Accomplished early childhood teachers embrace diversity
Accomplished early childhood teachers embrace diversity. They model and nurture treating others with equity, fairness, and dignity.
They learn to speak some words and phrases in the languages of children and attend community events of different cultures. They may make home visits to understand the children’s backgrounds and to develop relationships with the families.
Use this slide to model the activity.

13. Relating the Standards to Your Practice
Green: Using your green highlighter, highlight the statements that
describe your current practice.
Yellow: Using your yellow highlighter, highlight the statements that
describe areas of potential growth for your practice.
Red: Using your pink highlighter, highlight the statements that
do not yet describe your practice.
Standards Stoplight Activity (Introduce the Activity here, use the following slides to model, and then complete the activity using slide #11.)
Rationale: National Board Certification® measures a teacher's practice against high and rigorous standards for what accomplished teachers should know and be able to do. In order to assess and inform their practice teachers must have a thorough understanding of the content of each standard.
Management
Time: 45 Minutes
Materials: Standards document for each participant; highlighter markers in pink, yellow and green
Grouping: Initial work by individuals with small group discussion & processing
Outcomes:
•Participants will analyze and reflect on their practice as it relates to the NB standards.
•Participants will know which components of NB standards they currently practice and which they need to incorporate into their practice.
Instructions to Professional Learning Facilitator:
1. Model this activity by displaying and reading a portion of a NB standard. Explain how some statements describe your own practice. Mark those statements with a green highlighter. Consider statements that describe areas of growth for you or inconsistencies in your practice and mark those in yellow. Mark statements that you do not demonstrate in pink.
2. Ask participants to carefully read through one or more of their National Board standards, carefully analyzing their own practice.
3. Participants should highlight statements that match what they consistently demonstrate in green, areas of growth in yellow and items that do not match their practice in pink.
Allow time for teachers to share information with an elbow partner or a small group.
Process:
• What patterns emerge in the way you marked the standards?
• What are your hunches about which standards will be the easiest (hardest) for you to demonstrate in Component 2 and/or 4?
• In what ways do the standards overlap one another?
Follow-Up:
Read the Preface, Introduction and Overview for the National Board standards in the standards document.

14. Five 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.
5 minutes. This activity allows candidates to read the standards a third time with a focus on the interconnectedness of the standards and the “5 Core Propositions.”
Remind candidates that the core propositions are recursive in the standards. Ask them to look at the standards they have been reading and find evidence of one or more core propositions and underline that in the standard. They may also wish label individual statements with the “Core Proposition” number moat directly related to that statement. Facilitators may wish to model this task using the excerpt from the EC Generalist standards on the previous slides. Candidates may finish this activity on their own time.
These 5 core propositions are infused in each certificate area. They are recursive in the standards. They are in embedded in the prompts for the portfolio and assessment center exercises.
The learning for teachers begins as they begin to “see” their practice, their teaching behaviors and the choices they make for students through these “lens”.
That’s why there isn’t one “template” for what an accomplished teacher is and why candidates must bring their best work to this process.
Candidates should access the NBPTS Five Core Propositions document on the NBPTS website.

15. What Does Accomplished Teaching Look Like?
What Teachers Do
What Students Do
3 minutes: Remind candidates that when recognizing accomplished teaching defined by the National Board standards, they need to consider everything they do as well as what students do to promote student learning.
What Students Learn

16. Process Questions
What patterns emerge in the way you marked the standards?
What are your hunches about which standards will be the easiest (hardest) to demonstrate in Component 4?
In what ways do the standards overlap one another?
5 Minutes: Use this to spark either a brief whole group or small group discussion.

17. Next Steps with Standards
5 minutes: Pass this handout out to the participants. Explain that this document allows the participants to summarize their learning about the standards while also brainstorming ways in which they can improve their practice. Facilitators should be prepared to provide an example.

18. Ticket out the Door Activity
Do you have any upcoming lessons or units that will work for Component 2, or will you need to create a new lesson/unit?
What do you need to do before you start Component 4?
Add your ideas to the ticket handout.
15 minutes: Acknowledge that at this point the participants have only read the “At-A-Glance” documents and that they are missing the specifics necessary to truly understand what is expected of them. Remind the participants that they will be reading the Component 4 instructions before the next meeting and that these instructions will provide them with the additional information they require. For now ask the participants to rely on the information from the “At-A-Glance” documents to answer the questions on the screen. Encourage the participants to share their thoughts with the group.

19. Homework, Preparation, and Advice
Homework: Continue reading your National Board Standards, highlighting with the appropriate color, and charting the next steps for Component Four standards. Collect release forms. Preparation: Before the next meeting, you need to read the instructions for Component Four. Bring a copy of your SLO (if applicable). Outline the ideas you have for Component Four after reading the instructions. Advice: Identify the incorporation of NB standards on your lesson plans. This will provide you a running record of your current practices. Start collecting student work so that you have options when the time comes to choose the work you will submit. 19