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. National Board Cohort
Meeting Two

3. How did you use the Five Core Propositions last week/this week?
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.
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.

4. Analyzing National Board Standards
2016

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?

6. Start Thinking
Read two to three paragraphs from one of the National Board Standards measured by Component 3.
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.
Direct candidates to their Component 3 instructions and help them find the list of standards that are measured by this component. Once they know which standards this component measures, direct them to look at their National Board standards and choose one of those standards to focus on for this activity.

7. 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.
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.

8. What Does Accomplished Teaching Look Like?
What Teachers Do
What Students Do
These three slides are taken from the Awareness Powerpoint. If your participants have attended the awareness session, they are familiar with them. Use this opportunity to review the information.
What Students Learn

9. Candidates Must Demonstrate Clear Connections Between…
Instructional Goals
Assessment Student Learning
Planned Activities
These three slides are taken from the Awareness Powerpoint. If your participants have attended the awareness session, they are familiar with them. Use this opportunity to review the information.

10. CERRA NB Toolkit National Board for Professional Teaching Standards
These three slides are taken from the Awareness Powerpoint. If your participants have attended the awareness session, they are familiar with them. Use this opportunity to review the information.
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.
CERRA NB Toolkit
National Board for Professional Teaching Standards

11. A Closer Look at the Standards
You will analyze and reflect on your practice as it relates to the National Board Standards.
You will note which of the National Board Standards are currently integrated in your practice and identify those that need to be incorporated into your practice.
Ultimately you will demonstrate application of standards in your written commentaries of the four NB components.

12. Time to practice…
Select and read through a standard that is measured by Component 3.
Highlight or mark the standard:
Green: behaviors that are currently evident in your practice
Yellow: behaviors that you exhibit occasionally, or things you could do better in your practice
Pink: behaviors that are not part of your practice
Continue this process with the next standard
These are the instructions for Standards Stoplight. You will model the process first with the next four slides before they begin.
A portion of Standard IV: Respect for Diversity from the Middle Childhood/Generalist portfolio is included on the next few slides. You may want to use this to demonstrate the Standard Stoplight.
You can create a highlighter by clicking on the pen icon on the lower left of the PowerPoint slide, when you are in the slide show. Select the highlighter first, then select the highlighter color. Click and drag it over the words you want to highlight. You can change between pink, yellow and green to demonstrate the activity.
The highlighter can also be accessed by right clicking on the PowerPoint slide while in slide show mode. From there, select “Printer Options”, select the highlighter and then select the color.

13. Excerpt from…
Standard III - Fostering Equity, Fairness, and Appreciation of Diversity Early Childhood Generalist
Model the stoplight activity for the participants.

14. 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 generalists are committed to teaching young children in ways that are fair and equitable. They have the knowledge, skills, and dispositions necessary to effectively promote the learning of all children and to address inequities. They model and teach behaviors and dispositions that are essential in a diverse society, and they actively monitor children’s behavior to ensure that these skills and dispositions are practiced by all. Accomplished teachers empower children to treat others respectfully and to expect respectful treatment in return.
Model the stoplight activity for the participants. You may do this with actual highlighting or you may model it verbally.

15. Accomplished early childhood teachers embrace diversity
Accomplished early childhood teachers embrace diversity. They model and nurture treating others with equity, fairness, and dignity.
Teachers are fair in their treatment of children and teach children to evaluate the fairness of their own actions. They realize that equitable learning opportunities often require the development of unique accommodations to allow for the full engagement of every learner, and they explain the rationale for such accommodations to children. Accomplished teachers appreciate and respect individual differences and understand the unique needs of each member of the learning community.
Model the stoplight activity for the participants.

16. Accomplished early childhood teachers embrace diversity
Accomplished early childhood teachers embrace diversity. They model and nurture treating others with equity, fairness, and dignity.
Teachers view diversity in a community as a benefit that gives community members the opportunity to learn from and about each perspectives of others, and they sensitively guide children to a similar appreciation of diversity.
Model the stoplight activity for the participants.

17. Time to practice…
Select and read through a standard that is measured by Component 3.
Highlight or mark the standard:
Green: behaviors that are currently evident in your practice
Yellow: behaviors that you exhibit occasionally, or things you could do better in your practice
Pink: behaviors that are not part of your practice
Continue this process with the next standard
These are the instructions for Standards Stoplight.
A portion of Standard IV: Respect for Diversity from the Middle Childhood/Generalist portfolio is included on the next few slides. You may want to use this to demonstrate the Standard Stoplight.
You can create a highlighter by clicking on the pen icon on the lower left of the PowerPoint slide, when you are in the slide show. Select the highlighter first, then select the highlighter color. Click and drag it over the words you want to highlight. You can change between pink, yellow and green to demonstrate the activity.
The highlighter can also be accessed by right clicking on the PowerPoint slide while in slide show mode. From there, select “Printer Options”, select the highlighter and then select the color.

18. 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 the Component 3?
In what ways do the standards overlap one another?

19. 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.
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.

20. 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.
CERRA NB Toolkit
National Board for Professional Teaching Standards

21. Videotaping for National Board
2016

22. Before You Start Videotaping
You need permission to videotape.
- NB Student Release Form
- NB Adult Release Form
- Purpose (not about students)
Make sure your equipment is up to the task.
- Video Camera
- Microphone (omni-directional boundary, if needed)
- Tripod
Review the NB directions!
Release forms are found in the Component 3 zip file at boardcertifiedteachers.org
Remember that students are never identified by their full names
Keep these forms! NB may request a copy. Most of the time you submit a signed attestation form.
If you are filming small student groups (which means you will be circulating among groups), you should carry a small hand-held microphone

23. Recording Videos
Adhere to the format specifications in “Portfolio Instructions.”
Upload directly into the ePortfolio system.
Submit as an flv, asf, qt, mov, mpg, mpeg, avi, wmv, mp4 or m4v file.
Pass out copies of the Recommended Video Formats available at

24. Practice First attempts are often an inauthentic view.
NB suggests having at least three different practice attempts (different teaching formats).
Always base your practice videos on the NB standards.
Analyze practice videos alone (1st=see, 2nd=hear, 3rd=see & hear) to raise your level of awareness of different aspects of the video.
Provide pages from General Portfolio Instructions - Videotpaing
Remember NBPTS provides video analysis questions in the General Portfolio Instructions. These will help with the analysis.

25. Initial Analysis
Note any instructional challenges offered by the students.
Note the learning goals.
Determine how successful the lesson was.
Prove it! Strive to have clear, consistent, convincing evidence, commentary, and reflection.
Document how this video shows knowledge of standards in practice.

26. Formal Analysis Extent of classroom involvement Student engagement
Questioning
Teacher role
Student tasks
Instructional opportunities
Student risk-taking
Learning goals
Pg. 33 General Portfolio Instructions

27. Whole – Class Recordings
Engage whole class as a group.
Discussions should occur as a group.
Show some interaction with individual students.
Don’t zoom in on every student.
Every child does not have to be visible. (Use optimal camera placement, wide angle lens.)
Don’t try to follow class conversation with camera.

28. Small-Group Recordings
Focus on student interaction in collaborative situations and demonstrate your role as facilitator.
Interact with small groups as they work.
Show as many participants as possible.
Address sound issues.
Zoom in on the beginning of conversations, keep close focus for a short time, zoom back out.

29. Suggestions for Videotaping
Use a tripod.
Capture SmartBoard, whiteboard, charts if important.
As a general rule, point camera at speaker.
Position cameras on the side of the room.
Increase the light in the room.
Don’t shoot into bright light.
Check audio before you start.

30. More Hints and Suggestions
Tell the office that you will be videotaping.
Keep the microphone close to the action.
Do not use editing or enhancements!
Include a 5-second gap when camera is turned on.
Buy high quality recording materials.
Use fresh batteries.
Record the entire lesson.

31. Homework, Preparation, and Advice
Read “General Portfolio Instructions”
Collect “Release Forms”
Determine videotaping needs

32. More Information National Board for Professional Teaching Standards
TEACH
District Cohort Facilitator
Name
Phone
CERRA
Jenna Hallman
Suzanne Koty