1. 1 Mentoring Candidates for the National Board Process Updated August 2009

2. 2 Icebreaker activity Find your puzzle partner Introduce yourself with name, certificate area, year of certification Read/discuss myth and truth Be ready to discuss with whole group

3. 3 Overview - Day 1  Coaching, Questioning & Facilitating  Writing for NBPTS  Mentoring for Documented Accomplishments

4. 4 Part 1 - Coaching/ Questioning/Facilitating Self Assessment 5 Core Propositions Roles of a Good Mentor Working with Adult Learners Cognitive Coaching Socratic Questioning Architecture of Accomplished Teaching

5. 5 Connecting NBPTS Mentoring to the Five Core Propositions 5 Core Propositions of the National Board  Teachers are committed to students and their learning  know the subjects they teach and how to teach those subjects to students are responsible for managing and monitoring student learning think systematically about their practice and learn from experience are members of learning communities. 5 Core Propositions for Mentoring  Mentors are committed to mentees and their learning  know about the mentee’s content and pedagogy and know how to build the mentee’s capacity to improve  monitor the mentee’s learning  support mentee’s systematic reflection on learning  build learning communities among mentees and colleagues

6. 6 Roles of Mentors In groups, brainstorm the roles of a NBPTS mentor. Record each role on a post-it note. The 5 Core Mentoring Propositions have been posted. Attach your post-it notes under the proposition to which it belongs.

7. 7 Qualities of a Good Mentor Act as a process guide …this is NOT your work. Know their role is to build the candidates’ independence. Refer candidates to the 5 Core Propositions and the Standards Encourage candidates.

8. 8 No Recipe Can Create an “NBCT” Coaches are-- Non-Judgmental Honest Specific Constructive Probing Knowledgeable Available

9. 9 Complete the Johari Window form. What are some unproductive behaviors that could be set in motion in you by a candidate’s needs? What do you KNOW you can’t fix for a candidate?

10. 10 Working With Adult Learners Read the chart comparing adult and child learners. You will be assigned a number from the chart -- place a quote in the bubble on the stick person handout that represents your difference. See example on next page for help. It represents #8 from the chart.

11. 11 Facilitation Strategies In groups, read and summarize assigned pages. Move through charts in three round carousel. Round 1: Summarize ideas Round 2: What are some “do’s” Round 3: What are some “don’ts"

12. 12 Trainer VS Facilitator Gives information. Directs learning. Operates on outcomes. Has timeframe. Plans sequence. Is cognitive. Designs a priori. Moves from known to unknown. Nurtures. Guides interaction. Operates on overarching goals. Has an undetermined timeframe. Has a repertoire to draw from to plan. is intuitive. Designs in media res. Moves from unknown to known.

13. 13 7 Universal Intellectual Standards These must be applied to thinking if you are interested in checking the quality of reasoning about a problem, issue, or situation. Design a poster for your assigned standard: * Definition * Example sentence * Guiding question See example on wall for help.

14. 14 Cognitive Coaching States of Mind

15. 15 The Cognitive Coaching Model Coach’sTeacher’ s Student’ s StrategiesInner Thought Processes Overt Instructional Behaviors Greater Learning Costa + Garmston

16. 16 “Trust is about the whole of a relationship; rapport is about the moment” Art Costa and Robert Garmston Building a Trusting Relationship: The Key to Coaching Success

17. 17 Behaviors That Build Trust: Respect the confidentiality of your relationship Recognize and respect your partner’s ideas, even though you don’t agree with them. Respond to his/her statements/questions to his/her satisfaction before introducing another topic. “Walk your talk”—deliver what you promise!

18. 18 Coaching Behaviors… Modeling instruction and self-reflection Sharing relevant experiences, examples and strategies Opening new avenues by which partners can, through reflection and practice, take responsibility for improving their practice

19. 19 Socratic Questioning The method of Socrates is a search for the underlying assumptions which may subconsciously shape one’s opinion, and to make them the subject of scrutiny, to determine their consistency with other beliefs. The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic. This method is designed to help a person further their understanding of themselves and their practices.

20. 20 Socratic Questioning Strategies Look at the guiding question you created for the last activity. What kind of Socratic question did you use?

21. 21 Architecture of Accomplished Teaching Read your scenario and explore the Enhanced Architecture of Accomplished Teaching Diagram Where is the scenario teacher on the diagram? What should she/he do differently? What Socratic type question could you ask to help the teacher?

22. 22 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 START HERE: Your Students - Who are they? Where are they now? What do they need and when do they need it? Where should I begin? Set high, worthwhile goals appropriate for these students, at this time, in this setting. Design and Implement instruction designed to attain these goals. Evaluate student learning in light of the goals and the instruction. Provide timely, meaningful feedback to students about their level of accomplishment of the targeted goals Reflect on student learning, the effectiveness of instructional design, particular concerns and issues. Set new high and worthwhile goals that are appropriate for these students at this time. Einhorn 2006

23. 23 Part 2 - Writing for NBPTS Ethics Review of Descriptive, Analytical & Reflective Writing Complete the highlighting activity

24. 24 Ethics Related to Mentoring for Writing Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support) Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support) “The responsibility of developing and completing the certification materials always rests with the candidate.” “The responsibility of developing and completing the certification materials always rests with the candidate.” Mentors cannot share their own entries. Mentors cannot share their own entries. Candidates cannot falsify, copy or share information for use in portfolio entries. Candidates cannot falsify, copy or share information for use in portfolio entries. Mentors are not assessors. Mentors are not assessors. Report violations to NBPTS (1-800-22TEACH) Report violations to NBPTS (1-800-22TEACH)

25. 25 Writing for the National Board Process  Descriptive  Analytical  Reflective

26. 26 Evidence: Accomplished vs. Lacking Create the Socratic questions that would have guided this candidate from a lacking to an accomplished response.

27. 27 Writing Tools for Candidates Instructional context vs. contextual information Model of Instructional Context Sentence stems Adding value

28. 28 Part 3 - Mentoring for Documented Accomplishments

29. 29 Mentoring for Documented Accomplishments Overview Ethics Related to Documented Accomplishments Teacher as communicator with students family and community Teacher as leader/collaborator Teacher as learner Tools for candidates

30. 30 Ethics Related to Documented Accomplishments Refer to “Ethical Issues in NBPTS” (Guidelines for Ethical Candidate Support) “Candidates alone are solely responsible for their certification materials” Cannot “falsify or fabricate evidence” Report violations to 1-800-22TEACH

31. 31 Three “Lenses” for Viewing Professional Accomplishments Leader/collaborator Learner Communicator with family and community

32. 32 Tools for Candidates Breaking Down the Entry Practical Tips for Getting Started… Guidelines for Documented Accomplishments Guide for Collaborative Accomplishments How to Document Your Accomplishments Documented Accomplishments: Contributions to Student Learning Quantitative and Qualitative Evidence Checklist for Entry 4 Descriptions

33. 33 Responding to Candidate’s Writing Look for …… 1) Thorough description 2) Language of NBPTS standards 3) Significance evidence 4) Proof of student learning Write Socratic questions that would guide the candidate.

34. 34 Closure & Reflection Add comments to column 3 on the coach’s self-assessment form. Complete 1 post-it note for each of the following:  Burning Question  Muddy Idea  Best Idea

35. 35 Overview - Day 2  De-brief  Ethical Issues  Mentoring for Video Analysis  Mentoring for Student Work Analysis  Mentoring for Assessment Center Exercises

36. 36 Part 4: Importance of Ethics Signed agreement You may not show candidates your portfolio entries. You may not tell candidates questions you observed on the assessment center test. Watch what you say…when in doubt contact NBRC or 1-800-22-TEACH for help/advice.

37. 37 Role Play - Ethics Scenarios

38. 38 Part 5: Mentoring for Video Analysis NBCTs will be able to: Identify facilitation strategies to analyze videotapes. Identify the connection between rubric, standards and evidence. Identify strategies to examine written commentaries and videotapes for evidence of the rubric and standards.

39. 39 Videotape Quiz So how much do you know… Take the quiz to find out!

40. 40 Process for Video Analysis Review the “Strategies for Groups to View Videotapes” Whole group Video Viewing Exercise

41. 41 Tools for Candidates Video notes Breaking Down the Entry Scoring guide analysis Tools for gathering evidence Reflection

42. 42 Part 6 - Mentoring for Student Work Analysis

43. 43 Guiding Candidates through the Architecture of Accomplished Teaching Food for Thought Context of a Student Aligning Instruction and Assessment to Goals Evidence of Student Learning Providing Feedback

44. 44 Providing Feedback to Candidates for Analysis of Student Work Read the portfolio instructions and scoring guide for the sample portfolio entry. Create Socratic questions to guide the candidate. Discuss your results with a partner.

45. 45 Part 7 - Mentoring for Assessment Center Exercises

46. 46 Mentoring for Assessment Center Exercises Overview Ethical Considerations Mentor Roles for Assessment Center Preparation Working Agenda Resources See NBRC website: http://www.coe.ilstu.edu/ilnbpts

47. 47 Ethical Considerations for Assessment Center Mentoring Assessment Center Confidentiality Statement Cautions for Candidates

48. 48 Assessment Center KWL for Mentors Individually, respond to the wall chart “What Do We Already Know?” using 1 or 2 yellow post-its (1 idea per post-it). Individually, respond to the wall chart “What Do We Need to Find Out” using 1 or 2 blue post-its (1 idea per post-it).

49. 49 Brainstorm… 1. How is writing for assessment center exercises different from portfolio writing? 2. How can you help candidates prepare?

50. 50 Assessment Center Working Agenda Review  Use internet access to pull up agenda and show NBCTs where to find it.  Briefly review the assessment center working agendas.  Read directions and discuss how the prompts are derived from the exercise description and rubric.

51. 51 Assessment Center Resources  Assessment Center KWR  A CIA HEART  Helpful Hints for Candidates…

52. 52 Assessment Center Resources www.pearsonvue.com/nbpts  Online schedule  Assessment center tour  Assessment Center Tutorial http://edtech.kennesaw.edu/intech/javatimer /javatimer.html -assessment center tutorial with timer

53. 53 Time to reflect & wrap-up

54. 54 A facilitator is “one who gets others to understand the task(s) and then motivates them to do the work.” Chicago Public Schools, Facilitators’ Resource Guide

55. 55 Reflect on this Training What worked? What do you need? Other comments?