1. Writing for National Board Certification

2. Three Types of Writing Descriptive Analytical Reflective
All three types of writing will be featured in each section of your portfolio.

3. Qualities of Descriptive Writing
Descriptive writing is a retelling of what happened in a classroom situation. This kind of writing should allow the reader
to visualize and understand what the teacher is describing.
It “sets the scene” for the assessors.

4. Description is called for when the entry prompt uses verbs like state, list, describe, what, when, where or which.
For example: “What are the relevant features of your teaching setting that influenced your selection of this assessment/prompt and these students?”

5. When a teacher is asked to describe, his or her response should meet these criteria:
accurate and precise enumeration and/or explanation;
clear and logical ordering of the elements or features of the event, person, concept, of strategy described; and
inclusion of supporting features or elements that would allow an outsider to “see” whatever is described.

6. Qualities of Analytical Writing
Analysis depends on the interpretations the teacher made of what happened, examination of why the elements or events described are the way they are. It shows assessors the thought processes the teacher employed to arrive at the conclusions made about a teaching situation.

7. Analysis is called for when a prompt asks how, why, or in what way(s)
Analysis is called for when a prompt asks how, why, or in what way(s). Analysis is required when teachers are asked:
to identify a particularly successful moment in a sample of teaching and why they regard it as successful;
for a rational; or
what a student performance suggests about their teaching.

8. When a teacher is asked to analyze, his/her response should meet these criteria:
the subject ( work sample/videotape)of the analysis should be available to the reader;
the focus of his/her writing is not on what happened (descriptive) but rather on why and how it happened (analytical).

9. Analytical Writing Focuses on why and is grounded in evidence
Offers: reasons, motives and rationales, interpretations, concrete evidence, significance of evidence, and conclusions reached.
Example: How did you present the material?

10. Qualities of Reflective Writing
Reflection, a particular kind of analysis, always suggests self-analysis, or consideration of practice. Reflection includes written consideration of what a teacher will do next time-based on his/her analysis of what happened and why it happened that way.

11. Reflection is called for when the entry prompt asks the teachers:
to consider the successes of their lessons, and what they would do differently and why.

12. When the teacher is asked to reflect, his/her response should meet these criteria:
the focus of his/her writing is not on what happened (descriptive) but rather why it happened (analytical) and how it will influence future instruction.

13. Reflection serves as the “glue” of the portfolio and gives substance to the evidences provided and guides the assessor to a deeper understanding.

14. Examples of Reflective Questions:
What worked?
What needs improving?
What conclusions can you make?
What next?
Give them about 10 minutes to discuss. 10 minutes to share

15. Reflective Phrases to Incorporate into your writing:
Upon reflection…
After observation…
The significance of this activity…
This comment tell me that…
It is important for me to realize that…
This is significant because…
This activity prompted me to…
These comments indicate…
This could be more effective if…
This helped me to recognize that…
Continuing to reflect…
I realized that…

16. More Phrases The evidence of this collaboration was…
The intent of my question was…
This helped me to refocus on…
I chose this goal to …
I now realize that…
The test results helped me to…
I chose this goal because…
I recognize differences and now know…

18. Things to Remember! Audience Standards Voice Bias Clear writing
Evidence

19. A Few More Tips! Follow the sequence of the questions/prompts
Be clear, concise and consistent
Review rubric 4
The “proof is in the pudding”!
30-45 minutes

20. Questions