1. Entry 4 Working in a Professional Community to Impact Student Learning

2. Outline OpeningOpening Using the Rubric and Standards to Plan and AnalyzeUsing the Rubric and Standards to Plan and Analyze Categories of AccomplishmentsCategories of Accomplishments Professional CollaborationProfessional Collaboration Family PartnershipsFamily Partnerships Leader, Learner, CollaboratorLeader, Learner, Collaborator Activity, Significance, Impact on Student LearningActivity, Significance, Impact on Student Learning Writing and DocumentationWriting and Documentation

3. Outcomes Candidates will have the opportunity to— To use the NBPTS directions and standards to analyze how they impact student learning by collaborating with other professionals and parents and by utilizing community resources.To use the NBPTS directions and standards to analyze how they impact student learning by collaborating with other professionals and parents and by utilizing community resources. To use tools to prepare and analyze written commentaries and documentation for Entry 4.To use tools to prepare and analyze written commentaries and documentation for Entry 4.

4. Outlining Rubric Review the Handout “Finding Evidence of the Rubric and Standards in a Video and Student Work Entries” to see generic key concepts.Review the Handout “Finding Evidence of the Rubric and Standards in a Video and Student Work Entries” to see generic key concepts. Read Portfolio Direction “How Will My Response Be Scored?”Read Portfolio Direction “How Will My Response Be Scored?” List key concepts on the Handout “Blank Finding Evidence of the Rubric…”List key concepts on the Handout “Blank Finding Evidence of the Rubric…”

5. NBPTS Rubric and Standards Read through NBPTS Standards identified for this entry to find more information about the key concepts through--Read through NBPTS Standards identified for this entry to find more information about the key concepts through-- –Clarification –Examples –Descriptions

6. Planning and Analyzing Stages Planning Stage Brainstorm what could be included to show evidence of each key concept in the rubric.Brainstorm what could be included to show evidence of each key concept in the rubric. Analyzing Stage List evidence found for each key concept in the written commentary or documentation.List evidence found for each key concept in the written commentary or documentation.

7. Three Categories of Accomplishments Read the handout “Documented Accomplishments Categories Diagram” Note that you should present evidence of your accomplishments in each of the three identified categories.Read the handout “Documented Accomplishments Categories Diagram” Note that you should present evidence of your accomplishments in each of the three identified categories. In three small groups (1 for each category), record on chart paper a brainstormed list of 3 possible activities your selected category.In three small groups (1 for each category), record on chart paper a brainstormed list of 3 possible activities your selected category. In a whole group, discuss the ideas for each category and identify activities that might overlap into 2 or more categories.In a whole group, discuss the ideas for each category and identify activities that might overlap into 2 or more categories.

8. NBPTS Standard for Professional Collaboration Independently, read the standard in your certificate for professional collaboration and highlight the key concepts.Independently, read the standard in your certificate for professional collaboration and highlight the key concepts. In small groups or pairs, list key concepts found in the standard on chart paper and post in the room.In small groups or pairs, list key concepts found in the standard on chart paper and post in the room. Skip lines so there will be room for ideas on post-its to be placed during the next activity.Skip lines so there will be room for ideas on post-its to be placed during the next activity. Independently, take a gallery walk and read the key concepts from the standards.Independently, take a gallery walk and read the key concepts from the standards. Add newly discovered key concepts to your Handout “Blank Finding Evidence of the Rubric and Standards in a Video”Add newly discovered key concepts to your Handout “Blank Finding Evidence of the Rubric and Standards in a Video”

9. Professional Collaboration: What You Already Do Review the key concepts from the NBPTS standards listed on chart paper.Review the key concepts from the NBPTS standards listed on chart paper. In small groups, share specific activities you already do that shows evidence of each key concepts.In small groups, share specific activities you already do that shows evidence of each key concepts. Write each different activity on a post-it note and place the notes under the corresponding heading on the chart paper.Write each different activity on a post-it note and place the notes under the corresponding heading on the chart paper. In a whole group, report out reading the charts and post-its.In a whole group, report out reading the charts and post-its.

10. What Can You Do to Move Toward the NBPTS Standard? In small groups, identify key concepts for which you have not yet addressed.In small groups, identify key concepts for which you have not yet addressed. Discuss what you could do to improve your collaboration with colleagues to impact your students’ learning.Discuss what you could do to improve your collaboration with colleagues to impact your students’ learning.

11. Family Partnership Standard Independently, read the standard in your certificate for family and community and highlight the key concepts.Independently, read the standard in your certificate for family and community and highlight the key concepts. In small groups, list key concepts found in the standard and list on chart paper and post in the room. Skip lines so there will be room for the post-its to be placed during the next activity.In small groups, list key concepts found in the standard and list on chart paper and post in the room. Skip lines so there will be room for the post-its to be placed during the next activity. Direct participants to independently take a gallery walk and read the key concepts from the standards.Direct participants to independently take a gallery walk and read the key concepts from the standards.

12. Family Partnerships: What You Already Do Review key concepts from the standards listed on chart paper.Review key concepts from the standards listed on chart paper. In small groups, share specific activities you already do that shows evidence of the key concepts.In small groups, share specific activities you already do that shows evidence of the key concepts. Write each different activity on a post-it note and place the notes under the corresponding heading on the chart paper.Write each different activity on a post-it note and place the notes under the corresponding heading on the chart paper. Report out to the whole group, reading the charts and post-its.Report out to the whole group, reading the charts and post-its.

13. What Can You Do to Move Toward the NBPTS Standard? In small groups, identify key concepts for which you have not yet addressed.In small groups, identify key concepts for which you have not yet addressed. Discuss what you could do to improve your collaboration with families and the community to impact your students’ learning.Discuss what you could do to improve your collaboration with families and the community to impact your students’ learning.

14. Multiple Pathways to Parent Communication Read the Handout “A Dozen Activities to Promote Parent Involvement.”Read the Handout “A Dozen Activities to Promote Parent Involvement.” In small groups, discuss what you have done to communicate with parents.In small groups, discuss what you have done to communicate with parents. Take notes on the BLANK “Multiple Paths to Parent/Community Communication.” Share with the small group.Take notes on the BLANK “Multiple Paths to Parent/Community Communication.” Share with the small group. In a whole group, share additional strategies as examples of two-way communications with parents and community.In a whole group, share additional strategies as examples of two-way communications with parents and community.

15. Leader, Learner and Collaborator Review the charts and respond to the following 3 questions: 1)How have you worked as a leader and collaborator at the local, state and/or national level within the last 5 years? 2)How have you worked as a learner, showing you have strengthened your own knowledge, skills and/or teaching practices through professional development in area relevant to you and your teaching context? 3)How have you worked with students’ families and the community to show on- going, interactive, two-way communication that focuses on student learning?

16. How Can You Show Evidence As A-- LEADER, LEARNER, COLLABORATOR? Answer each of t he questions in writing as a bulleted list.Answer each of t he questions in writing as a bulleted list. In small groups, share your responses to each question.In small groups, share your responses to each question. Share your lists with the whole group.Share your lists with the whole group. Take notes on what you may do to show more convincing evidence.Take notes on what you may do to show more convincing evidence.

17. Significance and Impact on Student Learning Individually, read the Handout “Chart for Professional Collaboration.”Individually, read the Handout “Chart for Professional Collaboration.” Choose one activity from the brainstormed lists to write under the “Activity” heading.Choose one activity from the brainstormed lists to write under the “Activity” heading. Read the Handout “How To Document Your Accomplishments.”Read the Handout “How To Document Your Accomplishments.” In a whole group, discuss the “guiding questions” for each section (description, significance, and student impact).In a whole group, discuss the “guiding questions” for each section (description, significance, and student impact). In small groups, discuss how the activity listed on the overhead. was significant and how it impacted student learning, using the handout as a guide.In small groups, discuss how the activity listed on the overhead. was significant and how it impacted student learning, using the handout as a guide. In a whole group, report the responses of your group.In a whole group, report the responses of your group.

18. Writing About Your Accomplishment Read the Handout “Documented Accomplishments Categories” chart.Read the Handout “Documented Accomplishments Categories” chart. Choose 1 of your activities from each area that meets the criteria and make notes in each column—Choose 1 of your activities from each area that meets the criteria and make notes in each column—ActivitySignificance Impact on Student learning

19. How to Document Your Accomplishments Read “Choosing Your Documentation” from the NBPTS portfolio instructions for your certificate.Read “Choosing Your Documentation” from the NBPTS portfolio instructions for your certificate. In a whole group, discuss the 3 types of documentation:In a whole group, discuss the 3 types of documentation:artifacts verification forms communication logs Brainstorm a list of possible types of evidence to support your accomplishments.Brainstorm a list of possible types of evidence to support your accomplishments.

20. Writing About an Accomplishment Read the Handout “Guide for Collaborative Accomplishments.”Read the Handout “Guide for Collaborative Accomplishments.” In a whole group, discuss the sentence stems that provide guidance for how to write about accomplishments.In a whole group, discuss the sentence stems that provide guidance for how to write about accomplishments. Individually, complete the sentence stems for 1 of your activities.Individually, complete the sentence stems for 1 of your activities. In small groups, share each stem. Each group may record 1 example on chart paper.In small groups, share each stem. Each group may record 1 example on chart paper. In whole group, clarify meanings, answer questions and share examples from each group.In whole group, clarify meanings, answer questions and share examples from each group.

21. Next Steps Read the handout “Practical Tips for Getting Started With Entry Four.” Clarify the ideas presented.Read the handout “Practical Tips for Getting Started With Entry Four.” Clarify the ideas presented. List on a 3x5 card what next steps you will take in order to complete Entry Four.List on a 3x5 card what next steps you will take in order to complete Entry Four.