Analyzing National Board Standards Workshop #3 CERRA National Board Candidate Support Workshop Toolkit WS3 2010

Analyzing National Board Standards

Workshop #3CERRA National Board Candidate Support

Workshop Toolkit

WS3

2010

CERRA National Board Toolkit 2

Expectations….

• Why I’m here today…?

• What I’m expecting to learn…?


Essential Questions• How can I best examine the standards?• How do I connect my work to the standards

and demonstrate it in the portfolio?• What resources do I have available to help

me?


Activity 1

Five Core Propositions

Activity


Activity• Think of a teacher who had a positive impact

upon you.• Write one memorable attribute per Post-it®

note.• View the posters that have been placed

around the room.• Place each sticky note on a poster that best

describes the attribute.


Process Questions• What patterns emerge in looking at the

posters?• In what ways might you categorize responses

on each poster?• What makes some Core Propositions easier to

demonstrate than others?


Activity 2


Activity


Say Something• Work in groups of 2 or 3.• Plan how far you will read – 1, 2 or 3 paragraphs.• After reading, each person “says something”

• a question• a brief summary• a key point• an interesting idea• a new connection

• Continue until the passage is complete.


Making Connections• In small groups:

• Talk about the connections between what you read and what you wrote in describing what you would see, hear and feel in an accomplished teacher’s classroom.

• As a large group:• Talk about each Core Proposition and your “Say

Something” comments, questions, and key points.


Discussion

Core Propositions

& National Board Standards


What Does Accomplished Teaching Look Like?

What Teachers

Do

What Students Do



• 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.


NBPTS® Standards

Understanding Young Children

Equity, Fairness & Diversity

The Art of Teaching

Families & Communities

Knowledge of Students

Instructional Decision Making

Reflective Practice

Multiple Paths to Knowledge

Assessment

Representative NB standards from ENS, ELA, Math & GEN Certificates


NBPTS® Values Accomplished Teaching

Accomplished teaching is defined by the NBPTS Standards, not by NBCTs or by candidate support providers.

Student learning is at the heart of the certification process. Portfolio entries should demonstrate and reflect the candidate’s impact on student learning.


Candidates Must Demonstrate Clear Connections Between…

Instructional Goals

Assessment Student Learning

Planned Activities


Activity 3

Standards Stoplight


What do we mean when we say“Standards”?

• National Content Standards

• SC State Content Standards

• Student Performance Standards

• Professional Teaching Standards


A closer look at the standards• We will analyze and reflect on our practice as

it relates to the National Board Standards.• We will begin to understand which

components of the National Board Standards are currently integrated in our practice and identify those that need to be incorporated into our practice.


Time to practice…• Select and read through a standard.• Highlight or mark the standard:

• Green: behaviors that are currently evident in your practice

• Yellow: behaviors that you exhibit occasionally, or things you used to do in your practice

• Pink: behaviors that are not part of your practice

• Continue this process with the next standard.


Process Questions• 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 videotaped entries?

• In what ways do the standards overlap one another?


Activity 4

Studying the Standards


Time to practice• Read one of the standards you have already

analyzed.• Complete the chart.• Share with an elbow partner.• Work collaboratively to add suggestions for

ways the standard could be demonstrated in your classroom.


Process questions• In how many different ways can components

of the standards be demonstrated?

• In what ways has this exercise helped you align your practice to the expectation established by the standards document?

For Demonstration with Activity 3 & 4

Excerpt from: Standard IV Middle Childhood Generalist

Respect for Diversity Middle Childhood/Generalist


Accomplished teachers nurture the

development of sound civic values in their

students as they seek to develop them

academically and socially. They teach and model

concern for the rights of all students, including

those with physical and intellectual challenges,

Accomplished teachers help students learn to respect and appreciate

individual and group differences.


those with learning disabilities, and those with

abilities to speak a variety of languages or

dialects at home. They work toward these

ends by helping students understand and use

democratic principles of freedom, justice, and

equity and by helping them recognize

discrimination, prejudice, and stereotypes

when they occur in their classroom and

elsewhere.


These teachers design activities and raise

questions that require students to think about

ethical issues and conflicts from a variety of

perspectives. They foster civic and personal

responsibility in their students by providing

opportunities for joint decision making and rule

making and by encouraging students to

address actively the social, economic, and

environmental issues in their community.


Workshop Evaluation

Please take a minute to complete the workshop evaluation form. This will help us revise each workshop to meet the needs of National Board candidates.


More Information

National Board for Professional Teaching Standards®

www.nbpts.org

1-800-22-TEACH

CERRA www.cerra.org

1-800-476-2387

School District Liaison:

Documents

Analyzing National Board Standards Workshop #3 CERRA National Board Candidate Support Workshop Toolkit WS3 2010