Entry 4Entry 4

Working in a Working in a

Professional Community to Professional Community to

Impact Student LearningImpact Student Learning

Outline Outline

• OpeningOpening• Using the Rubric and Standards to Plan Using the Rubric and Standards to Plan

and Analyzeand Analyze• Categories of AccomplishmentsCategories of Accomplishments• Professional CollaborationProfessional Collaboration• Family PartnershipsFamily Partnerships• Leader, Learner, CollaboratorLeader, Learner, Collaborator• Activity, Significance, Impact on Student Activity, Significance, Impact on Student

LearningLearning• Writing and DocumentationWriting and Documentation

OutcomesOutcomes

Candidates will have the opportunity to—Candidates will have the opportunity to—• To use the NBPTS directions and To use the NBPTS directions and

standards to analyze how they impact standards to analyze how they impact student learning by collaborating with student learning by collaborating with other professionals and parents and by other professionals and parents and by utilizing community resources.utilizing community resources.

• To use tools to prepare and analyze To use tools to prepare and analyze written commentaries and written commentaries and documentation for Entry 4.documentation for Entry 4.

Outlining Rubric Outlining Rubric

• Review the Handout “Finding Evidence Review the Handout “Finding Evidence of the Rubric and Standards in a Video of the Rubric and Standards in a Video and Student Work Entries” to see and Student Work Entries” to see generic key concepts.generic key concepts.

• Read Portfolio Direction “How Will My Read Portfolio Direction “How Will My Response Be Scored?”Response Be Scored?”

• List key concepts on the Handout “Blank List key concepts on the Handout “Blank Finding Evidence of the Rubric…”Finding Evidence of the Rubric…”

NBPTSNBPTSRubric and StandardsRubric and Standards

• Read through NBPTS Standards Read through NBPTS Standards identified for this entry to find more identified for this entry to find more information about the key concepts information about the key concepts through-- through-- – ClarificationClarification– ExamplesExamples– DescriptionsDescriptions

Planning and Analyzing Planning and Analyzing StagesStages

Planning StagePlanning Stage• Brainstorm what could be included Brainstorm what could be included

to show evidence of each key to show evidence of each key concept in the rubric.concept in the rubric.

Analyzing StageAnalyzing Stage• List evidence found for each key List evidence found for each key

concept in the written concept in the written commentary or documentation.commentary or documentation.

Three Categories of Three Categories of Accomplishments Accomplishments

• Read the handout “Documented Read the handout “Documented Accomplishments Categories Diagram” Accomplishments Categories Diagram” Note that you should present evidence of Note that you should present evidence of your accomplishments in each of the three your accomplishments in each of the three identified categories.identified categories.

• In three small groups (1 for each category), In three small groups (1 for each category), record on chart paper a brainstormed list record on chart paper a brainstormed list of 3 possible activities your selected of 3 possible activities your selected category.category.

• In a whole group, discuss the ideas for each In a whole group, discuss the ideas for each category and identify activities that might category and identify activities that might overlap into 2 or more categories.overlap into 2 or more categories.

NBPTS Standard for NBPTS Standard for Professional CollaborationProfessional Collaboration

• Independently, read the standard in your Independently, read the standard in your certificate for professional collaboration and certificate for professional collaboration and highlight the key concepts.highlight the key concepts.

• In small groups or pairs, list key concepts In small groups or pairs, list key concepts found in the standard on chart paper and post found in the standard on chart paper and post in the room.in the room.

• Skip lines so there will be room for ideas on Skip lines so there will be room for ideas on post-its to be placed during the next activity.post-its to be placed during the next activity.

• Independently, take a gallery walk and read Independently, take a gallery walk and read the key concepts from the standards.the key concepts from the standards.

• Add newly discovered key concepts to your Add newly discovered key concepts to your Handout “Blank Finding Evidence of the Rubric Handout “Blank Finding Evidence of the Rubric and Standards in a Video”and Standards in a Video”

Professional Collaboration: Professional Collaboration: What You Already DoWhat You Already Do

• Review the key concepts from the NBPTS Review the key concepts from the NBPTS standards listed on chart paper.standards listed on chart paper.

• In small groups, share specific activities In small groups, share specific activities you already do that shows evidence of each you already do that shows evidence of each key concepts. key concepts.

• Write each different activity on a post-it Write each different activity on a post-it note and place the notes under the note and place the notes under the corresponding heading on the chart paper.corresponding heading on the chart paper.

• In a whole group, report out reading the In a whole group, report out reading the charts and post-its.charts and post-its.

What Can You Do to Move What Can You Do to Move Toward the NBPTS Standard?Toward the NBPTS Standard?

• In small groups, identify key In small groups, identify key concepts for which you have not concepts for which you have not yet addressed.yet addressed.

• Discuss what you could do to Discuss what you could do to improve your collaboration with improve your collaboration with colleagues to impact your students’ colleagues to impact your students’ learning.learning.

Family Partnership Family Partnership StandardStandard

• Independently, read the standard in your Independently, read the standard in your certificate for family and community and certificate for family and community and highlight the key concepts.highlight the key concepts.

• In small groups, list key concepts found in In small groups, list key concepts found in the standard and list on chart paper and the standard and list on chart paper and post in the room. Skip lines so there will be post in the room. Skip lines so there will be room for the post-its to be placed during room for the post-its to be placed during the next activity.the next activity.

• Direct participants to independently take a Direct participants to independently take a gallery walk and read the key concepts gallery walk and read the key concepts from the standards. from the standards.

Family Partnerships:Family Partnerships:What You Already DoWhat You Already Do

• Review key concepts from the standards Review key concepts from the standards listed on chart paper.listed on chart paper.

• In small groups, share specific activities In small groups, share specific activities you already do that shows evidence of you already do that shows evidence of the key concepts. the key concepts.

• Write each different activity on a post-it Write each different activity on a post-it note and place the notes under the note and place the notes under the corresponding heading on the chart corresponding heading on the chart paper.paper.

• Report out to the whole group, reading Report out to the whole group, reading the charts and post-its.the charts and post-its.

What Can You Do to Move What Can You Do to Move Toward the NBPTS Standard?Toward the NBPTS Standard?

• In small groups, identify key In small groups, identify key concepts for which you have not concepts for which you have not yet addressed.yet addressed.

• Discuss what you could do to Discuss what you could do to improve your collaboration with improve your collaboration with families and the community to families and the community to impact your students’ learning.impact your students’ learning.

Multiple Pathways to Multiple Pathways to Parent Communication Parent Communication

• Read the Handout “A Dozen Activities to Read the Handout “A Dozen Activities to Promote Parent Involvement.”Promote Parent Involvement.”

• In small groups, discuss what you have done to In small groups, discuss what you have done to communicate with parents.communicate with parents.

• Take notes on the BLANK “Multiple Paths to Take notes on the BLANK “Multiple Paths to Parent/Community Communication.” Share Parent/Community Communication.” Share with the small group.with the small group.

• In a whole group, share additional strategies as In a whole group, share additional strategies as examples of examples of two-way communicationstwo-way communications with with parents and community. parents and community.

Leader, Learner and Leader, Learner and Collaborator Collaborator

Review the charts and respond to the following 3 Review the charts and respond to the following 3 questions: questions:

1)1)How have you worked as a leader and How have you worked as a leader and collaborator at the local, state and/or national collaborator at the local, state and/or national level within the last 5 years? level within the last 5 years?

2)2)How have you worked as a learner, showing you How have you worked as a learner, showing you have strengthened your own knowledge, skills have strengthened your own knowledge, skills and/or teaching practices through professional and/or teaching practices through professional development in area relevant to you and your development in area relevant to you and your teaching context? teaching context?

3)3)How have you worked with students’ families How have you worked with students’ families and the community to show on-going, and the community to show on-going, interactive, two-way communication that focuses interactive, two-way communication that focuses on student learning?on student learning?

How Can You Show How Can You Show Evidence As A--Evidence As A--

LEADER, LEARNER, COLLABORATOR?LEADER, LEARNER, COLLABORATOR?• Answer each of t he questions in writing Answer each of t he questions in writing

as a bulleted list.as a bulleted list.• In small groups, share your responses to In small groups, share your responses to

each question. 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 Take notes on what you may do to show

more convincing evidence.more convincing evidence.

Significance and Impact Significance and Impact on Student Learning on Student Learning

• Individually, read the Handout “Chart for Individually, read the Handout “Chart for Professional Collaboration.”Professional Collaboration.”

• Choose one activity from the brainstormed lists to Choose one activity from the brainstormed lists to write under the “Activity” heading.write under the “Activity” heading.

• Read the Handout “How To Document Your Read the Handout “How To Document Your Accomplishments.” Accomplishments.”

• In a whole group, discuss the “guiding questions” In a whole group, discuss the “guiding questions” for each section (description, significance, and for each section (description, significance, and student impact).student impact).

• In small groups, discuss how the activity listed on In small groups, discuss how the activity listed on the overhead. was significant and how it impacted the overhead. was significant and how it impacted student learning, using the handout as a guide.student learning, using the handout as a guide.

• In a whole group, report the responses of your In a whole group, report the responses of your group. group.

Writing About Your Writing About Your AccomplishmentAccomplishment

• Read the Handout “Documented Read the Handout “Documented Accomplishments Categories” chart.Accomplishments Categories” chart.

• Choose 1 of your activities from each Choose 1 of your activities from each area that meets the criteria and make area that meets the criteria and make notes in each column—notes in each column—

Activity Activity

SignificanceSignificance

Impact on Student learningImpact on Student learning

How to Document Your How to Document Your Accomplishments Accomplishments

• Read “Choosing Your Documentation” from the Read “Choosing Your Documentation” from the NBPTS portfolio instructions for your certificate. NBPTS portfolio instructions for your certificate.

• In a whole group, discuss the 3 types of In a whole group, discuss the 3 types of documentation: documentation:

artifactsartifactsverification formsverification forms

communication logscommunication logs• Brainstorm a list of possible types of evidence Brainstorm a list of possible types of evidence

to support your accomplishments. to support your accomplishments.

Writing About an Writing About an Accomplishment Accomplishment

• Read the Handout “Guide for Collaborative Read the Handout “Guide for Collaborative Accomplishments.” Accomplishments.”

• In a whole group, discuss the sentence In a whole group, discuss the sentence stems that provide guidance for how to write stems that provide guidance for how to write about accomplishments.about accomplishments.

• Individually, complete the sentence stems Individually, complete the sentence stems for 1 of your activities.for 1 of your activities.

• In small groups, share each stem. Each In small groups, share each stem. Each group may record 1 example on chart paper.group may record 1 example on chart paper.

• In whole group, clarify meanings, answer In whole group, clarify meanings, answer questions and share examples from each questions and share examples from each group.group.

Next StepsNext Steps

• Read the handout “Practical Tips Read the handout “Practical Tips for Getting Started With Entry for Getting Started With Entry Four.” Clarify the ideas presented.Four.” Clarify the ideas presented.

• List on a 3x5 card what next steps List on a 3x5 card what next steps you will take in order to complete you will take in order to complete Entry Four.Entry Four.