FIVE CORE PROPOSITIONSFIVE CORE PROPOSITIONSDavid Robinson, NBCTDavid Robinson, NBCT

Session Two – 5 Core propositionsSession Two – 5 Core propositionsAGENDA – December 8AGENDA – December 8thth 2011 2011

David Robinson NBCTDavid Robinson NBCT  Welcome   Introductions NORMS Where are you on your journey to become a NBCT? Candidate Commitment – I can I can I can THE FIVE CORE PROPOSITIONS

The foundation for accomplished teachingWhat They look like in the classroom

WRITING- DESCRIPTIVE/ ANALYTICAL / REFLECTIVE

Teachers are committed to students Teachers are committed to students and their learning- CP1and their learning- CP1

Recognize individual differences in their students and adjust their practice accordingly.

Have an understanding of how students develop and learn.

Treat students equitably Teachers’ mission extends beyond

developing the cognitive capacity of their students.

CP1- What it can look like in the CP1- What it can look like in the classroom:classroom:

Get to know each student as an individual.

Who they go home to each evening.Know their previous performance.What sparks their interest.This understanding is used

consistently in deciding how to best tailor instruction.

CP-2 Teachers know the subjects they CP-2 Teachers know the subjects they teach and how to teach those subjectsteach and how to teach those subjects

Appreciate how knowledge in their subjects is created, organized and linked to other disciplines.

Command specialized knowledge of how to convey a subject to students.

Generate multiple paths to knowledge.

CP-2 What it can look like in the CP-2 What it can look like in the classroom:classroom:

Teachers are passionate about the subjects they teach.

They work tenaciously with students of all abilities and interest levels.

They are not afraid to try something new or unusual to capture and engage students.

Find alternate teaching methods and strategies when a student is struggling with a subject.

CP-3 Teachers are responsible for CP-3 Teachers are responsible for managing and monitoring student learningmanaging and monitoring student learning

Call on multiple methods to meet their goals.

Orchestrate learning in group settings. Place a premium on student engagement. Regularly assess student progress. Teachers are mindful of their principal

objectives.

CP-3 What it can look like in the CP-3 What it can look like in the classroom:classroom:

Students work in multiple configurations. The classroom climate is warm and

accepting – students understand that mistakes are opportunities for learning.

Assessment by observation, analyzing student work, informal and formal evaluations.

When the results indicate a gap, new instructional techniques are tried.

CP-4 Teachers think systematically about CP-4 Teachers think systematically about their practice and learn from experiencetheir practice and learn from experience

Lifelong learners seeking to expand their repertoire, deepen their knowledge and skill, and become wiser in rendering judgments.

Seek the advice of others and draw on education research and scholarship to improve their practice.

CP-4 What it can look like in the CP-4 What it can look like in the classroom:classroom:

Teachers use today’s results to structure lessons for tomorrow.

They analyze every day thinking about what went well, and what needs to be re-done – with specific goals in mind.

Flexible and adaptable lesson plans. Strive to teach for understanding and

mastery.

CP-5 Teachers are members of learning CP-5 Teachers are members of learning communitiescommunities

Contribute to school effectiveness by collaborating with other professionals.

Work collaboratively with parents.Take advantage of community

resources.

CP-5 How it can look in the CP-5 How it can look in the classroom:classroom:

Open door policy to all.Students are used to visitors.Regular and innovative means of two

way communication with parents and family.

Channels for parents to speak openly to teachers.

5 CORE PROPS ACTIVITY5 CORE PROPS ACTIVITY

Read statementHow do I implement & use assessments

to adjust my lessons and gauge understanding?

What evidence do you have of this?

5 CORE PROPS ACTIVITY5 CORE PROPS ACTIVITY

Read statementHow do I create multiple paths for

students to learn the subject matter

What evidence do you have of this?

5 CORE PROPS ACTIVITY5 CORE PROPS ACTIVITY

Read statementHow do I use varied student groupings

(individual/paired/small group/whole class) to ensure students are mastering content?

What evidence do you have of this?

PARKING LOT PARKING LOT Burning Questions?Burning Questions?

?

What’s Next?What’s Next?

Writing for National Board Certification

Descriptive, Analytical, Reflective 

HomeworkWho are you teaching? – Your Instructional Context