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National Board Candidate Support Session 3. CSU Fullerton College of Education. Agenda. Opener Revisiting Parameters for Support 3 Types of Thinking & Writing Breakout Sessions. Opener. Would you rather?. Opener. Would you rather visit the doctor or the dentist?. Opener. - PowerPoint PPT Presentation
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© Professional Teaching Development Center at CSU Fullerton, 2008
National Board Candidate Support
Session 3
CSU FullertonCollege of Education
© Professional Teaching Development Center at CSU Fullerton, 2008
Agenda• Opener• Revisiting Parameters for Support• 3 Types of Thinking & Writing• Breakout Sessions
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather visit the
doctor or the dentist?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather eat broccoli
or carrots?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather be invisible
or be able to read minds?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather go without
TV or fast food for the rest of your life?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather make
headlines for saving someone’s life or for winning a Nobel Prize?
© Professional Teaching Development Center at CSU Fullerton, 2008
Opener• Would you rather go to the
mountains or the tropics on vaction?
© Professional Teaching Development Center at CSU Fullerton, 2008
Parameters for Candidate Support
• CSPs will– be available via e-mail to read entries
and respond to questions– read written work, but not as a 1st
reader– ask questions to focus your entry, but
not serve as editors– act as facilitators, but not as
instructors, mentors or evaluators
© Professional Teaching Development Center at CSU Fullerton, 2008
Parameters for Candidate Support
• Candidates will– make connections within your group,
and exchange contact information– collaborate and support one another– read the standards & portfolio
instructions– consult the www.nbpts.org or 1-800-22-TEACH
© Professional Teaching Development Center at CSU Fullerton, 2008
Accomplished TeachingMatters
NBPTS values accomplished teaching as defined by the Certificate Standards, and the Five Core Propositions
Student learning is at the heart of the certification process. Portfolio entries should demonstrate the candidate’s impact on student learning.
Reveal your Architecture of Accomplished Teaching!
© Professional Teaching Development Center at CSU Fullerton, 2008
Portfolio Writing
Understanding National Board Certification
Refer to: Chapter 4 Thinking, Dialoging, and
Writing About Teaching
© Professional Teaching Development Center at CSU Fullerton, 2008
The Reflective Cycle• Framing and focusing evidence• Noticing and identifying evidence• Analyzing evidence• Acting on evidence
© Professional Teaching Development Center at CSU Fullerton, 2008
The Reflective Cycle• Framing and Focusing Evidence
– What, specifically, are students supposed to know and be able to do after completion of the lesson?
– What would evidence of this learning be?– What opportunities were created to help
students learn?– Why were those choices made?
© Professional Teaching Development Center at CSU Fullerton, 2008
The Reflective Cycle• Noticing and Identifying Evidence
– What, specifically, do you notice about what students do or say that provides evidence of their development or learning?
– How can you identify evidence of how well students achieved the goals you had set?
© Professional Teaching Development Center at CSU Fullerton, 2008
The Reflective Cycle• Analyzing Evidence
– What does that evidence tell you about what students now know and are able to do?
– What was not learned so well?– Who learned and who did not? – How deeply do students
understand?
© Professional Teaching Development Center at CSU Fullerton, 2008
The Reflective Cycle• Acting On Evidence
– How did you instruction contribute, or fail to contribute, to students’ development, learning, and achievement?
– How might a change in instruction result in improved outcomes?
– What changes need to be implemented?– How and why would those changes improve
the lesson?
© Professional Teaching Development Center at CSU Fullerton, 2008
Types of Thinking & Writing
• Descriptive
• Analytical
• Reflective
© Professional Teaching Development Center at CSU Fullerton, 2008
Descriptive Writing• What? Which?• State, define, describe what
happened• Retell in a logical, clear manner• Sequence the Events• Paint the Picture!
© Professional Teaching Development Center at CSU Fullerton, 2008
Analytical Writing• How? Why?• Analyze, explain, connect,
interpret• Diagnose and look for patterns• What is the significance of the
evidence presented?• What does it all mean?
© Professional Teaching Development Center at CSU Fullerton, 2008
Analytical Writing• What are you “noticing” with regard to
student thinking?– Are you able to determine what students
know and don’t know based on what students say, write, draw, and do?
– Are you linking what students say, write, draw, and do to your instruction?
– Are you linking what students say, write, draw, and do to lesson objectives?
© Professional Teaching Development Center at CSU Fullerton, 2008
Analytic Writing• How are you analyzing?
– Are you treating the class as a whole, or are you able to discriminate between groups of students in class
– Are you able to distinguish degrees of knowing amongst students? What they know and what they don’t know?
© Professional Teaching Development Center at CSU Fullerton, 2008
Reflective Writing• What now?• Thinking about . . .• How will you improve, change, re-
teach, build upon the featured lesson, etc.
• The direction for future action!
© Professional Teaching Development Center at CSU Fullerton, 2008
Reflective Writing• Go back to what you “noticed” in
your analysis– Are your recommendations based
on evidence (what students said, did, drew or wrote?)
– Are your recommendations consistent with improving achievement of the stated lesson objectives?
© Professional Teaching Development Center at CSU Fullerton, 2008
Putting it Together• All three types of writing work
together to paint a complete picture of a particular learning sequence and your thinking about it.
• All three types also revolve around the effective identification and use of evidence
© Professional Teaching Development Center at CSU Fullerton, 2008
Ready, Set, Go!• Start WRITING!
Describe, Analyze and Reflect!• Start VIDEO TAPING
Provide the Evidence!• Demonstrate that YOU are an
accomplished teacher and YOUR impact on student learning!
© Professional Teaching Development Center at CSU Fullerton, 2008
The Written Commentary• You MUST be able to articulate WHY
you do WHAT you do in your classroom, in the featured lessons!
• Present evidence that you are an accomplished teacher using Standards and the Five Core Propositions!
• Tell the story of your teaching!
© Professional Teaching Development Center at CSU Fullerton, 2008
INTERACTION! INTERACTION!INTERACTION!
• Your video should authenticate the quality of the learning through the interactions that you provide for your students as you described in your written commentary via your DESCRIPTIVE, ANALYTICAL and REFLECTIVE writing!
© Professional Teaching Development Center at CSU Fullerton, 2008
Camera Anxieties• It’s not about YOU!• It’s not about the IDEAL lesson,
classroom or group of students!
• It is about what teachers really do, what really happens in the classroom with students!
© Professional Teaching Development Center at CSU Fullerton, 2008
Breakout Groups