NBPTS the 2nd day
A closer look at the certificate standards for ASTL 6325.
Announcements
Check the roster for corrections. Same schedule as yesterday? 30 minute
lunch 11:30-12:00
Why you are good teachers!
Kelecia differentiates instruction after getting to know the needs of her students. (systematic use of several activities- surveys, games and conferences)
Alice equips her students (especially bilingual) to be better communicators though role playing. (as a facilitator instead of just “telling” them)
Tiffany uses hands-on teaching methods. (showed growth of student in class)
Melanie is well prepared for each lesson- EOC assists. (uses reflection to plan)
Rebekah meets all students needs. (uses ongoing learning to develop new methods)
Gloria knows her students and what works best for them- Monitor and Adjust. (assesses students first THEN curriculum)
The Five Core Propositions 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.
Reflecting on the Five Core Propositions Activity Handout
Writing about Teaching
Descriptive Analytical Reflective
You are building “walls” of evidence (Handout)
Decriptive
Gives specific details Retelling of what happened Sets the scene Helps assessor visualize and understand Guiding words are: STATE, LIST,
DESCRIBE, use of WHAT or WHICH as opening words
Analytical
Interpretations the teacher made of what happened
Why the elements or events described are the way they are
Shows the thought process of the teacher Guiding words are: HOW, WHY, IN WHAT
WAY
Reflective Writing
Reflection is self-analysis Includes what the teacher will do next
based on the analysis Retrospective consideration of one’s
practice Guiding words are: WHAT WOULD YOU
DO DIFFERENTLY AND WHY
Possible ways to begin analysis: The students scores were… I interpreted… These are the reasons… Due to… To promote continued thinking, I… The students’ work indicated… It was successful because… I chose to…. because… My reasons for…
Possible ways to begin reflection: After observation… This comment tells me that… It is important for me to realize that… It is significant that… The intent of my question was… This helped me to refocus on… This activity prompted me to… This could be more effective if…
When writing entries Stay away from vague, general statements Be direct and specific (avoid “try to”) Answer questions in order, but add for
clarity Do not use acronyms Describe and explain things Give evidence Use student first names and avoid teacher
names when possible (my collegue)
Must provide insight not just tell what happened
Why, how and so what are key elements Pay attention to the directions for the type
of writing required Back up conclusions with specific
evidence or examples Reflection IMPROVES your future
teaching!
Tips on Writing Use 12 point Times New Roman Font Paragraph often Don’t use your own full name Use active not passive voice Use the language of the standard Review your own work a few days AFTER
you write- you will be more objective Have someone else read it
Get Started (portfolio instructions)
Much of the evaluation depends on your ability to provide insight into not just “what is happening” but the rationale for these events and processes.
Systematic and probing questions about “why, how, and so what” are the key elements to analyzing your practice and beginning to reflect on it
*****Three Types of Writing Handout
Writing Exercise (60 Minutes) Pick a successful unit taught during this
past year. Pick a particular class and a student
whose work was very acceptable from that unit.
Do guided writing by answering the following as you write a “mock entry”
Double space to provide lots of room for notes
Write a brief paragraph about the teaching context
Briefly describe the unit including the period of time
Describe one particular lesson What was the goal of the lesson? Why was this goal chosen? How was this goal accomplished? What happened? Why did this happen? What does this say about your teaching? Did changes occur? Why? Why not?
(during the lesson or for the future? Was this the right thing for the students?
Why? Why not?
As a candidate
You need to know when to describe You need to know how to describe Mark all descriptive or “telling things” in
your answers in green
Help one another
Pair up and switch papers Read the entry and share with your
partner what is not “very clear” on paper We will have time at the end to fix- just
make notes for now
Look at your own paper
Analysis usually asks how, why, or in what ways; or requesting a rationale
Mark all analytical questions and responses in yellow
Now, let’s share in pairs again Remember that good analysis is an
indication of knowledge and planning Look at your partner’s paper to see if the
reasons are there- Are the reasons clear? Are the reasons based on evidence given? Are the reasons based on any standards? Share with your partner if anything could
be better
Look at your own paper
Reflection is similar to analysis, except it usually implies future action or improvement.
Look at the questions again, which request reflection (handout)
Mark all reflective writing in your questions and answers in pink
Help one another
Pair up and switch papers Read the entry and then share with your
partner what could be done better in analyzing the success of the lesson
Could more specific details be added to make stronger points?
Let’s look.
National Board Resource Centers http://nbrc.illinoisstate.edu/ http://nbrc.stanford.edu/
Web Sites
www.nbpts.org www.aaptonline.org http://www.arkansased.org/educators/
recognition/nbct.html www.nea.org www.aft.org www.internet4classrooms.com
http://mrsruss.com/NBCandidates/nbsupport.html http://www.wizzlewolf.com/testimonials.htm
http://teacherweb.com/FL/StonemanDouglasHS/FloridaNBPTS-WLOE/ap16.aspx
Other resources online